@OECTA December 2014 issue by @OECTA

december 2014

oecta.on.ca

IN THIS ISSUE: ELKP: ECE is required during delivery I of instructional pro gram Arbitrator rules MoU is part of OECTA I collective agreements Fair-hiring: reflections on Regulation 274 I I Wells of Hope: for those who thirst I Project Overseas adventure in Uganda

INBOX

PRESIDENT’S MESSAGE

Your collective agreement expired on August 31, so I’m sure you are concerned about what OECTA is doing to protect your interests, especially as the salaries of teachers not on grid have been frozen since 2012. Teacher unions are now at the bargaining table with their employer group and the government. OECTA’s team met with the other two parties four times in September and three times in Oc- James Ryan tober. While the content of those talks remains confidential, I can tell you we agreed on the ground rules and on the starting point for negotiations. This may not seem like much but it does represent progress. However, as we tackle the substance of our agreements, I predict a marathon, not a sprint. Why? Because the government insists there is no new money. On the contrary, it wants savings. This school year, the province is funding grid advancement only on the 97th day but not increases for teachers off-grid, essentially freezing their salaries again. OECTA has already launched grievances everywhere grid payment has been delayed. For 2015-16, the Education Funding Consultation Guide says, “The recent pattern of annual increases in education funding is no longer sustainable and the system needs to live within its means while simultaneously ensuring student achievement. This will require creative thinking from our education partners.” We read further that, “… permanent savings need to be found. For the Ministry of Education, this is a significant planning challenge as it represents a potential reduction of 1 to 2% in total revenue creating an impact of $250 to $500 million.” What does this mean for OECTA members? The province is taking the position that, if your Association wants you to have salary and benefit improvements, it will have to “buy” them by accepting concessions elsewhere. That’s what other public sector unions have been doing. But OECTA’s bottom line at the table is “status quo plus.” Consequently, bargaining is likely to grow contentious and the Association will need to increase pressure on the employer. To support us at the table, we’re likely to ask you for a strike vote (another education union has already held such a vote). As bargaining continues, it will be increasingly important for you to know what’s happening. And if you want to participate in a vote, please ensure OECTA has your personal email address. Read the Provincial Bargaining Updates in the Members’ Centre of www.oecta.on.ca as well as other union communications, because what happens in collective bargaining this year will affect your work life for years to come. Follow me @OECTAPrez

READ MY WEEKLY BLOG www.oecta.on.ca

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What is a provincial strike mandate? When members of OECTA are asked to vote in favour of authorizing strike action, they are being asked to provide OECTA with a strike mandate. A strike mandate authorizes the Association to go on strike as determined by the Provincial Executive, but it does not necessarily mean that we will be going on strike; instead, it makes the option available. It is also a public statement of teachers’ resolve and provides leverage to the bargaining team to help your Association influence the bargaining table and address issues. When appropriately timed, a strike mandate sends a strong message to the employer side (which includes the Government and the Ontario Catholic School Trustees’ Association) that teachers must be respected and dealt with in a fair manner. A strike mandate does mean that the possibility of a strike exists if the employer side remains intransigent. This means that some form of job action could arise as a result of a strike mandate, for example, work to rule, rotating strikes, and full withdrawal of services.

Carley Desjardins Editor Janine Druery Associate Editor Delia Tavares Production and Advertising Adam Lemieux Writer/Researcher EDITORIAL BOARD James Ryan President Ann Hawkins First Vice-President Marshall Jarvis General Secretary David Church Deputy General Secretary Pat McKeown Executive Resource Assistant

@OECTA is published five times during the school year. Opinions and ideas expressed in @OECTA are not necessarily those of the Ontario English Catholic Teachers’ Association. @OECTA is a member of the Canadian Educational Press Association, and the Canadian Association of Labour Media. Return undelivered Canadian addresses to: Ontario English Catholic Teachers’ Association, 65 St. Clair Avenue East, Toronto, ON M4T 2Y8 PHONE 416-925-2493 TOLL-FREE 1-800-268-7230 FAX 416-925-7764 www.oecta.on.ca Publication Mail Agreement No. 0040062510 Account No. 0001681016

HIGHLIGHTS

WORLD TEACHERS’ DAY On October 5, 2014, we recognized and celebrated the contribution of teachers both here in Ontario and around the world. OECTA President James Ryan thanked all teachers for their dedication and hard work on World Teachers’ Day and every day of the year. COLLECTIVE BARGAINING SEMINAR A collective bargaining seminar was held in Toronto on October 14-15, 2014. The seminar focused on negotiation processes and bargaining strategies at both the provincial and local levels, and was attended by local unit presidents and grievance officers. HEALTH & SAFETY REGIONAL MEETINGS Five health and safety regional meetings were held across the province during the months of October-November. At this year’s regional meetings, local unit presidents and health and safety representatives focused on what inspections in the workplace should entail. 2014 PRIME MINISTER’S AWARDS FOR TEACHERS The 2014 recipients of the Prime Minister’s Awards for Teaching Excellence were announced in October. The awards recognize outstanding elementary and secondary school teachers in all disciplines who, through the innovative use of information and communications technologies, help Canadian students meet the challenges of a 21st century society and economy. A total of 10 teachers received a Certificate of Excellence (a national-level award) and 25 teachers received a Certificate of Achievement (a regional-level award). Among this year’s recipients of a Certificate of Achievement was Toronto Elementary OECTA member Maureen Sims. The full list of award recipients is available at http://bit.ly/1s97E5o. Maureen Sims WHEN FAITH MEETS PEDAGOGY The Catholic Curriculum Corporation held its 2014 When Faith Meets Pedagogy Conference in Toronto on October 23-25. The theme of this year’s conference was “Proclaiming Joy on the Journey” and was inspired by the Apostolic Exhortation from His Holiness, Pope Francis, “The Joy of the Gospel.”

Provincial Bargaining Continues OECTA continues to meet with the employer side, which includes representatives from the government and the Ontario Catholic School Trustees’ Association (OCSTA). Information on meeting dates and outcomes is sent regularly by email to OECTA members who have registered their personal email address with OECTA for the purposes of provincial bargaining. Members can also access bargaining updates, FAQs and videos in the Provincial Bargaining Updates section of the Members’ Centre at www.oecta.on.ca. Members will need an OECTA membership number to log in and access this information. Given the confidential nature of negotiations, it is important that updates are posted in a secure location for members only.

Provincial Bargaining

U PDATE Have you registered your personal email address?

With provincial bargaining underway, the quickest and easiest way to stay informed and be notified of important updates, including strike votes or voting on a proposed agreement, is to provide a personal email address (not the email address provided by your school board). If you have not already done so, please register your personal email address at www.surveymonkey.com/s/OECTACollector2, so that you are registered to receive provincial bargaining information and to vote online for the new agreement.

OECTA members are also encouraged to sign in to the Members’ Centre of www.oecta.on.ca to receive @OECTA, the Association’s e-newsletter providing timely OECTA news, legislation updates and professional development opportunities. COVER ARTWORK – Congratulations to Catherine Ross from Halton Elementary who had the winning entry in the 2014 OECTA Christmas Card contest, organized by the provincial Communications and Public Relations Committee. Consider entering your original artwork in next year’s contest. See contest details for 2015 on page 4.

DECEMBER 2014 | @ OECTA 3

INBOX

CALENDAR

@OECTA

DESIGN THE 2015 OECTA CHRISTMAS CARD We are looking for Christmas-themed art from OECTA members to use on our 2015 Christmas card. Submit your original piece of art by April 1, 2015. All entries must be two-dimensional finished art, whether a photograph, sketch, collage, painting, etc. Submit your entry to the attention of the Communications Department, OECTA, 65 St. Clair Ave. E., Suite 400, Toronto, ON M4T 2Y8. Be sure to include your contact information with your entry. NEW ADDITIONAL QUALIFICATION (AQ) MODULES Now you can take some OECTA AQ courses one module at a time. As an affordable way for you to enhance your professional development, new modular learning allows you to take one section of a course at a time, rather than taking the full course all at once. Even better, if you complete all modules for a course, you will receive the additional qualification credit. Spring registration begins December 2. For more information, including which courses are available in modular format, visit us online at oecta.on.ca. LEADERSHIP TRAINING PROGRAM 2014-15 OECTA will offer its Specialized Leadership Training Program in 2014-15 with online registration starting in January 2015. Anyone who has completed the foundational program is eligible to apply for the specialized program. The Foundational Leadership Training Program will run in 2015-16.

LTP

CELEBRATE THE CREATIVITY OF YOUR STUDENTS The 2015 Young Authors’ Awards showcase the writing talents of students in Kindergarten to Grade 12 and the teaching talents of their teachers. Categories range from poems and short stories to plays and non-fiction in both English and French. The deadline to submit entries to your school’s OECTA representative is February 13, 2015. NATIONAL DAY OF REMEMBRANCE AND ACTION ON VIOLENCE AGAINST WOMEN This year marks the 25th anniversary of the December 6, 1989 École Polytechnique murders, when 14 young women lost their lives. Every year, we take this day to reflect on the prevalence of violence against women in our society, and to commit to taking concrete action in order to end violence against women and girls. TRADE PLACES AND TEACH IN AUSTRALIA OECTA members are invited to trade places for a year with a teacher in an Australian Catholic school as part of an exchange program organized by the Canadian Education Exchange Foundation (CEEF), a non-profit charitable organization that provides national and international exchange programs and services for teachers and educators. Visit www.oecta. on.ca in the Teaching Opportunities section under Career Development in the Members’ Centre for more information. To register, contact Carol Wilkins, Teacher Exchange Coordinator, via email at cwilk@ceef.ca or phone at 705-739-7596.

Visit www.oecta.on.ca for more information

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DECEMBER Spring AQ Course Registration Opens December 2 National Day of Remembrance and Action on Violence Against Women December 6 Provincial Executive Meeting December 15-16 Christmas Break December 22 to January 2

JANUARY Ontario Teachers’ Federation Winter Board of Governors’ Meeting January 15-16 Provincial Executive Meeting January 22-23

FEBRUARY Provincial Executive Meeting February 3-4 Council of Presidents February 4-6 1 Billion Rising February 14 Family Day February 16 Provincial Executive Meeting February 26-27

Upon determination by the Provincial Executive and recommendation of the Council of Presidents, the Association will conduct a province-wide, all-member vote on any provincial tentative agreement or final offer required by the employer bargaining agency. Similarly, OECTA may need to conduct a province-wide, all-member strike vote in this round of provincial bargaining. The Association is required to use online and telephone voting for any province-wide all-member vote related to provincial bargaining. Only active OECTA members are eligible to vote. How do I register to vote? If you have already provided an email address to receive OECTA’s Provincial Bargaining Updates, then you are also registered to vote on an agreement. To provide an email address or change the email address currently on file, go to: www.surveymonkey.com/s/OECTACollector2 Why do I need to provide a personal email address? A school board email address is not reliable as the employer may block particular emails or cut off access in the event of job action. What if I don’t have a personal email address? Registering to vote with a personal email address is the quickest and easiest way to receive your voting credential and to access your ballot. If you do not have a personal email address, information for registering and voting telephonically will be posted in the Members’ Centre of the OECTA website (www.oecta.on.ca) shortly before the voting period. Log in to the Members’ Centre regularly to ensure you don’t miss any important information. How do I vote? Active members of OECTA will have the opportunity to vote on a tentative agreement or final offer either online or via touchtone telephone. A voting credential is needed to access the electronic ballot. The voting credentials will be delivered via email to members using the most recent personal address on file at OECTA Provincial. A voting credential will be delivered to each individual email address. If you share an email address with another OECTA member, you will only have one opportunity to vote. A separate email address must be provided for each member. You will receive your voting credentials seven (7) days prior to the vote so that you can access the voting website and review any necessary documentation, such as a tentative agreement. You will need your OECTA membership number (found on your OECTA card) to receive a 20-digit personal identification number (PIN) to cast your ballot.

How do I know if I am an active member? An active member of OECTA who is eligible to vote in relation to provincial bargaining is a certiﬁed regular day school teacher, continuing education teacher or occasional teacher in a publicly funded Catholic district school board in Ontario. A member must be teaching, or be a teacher employed by a publicly funded Catholic district school board in Ontario who has paid OECTA dues in the last 10 school months, or is on a board-approved leave of absence. If you have any questions regarding your membership status, please contact your local unit. Unit contact information can be found at http://bit.ly/1ARrgSH.

www.oecta.on.ca DECEMBER 2014 | @ OECTA 5

INBOX

By Adam Lemieux

Recent research from the Conference Board of Canada finds that generational inequality – the gap in incomes between youth and adults – has increased significantly since the mid-1980s. The report confirms what many young people already know, as they struggle to find jobs, repay student loans, and afford accommodations outside of their childhood homes. There have always been disparities in employment rates and incomes between youth and older generations, with young people experiencing several transitions and periods of uncertainty before settling into their working lives. New workers have fewer skills, less experience, and no seniority. However, particularly in Ontario, major structural shifts over the past few decades have introduced new challenges. These have been exacerbated by the recent recession. The labour market has become polarized, with a steady decline in middle-income positions and a dramatic increase in precarious, service-sector employment. Since late 2008, the unemployment rate for Ontarians aged 1524 has hovered roughly 10 percentage points above the rate for adults, the largest this difference has ever been. When young people are able to find work, it is too often in low-skill, low-paying positions that do not match their level of education or provide sufficient income.

All Dressed Up, Nowhere to Go Young Ontarians have skills and ambition. Now they need good jobs

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Unemployment and underemployment do not only affect youth in the short term. “Scarring effects” can hamper individuals throughout their years, increasing the likelihood of future unemployment, reducing lifetime earnings, and inflicting various other social and psychological stresses. There are also societal costs in the form of lost productivity, squandered investments in public education, and poorer health. Furthermore, if young people are unable to find satisfying work, and their incomes continue to lag significantly behind those of older generations, this could lead to social tensions and loss of trust in our political and economic institutions. This is a troubling prospect given that we will depend on our young workers to grow the economy and support our social services as the population ages. To its credit, the provincial government has shown some desire to address this issue. The Youth Jobs Strategy aims to help 30,000 young Ontarians get work experience, start a business, or build job skills. The Ministry of Labour has also taken steps to curb the pro-

OECTA’s Index By Adam Lemieux

Inspired by the famous Harper’s Index and the new Hennessy’s Index from the Canadian Centre for Policy Alternatives, OECTA has created its own index of interesting stats and figures. Here’s our first OECTA Index. liferation of unpaid internships, which are generally illegal, inequitable, and of questionable benefit to the intern. However, we must be focused on helping young people find high-quality, long-term employment. Moving youths into temporary jobs with no opportunity for advancement will do little to improve their well-being or Ontario’s economic prospects. Similarly, while our economy will certainly benefit from a new generation of risk-taking entrepreneurs, self-employment is not an adequate or sustainable solution to the youth employment crisis. Instead, it feeds the trend toward insecure jobs and unstable incomes.

$23.45 A verage (inflation adjusted) hourly wage for Canadians aged 25-34 in 1976 $20.77 Average wage for Canadians aged 25-34 in 2013

A comprehensive approach will support growth in those sectors that demand skilled workers and provide full-time, well-paying jobs. It will help young people make wise decisions about post-secondary education, and give them the opportunity to participate in worthwhile workplace training. To achieve the best results, we will need co-operation among young people, governments, educational institutions, and employers. There is also a considerable role for unions. Organized labour remains our most promising bulwark against inequality, but unionization rates have been falling, especially in the private sector. The labour movement needs to reach out to, and speak for, people who work in jobs that have not typically been unionized. We also need to train and encourage young people to take on leadership roles, so that their voices can be heard at the bargaining table and beyond.

79%

There is a common narrative painting the millennial generation as a feckless, entitled bunch. To be sure, young people must acknowledge their own responsibility to develop the skills and attitudes required in a competitive, globalized, technology-driven economy. However, we all need to appreciate the reality of the situation. If employers are not hiring, meaningful training is not available, and incomes are not keeping pace with the cost of living, Ontario’s youth will have little success in getting started on the path to adulthood. It’s difficult to pull yourself up by your bootstraps if you can’t afford the boots. Adam Lemieux is the Writer/Researcher in the Communications and Government Relations departments at OECTA Provincial Office.

42%

Percentage of businesses found with illegal unpaid internships during recent inspection blitz $48,543 Amount these businesses owed in back pay 73%

Percentage of underpaid interns in Ontario who are women

11%

Percentage of Ontario’s labour market made up of manufacturing jobs in 2013 Percentage of Ontario’s labour market made up of service-sector jobs in 2013

26% 17%

Canada’s private sector unionization rate in 1984 Canada’s private sector unionization rate in 2013

47.9% Percentage of total wealth owned by top 10% of households in Canada 5.5% Percentage of total wealth owned by bottom 50% of households in Canada 77%

Percentage of Canadians who think income inequality is a serious problem

59%

Percentage of Ontario women aged 25-44 who were in the labour force in 1976 82% Percentage of Ontario women aged 25-44 who were in the labour force in 2010 $925 $152

Average monthly parent fee for toddlers’ full-day child care, Ontario Average monthly parent fee for toddlers’ full-day child care, Quebec

$1.74 Annual cost to Ontario businesses of employee billion turnover, absenteeism, and lost productivity, due to parents’ work-life conflict $1.75 Amount returned to economy for every dollar Quebec government spends on child care

Sources: Broadbent Institute, Canadian Centre for Policy Alternatives, Child Care Resource and Research Unit, Generation Squeeze, Globe and Mail, Human Early Learning Partnership – University of British Columbia, Toronto Star Adam Lemieux is the Writer/Researcher in the Communications and Government Relations departments at OECTA Provincial Office.

DECEMBER 2014 | @ OECTA 7

INBOX

The Tenure Tussle

California lawsuit perpetuates myths about teachers’ job security

CARTOON BY DAVID GRANLUND

By Adam Lemieux

The teaching profession was given quite a shock this past summer when a judge struck down five statutes of the California Education Code related to teacher credentialing, dismissal processes, and layoff procedures. The ruling came out of Vergara v. California, a lawsuit in which plaintiffs claimed “grossly ineffective” teachers are obtaining and retaining jobs primarily because of strict employment laws, with these teachers being disproportionately situated in schools predominantly serving low-income and minority students. In a flimsy 15-page decision, the judge agreed, saying the laws violate students’ constitutional right to equality of education. The bases of the case should be of concern to all teachers. While the lawsuit was supposedly brought forward by students from California’s public school system, it was organized and resourced by a group called Students Matter, which is funded by several wealthy donors who are well-known for criticizing teachers’ unions and pushing for competition and privatization in education. Several witnesses testified that teachers share an interest in counselling less proficient colleagues to improve their practice or even leave the profession, but the plaintiffs were able to effectively portray all teachers and their unions as being more concerned with protecting their jobs than providing quality education. The spurious reasoning behind the decision also ignores many of the real causes of inequity in education. Especially in the United States, there are great imbalances in financial resources between rich and poor districts. Without significant support, even the very best teachers cannot be expected to overcome the poverty, discrimination and violence that affect child development and educational attainment in disadvantaged communities. Furthermore, it is widely acknowledged that low-income districts struggle to attract experienced teachers, due to lack of resources, poor working conditions, administrative instability, and other reasons. It defies logic to contend that making it easier to get rid of teachers will somehow address these problems. Perhaps most importantly, although Americans tend to use loaded terms like “tenure” and “last in, first out,” what they are really talking about is permanent status and respect for seniority. Much like in Ontario, when teachers in California complete their teacher training and induction programs, they no longer have to renew their credentials, and they are entitled to due process and an impartial consideration of the facts before they can be dismissed from their jobs. In the event of layoffs, it is the most experienced teachers who are retained. Critics argue these rules give teachers “jobs for life” and force schools to employ teachers who are ineffective or have

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become complacent. However, in a subjective field like education, such processes keep teachers from enduring unproductive oversight or facing dismissal for political reasons. Likewise, seniority rules guarantee that employment decisions do not involve nepotism or other arbitrary factors. The point is to promote fairness over favouritism. Unfortunately, anti-teacher campaigners will be emboldened by their victory. Students Matter and its partners already have another case going forward that seeks to “protect children’s rights” by challenging New York’s dismissal and layoff procedures. And while some of the specifics of these cases are unique to the American context, the basic ideas are not foreign. Mike Harris’ so-called Common Sense Revolution sought to bring mandatory recertification to Ontario. More recently, Alberta’s Task Force on Teaching and Excellence recommended that teachers be made to renew their credentials every five years, even though the program could cost up to $70 million per year to administer and the task force itself acknowledged that only a small percentage of teachers could possibly be considered “incompetent or unprofessional.” School systems are most successful when they are based on principles of respect and professionalism, focused on attracting talented, qualified individuals to the field and giving them the tools and freedom to develop their practice. Teachers know they should strive to provide the best possible service to students and the public, using professional development, mentoring programs, and informal collaboration to encourage and support one another. OECTA will continue to resist any initiative that treats teachers as objects of suspicion whose competence is always in question. As we offer solidarity to our colleagues in the Golden State, we must also consider how to dispel the myths that exist in our own backyard. Adam Lemieux is the Writer/Researcher in the Communications and Government Relations departments at OECTA Provincial Office.

Early Learning Kindergarten Program

ECE is required during delivery of instructional program By Kevin O’Dwyer

A recent arbitrator’s decision provided an interpretation of the Education Act that requires school boards to ensure a certified teacher and an early childhood educator (ECE) are both present during the delivery of the instructional program. Giving rise to the grievance and the eventual decision by Arbitrator George T. Surdykowski was the fact that the Windsor-Essex Catholic District School Board was providing scheduled break times to ECEs during the instructional portion of the school day. In effect, for 13 per cent of the daily instructional time, the assigned ECE was absent from the classroom. Arbitrator Surdykowski based this decision upon the statutory interpretation of the legislation; specifically, “the words used must be given their plain and ordinary meaning, with due regard to the subject matter and circumstances from which they derive and the context in which they are used” (Windsor-Essex vs. OECTA Award, p. 11). The Education Act requires teachers to perform specific duties. Inferred from those statutory duties is that a teacher must be present in the classroom to perform such duties. The arbitrator concluded that “Section 264.1 of the Education Act requires teachers and designated appointed ECEs

to cooperate and coordinate, and plan and provide education to JK and K pupils. It also requires them to observe, monitor and assess their development. It is difficult to conceive how an ECE could provide education to JK or K pupils if s/he is absent during instructional time, and an ECE certainly cannot observe pupils if s/he is not present” (Windsor-Essex vs. OECTA Award, p. 12). The legislation requires that a kindergarten teacher delivering the full-day kindergarten program have a qualified ECE present in the classroom during the

entire instructional delivery. This does not limit either the teacher or the ECE from accessing regularly scheduled breaks. However, it prevents scheduling those breaks in a way that requires the teacher to cover for the ECE while s/he is on break. As a kindergarten teacher, if you are having a similar experience, please contact your local unit office. Kevin O’Dwyer is a secretariat member in the Bargaining and Contract Services Department at OECTA Provincial Office.

• The decision to create Kindergarten/Grade 1 combined grades should be based upon what makes sense pedagogically, not financially. • Full-day Kindergarten (FDK) follows an inquiry-based approach to teaching whereas Grade 1 does not. Equipment and materials used in rich, inquiry/play-based learning are not found in a Grade 1 classroom. • The current FDK program was specifically designed to be delivered by a teacher working collaboratively with an ECE; when kindergarten and Grade 1 are combined, the ECE is not in the classroom thereby removing the expertise and contribution that the ECE brings to student learning. • Combining FDK and Grade 1 is not the same as combining other grades, with similar curriculum, for instance Grade 1 and 2.

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OECTA’s new modular AQ courses are an eﬀective way to enhance your professional development. Modular learning lets you take a course one module (or section) at a time – that means a smaller time commitment and less workload. You can complete just one module as professional development, or take them all within two years to receive a full AQ credit...the choice is yours. Modular courses available this fall:

(Student) Assessment and Evaluation n Integration of Information and Computer Technology in Instruction / Part 1 n Reading / Part 1 n Religious Education / Part 2 You must have completed Part 1 to enrol n Teaching Students with Communication Needs (Autism Spectrum Disorders) n

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Modules run continuously throughout an AQ session For more information and to register, visit oecta.on.ca

INBOX

Arbitrator rules Memorandum of Understanding is part of OECTA Collective Agreements By Grace da Silva

During the 2012 round of local bargaining, the majority of Catholic school boards took the position that the July 5, 2012 Memorandum of Understanding (MoU) between the Association and the Ontario Ministry of Education was not part of either the permanent or occasional teacher collective agreements. It was the position of these boards that they had never adopted the MoU or any of its provisions, and have actively resisted any suggestion that the MoU or any of its terms or conditions form part of the local collective agreements with OECTA. The boards’ objection to the incorporation of the MoU into their local collective agreements was primarily based on two clauses: • SECTION K – Professional Judgment and Effective use of Diagnostic Assessment; specifically, “3. Teachers shall use their professional judgment to

determine which assessment and/or evaluation tool(s) from the Board list of preapproved assessment tools is applicable, for which student(s), as well as the frequency and timing of the tool. In order to inform their instruction, teachers must utilize diagnostic assessment during the school year.”

• SECTION L – Hiring Practice, which requires that the following language be incorporated into every local occasional teacher collective agreement:

“Occasional Teachers (OTs) play a critical role in the educational achievement of Ontario’s students and Ontario’s new teachers are increasingly relying on occasional teaching assignments as their introduction to the teaching profession. The OT role is challenging and builds experience, which should be recognized by Boards in the hiring for Long Term Occasional (LTO) and/or permanent positions. It is critical that the process to gain such positions be fair and transparent.”

On October 16, 2013, the Eastern Ontario OECTA Unit filed two grievances against the Catholic District School Board of Eastern Ontario on behalf of the permanent and occasional teacher bargaining units, citing that the board had not provided a complete and final copy of the OT collective agreement to their local or provincial association that included the appended MoU of July 5, 2012 and other relevant documents. On November 11, 2013, George Surdykowski was appointed as sole arbitrator in this matter and the grievance was scheduled to be heard over the course of three days in April and June 2014. OECTA was seeking a ruling and declaration that the terms and conditions of the July 5, 2012 MoU are included in the collective agreements between the parties, and an Order requiring that either the MoU be appended to the collective agreement, or that the terms and conditions of the MoU be inserted into the collective agreement clause by clause. On September 3, 2014, Arbitrator Surdykowski rendered his decision that the grievances were allowed, “declaring that the terms and conditions of the July 5, 2012 MoU and any prescribed changes thereto, are included in and form part of the collective agreements between the parties.” He also ordered “that the July 5, 2012 MoU and any prescribed changes thereto be appended to the collective agreements between the parties.” The Association is pleased that this matter has been resolved as we prepare for the 2014-15 round of local bargaining.

Grace da Silva is a secretariat member in the Bargaining and Contract Services Department at OECTA Provincial Office.

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INBOX

2014-2015 Unit Presidents

Bob Giasson Algonquin-Lakeshore

Len McDonald Brant Haldimand Norfolk

Anna Morrison Bruce-Grey Elementary

Deborah Carter Bruce-Grey Secondary

Rose Procopio Dufferin-Peel Elementary

Peter MacDonald Dufferin-Peel Secondary

Melissa Cowen Durham Elementary

Chris Montgomery Durham Secondary

Barb Dobrowolski Eastern Ontario

Nina March Halton Elementary

Keith Boyd Halton Secondary

Sergio Cacoilo Hamilton Secondary

Nick de Koning Hamilton-Wentworth

Angelo Ippolito Huron-Perth Elementary

Mike Ennett Huron-Perth Secondary

Katrina Wheaton Huron-Superior

Dean Demers Kenora

Fern Hogan London District

Marie Balanowski Niagara Elementary

Scott McAvoy Niagara Secondary

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Linda Gordon Nipissing Elementary

Rick Belisle Nipissing Secondary

Louis Clausi Northeastern

Dan Maltais Northwest

Beth Dowe Ottawa

Dean Spence Peterborough VNC

Tracey Pecarski Renfrew

Wayne Bechard St. Clair Elementary

Chad Coene St. Clair Secondary

John Vella St. Michaelâ&#x20AC;&#x2122;s CSTA

Joe Martone Simcoe Muskoka Elementary

Michele MacDonald Simcoe Muskoka Secondary

Kent MacNeill Sudbury Elementary

Dan Charbonneau Sudbury Secondary

Lisa Lacaria Superior North

Aldo Grillo Thunder Bay Elementary

Mike Pozihun Thunder Bay Secondary

Mario Bernardo Toronto Elementary

Dave Szollosy Toronto Secondary

Mike Devoy Waterloo

Unit president contact information: www.oecta.on.ca in the About section under Bargaining Units Mark Berardine Wellington

Donald Garant Windsor-Essex Elementary

Brian Hogan Windsor-Essex Secondary

Heather Manassis York

DECEMBER 2014 | @ OECTA 13

TEACHERS AID

OECTA advisor Real life situations and solutions

By Joe Pece

TEACHERS FACING INVESTIGATIONS The Counselling and Member Services Department provides legal advice and representation to members facing Children’s Aid Society (CAS), police and College of Teachers’ investigations. Annually, the department deals with an average of 120 to 150 cases. Last year, 75 of the total cases dealt with teachers facing either a CAS or police investigation because of an alleged physical assault. In these cases, contact often occurred when the teacher was in the process of reprimanding or disciplining a student. For example, in a recent case, a complaint was filed after the teacher placed her hand on the shoulder of a student while sending him to the office for disruptive behaviour in class. If an allegation of physical contact or inappropriate behavior is made against a teacher, we advise the member not to discuss the situation with anyone, including the principal. The teacher is also advised to prepare a report of the incident that will be examined by OECTA’s legal counsel. Legal counsel will discuss the matter with the member prior to his or her meeting with police and/or the CAS. In many cases, legal counsel is able to have these complaints dismissed quickly through conversations with police and CAS. However, some cases go further, which could include an investigation by the Ontario College of Teachers.

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Assault is define d as an int entional act that causes a person t o believe that he or she is about to be harme d. This bro ad definit ion may expl ain why the actions of some teachers may lead to a CAS /police investigat ion.

Members involved in this kind of incident are strongly urged not to speak to the principal, other school board officials, police or CAS before receiving legal advice from OECTA. Any statements made could be used against them. For example, they could be used to determine whether the member’s actions were motivated by anger, or exhibited a lack of control that would require further investigation or even charges. Teachers can usually avoid the trauma and interruption to their teaching career that would result from an investigation or a criminal trial if they clearly follow OECTA’s legal advice. For further information, please review the On Thin Ice: Maintaining Professional Boundaries video and accompanying booklet on how to reduce the likelihood of allegations and how to manage investigations. The booklet and DVD are available through your OECTA Staff Representative. They are also available in the Members’ Centre of OECTA’s website. Joe Pece is the Department Head for the Counselling and Member Services Department at OECTA Provincial Office.

ON THIN ICE: MAINTAINING PROFESSIONAL BOUNDARIES A resource for teachers Counselling & Member Services

Beginning teachers Surviving and thriving in the first five years By Gian Marcon

FAIR HIRING – REFLECTIONS ON REGULATION 274 When the OECTA Memorandum of Understanding (MoU) and Regulation 274 established a fair-hiring process for occasional teachers, various supporters and detractors quickly made their positions known. As is often the case with dramatic change, the reactions on both sides of the fair-hiring issue were polarized around the question of whether a fair-hiring process for occasional teachers was in the best interest of education stakeholders. Detractors complained that energetic, recent teacher’s college graduates were being kept out of classrooms in favour of OECTA members who were being given undue credit for their experience and seniority. Conversely, supporters of the fair-hiring process welcomed it as an objective hiring regime that acknowledged extended teaching experience and seniority. Moreover, they viewed it as a long overdue correction to a system of hiring that was overtly subjective, arbitrary and fraught with nepotism. Regardless, the fair-hiring process that was negotiated by OECTA and regulated by the Government of Ontario is into its third year, and despite the concerted efforts of some employers across the province, appears to be here to stay. OECTA has employed significant resources to respond to school boards that have been intentionally obstructionist when implementing a fair-hiring process that exists in both collective agreements and regulation. While our efforts continue to be rewarded, there is still work to be done in the areas of vigilance and enforcement. In this respect, our members’ support and participation is critical.

then hold school boards accountable. In essence, once a member identifies an employer transgression, they need to access and support the grievance processes in their respective collective agreements. In this way, the full magnitude of our collective strength can be brought to bear in the exercise of our existing rights. OECTA has numerous active grievances pertaining to the fair-hiring process throughout the province because occasional teachers are “stepping up” for themselves and their colleagues. Their example should inspire all of us to step up when we have an opportunity to defend the collectively bargained rights we have worked so hard to establish. Gian Marcon is a secretariat member in the Bargaining and Contract Services Department at OECTA Provincial Office.

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When it comes to bargained rights and entitlements, the key to effective member representation requires both knowledge of one’s rights as well as a commitment to defending those rights. With regards to the fair-hiring process, OECTA continues to communicate the components of the process while also providing insight into the practical workings and implementation issues associated with it. Whether it is the 10-month/20-day requirement in the preceding five years at the date of application for long-term occasional (LTO) list eligibility or the successful four-month LTO requirement for permanent position applications, our members are informed about the fair-hiring process. Our challenges arise when employers undermine this process. Whether employers blatantly ignore the established process or add expectations that exclude qualified applicants from the process, the Association needs the active cooperation and participation of its members to both identify employer non-compliance and to

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TEACHERS AID

Legal brief Teachers and the law

By Charlene Theodore

NAUGHTY OR NICE It has been a busy, roller coaster of a year for Canadian workers with many positive and negative developments. In the spirit of the season, I present my naughty or nice list for 2014, separating this yearâ&#x20AC;&#x2122;s good moments from the bad ones. NAUGHTY The year started with news from Statistics Canada that unionization rates continued to decline, with Alberta holding the lowest rate of union participation, representing 22 per cent of workers.

NICE The Ontario Ministry of Labour conducted an employment standards enforcement blitz from April to June 2014 focusing on unpaid internships. The blitz followed widespread violations including failure to pay interns minimum wage.

NICE On January 30, 2014, after tireless advocacy efforts from the labour movement, it was announced that minimum wage in Ontario would increase to $11 per hour. The change became effective June 1, 2014.

NAUGHTY In Boucher v. Walmart Canada Corp., the Court of Appeal for Ontario drastically reduced the largest damage award for workplace bullying in Canadian history. Boucher, a Walmart employee, endured months of harassment and humiliation from her manager. Walmart senior management did not conduct a proper investigation of her complaint and instead advised that her concerns were unsubstantiated and that she would be held responsible for making them. Boucher quit and sued Walmart. A jury recommended $1 million in punitive damages. The court reduced it to $100,000.

NAUGHTY In the federal sector, it had been a long-held view that employees who work for companies governed by the Canada Labour Code could not be dismissed without just cause, even if they were non-union workers. The Federal Court ruling in Wilson v. Atomic Energy of Canada Ltd. reversed this practice and overturned the decision of the original adjudicator noting that if Parliament had intended to preclude dismissals without cause, it would have expressly stated so in the legislation. The decision affected thousands of employees in federally regulated industries.

16 @ OECTA | DECEMBER 2014

NICE The policy on preventing discrimination based on mental health disabilities and addictions was released by the Ontario Human Rights Commission (OHRC). The policy is aimed at better resolution for human rights issues related to mental

Professional insight Dealing with those everyday issues By Doug McCarthy

THE GIFT OF STORYTELLING health and addiction disabilities. Although the policy is not law, the Ontario Human Rights Tribunal and Ontario courts will likely give this policy deference when considering mental health and/or addiction issues in cases before them. NAUGHTY An Alberta worker was involved in a collision with a company vehicle. As part of the investigation, he was tested for drugs and tested positive for cocaine. The employer terminated the worker, who then filed a complaint with the Human Rights Tribunal. In dismissing his complaint, the Alberta Human Rights Tribunal made a finding that there had been no discrimination. Surprisingly, although the Tribunal recognized that the complainant had a disability, they determined that he was in control of his addiction to an extent that he could have complied with the company’s drug use policy. NICE An employee at a long-term care facility filed a grievance after being terminated for unavailability for call-in shifts, but her employer argued that casual workers were not “employees” who were entitled to file grievances as defined by the collective agreement. A Nova Scotia judge sided with the union in determining that casual employees at the long-term care facility were not barred under the collective agreement from filing grievances against termination. Looking ahead, 2015 promises to be another year rich with change and progress for the labour movement. In October, the Canadian Union of Postal Workers (CUPW) started their legal fight to save door-to-door mail delivery. The legal challenge, which argues that the elimination of service is a violation of the rights of seniors and the disabled under the Charter of Rights and Freedoms, will play out in Federal Court next year. Here’s to a little less naughty and a lot more nice next year. Charlene Theodore is in-house legal counsel at OECTA Provincial Office.

I once heard a story about a western anthropologist living in an African village when the first television was introduced. The villagers dropped everything and gathered around the television day and night. After a while they began to drift away, returning to their usual entertainment, the local storyteller. The anthropologist asked, “Why have you stopped watching television?” A villager replied, “It is not as interesting as our own storyteller.” “But television knows more stories than your village storyteller,” said the anthropologist. “Maybe,” replied the villager. “But the storyteller knows me!” I was blessed with many excellent teachers during my school days. The most memorable for me was a grade six teacher who taught us many lessons about life and developing character by telling stories, lessons that I remember to this day. A well-told story that makes a point or teaches a value is a gift from the storyteller to the listeners. It is a wonderful meeting place because a story provides a gentle entry to the minds and hearts of the listeners. Storytelling is also a powerful and dynamic form of communication that reaches out and touches on a personal level. The human voice, the vocal expression and the comfort of proximity help listeners remember the story, its storyteller and the point being made. Telling and listening to stories is an innate part of all human cultures that has survived the ages. We all enjoy telling stories. After a winter storm, for example, I am impressed by the wealth of stories people have to share and others like to hear. So storytelling, even in this age of multiple communication devices, can still endure. In fact, some occasions provide an atmosphere for stories to be shared, like camping trips, or holidays such as Christmas, or if you happen to be in a digital-free zone. When I was a boy, I considered myself lucky to have come from a family of raconteurs. Family gatherings provided opportunities to listen to our family storytellers. What was interesting is that folks enjoyed hearing some stories over and over again like a favourite piece of music. As time went on this family tradition began to fade away, that is until my father’s funeral. After the service we gathered at my father’s house for a reception. It was my sister who started telling stories about our father. Everyone had something to share and stories were told long into the night. The television was on in the family room, but no one was watching. Of course, television knew more stories than we did, but television didn’t know my dad. Doug McCarthy is a retired OECTA member and principal, and currently a member of OECTA’s Speakers’ Bureau.

DECEMBER 2014 | @ OECTA 17

TEACHERS AID

TAKE NOTE

RESOURCES & EVENTS FOR TEACHERS NEW HUMAN RIGHTS ONLINE TOOLKIT AVAILABLE TO TEACHERS

FRENCH FOR THE FUTURE/FRANÇAIS POUR L’AVENIR

Teachers across Canada will have a valuable new online toolkit to support them in the classroom this school year, courtesy of the Canadian Museum for Human Rights (CMHR) and the Canadian Teachers’ Federation (CTF). The toolkit serves as a new central hub of educational resources available at no charge to all K-12 teachers. The organizations collaborated to research educators’ needs in terms of human rights education, and responded to these needs by assembling this new online database, which will launch with more than 200 teacher-reviewed resources and tools focusing on human rights. For more information, visit www.humanrights.ca/learn.

French for the Future/Français pour l’avenir is running its 10th annual National Essay Contest open to students across Canada between grades 10 and 12. The contest offers more than $200,000 in scholarships in partnership with eight postsecondary institutions across the country. Teachers are encouraged to use this contest as an educational tool in their classrooms to motivate students to write essays that they could benefit from both academically and monetarily. On top of the scholarships, every participant will be entered into a draw to win a 32GB iPad mini. For more information, visit www.french-future.org. FRANCONNEXION SESSIONS

French for the Future’s newest program, the Franconnexion Session, is continuing to grow in popularity each year. A Franconnexion Session is an excellent way to kick-start the school year or re-energize classroom learning by motivating students in their French studies, and it can be easily adapted to work with small groups of 30 or less to 300 or more students! Organize a Franconnexion Session in the 2014-15 school year and take advantage of the new resources and materials at no cost. For more information, visit www.french-future.org. Institute for Studies in Education University of Toronto OISE Ontario

APPLY NOW Submit your application by December 1, 2014 for first round consideration

For details: www.oise.utoronto.ca/ro/info

CLASSIFIEDS Acceptance of advertisements in @OECTA neither endorses nor warranties any products or services. FUNDRAISING? Eco-friendly rain barrel sales require minimal effort and generate a $10+ profit per barrel. Instructions, supplies and ongoing support provided. www.RainBarrel.ca, Fundraise@RainBarrel.ca, 905-545-5577. TEACH in CHINA for two or four weeks in July 2015. Interested? Check us out at www.china-connection.ca We welcome ads for teacher resources, travel, and teaching overseas. Personal ads are not accepted. Rate: $50 for the first 25 words and $3 per word thereafter.

18 @ OECTA | OCTOBER 2014

PEOPLE WORTH WATCHING

OTIP Teaching Awards

OECTA elementary teacher recognized for excellence By Patricia Wilkinson-Bizjack

Leveraging a love for the environment and the latest technology, Woodstock elementary teacher Joshua Tellier has found ways to improve both his own classroom as well as the entire school community. Joshua, a member of the OECTA London Unit and teacher at Holy Family Catholic French Immersion School, has been recognized for his commitment to his students, winning the 2014 OTIP Teaching Award for Excellence in the category of beginning teacher. OTIP (Ontario Teachers Insurance Plan) and the Ontario Teachers’ Federation (OTF) co-sponsor the awards each year. “I was blown away when I found out I had won,” said Joshua. “I didn’t even know I had been nominated, so it was a shock. Once the surprise passed, I just felt very honoured.” Joshua teaches French immersion to Grade 6 and 7 students. While new to his craft, Joshua already has a reputation, one that makes students look forward to being in his class. “What I enjoy most about teaching is being able to interact with my students, whether that is helping them academically, socially or even just joking around,” said Joshua. Joshua employs the latest technologies and has a class website and Twitter feed to keep students and parents informed. He also uses flipped classrooms where students view pre-recorded lessons at home, allowing him more one-on-one time with his students. Joshua also established an Eco Club at the school, a club that has since created projects such as a school garden and “litterless Thursday.” These initiatives have granted the school the status of “Eco-school” and have sparked the students’ interest in the outdoors. “I love being outdoors, and protecting the environment is important to me,” said Joshua. OTIP TEACHING AWARDS

Ontario has a publicly funded education system that is recognized for its excellence around the world. This excellence is, in large part, due to the teachers who light sparks in students, inspire their colleagues and hearten parents. The OTIP Teaching Awards recognize these teachers.

Joshua Tellier (left) and OTF president Rian McLaughlin. PHOTO COURTESY OF OTF

“When someone chooses to be a teacher, they’re choosing a life dedicated to putting others first,” said Vic Medland, CEO of OTIP. “We at OTIP are honoured to recognize these exceptional teachers and the impact they make on children’s lives each and every day.” Teachers are nominated in three categories: elementary, secondary, or a beginning teacher in the first five years of teaching. Winning teachers are hosted at a fall awards ceremony in Toronto where they are presented with a personal award of $1,000 and a Certificate of Recognition. Their schools are also recognized with a $1,000 prize and a Certificate of Recognition. Deadline for submitting nominations is March 31 of each year. Anyone can nominate a teacher. For more information, please visit en.teachingawards.ca.

Patricia Wilkinson-Bizjak is the Director of Communications at OTIP.

DECEMBER 2014 | @ OECTA 19

PEOPLE WORTH WATCHING

Ted van der Zalm and the Wells of Hope Good things don’t come easy By Jill Tham

Have you ever heard of a teacher who could fly a bush plane, stand fearless at the bottom of a 75-foot unsupported well, negotiate medical fees for life-saving procedures, or leap tall buildings in a single bound? In Guatemala, people walk far distances to see him and seek his help. Why? The answer is simple: they know he will help them; he is their salvation. OECTA member Ted van der Zalm is the founder of the Wells of Hope Program and Backpacks of Hope. Who better to teach religion to our children, the leaders of tomorrow, then someone like Ted? Ted can bring the Scriptures to life based on his experiences working with those less fortunate. Ted believes we are here on Earth to answer the call of duty and fulfill the Lord’s work. It’s a belief and way of life that he

strives to achieve each and every day. Ted’s endless work digging wells to provide clean drinking water and building schools in Guatemala has given him and his family a new outlook on life. “My family and I feel truly blessed to live in a beautiful home in a country that is safe. It is our duty to share what we have,” said Ted. And share is an understatement. Ted has found a way to structure his life around his charity work. You have to wonder how Ted and his wife Miriam travel to and from Central America with five kids of their own. “The kids love it, but it’s an adjustment. They think of what they will miss with their friends or at school, but when they get there, they don’t want to leave,” said Ted. “The older my children get, the more involvement they have in projects. Last year my son, Josh, was in Grade 12 and led a group from the Niagara Catholic District School Board to

Guatemala.” Ted relishes the joy he sees watching his own children as leaders. Although Ted sacrifices some aspects of family life with his children, he knows their involvement in Wells of Hope will teach them compassion. In the morning, Ted’s children must homeschool themselves, relying on the Internet to communicate with teachers back home. In the end, his children have to do it independently. “The teachers in the Catholic board are wonderful at preparing work so when they return in May they can join their classmates in the classroom and be caught up, if not ahead,” Ted explained. After providing clean drinking water, education is the priority for the Wells of Hope program. “When a school closes we try to get the desks and tools they need. We plan it so we get to be there with a group of high school kids to distribute the Backpacks of Hope,” explained Ted. Although the children of Guatemala love to receive a sweater, underwear, or socks, school supplies are still the biggest items required. Ted is constantly striving to improve the quality of education for Guatemalans. He knows that education is the catalyst needed to improve their quality of life. “Good things don’t come easy,” said Ted. He firmly believes that everyone should experience life in a third-world country in order to gain perspective on life. Ted offers these words to live by, “The perfection of creation comes from serving others. Have trust in God and do his work.” Visit www.wellsofhope.com. Jill Tham is an OECTA member from the Niagara Elementary Unit.

20 @ OECTA | DECEMBER 2014

Rolland Chidiac Google Certified Teacher In our June issue, we profiled Waterloo OECTA member Rolland Chidiac. For years, Rolland has been incorporating technology into his classroom to create a rich, forward-thinking learning environment. This summer, he attended the Google Teacher Academy and became one of OECTA’s first Google Certified Teachers (GCTs) and the first in the Waterloo region. So what are GCTs? According to Google, GCTs are: • Outstanding educators with a passion for using innovative technologies and approaches to improve teaching and learning. • Creative leaders who understand opportunities and challenges, and have a desire to help empower others in their local community and beyond. • Ambassadors for change who model high expectations, life-long learning, collaboration, equity and innovation. OECTA congratulates Rolland on his accomplishment. Visit Rolland’s blog online at www.newfluencies.blogspot.ca.

PHOTO COURTESY OF ROLLAND CHIDIAC

“My experience at the Google Teacher Academy reaffirmed the importance of having a growth mindset and the importance of using technology innovatively to help create dynamic-thinking students who are open to taking risks, realize the importance of iteration, and are ready to take problems head on by not only finding solutions, but creating them.” – Rolland Chidiac

Electronics Aren’t Everything By Marie Balanowski

Jasmine Olszewski, a student at Denis Morris High School, went on a trip to Jalapa, Guatemala during the 2014 March break. Here’s her story. The mission trip with the Wells of Hope Program was organized by Scott Maxwell and Ted van der Zalm, both teachers at Denis Morris High School. The trip participants, mainly high school students, had an opportunity to understand the culture in Guatemala, see how the people there live compared to us, and help out the local people in many different ways. Before leaving for the trip, the group raised approximately $10,000 and, while in Guatemala, they decided how to spend the money. They decided to use most of the money to build three houses.

needed eye surgery following a car accident. The man had some money for the surgery, but was still $500 short. The group felt a profound sense of happiness to help the people of Guatemala. While in Guatemala, the group visited many schools, painted one of the school buildings, and delivered the Backpacks of Hope to children. “They were so happy; happy with anything they got,” Jasmine said of the children in Guatemala.

One house was built for a woman who was looking after her grandchildren after their parents died in a car accident. Another house was built for a woman with children whose current house was on a slant as it was built on the side of a mountain. The third house was built for a family that was living in terrible conditions and needed a new home.

It didn’t rain very much during Jasmine’s trip, but when it did, the Guatemalans would try to collect the rainwater to have as “fresh” drinking water. “They know when they wash their clothes, it’s the same water they’re going to drink,” Jasmine said. They walk at least five kilometres to collect water three or four times a day and carry it back to their homes in the mountains. “In the mountains, you have to go down a huge hill to get water. They have paths in the mountain, but you can easily trip and fall. The water is dirty and has parasites. I’d have a water bottle, but wouldn’t want to drink in front of them.

With the remaining funds, the group decided to give money to a man who

“I have clean water, they don’t, and I don’t even live there,” said Jasmine.

The group travelling to Guatemala got to see van der Zalm drill for water. A couple of days before hitting water, the drill bit got stuck. “When Mr. van der Zalm finally hit water, people from Guatemala were smiling and laughing. They were asking to help and thanking Mr. van der Zalm,” recalled Jasmine. It is evident that Jasmine’s experience has opened her eyes to not only the immense poverty in the world, but to the ways in which our community can provide for those in need. “It changes the way you see things,” Jasmine concluded. “It changed me as a person when I came back. It changed my view on life. I don’t take things for granted that I used to take for granted. It made me want to help in the future. It feels good to help others. We’re no better than them. We’re very fortunate. It’s just luck of the draw as to where we are born,” explained Jasmine. To learn more about Wells of Hope, go to www.wellsofhope.com/woh/index.php. Marie Balanowski is the president of the Niagara Elementary OECTA unit.

DECEMBER 2014 | @ OECTA 21

VIEWPOINT

Canadian Education Exchange Foundation Teacher Exchange Letters I AM PRESENTLY ON MY SECOND EXCHANGE TO AUSTRALIA . My first exchange was 15 years ago; I lived in Melbourne with my husband and we had no kids at the time. We loved it! The work was challenging and often difficult, but I loved the change. It helped me appreciate everything I enjoyed about life and work at home in Canada. When it was just two of us, we could afford to fly to all the big cities on the eastern half of the continent, along with the many road trips on weekends. We travelled extensively on each of the four school holidays, as well as on our journey to and from the exchange.

This current exchange brought us to a school in South Perth in Western Australia. Once again, I find myself in the middle of a life-changing experience, this time, one that also involves my two children, ages 10 and 12. Travel offers a sort of education that cannot be taught in a classroom or learned from a book. By the end of this year, we will have circled the globe and visited another seven countries. I sometimes hear my kids talking in another room discussing which countries they want to travel to in their twenties, and which ones they want to bring their own children to as adults. My son recently shared his goal of seeing all the continents of the world. I’m proud that we, as parents, have shown our children that dreams can come true if you plan for it and work hard.

Suzie with her children Noah and Ellise PHOTOS COURTESY OF SUZIE FETTER

I am still in contact with several people I met 15 years ago. It’s wonderful to Skype, FaceTime, and email friends from around the world. I recommend the exchange program to anyone with good organizational skills, a sense of humour, and, of course, a great sense of adventure! Suzie Fetter is a member of the Windsor-Essex Secondary Unit and teaches at St. Joseph’s High School.

ONE WORD WILL SUFFICE: FANTASTIC! I mean that both professionally and personally. I taught in a small farming community in southwest Australia with 75 students from “kindie” to “year 7.” I had the unique experience of teaching many new grade levels – sometimes all in the same room. Likewise, the students taught me so much about their community and what it is like to grow up on a farm.

Fran Sparkes getting in the spirits of things PHOTO COURTESY OF FRAN SPARKES

22 @ OECTA | DECEMBER 2014

We had many teachable moments in and out of the classroom. I learned at the end of teaching a well-planned Year 5-7 geometry lesson that counter clockwise is actually “anti-clockwise” in Australia. This explained the confusion that reigned in the room until we sorted things out. And when a 12-year-old tells you that he has

had his driver’s license revoked, you should believe him. Farm kids start driving tractors and utility vehicles at a very young age to help out on the farm. Of course, there were moments when things did not run so smoothly, and moments when the workload seemed more intense than at home. But the school and community welcome far outweighed any issues. I can’t wait to apply for my next exchange! Fran Sparkes is a member of the York OECTA Unit and teaches at St. Patrick Catholic Elementary School in Markham. Fran returned from exchange in July.

MOST OF WHAT WE DO IS SUBCONSCIOUS PROGRAMMING ; we don’t really think about it … until you go on exchange and have to consciously think about almost everything you do, including which side of the road to drive on. Everything is a conscious effort when you’re living in a new community and working in a different school system. This helps you analyze why you are doing things and even challenge the certain way you may have always done things. It is through these experiences that I have become a better teacher.

Our first exchange was in 2007. It was my husband who was on exchange, but I was able to teach at five different schools throughout the year. Traditionally, I am a high school science teacher, but in Australia I taught everything from kindergarten to Grade 12. We are currently back in Australia on another exchange. A few things these experiences have taught me: • T eaching kindergarten, I realized how many rules I needed to keep track of while children were “busting” to use the washroom. This helped me appreciate my decision to teach secondary students back home. • R espect occasional teachers. Students can be tough on them. In Australia, occasional teachers are assigned to a subject area, so curriculum carries on as usual. As a science teacher, I taught lessons and labs, and took up homework. • I can think on my feet. You are sometimes asked to teach things that you know nothing about, like indigenous Australian plants and animals, for instance. By the end of the exchange, I had an enhanced confidence to try new things. • A ustralia has a vast amount of resources that are very different from those at home. I am now able to teach a diverse group of students with a range of resources. And I’ve gained confidence in international curriculum.

For information regarding the level of union support you can expect while on an exchange program, contact OECTA’s Counselling and Member Services Department at 1-800-368-7230.

My favourite saying about exchanges is: some things you will find weird and some things wonderful, kind of like life, you learn to embrace them both.

PHOTO COURTESY OF GINETTE ANDRESS

Ginette Andress is the wife of Dufferin-Peel Secondary Unit member Tom Andress, who teaches at Robert F. Hall Secondary School in Caledon East. Currently, Ginette is supply teaching in Australia while Tom is on exchange.

WHAT WILL YOUR STUDENTS LEARN TODAY?

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DECEMBER 2014 | @ OECTA 23

VIEWPOINT

My Project Overseas Adventure in Uganda By Sonia Marques

I’ve always wanted to go to Africa and teach. So naturally, I was extremely delighted when selected by OECTA and the Canadian Teachers’ Federation (CTF) to go to Uganda and help facilitate inservices to 160 teachers on the topics of primary literacy, numeracy, classroom management and physical education. Many people tried to tell me that it was not safe to go to Uganda, but I had faith in CTF and was constantly reassured – even up to the day before our departure when we heard that there was a bomb threat at the Entebbe International Airport where we were supposed to land in the next few days.

Poster at the UNATU Office

The next morning, we walked to Teachers’ House, which is the head office of Uganda’s National Association of Teachers Union (UNATU). During our walk, I quickly realized that wearing white sneakers was a mistake – the dirt on the road was a deep red that quickly covered my shoes and feet. The streets have no traffic lights and are dangerous to cross, so you have to do so quickly, and preferably in a group, if you want to avoid being hit by motorcycles and cars travelling at varying speeds and in all directions. The team stayed in Kampala for a week. Each day, we went to Teachers’ House and met with our Ugandan co-teachers. Together, we planned lessons and discussed teaching topics. My co-teacher, Regina, and I discussed teaching English as a Second Language and leading sessions on making instructional materials. The Canadian teachers were also asked to help facilitate workshops on HIV & AIDS awareness, water-borne diseases and sanitation, and gender equity.

My Team (L-R): Angela Marr, New Brunswick; Me (Sonia Marques) from Toronto, Leanne Gruending, Saskatchewan; and our team leader Carol Peterson, Ontario

I left Ottawa with my team on July 6. The team members included team-leader Carol Peterson, Ontario; Leanne Gruending, Saskatchewan; and Angela Marr, New Brunswick. After several flights and many hours of travel, we arrived in Kampala, the capital of Uganda, in the middle of the night. Fatigue and darkness prevented me from registering anything about the city until I woke the next day and opened the doors to the balcony of my hotel room. My ears were bombarded by the noise of cars and motorcycles, honking horns and people talking. Well into the night, music could be heard from a nearby disco, followed by calls to prayer from nearby mosques come morning. The air felt heavy and hot, and the smell of petrol, sweat and metal lingered. 24 @ OECTA | DECEMBER 2014

During my week in Kampala, I learned that Uganda has something called UPE and USE (Universal Primary and Secondary Education), which is supposedly “free” education for students – except teachers are not using the curriculum because they don’t necessarily have access to it. In some cases, they have never used it. Furthermore, teachers generally have more than 100 students in their classrooms and are not always paid on time (or very well) by the government; many of them don’t take their jobs seriously. Sometimes teachers choose not to come to work, leaving their students unattended, or they will take long breaks and lunches, and teach what they want, when they want. Most head teachers feel helpless and lack the skills needed to be effective leaders. Another problem is the hidden cost of education. For instance, if students do not have money to pay for their uniforms, they are not allowed to attend classes. Standardized tests are also an issue; they are written in English and all students are required to take them even though English is not their primary language. When children start school, they speak only their tribal language (of which there

Learning and having fun with the teacher participants.

Canada/Uganda Culture Night. Our team received traditional African dresses from the teacher participants.

are about 100 variations). By grade four, English is the communicated language.

says something, students repeat, copying notes, and sometimes sitting in total silence. Some children had dirty, ripped uniforms, and many looked sickly and hungry. Others had jiggers, which are fleas that burrow in the soles of bare feet. If jiggers aren’t removed, they cause infection and can be fatal.

By grade five, girls start dropping out of school as they begin menstruation and don’t have access to adequate latrines. Access to feminine hygiene products is a serious problem. Parents also expect girls to stay at home, take care of siblings, and assist with household chores. Where parents do encourage daughters to get an education, they face other problems like having to walk long distances to school, which makes them vulnerable to getting raped on the way, or sexually assaulted by male teachers at school. After our week in Kampala, we travelled to Iganga, in the region of Busoga, and spent the next two weeks teaching at Bishop Willis Core Primary Teachers’ College. We stayed in a nice hotel in the middle of town. During this first week of teaching, our sessions included Head Masters, the majority of whom were male. They were surprised to learn that they had to create school action plans – something they had not heard of before. Our co-teachers, who happen to be district school supervisors, were going to visit the schools to ensure the Head Masters were following the action plans.

I will never forget the talk I gave on gender equity one day when the presenter didn’t show. Our team leader and I scrambled to do something with the participants, but things weren’t going so well. That is, until I spoke to the Ugandan teachers, from my heart, about my observations as a foreigner. I poured out my thoughts and feelings, addressing the disservice that gender inequity causes for girls and women in Uganda. I had their full attention. I knew from the expressions and wideeyed faces that they really got my message. What started as a frustrating event ended up being a very empowering one for me as well as the teacher participants.

I hope that UNATU and CTF continue to work together to provide in-service to teachers in the Busoga and Bulera Regions of Uganda. I also hope that CTF monitors the progress of these programs closely and that with funding UNATU receives from CTF, it ensures schools in these districts are stocked The teachers we met were kind, atten- My Ugandan co-teachers Edson and Regina. with enough curriculum documents tive and eager to learn. They came from and learning materials for teachers to schools in the Busoga region, which had done poorly on the stan- use in classrooms. Finally, I hope that UNATU continues to create dardized tests. Here, I passed on creative lessons that focused on and sustain programs that promote gender equity in the classroom student engagement and hands-on activities. The Ugandan teach- and that continue to advocate for girls’ rights to education. ers, who were used to lecturing at the front of a room, were intrigued by these new teaching strategies. I am thankful that CTF and OECTA are working together to improve the quality of education in the Caribbean and Africa, and for What fascinated me most about these teachers was their desire to sending me on this extraordinary adventure. Project Overseas is an learn and become better teachers. They work in hot classrooms invaluable learning experience for all involved. Participants walk with no air conditioning, outdoors under a tree, or in an open cam- away forever changed, better educators, motivated to make a differpus field where cows and chickens roam. They never complain. ence in their classrooms and communities and, in my case, as a far They work with very little and make do with what they have. more humble and grateful person. I had the opportunity to visit two rural schools where almost all of the children were barefoot. The classroom walls were bare and the children didn’t smile much. Their lessons were typical: teacher

Sonia Marques is a member of the Toronto Elementary OECTA Unit; she teaches at Holy Family Catholic School in Toronto.

DECEMBER 2014 | @ OECTA 25

in memory of the

14 WOMEN who were

25 years ago... 14 women... were killed BECAUSE they were women.

KILLED on december 6, 1989 Geneviève Bergeron, 21 Hélène Colgan, 23 Nathalie Croteau, 23 Barbara Daigneault, 22 Anne-Marie Edward, 21 Maud Haviernick, 29 Barbara Marie Klueznick, 31 Maryse Laganière, 25 Maryse Leclair, 23 Anne-Marie Lemay, 27 Sonia Pelletier, 28 Michèle Richard, 21 Annie St-Arneault, 23 Annie Turcotte, 21

26 @ OECTA | DECEMBER 2014

DECEMBER 6 National day of REMEMBRANCE and ACTION on VIOLENCE AGAINST WOMEN We remember through action

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