@OECTA June Edition by @OECTA

JUNE 2016

CELEBRATING CATHOLIC EDUCATION MEMBER PROFILES

CATHOLIC TEACHERS CONTRIBUTING INSIDE & OUTSIDE THE CLASSROOM

EVERY TEACHER PROJECT

TEACHERSâ&#x20AC;&#x2122; EXPERIENCES WITH LGBTQ - INCLUSIVE EDUCATION

A HISTORY OF STRUGGLE

CATHOLIC EDUCATION IN ONTARIO

ELECTION FINANCE REFORM

ENHANCING DEMOCRACY FOR SOME, LIMITING FOR OTHERS

PLUS:

Living Your Best Life TVO is a Digital Toolkit for Teachers Valuing Your Professional Judgment Implications of the Latest Vergara Decision

u n e M Reading (also available as modules

Cooperative Education Part I

for Part I)

English as a Second Language

Religious Education (also available as

French as a Second Language

modules for Part II)

Guidance and Career Education

Special Education - also available as modules for Teaching Students with Communications Needs

Integration of Information and Computer Technology in Instruction

(Autism Spectrum Disorders)

(also available as modules)

Student Assessment and Evaluation

Kindergarten

(also available as modules)

Librarianship

Writing

Mathematics

Summer 2016

Fall 2016

Registration opens ............... April 5, 2016

Registration opens .............. June 7, 2016

Registration closes .............. June 3, 2016

Registration closes .............. Sept 9, 2016

Courses start ......................... July 4, 2016

Courses start ...................... Sept 26, 2016

Courses end ........................ July 29, 2016

Courses end ........................ Dec 16, 2016

A limited number of $450 AQ Subsidies are available for ALL Math and Kindergarten courses, on a first-come basis.

ORDER ONE TO FIT YOUR NEEDS

oecta.on.ca

CO N T E N T S/J U N E2016

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PRESIDENT’S MESSAGE

UP FRONT

CALENDAR / SUMMER INSTITUTES

7 EVENTS

FEATURES 8 A HISTORY OF STRUGGLE Catholic education in Ontario By Mark Tagliaferri

10 TVO IS A DIGITAL TOOLKIT FOR TEACHERS By Lisa de Wilde 12 THE EVERY TEACHER PROJECT New research on teachers’ experiences with LGBTQ-inclusive education By Mark Tagliaferri

TEACHERS AID 15 TEACHER ADVISOR Understanding your rights and obligations in child custody cases By Joe Pece 16 PROFESSIONAL DEVELOPMENT Valuing your professional judgment By Anthony Carabache 17 BEGINNING TEACHERS Adding to your skill set By Claire Laughlin

18 LEGAL BRIEF Family status and the changing requirements for human rights protection By Charlene Theodore 19 INSIGHT Being in courage By Doug McCarthy

PEOPLE WORTH WATCHING 21 KRISTEN SCOTT Skate Canada, and OECTA’s, newest bronze medalist By Mark Tagliaferri 22 LEARNING TO GET ALONG By Tim O’Connor 23 TRADING PLACES My experience teaching in Sydney, Australia By Pam van Kooten

24 PROJECT OVERSEAS 2015 St. Vincent and the Grenadines By Alan Lap-Lam Kwok 26 CHLOE STURZENBECHER Children helping children in Dufferin-Peel By Christopher Lombardo

VIEWPOINT 27 ELECTION FINANCE REFORM Proposed bill enhances democracy for some, limits for others By Mark Tagliaferri 28 TENUOUS VICTORY FOR TENURE A controversial decision in California is overturned, but challenges remain By Adam Lemieux 29 KEEPING THE PENSION PROMISE OTPP shows the world the value of the defined benefit model By Chris Cowley

30 LIVING A LIFE YOU LOVE, LOVING THE LIFE YOU LIVE By Stuart McConnell

INBOX

PRESIDENT’S MESSAGE Our June issue marks a time to reflect on the past year and the hard work of our members, this Association and its leaders. Just over a year ago, we called upon you to vote “Yes” in our provincial strike vote, so that the Association’s provincial bargaining team could return to the bargaining table with more leverage. With your help, we stood up for the Catholic teachers of Ontario and ensured that you receive the support and respect you deserve – because good working conditions for teachers mean better learning conditions for our students. Although many local agreements have been ratified across the province, others are still putting hours in at local bargaining tables, working hard to establish equitable contracts with difficult employers. It remains my hope that agreements can be achieved across every OECTA unit by the end of this school year. And now as we look forward to the summer months, the Association is already preparing for its next round of contract negotiations. At the end of April, a special meeting of the Council of Presidents was held to determine our next bargaining objectives and your new provincial bargaining team will be elected at this month’s regularly scheduled Council of Presidents’ meeting. Next, we will begin preparing proposals before meeting with representatives of the Government of Ontario and the Ontario Catholic School Trustees’ Association in early 2017. The work of bargaining may seem never-ending, but I can assure you that beyond our collective bargaining accomplishments, your Association has made significant, positive gains this year. One of my key goals as president of your Association is to rebuild and renew partnerships – both internally and within the broader labour community. These relationships are integral to moving the Association forward, which remains a top priority, especially in light of the increasing threat from advocates of one school system and their push to end the public funding of Catholic education. We continue to work with our partners in the Catholic community to disseminate positive messages that speak to the value of our system. But as the Ontario Secondary School Teachers’ Federation ramps up its anti-Catholic campaign, we will be calling on you to help us tap into your local communities and networks. I can assure you that the threat to the Catholic school system is going to be a long-term affair and it is not going to go away. As you have likely heard, a recent decision from the Ontario Superior Court of Justice ruled the Ontario government violated teachers’ Charter rights in 2012 when it imposed Bill 115, the Putting Students First Act on all teacher unions in the province. The Association congratulates our education affiliates on this victory – it’s an important one not only for teachers, but the entire labour movement. Back in 2012, OECTA did request that the government embed our agreement in legislation, in order to compel Catholic school boards to implement the provisions around fair hiring and professional judgment. It should go without saying that at no time was OECTA ever involved in discussions with the government about Bill 115 or the imposition of our collective agreement on other affiliates. In fact, OECTA’s position concerning Bill 115 was clearly stated in our Brief to the Standing Committee on Social Policy concerning Bill 115, which explicitly stated, “The government should refrain from imposing any form of legislation which limits any other employee agents’ rights under the OLRA, including but not limited to, their right to free collective bargaining and right to strike.” There was no intent or effort on the part of OECTA to have our agreement imposed on any other affiliate.

Michelle Despault Editor Adam Lemieux Associate Editor Mark Tagliaferri Writer/Researcher Fernanda Monteiro Production Anna Anezyris Advertising

EDITORIAL BOARD Ann Hawkins President Liz Stuart First Vice-President Marshall Jarvis General Secretary David Church Deputy General Secretary Carley Desjardins 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

I encourage you to take time this summer to reflect on your year and accomplishments as members of OECTA and Ontario’s publicly funded Catholic education system. We are proud of the work that you do, your passion and professionalism. Enjoy time to yourself and with your families, and take the time to recharge – you will need it come September, and we will need you.

Publication Mail Agreement No. 0040062510 Account No. 0001681016

In solidarity,

Cover photo:

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Marina is fully included in St. Paul High School’s dance class, seen here performing at their integrated arts show during Catholic Education Week. Photo courtesy of the Ottawa Catholic School Board.

INBOX

UP FRONT FORUM ON WELLNESS IN SCHOOLS

Each year the Canadian Teachers’ Federation (CTF) hosts a Forum on Public Education. The forum is an opportunity for a broad group of individuals and organizations interested in public education to consider an issue of concern. This year’s theme is “Wellness in our Schools: Time to Act!” The forum will be in Montreal, July 11 and 12. Participants will identify some of the wellness challenges that exist in public schools, and examine ways to address these challenges collectively. For more information, and to register for the forum, visit www.ctf-fce.ca. KINDERGARTEN CONFERENCE

This fall, OECTA will be hosting a conference to assist Kindergarten teams (teacher and ECE) with the implementation of the revised Kindergarten program, as well as with assessment, evaluation, and reporting. The conference will focus on teaching, learning, and assessment under the four frames of: belonging and contribution; self-regulation and well-being; demonstrating literacy and mathematics behaviours; and problem-solving and innovating. The conference will be held September 22 and 23, 2016 in Toronto. Interested Kindergarten teachers (who must attend with their ECE) are to contact their unit president. BEGINNING TEACHERS CONFERENCE

If you’re a teacher in your first five years, consider attending OECTA’s Beginning Teachers Conference. You’ll learn valuable information, tips, and strategies to help you create a “bag of tricks” that you can draw on in your classroom and beyond. This year’s conference runs on October 14 and 15, 2016 in Toronto. Contact your unit president if you are interested in being a delegate. MAKE A DIFFERENCE WITH PROJECT OVERSEAS

Want a chance to travel, while providing professional development in-services to colleagues in other countries? OECTA, through the Canadian Teachers’ Federation, sends elementary and secondary teachers to developing countries, primarily in Africa and the Caribbean, each summer. Basic travel and living expenses are covered for participants. Applications for travel in the summer of 2017 will be available at the beginning of September and due by November 1, 2016. Application forms and program information will be available on the OECTA website oecta.on.ca.

MARK 100 YEARS OF WOMEN’S RIGHT TO VOTE IN CANADA

In 2017, Canada will be celebrating the 150th anniversary of Confederation. As part of the lead up, Equal Voice is launching “Daughters of the Vote,” a national initiative to recognize the 100th anniversary of the first voting rights for a select number of Canadian women. Young women aged 18 to 23 can apply to participate in this program, in which 338 women (one from each federal riding) will be selected to take their seat in Parliament, literally. The women will meet and hear from outstanding women leaders from every sector. Interested young women are invited to apply online at daughtersofthevote.ca by June 15, 2016. FRENCH IMMERSION FOR FSL TEACHERS

French as a Second Language (FSL) teachers are invited to spend part of their summer meeting colleagues and enjoying informative, fun-filled activities. The Centre international d’apprentissage du français, at the Université de Moncton – Campus de Shippigan, will offer two intensive pedagogical sessions this summer. The two-week sessions will offer participants the opportunity to immerse themselves in the French language and Acadian culture. The sessions will run from July 3 to 15, and July 17 to 29. Some participants will be eligible for a bursary that covers tuition fees for the program, instructional materials, meals and accommodations, workshops, and other mandatory activities. If you have questions, contact Mélanie Chiasson at 506-336-3400 ext. 8205, or by email at melanie.chiasson@umoncton.ca

CLASSIFIED ADS EXOTIC TRIPS: Once in a lifetime trips to Galapagos and Ecuador, Peru, Vietnam/Cambodia, Thailand, Morocco and elsewhere await your discovery. For information, contact your planner and escort, John Swatridge, of Off the Map Adventures (Reg. # 50011775) at johnswatridge@yahoo.ca or 519-742-2205. FUNDRAISING? Eco-friendly rain barrel sales require minimal effort and generate $3,000 per truckload. Instructions, supplies and ongoing support provided. www.RainBarrel.ca, Fundraise@RainBarrel.ca, 905-545-5577. Acceptance of advertisements in @OECTA neither endorses nor warranties any products or services. 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.

JUNE 2016 |

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CALENDAR

INBOX

SUMMER INSTITUTES CALENDAR OECTA is once again running summer institutes in math, technology, and Kindergarten. The following outlines what is running, where, and when. For more detailed course descriptions and to register, visit oecta.on.ca. KINDERGARTEN

(APPROPRIATE FOR KINDERGARTEN TEACHERS)

Growing a Kindergarten Program in 2016 and Beyond July 4, 5, 6 July 5, 6, 7 July 5, 6, 7 July 5, 6, 7 July 25, 26, 27 August 16, 17, 18 August 23, 24, 25 August 23, 24, 25

Algonquin-Lakeshore Durham Halton Thunder Bay Wellington Simcoe Muskoka Niagara Ottawa

MATHEMATICS (APPROPRIATE FOR K-12 UNLESS OTHERWISE NOTED)

July 5, 6, 7 July 5, 6, 7 July 6, 7, 8 July 13, 14, 15 July 13, 14, 15 July 16, 17, 18 July 20, 21, 22 August 8, 9, 10 August 9, 10, 11 August 23, 24, 25

Thunder Bay - Mathchats (K-10) Halton - Fostering a Math Community (Grades 3-8) Kenora - Bringing Math Learning to Life Toronto - Play-Based Learning in Math Class & Beyond Toronto - Tips and Tricks for Mental Math Simcoe Muskoka - Bringing Joy to Math Windsor-Essex - Bringing Math Learning to Life Toronto - Catch Them Thinking Math (K-3) Toronto - Tips and Tricks for Mental Math Ottawa - Fostering a Math Community (Grades 3-8)

TECHNOLOGY (ALL COURSES ARE APPROPRIATE FOR K-12)

July 4, 5, 6 Huron-Superior - Tech Toolbox July 4, 5, 6 Toronto - Moments of Learning Captured July 4, 5, 6 Toronto - iPads, Chromebooks, Gafe, Oh My! Toronto - Tech and Student Choice and Voice July 4, 5, 6 July 4, 5, 6 Toronto - 3 Tech Tools in 3 Days July 20, 21, 22 Windsor-Essex - Tech Toolbox July 25, 26, 27 Wellington - Tech Enabled Learning and Teaching August 8, 9, 10 Toronto - 3 Tech Tools in 3 Days August 8, 9, 10 Toronto - Promoting a Growth Mindset and Self-Regulation Through Student-Driven Digital Portfolios August 17, 18, 19 Toronto - Bend the Tech to Your Will August 17, 18, 19 Toronto - Create, Curate, Connect… Student Digital Portfolios August 23, 24, 25 Ottawa - Assessment & Evaluation in a Digital World August 29, 30, 31 Eastern - Tech Enabled Learning and Teaching

JUNE Summer AQ Courses Registration Closes June 3 Summer Council of Presidents Meeting June 8-10 World Day Against Child Labour June 12

JULY Canada Day July 1 Summer AQ Courses Start July 4 First Date for Summer Institute Courses July 4 CTF Canadian Forum on Public Education July 11-12 Provincial Office Closure July 25 – August 5 Summer AQ Courses End July 29

AUGUST Civic Holiday August 1 International Youth Day August 12 OTF Annual Meeting August 23-24 Last Date for Summer Institute Courses August 31

SEPTEMBER Labour Day September 5 International Literacy Day September 8 OECTA Kindergarten Conference September 22-23 Grievance Officers Seminar September 28-29

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INBOX

EVENTS MILESTONE YEAR FOR OECTA’S LEADERSHIP TRAINING PROGRAM Seven years ago the Association launched the Leadership Training Program to provide teacher-advocates with an opportunity to gain skills and experience. Participants receive professional career development that prepares them to provide service to other members and leadership at both the local and provincial levels. The program is an essential component of our succession planning, helping to ensure that there is a cadre of engaged teachers ready to move into leadership roles within the Association. Teachers in the program undertake a year of foundational training followed by up to four years of specialized training. Each year of specialized training focuses on one of the following areas: advocacy and member engagement; collective bargaining; conflict management; and grievance officer. This year saw 72 members participate in the foundational program and 124 members participate in one of the specialized streams. Overall, 444 Certificates of Foundational Training and 626 Certificates of Specialized Training (in one of the four specialized streams) have been issued since the program’s inception. This year marks the first time that the program has “graduated” participants who have completed the foundational training and all four specialized streams. Congratulations go to Antonella Di Carlo from Toronto Secondary Unit, Laura Ennett from HuronPerth Elementary Unit, Allyn Janicki from Simcoe Muskoka Secondary Unit, and Wayne Bechard from St. Clair Elementary Unit for this impressive accomplishment.

the role you play or the title you have. True leadership is a state of being – it’s about connecting and engaging with others. It’s about figuring out what it’s going to take to get where we want to go, and how to bring everyone together in the pursuit of our common goals.” When Allyn Janicki joined the program, she considered it a natural progression of her involvement with the Association. “I had considered myself an ‘informed’ member prior to enrolling in this program, but once in, I realized how much more there was to learn,” she says. “The cumulative impact of my experiences and education in this program has made me a more confident and knowledgeable advocate, in conversations with colleagues and with the broader public.” Ennett and Janicki agree that one of their favourite things about the program is the opportunity to network and meet colleagues from across the province. As Ennett explains, “Being from a small rural unit, it can often seem like you’re a very small fish in a very big pond, especially at events like AGM. But this last year when I attended I saw so many familiar faces, so many people who recognized me from the program; it was a truly different experience for me. I’m still from a small unit, but I don’t feel quite so small and alone anymore.” Notices about opportunities to enrol in the Leadership Training Program for 2016-17 will be posted in the fall.

CATHOLIC TEACHERS DONATE $35,000 TO FORT MCMURRAY RELIEF EFFORTS We are very pleased to share that together we donated $35,000 to the Canadian Red Cross to aid with the relief effort in Fort McMurray, and answer the call of our colleagues in Alberta. The money will help provide shelter, food, water, and other emergency needs to the tens of thousands of people who have been affected by the devastating wildfire. The funds will be matched by the governments of Canada and Alberta. This donation is another demonstration of the spirit of service and compassion that Catholic teachers exhibit every day.

L-R: Wayne Bechard, St. Clair Elementary Unit; Hassan Yussuff, President of the Canadian Labour Congress and keynote speaker; Laura Ennett, Huron-Perth Elementary Unit; Ann Hawkins, OECTA President; and Antonella Di Carlo, Toronto Secondary Unit. Missing: Allyn Janicki, Simcoe Muskoka Secondary Unit.

Laura Ennett entered the program early on, with the intention of better preparing herself to take on a leadership role in her local unit. She currently serves as vice-president, and she will be assuming the role of president this coming September. Ennett says the program has prepared her well for her new role, and she is quick to point out that her learning goes well beyond just knowing how to file a grievance. “One of the key things I learned in this program is that leadership is not about JUNE 2016 |

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FEATURE

A HISTORY OF STRUGGLE Catholic education in Ontario By Mark Tagliaferri

In recent years, Catholic education has received a great deal of media attention, with some people challenging the fairness of public funding for a separate Catholic education system. Critics argue that because demographic changes have made the province more multicultural and multi-religious than in decades past, it no longer makes sense for Ontario taxpayers to fund one denomination over others. Even ardent supporters of Catholic education have wrestled with this issue.

each new piece of legislation, Catholics demanded – and won – the right to direct their tax dollars to form separate schools, and to receive government funding to offset costs. At heart, citizens recognized that Protestants and Catholics had both played key roles in founding British North America, and they largely agreed that both groups’ collective rights deserved protection. Simply put, the right to Catholic education was enshrined into law even before Canada became a country.

It is easy to forget that one of the strongest responses is also one of the most straightforward: our history. Since the beginnings of the separate school system nearly two centuries ago, supporters of Catholic education have fought – first for existence, and then for equality and funding. The system that exists today is the product of that history; it is the product of advocacy. This realization helps to explain not only why the Catholic education system exists, but also why it should exist, and why supporters of Catholic education must continue to fight to ensure its survival.

When Confederation was achieved in 1867, Catholics again made certain to guard their collective rights. Specifically, Section 93 of the British North America Act ensured constitutional protection for denominational schools as they existed at the time of Confederation. If a province infringed upon those rights, the federal government was required to intervene until those rights were restored. In the decades to come, Section 93 would become a touchstone for challenges to, and defences of, Catholic education. By the turn of the 20th century, Catholics had won the constitutional right for their education system’s existence, legitimacy, and protection.

Few people in early-19th century Upper Canada (present-day Ontario) would have pushed for a formal education system In the century-and-a-half since Confederation, new challenges accessible to everyone – after all, education was only for have emerged, which have required constant advocacy and priests, public servants, and professionals. What Catholics vigilance – particularly in the area of funding. When the did want, however, was protection of their rights. The 1774 government established high schools in the 1870s, it chose Quebec Act had guaranteed minority rights, and it was well to deny funding to Catholic schools, claiming that because understood across British North America that the collective Catholic high schools didn’t exist at Confederation they rights of Roman Catholics were protected by law, including the weren’t subject to constitutional protection. Catholics fought right for parents to educate their children with Catholic-based vigorously for an exception, taking the matter all the way to instruction. Thus, the Supreme as a publicly Court in the 1925 funded school case of Tiny v. the Our system exists as result of nearly two hundred system developed King. Although throughout the they lost the years of activism, which has forced governments 19th century, case, advocates it included of Catholic to make tough, but worthwhile, decisions. provisions education did win for Catholic a small victory in education. With proving that

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Grades 9 and 10 were part of the pre-Confederation curriculum, thus winning the right to government funding for those grades. However, if a student wanted to continue at a Catholic high school after Grade 10, he or she would be charged expensive private school tuition fees. This mixed system would remain in place in Ontario until the 1980s. Chronic underfunding plagued Catholic education throughout the 20th century. Since its founding, ratepayers had the right to direct their individual tax dollars to the Catholic system. However, with a minority of the Ontario population, Catholic schools remained constantly short of funds. Across the province, many Catholic teachers made extreme sacrifices, choosing to donate salaries back to their schools just to keep the doors open. All the while, the government refused to provide Catholic schools with vital corporate tax dollars, money that was allocated to public schools. The situation became dire. From the 1940s on, supporters of Catholic education often found themselves on the defensive, blocking attempts to end Catholic school funding, outright. In one of the few, hard-fought victories, advocates finally convinced the government to provide additional funds for elementary schools, bringing it in line with the public system. However, the government would not budge on high school funding, and in many ways things got worse. Public support for Catholic school funding waned in the 1970s, as Conservative Premier Bill Davis maintained a hostile relationship with Catholic education leaders. In fact, it took a concerted lastminute effort to convince the Davis government to scrap a proposal to tax Catholic high school properties. As the 1980s began, faced with an inflexible Davis government, many felt that the Catholic education system was on the brink of extinction. What happened next took many by surprise. In June of 1984, Bill Davis suddenly announced his intention to fully fund Catholic schools, both at the elementary and secondary levels. This about-face was partly the product of Catholic voters and Catholic leaders fighting for equality, but the defining moment came from Catholic school children. Approaching Davis as he mowed his lawn, the children asked a simple question: why could they attend a public school for free, but had to pay for their Catholic school? Davis offered, in his words, a “gentle” response. But it was a transcendent moment – a teaching moment wrought by the values instilled by Catholic education. In an instant, Davis’ thinking crystalized: constitutionally protecting an entire school system, but refusing to fund it equally, was unfair. It was simply a matter of equality – if Catholic education was a constitutional right, then equal funding was a moral right. Although Davis

William Davis with City of Toronto Archgroup from Canadian Council of Christia ives ns, 197

0s.

soon resigned, the funding legislation that became Bill 30 in 1985 ultimately survived a Supreme Court challenge, which upheld and celebrated the “historic bargain” of Confederation. In 1987, funds began to roll out to Catholic high schools. Catholic boards took over school management, senior students no longer had to pay tuition, and teachers’ pay finally reached equal footing with public sector peers. Enrolment boomed. By the end of the millennium, Catholic schools were fully funded, from Kindergarten through to high school graduation. Achieving high school completion funding did not end the story, of course. Our system continues to face criticism and challenges. However, looking at the history of Catholic education in Ontario provides instructive lessons for the future. Understanding this history offers a powerful tool against those who seek to cut funding to Catholic education. It hasn’t always “just been this way.” Our system exists as result of nearly two hundred years of activism, which has forced governments to make tough, but worthwhile, decisions. There will always be threats to the existence of a Catholic system, but if history as taught us anything, it is that Catholic education is a right worth fighting for.

Mark Tagliaferri is Writer/Researcher in the Communications and Government Relations departments at OECTA Provincial Office.

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FEATURE

TVO IS A DIGITAL TOOLKIT FOR TEACHERS By Lisa de Wilde

Earlier this spring, TVO was at St. Mary Catholic Elementary School in Oakville for the official launch of TeachOntario, the award-winning online community for teachers co-created by TVO and Ontario educators. The event’s participants included the Hon. Liz Sandals, Ontario Minister of Education, Francine LeBlanc-Lebel, President of the Ontario Teachers’ Federation, Paula Dawson, Director of Education for the Halton Catholic District School Board, as well as teachers and students from St. Mary and from Our Lady of Fatima Catholic School in Chatham. The classes connected online via Google Hangouts in order to solve a math problem together.

One of the things we hope will be trending on TeachOntario this fall is TVO’s newest digital resource, mPower, a fun and innovative online game-based resource that builds problemsolving, critical thinking, and math skills for learners from Kindergarten through Grade 6. TVO developed mPower in partnership with Ontario students and educators in response to the challenges children face in mathematics today, and to

What was remarkable about this scene was how very much at home TVO was in this setting. For the past 45 years, TVO has built a trusted reputation as the technological extension of Ontario’s public education system. In that time, our mandate hasn’t changed, and the digital revolution that has transformed so many sectors of society has only re-invigorated that mandate. Today, TVO is an organization at the intersection of pedagogy, the Ontario curriculum, and digital media. TeachOntario is one of the more recent examples of how we at TVO are becoming the province’s partner for digital learning inside and outside the classroom. Research told us that teachers wanted a space that was accessible 24/7 – all on one platform. They wanted a place to collaborate and share ideas around teaching and learning with other educators across the many boards and districts throughout Ontario. So, in partnership with the Ontario Teachers’ Federation, its affiliates, and the Ministry of Education, and in consultation with teachers from across the province, TVO developed TeachOntario to support educators as they support student success. TeachOntario features content created by Ontario teachers, for Ontario teachers, providing educators more opportunities to stay up-to-date on the latest in teaching and learning, digital tools, and professional development. This online community helps teachers make a greater impact with students in the classroom. Anyone with an Ontario school board email can visit tvo.org/teachontario and sign up for free.

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TeachOntario is one of the more recent examples of how we are becoming the province’s partner for digital learning inside and outside the classroom.

Earlier this spring TVO was at St. Mary Catholic School in Oakville for the official launch of TeachOntario.

help get kids excited about learning math from the onset of their education. For kids, mPower builds their confidence in math by offering guided mathematical problem-solving experiences set in a real-life world, unique to each grade and reflective of Ontario’s diverse communities. The platform taps into kids’ innate love of games to make sure that learning math is fun. TVO’s mPower can also be customized for each learner, providing elementary students with opportunities for individualized experiences so that they can learn at their own pace. For educators, mPower is a tool to help keep their students engaged and excited about math, and monitor student progress. The platform can track player progress, respond to learners’ needs, and includes a teacher dashboard and educator resources. Teachers can also choose to send students home with their username and password to practice outside the classroom. The mPower website and both the in-classroom portal and student logins are always available, regardless of where they’re being accessed. Currently, any teacher with an Ontario school board email

can create student accounts. Kindergarten, and Grades 1 and 2 teachers can start using mPower when classes begin in September, with games for Grades 3 to 6 rolling out over the coming months. We hope that teachers in school boards across the province will register for mPower today at tvo.org/mpower to learn more about the game, stay informed about developments, and to begin signing up their students. TVO also has the curriculum-based TVOKids programs that TVO is known for on TV and online, as well as free digital resources for learners and educators, such as Homework Help, which is designed to provide online encouragement and math support beyond classroom lessons for students in Grades 7 to 10. At tvokids.com, curriculum-based games and apps engage kids in STEAM subjects. Through these innovative digital resources, TVO, alongside teachers, is committed to improving student outcomes for all learners in Ontario. By partnering with educators, we want to work together to help set up kids for success inside and outside the classroom. Lisa de Wilde is a Canadian film and television executive, who has been the Chief Executive Officer of TVOntario since 2005.

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FEATURE

THE EVERY TEACHER PROJECT New research on teachers’ experiences with LGBTQ-inclusive education By Mark Tagliaferri

In January, the Manitoba Teachers’ Society (MTS) published a final report for The Every Teacher Project, a follow-up to its student-focused study, Every Class in Every School. Led by Dr. Catherine Taylor from the University of Winnipeg, in partnership with MTS, the report analyzes survey data from almost 3,400 Canadian teachers, making it the largest study on LGBTQ-inclusive education ever undertaken anywhere in the world. At heart, the study is framed around a simple, yet decidedly complex research question: “What are Canadian educators’ experiences and perspectives on LGBTQ-inclusive education?” In many respects, the study presents a series of contrasts between the perception of Canadian educators and

the realities of school life. For instance, 97 per cent of respondents say that their school is a safe environment for students, but when the question turns specifically to LGBTQ student safety, only 28 per cent of respondents agree their school provides a safe environment for these individuals. Similarly, while 99 per cent of participants feel “it is important for students to have someone to talk to,” only 75 per cent of secular school system teachers, and 57 per cent of Catholic system educators, believe they are equipped to be that person. A sense of lacking the necessary resources emerges as a recurring theme throughout the study. Only 37 per cent of respondents report participating in LGBTQ-inclusive activities at their institution. When probed on inhibiting factors, a lack of training is the most

common response. In all, less than one-third of respondents feel their schools have responded effectively to homophobic, biphobic, and transphobic harassment. The problem, according to Taylor, is clear: “We looked into the data and found that teachers are typically being held back by system resources – lack of training, lack of professional development, lack of resources, and lack of support from school leadership and school division leadership.” As the report outlines, this lack of training and resources has specific, potentially dangerous consequences:

• 67 per cent of respondents are aware of verbal harassment of LGBTQ students that has occurred over the past 12 months;

• 43 per cent of participants are aware of cyber-bullying, 33 per cent note instances of physical harassment, and 23 per cent recall instances of sexual harassment; • 55 per cent of teachers surveyed note that students who were victims of harassment subsequently engaged in self-harming behaviours. Moreover, the study suggests that the problems are not solely student-onstudent, with 67 per cent of respondents saying they are aware of at least one fellow teacher who has been harassed by students for being lesbian, gay, or bisexual. In contrast to these on-the-ground realities, the study reports a general consensus (85 per cent) of Canadian educators who are in favour of LGBTQinclusive education – with similar response numbers from teachers both in secular and Catholic school systems. Overwhelmingly, the study says, Canadian educators regard LGBTQ rights as synonymous with human rights, 12

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PARTICIPANTS ARE

and feel it is “personally important” to address these social justice issues (96 per cent and 98 per cent, respectively). Drawing on these findings, the authors present a host of recommendations, aimed at various organizational levels, which range from LGBTQspecific legislation and school board policies, through to mandatory LGBTQ curriculum and professional development activities. Moving forward, Taylor cites the need for leadership and institutional shifts: “I think this is a very grassroots kind of movement and most of the pressure for this work has come from students and from teachers who have seen the harm caused by homophobia, but it would be really nice if the grassroots could have the support of the authorities at the highest level.” At nearly 165 pages, the final report is comprehensive. However, there is more to come. Findings from The Every Teacher Project present a quantitative analysis, and the authors note there is still qualitative work to be done in analyzing focus group data. What’s more, Taylor and her team have received a Social Sciences and Humanities Research Council grant to conduct an additional “knowledge mobilization project.” The group will now work with representatives from various Canadian organizations to create what Taylor calls a “recommendation toolkit,” which will include “project recommendations, research to back up our recommendations, and suggestions for how to respond to questions at those different levels.” In the long run, Taylor hopes that this toolkit will help educators engage in LGBTQ-inclusive education, and will ultimately “help [teachers] push for system changes in their own provinces and territories.”

AWARE OF LGBTQ STUDENTS BEING VERBALLY HARASSED

67% 23%

HARASSMENT IN OUR SCHOOLS

PARTICIPANTS ARE AWARE OF LGBTQ STUDENTS

PARTICIPANTS

BEING PHYSICALLY

ARE AWARE OF LGBTQ

HARASSED

STUDENTS BEING

53%

SEXUALLY HARASSED

PARTICIPANTS REPORT THEIR SCHOOL DOES NOT HAVE A GSA OR A SIMILAR CLUB

64%

GAY-STRAIGHT ALLIANCES IN SCHOOLS

PARTICIPANTS REPORT THAT THEIR SCHOOL

PARTICIPANTS

HAS A GSA OR

AREN’T SURE

SIMILAR CLUB

27%

Mark Tagliaferri is Writer/Researcher in the Communications and Government Relations departments at OECTA Provincial Office.

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This summer OECTA will again offer institutes on a range of math, technology, and Kindergarten topics for various grade levels from K-12. Three-day summer institutes will be offered in July and August, led by OECTA members. Locations include: . Barrie . Cornwall . Durham . Guelph . Halton

. Kenora . Kingston . Niagara Falls . Ottawa

. Sault Ste. Marie . Thunder Bay . Toronto . Windsor

Check the calendar on page 6 for courses locations and dates. Full course descriptions are available at oecta.on.ca

TEACHERS AID

TEACHER ADVISOR

UNDERSTANDING YOUR RIGHTS AND OBLIGATIONS IN CHILD CUSTODY CASES By Joe Pece

Given that we spend so much time with our students, teachers are in a position to gain unique insight about a child’s attitude and behaviour. It is fairly common for teachers to be called upon to offer our observations, opinions, and written records, such as when two parents are in a dispute about child custody. In such a situation, you might be eager to help guide the proceedings toward what you perceive to be the best interests of the child. Or you might be uncomfortable, not wanting to overstep your bounds or complicate parent-teacher relationships. Either way, you should be aware of your rights and obligations, as well as the restrictions on what you can say and what information you can provide.

you must comply with the order and bring all of your notes about the student. You should consult with your principal, who may consult with senior administration, concerning the disclosure of student information. Once in court, you must ask the judge for another court order before disclosing anything about the student found in those documents. Information about students that you have obtained in your role as a teacher is covered by the confidentiality provision of the Education Act. Information contained in documents such as notes is also protected under the confidentiality provisions in the Municipal Freedom of Information and Protection Act. If you are called upon to appear in court, you should ask the judge to make an order requiring you to disclose the pertinent information.

Unless you are subpoenaed, you are under no obligation to participate or provide information in a child custody case.

If you do participate in a child custody case, be sure to only provide facts, not opinion!

You are under no obligation to participate if a parent, or their lawyer, contacts you for an interview. If you do choose to participate in such a meeting, you may refer to personal notes you have made about the student, and talk about things you know through direct experience. You may not say anything that relates to other students. You also may not comment on the physical, mental, or emotional state of the student, because this is the role of an expert witness. You do not want to have your professionalism or objectivity called into question, so stick to the facts.

It is most important to be aware that information from the Ontario Student Record (OSR) has very restricted status. Most school boards require a court order to release these reports. Even if such an order is made, no information from the OSR may be disclosed without the written approval of the custodial parent or guardian if the student is under 18, or of the student involved if they are an adult. Should a court order be provided, the school board’s legal counsel will usually handle the restriction issue.

Some members have been contacted by the Office of the Children’s Lawyer (also known as the Child Advocate). This agency of the Ministry of the Attorney General is sometimes called upon to represent a child who is the subject of a custody battle. Again, you are not obligated to agree to an interview. Even if the request comes to you through school administrators, the decision to participate is yours to make, not the principal’s or the school board’s. If you choose to participate, the same restrictions as above apply.

These can be difficult situations to navigate. Obviously, the student’s safety and well-being should be at the top of everyone’s mind. However, it is both your right and duty to know how far you can, should, or must go to contribute to the proceedings. Although OECTA does not provide lawyers to assist members in these cases, it is always recommended that you contact your local unit office or the OECTA Provincial Office for advice. Joe Pece is Department Head for the Counselling and Member Services department at OECTA Provincial Office.

Keep in mind that any information you provide regarding the suitability of either parent is very subjective, and will put you in an awkward position. Any statements you make will undoubtedly be provided to both sides in the custody dispute, and could become part of the court proceedings. Be aware that your professionalism could be scrutinized if you are perceived to have sided with one parent against the other. Parents have filed complaints with the Ontario College of Teachers, claiming that a teacher has overstepped their duties. If you are subpoenaed to appear in court, you must attend court. If the court order also details the documents you are to bring,

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PROFESSIONAL DEVELOPMENT

TEACHERS AID

VALUING YOUR PROFESSIONAL JUDGMENT By Anthony Carabache

Make no mistake, as a teacher you are doing God’s work. You are a professional, caring individual. You lose sleep over that one student who may not have succeeded as well as you would have liked. You live and breathe learning, including curricular lessons and, even more so, life lessons. You have trained, philosophized, argued, cried, and reflected upon everything to do with education. You operate as a surrogate

So why would you ever relinquish this understanding, this connection, this crucial attunement, to instead base your year-long teaching plan on scoring taken from any standardized test? This is quite baffling, to be completely honest. I have been privy to many discussions, seminars, and keynotes led by researchers who, based on quantifiable evidence, reiterate how standardized

the world of data. This message is even heartily supported by EQAO’s Chief Executive Officer, Bruce Rodrigues. Observable evidence is born out of the ability to study and note actions and interactions during the everyday. There can be only one, pure procurement of this precious data, and that my friends is where the classroom teacher comes in. The classroom teacher, who breathes the same air as his or her students, is the ultimate and decisive source of observable data. OECTA has fought, and continues to fight, for your professional autonomy. As a teacher, you are the only one who is truly qualified to assess your students’ success. To suggest that any single test ought to direct your energies and efforts belittles your training, your passion, and most importantly to your professional judgment. The test is but one tool among many, which serves to support your Godgiven talents and passion for teaching.

Anthony Carabache is a member of the Professional Development department at OECTA Provincial Office.

parent, attuning your senses to pangs of hunger, outcries for attention, fear of social abandonment, the need for love and safety, and otherwise undetectable rhythms of understanding between a trusted adult and those in your care. You are truly doing God’s work.

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tests fail to measure student success with any degree of accuracy or reliability. This doesn’t mean that things have to be black and white – the standardized test can be used as one tool among many. But what the researchers say is that “observable evidence” is paramount in

BEGINNING TEACHERS

TEACHERS AID

ADDING TO YOUR SKILL SET By Claire Laughlin

As you may have heard, the Ministry of Education recently released a “renewed” math strategy. Full implementation is expected for next school year. With a view to increasing mathematics achievement across the province, the strategy includes one hour of “focused” math instruction each day in elementary school, and a focus on “applied math” in secondary school. As of yet, the strategy has not been explained in great detail, so its exact impact on classroom teachers is still unknown. One element that stood out when I read this strategy was the government’s insistence that school boards employ “qualified” math teachers in Grades 7 and 8. Let me be clear: as certified professionals, intermediate teachers are already qualified to teach math. Don’t let anyone tell you otherwise! Of course, we recognize that not all teachers are entirely comfortable or confident with math instruction. Taking an Additional Qualification (AQ) course in mathematics can increase your confidence and enhance your abilities around instruction, assessment, evaluation, and reporting. OECTA has offered AQ courses in mathematics for many years. These professional learning opportunities are delivered by teachers, for teachers. Courses include Mathematics Primary/ Junior (Part 1, Part 2, and Specialist), as well as Mathematics Grades 7 and 8. We also offer summer institutes, which include a number of further opportunities for professional learning in mathematics instruction.

Since 2014, additional opportunities to pursue math have been available through a ministry-funded subsidy for math courses. Thousands of OECTA members have pursued mathematics AQ courses, additional basic qualifications in math, as well as university credits to obtain qualifications in math. In May, the Ontario Association of Math Educators offered their annual conference in Barrie. It was outstanding. Ideas and strategies for teaching mathematics permeated every minute of the conference. OECTA was able to subsidize one delegate per unit to attend, through the same ministry subsidy. Teachers thoroughly enjoyed their time and maximized the outstanding learning opportunity. Also, OECTA’s innovative module approach to Additional Qualification courses enabled some participants to complete a portion of the Mathematics Part 1 AQ course while attending the conference. You are a highly trained professional who should feel selfassured about your ability to teach mathematics. But if you are interested in further developing your expertise in math, go for it! After all, professional learning is, and always has been, an interest for Catholic teachers.

Claire Laughlin is a member of OECTA’s Professional Development department. She is also assigned to the Beginning Teachers Committee and Conference.

LEGAL BRIEF

TEACHERS AID

FAMILY STATUS AND THE CHANGING REQUIREMENTS FOR HUMAN RIGHTS PROTECTION By Charlene Theodore

The Ontario Human Rights Code has afforded protection against discrimination on the basis of family status since 1982. That being said, family status accommodation is still considered a new and emerging body of the law. As families in Ontario become more diverse – we have more single-parent, LGBTQ, and multi-generational caregiver families – it becomes harder for workers and employers to wrap their heads around their respective rights and obligations when family responsibilities and workplace duties collide. According to Statistics Canada, full-time workers were absent from work 9.3 days in 2011 for their own illnesses and family demands. The majority of the absences were taken by female workers with children. Full-time workers in families with at least one preschool-age child lost an average of three days, compared with only 1.4 for those in families without children.

This year’s Ontario Human Rights Tribunal decision in Miraka v. A.C.D. Wholesale Meats Ltd. has changed the legal test that a worker must satisfy before an employer’s duty to accommodate on this basis begins. Before the Miraka decision, the following criteria had to be met: 1. A family obligation

Workers qualify for protection on the basis of family status if they are in a parent-and-child relationship. This protected relationship is not limited to biological children, it also includes adopted and fostered children, aging parents, and disabled relatives. 2. A legal duty

The worker’s duty to care for the aging parent, disabled relative, or child must be a legal one as opposed to a personal obligation. A duty arises when a workplace obligation would result in a young child being left without adult supervision. It would not be considered a duty if a workplace obligation resulted in a parent missing a child’s sporting event or recital. 3. Reasonable efforts

The law required the worker to demonstrate a reasonable effort to balance workplace and child or family care obligations, what the courts referred to as a bona fide childcare problem. The case law went further in requiring a worker to demonstrate that neither they nor their spouse could meet their care obligations. 18

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4. Real interference

The Courts have said that a conflicting work obligation has to substantially interfere with the worker’s care obligations. In practical terms, this means if there is a choice between paying an occasional late fee to a daycare or requiring an employer to change a workplace schedule, the Courts accept that parents and caregivers assume the inconvenience. In Miraka, Mr. Miraka was terminated after being absent from work for three consecutive days. His first absence was with permission from the employer after he advised them he needed to stay home to care for his children, as his wife was ill. The second absence was for the same reason; however, he did not receive permission in advance. He failed to show for the start of his shift, and called in late to advise that his wife was still ill and he would not be coming in. His third absence occurred after he arrived at work on time, and punched in, but left shortly thereafter due to illness and pain. He later provided medical proof that he had suffered a hernia in his back. Mr. Miraka alleged that the termination of his employment was discriminatory because it was based on his family status and disability. The employer argued that Mr. Miraka could not be protected on the basis of family status because he hadn’t demonstrated reasonable efforts to find alternative childcare arrangements for the first two days he was absent. In their decision, the Tribunal clarified their interpretation of a worker’s need to demonstrate reasonable efforts. They noted that Mr. Miraka’s situation was an infrequent and unexpected need to miss work, as opposed to a long-term childcare issue. As such, it was unreasonable to expect that he would have a babysitter on call during the day. They also advised that the employer’s permission for the absence on the first day could not be revoked on the second day when the reason for the absence had not changed. Mr. Miraka was awarded $10,000 in damages for injury to his dignity, feelings, and self-respect. Post-Miraka there is now more flexibility required from employers in managing unplanned, but legitimate, family needs. Attendance management programs and policies can’t be implemented with a one-size-fits-all approach. Context and individual circumstances must be taken into account when workers are absent due to family obligations.

Charlene Theodore is in-house Legal Counsel at OECTA Provincial Office.

INSIGHT

TEACHERS AID

BEING IN COURAGE By Doug McCarthy

Do you know the one word that answers these seven questions? What makes a king out of a slave? What makes a flag on a mast to wave? What makes an elephant to charge his tusk, in the misty mist or the dusky dusk? What makes a muskrat guard his musk? What makes a Hottentot so hot? What puts the ape in apricot? What they all got that I ain’t got?

Many will recognize this as a song from “The Wizard of Oz.” In the film, the questions are asked and answered by the cowardly lion, whose main wish in life is to have courage. The wizard, a self-admitted “humbug,” gives the lion a medal and convinces him that he has received what he was seeking. I remember becoming more appreciative of the word “courage” when I heard it applied to my sister-in-law. Marlene Vermue was a vibrant and much-loved music teacher when she learned she was dying of cancer. I remember a friend telling her that she was being very courageous. Marlene responded, “What choice do I have?” I remember mentally agreeing. What choice did she have? She was dying. Her friend replied, “Marlene, you are showing courage in the way that you have chosen to respond to your illness.” I had an awakening. Marlene truly did demonstrate amazing courage in how she chose to deal with her situation. No matter what, Marlene always greeted visitors warmly and with a smile. She directed the conversation to the activities and interests of her guests. She made it easy to be with her – in spite of the inevitable. I hardly ever heard her complain about the blow life had dealt her at such a young age. I have heard people complain more about a cold. Was she afraid? I am sure she was. But I am also sure that she was courageous. As Ambrose Redmoon, who lived the last three decades of his life as a paraplegic, once said, “Courage is not the absence of fear, but rather the judgment that there is something else more important than fear.” Situations that are unexpected and unwelcomed insert themselves into the lives of ordinary people, who respond in extraordinary ways. All around us are people whose story we may not know, who are quietly living with a medical condition, the loss of a loved one, the loss of a relationship, the loss of a job. I have a friend who is a recovering alcoholic. I believe it takes courage each and every day not to take that drink. I know people with mental illnesses, who need to summon the courage to integrate into society.

There can also be everyday circumstances that we find mildly fear-inducing. To be true to ourselves we need to have the courage to admit when we are wrong, to speak in support of a minority point of view, to audition for a play, to confront an offender, to challenge authority, to commit to a relationship. A neighbour of mine ran for municipal office. When he won, I congratulated him for his courage. He found it interesting that I should mention courage, because he admitted there were three things he feared when he entered the race. He certainly feared losing and having to endure the judgment of others. But he also feared winning, wondering what would happen if he was not up to the job, or did not like it. He ran for office anyway. Sometimes fear can be so overwhelming that it paralyzes us. The “fight or flight” dichotomy actually has a third partner: to freeze. If we see something wrong happening around us, fear can sometimes keep us from acting to stop it. In these situations, courage is needed to stand up for what we know is right. We must examine our values so that we evoke the quality of mind that “encourages” us to act with firmness of purpose in spite of our fear. The good news is that we are programmed to try to find ways to establish a balance between fear and action. A friend of mine was afraid of heights at an early age, not wanting to climb ladders or stairs, or visit the top of the CN Tower. Finally, when she was on her honeymoon, she confronted the fear by rappelling down the side of a cliff. It was an act that freed her. In the words of Henri Frederic Amiel, a Swiss moral philosopher, poet, and critic: “Conquering fear always gives one secret joy, for it means pushing back a boundary-line and adding to one’s liberty.” Doug McCarthy is a retired OECTA member and principal, and currently a member of OECTA’s Speakers’ Bureau.

PEOPLE WORTH WATCHING

KRISTEN SCOTT Skate Canada, and OECTA’s, newest bronze medalist By Mark Tagliaferri

You’ve likely heard the expression “it takes a village to raise a child.” At first glance, this saying doesn’t seem to apply to the world of figure skating: standing alone on the icy surface, at times a skater might feel like the only person in a vast, frozen universe. However, it turns out that for Skate Canada’s bronze medalwinning Kristen Scott, the village is never far away.

the classroom. As often as possible, Scott tries to connect her skating and teaching lives. For instance, when it came time for the science lesson on fluids, Scott brought her class to the arena, where she and the Zamboni driver teamed up to discuss hydraulics and fluids systems – creating a sense of experiential buy-in that brought life to a topic that, even she admits, can be a little dry.

Kristin Scott is a teacher by day, and a skater by… well, very early in the morning. At the F.J. Brennan Centre of Excellence and Innovation and Corpus Christi Middle School (Windsor-Essex Elementary Unit), Scott teaches as part of the Hockey Skills Canada Academy. Every morning, students take standard academic classes in rooms housed in the Central Park Athletics arena, before hitting the ice for gym class, and then heading to Corpus Christi for afternoon instruction.

For Scott, the ice is never far away. Waking up at 5:45 a.m. three times a week, Kristen makes her way to the arena, where owner Leigh Ann King lets her in early so she can practice skating before school starts at 9 a.m. After a full day of teaching, Scott coaches at Corpus Christi, and still finds time to work with her skating coach, Patti Strange, who trains her and helps develop choreography for her routines. In the lead-up to competitions, Scott consults with her bandmates (yes, she also finds time to play in a band), who help select

Ice is at the centre of the students’ days, as it is Scott’s life. Growing up two blocks from the Gretzky’s in Brantford, Scott can’t even remember when she began skating. But it was in her blood from the beginning. Her mother, Nancy, skated competitively at McGill University, and introduced Kristen to the world of figure skating, who herself skated for the varsity team at Western University. Teaching became a natural offshoot for Kristen, who spent her winters as a skating instructor, and her summers teaching swimming. Developing lesson plans, writing report cards, and catering instructional techniques to her skating and swimming students of different abilities prepared Scott for her role in

her music, all against the backdrop of her supportive principals, colleagues and of course, her family. All of this prepared Scott for what would come next. On April 22, Scott woke up at 3:45 a.m. Her mother hurriedly drove, while Kristen changed and did her makeup and hair in the back seat, on their way to Oakville. She was to be first on the ice in the Interpretative Class I division at the 2016 Skate Canada Adult National Figure Skating Championships. She was nervous, but prepared. Scott relishes these events. Although quite competitive, the doctors, police officers, and other professionals who compete help foster a supportive environment, with everyone cheering on their fellow skaters. Of course, she wants to win. Pleased with her routine, Scott now had to sit and wait patiently as the remaining eight skaters took to the ice. It was down to the wire. The final skater would determine whether Scott won bronze, or missed the podium. As she looked up at the judges’ scores, she realized she had won bronze, by 1.15 points. Although her name appears alone on the medal, Scott knows this was not a solo effort. From the arena owner, to her principals, to her colleagues, coach, bandmates, students, and family, so many people have helped contribute to Kristen Scott’s success, both on and off the ice. Ultimately, it takes a village.

Mark Tagliaferri is Writer/Researcher in the Communications and Government Relations departments at OECTA Provincial Office.

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LEARNING TO GET ALONG By Tim O’Connor

As I write to you today, I am completing my thirty-second year as an educator and as a proud OECTA member. I feel incredibly blessed not only by the relationships that I have developed along the way, but also by the personal growth that has been afforded to me because of a variety of positive experiences inside and outside the classroom. Two years ago, I made a decision to return to university, and I currently find myself halfway through my Masters of Peace and Conflict Studies at the University of Waterloo. I am very grateful for the support that OECTA has offered through the Mary Babcock Fellowship for Labour Studies. This support has been so helpful as I have juggled my new academic responsibilities with ongoing commitments in the classroom, not to mention my responsibilities at home with my own family of five. My interest in peace education has been nurtured by a number of formative experiences. Almost a decade ago, I had the opportunity to accompany students on the Dominican Encounter with Faith and Hospitality. My introduction to what I then referred to as the “developing world” was not easy. Many assumptions were challenged, and I was forced to confront my own privilege. I am thankful for the process of critical reflection that was modelled on that trip. We learned that in order to foster meaningful relationships with those who live in the Global South, it was important that we not come into their space as the fixers or problem-solvers. This is a lesson that has been reinforced repeatedly in subsequent years. Later, I travelled to the School of the Americas in Fort Benning, Georgia, where I learned how our addiction to militarism has directly contributed to incredible human suffering and environmental destruction in Latin America. I also travelled to Palestine on a social justice pilgrimage. While 22

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the realities of such global injustices are disheartening, I have found myself uplifted by the courageous efforts of peacemakers and activists who commit their lives to exposing and challenging these violations. Their undying belief in the power of possibility is inspiring. I am also incredibly grateful for a magnificent team of peace educators who work with me at Camp Micah. Camp Micah is an ecumenical leadership camp that is directed by former OECTA member and lifelong peace activist

Tim O’Connor with students from his Peace and Conflict class in front of his wall of peacemakers.

Dwyer Sullivan. The camp challenges participants to embrace a spirit of Gospel non-violence in our efforts to work for justice locally and globally. We speak of Jesus’ Third Way – a term coined by theologian Walter Wink – as creative non-violent resistance. The staff of Camp Micah model diversity. Staff members bring a lived commitment to social justice to the table, and they serve as wonderful role models for our participants. These experiences have certainly shaped my teaching. I have infused peace education into all of my programs. For the past six years, I have honoured one peacemaker a day by adding their name to our classroom wall. This process started in 2011, when I told my students the story of Cesar Chavez and his nonviolent efforts to advocate for migrant justice in the 1960s and 1970s. I am proud to say that more than 1,300

peacemakers now adorn my classroom wall. I am hopeful that these daily doses of peace education resonate with the students as they reflect on their own call to be prophets of peace. In 2014, I learned of the Masters of Peace and Conflict Studies program offered at Conrad Grebel College at the University of Waterloo. It seemed like such a good fit at this time in my life. The program is driven by a steadfast belief that our global problems cannot be solved through military conflict, and that civil society plays a critical role in peacebuilding. The important contribution of labour on many fronts has certainly been emphasized. The highlight of my first two years was definitely the opportunity to meet with Ziauddin Yousafzai – more famously known as Malala’s Dad. One of my first classes collaborated to do some of the groundwork for the establishment of Global Peace Council Canada, an organization that is committed to peace education. We partner with Global Peace Council Pakistan, which Mr. Yousafzai founded. Our planning team included students from Nigeria, Rwanda, Venezuela, Nepal, and Bangladesh. It was a fantastic learning experience, to say the least. I believe that the need for peace education has never been greater than it is today. Our global refugee crisis and the imminent threat of environmental catastrophe are but two stark reminders that we need to learn to get along. The lack of peace education within our present curriculum concerns me. I think this is something that we, as educators, should be discussing, and I would like to be a part of that conversation.

Tim O’Connor is a religion teacher at St. Michael CSS in Stratford, and a member of the Huron-Perth Secondary Unit.

PEOPLE WORTH WATCHING

TRADING PLACES My experience teaching in Sydney, Australia By Pam van Kooten

In 2015, I participated in a teacher exchange to Australia. When I signed up, I thought I would do my job, see the country, and then come back home to Canada with some interesting experiences. What I could never have imagined was how much this year would affect me personally, and how my life would change because of this journey. I will cherish this year for the rest of my life. My experience was nothing short of amazing! I participated in things that I never thought I would: I traveled thousands of kilometers on my own, set up a new home, and made friends with people who were initially strangers, but are now part of my daily life. I exchanged to a suburb of Sydney, in New South Wales. My school, St. Joseph’s in Riverwood, was only 10 minutes from the house where I was staying. This great location was within walking distance to the train station, allowing me to easily travel around. And the many teachers who lived close by ensured that I always felt safe. In many ways, experiencing a new culture was the best professional development I could have asked for. My teaching experience was very comparable to Canada in that the curriculum is very similar. I taught Year 3, and helped prepare students for NAPLAN, which is similar to our EQAO. However, I quickly learned some key differences our Australian counterparts deal with, like less planning time, mandatory weekly staff meetings, and the very detailed daily plans they must prepare. This made me appreciate the planning time we receive here in Canada. Drawing on my experiences from home, I was able to share some aspects of Canadian culture with my students and community. We performed a Canadian poem for the school called, “Together We Are Canada,” and before leaving I held a pancake and maple syrup breakfast. Before leaving for Australia, we were cautioned about feeling sad at times, as we would likely miss our family and friends.

However, the wonderful highs far outweighed those short periods of homesickness. Facebook and Skype made it so easy to connect with family back in Canada; my family always felt like they knew what I was doing. I also communicated with my class back in Canada. They loved my stories, especially the one about the kookaburra waking me up every morning. Oh, how I miss that sound now! Throughout, I was fortunate to have a group of teachers who were very supportive, and who became tourists in their own country as they traveled with me. My colleagues organized a Canada Day celebration, and then prepared an authentic Aussie barbeque before I left

For more information on how you can participate in an exchange to Australia, visit oecta.on.ca

to come home to Canada. Looking back, highlights of my exchange included snorkeling the Great Barrier Reef, holding a koala bear, climbing the Sydney Harbor Bridge, the vibrant blue sky and beautiful beaches, and spending most of the year outside. Another highlight was meeting and connecting with so many interesting people. I now have new Canadian teacher friends who were on exchange with me, as well as many Australian friends who will be coming to visit me this year. Naturally, there were some difficulties throughout the year, such as learning to drive on the other side of the road, having to use the GPS wherever I went, adjusting to a new school environment and routines, and getting to know which spiders were deadly and which were not. My least favourite experiences were seeing cockroaches, a red-bellied black snake, and finding blue-tongued lizards in my backyard. I was also very careful to make sure that I didn’t ruin or damage anything in the house. Exchanging homes with someone is not an easy thing to do, but we avoided any problems with our ongoing communication and mutual respect. Despite any of these challenges, I would participate again in an exchange in a heartbeat. This experience allowed me to engage with a country in a way that would not have been possible had I gone on vacation for only a few weeks. I was open to all the possibilities, and because of that I was able to have one of the best years of my life. I am looking forward to my next exchange, hopefully in a few years; in the meantime, I am traveling to Australia again in July for the beautiful weather, the sandy beaches, the food, and the many friends I made in Sydney. I would highly recommend an exchange abroad program to everyone. Pamela van Kooten is a Kindergarten teacher at St. Bernard of Clairvaux CES in Mississauga, and member of the Dufferin-Peel Elementary Unit.

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PROJECT OVERSEAS 2015:

St. Vincent and the Grenadines By Alan Lap-Lam Kwok

After teaching for eight years, and being involved in my local union for many of those years, I thought that I should give back what I learned in the education field. I felt compelled to apply when I first saw the advertisement for Project Overseas. I was selected to be a member of the team going to St. Vincent and the Grenadines (SVG) to assist in facilitating in-services for 150 teachers on the topics of literacy, numeracy, special education, action research, and information and communication technology. Upon learning that I was going to St. Vincent and the Grenadines, I immediately thought to myself, “Where on earth is St. Vincent and the Grenadines?” After a lengthy Google search, I learned that it’s a nation of a series of islands in the Caribbean. After months of preparing electronically, I finally met with my team at the pre-departure workshop in Ottawa in early July. My team consisted of team leader Dan Martin, Ontario; Jenna Bamford, New Brunswick; Tina Hellmuth, Manitoba; Ljiljana Lontos, Ontario; and Monica Goodfellow, Ontario. The workshop was productive, and we quickly began to blend together as a community and readied ourselves for the adventure to come. On July 6, we left our residence in Ottawa at 4 a.m. for the airport. After flights through Toronto and Barbados, we arrived in St. Vincent and the Grenadines. Upon exiting the smallest plane that I have ever ridden, I noticed a small green building no larger than a small elementary school in Canada. Upon entering this building, which I assumed to be the terminal, I noticed that it contained immigration, baggage claims, customs, a small office for lost baggage, and a door to exit. At this point, I understood that I had arrived in an island nation of 100,000 people, and everything that I would be seeing over the next two-and-a-half weeks would be very different than back home. We went through the formalities and were greeted by representatives of the St. Vincent and the Grenadines Teachers’ 24

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Union (SVGTU). We then piled into a van, one that I used to ride when I was a child in Hong Kong, and travelled away from the airport. The street lights and vehicles were getting sparser as we travelled into the mountains. We finally arrived in this wonderful home, our home for the next two-and-a-half weeks. The next morning was a day off as the island was on Vincy Mas carnival, a national holiday. We were picked up and transported to downtown Kingstown. After a tour of downtown, we were brought to Victoria Park, where the festivities of the carnival were taking place. We enjoyed the different bands and their costumes. We also had our first taste of Vincy food and beverages. The highlight of the day was the time spent on the street with the big trucks full of speakers blasting Soca music and everyone dancing and having a good time. The next day, everything went back to normal, as though the carnival never existed. The team went to the Teachers’ House of the SVGTU and met our Vincy co-teacher. Together, we planned lessons and discussed teaching topics. My co-teacher, Semonique Harry, and I discussed presenting ideas on information and communication technology, and strategies for using these tools in the classroom. The other Canadian teachers were busy planning for lessons with their co-teachers on their assigned topics. This was the norm for the rest of the first week. SVGTU is an important organization in St. Vincent and the Grenadines. They have significant influence in the community, and even have their own programming on national radio and TV channels. The Canadian team was invited to participate in their programming, and we shared our love of the country and our experiences delivering the Summer Institute. After a restful weekend of beaches and sightseeing, it was time to begin the SVGTU Summer Institute 2015. First thing on the agenda was a very formal welcome in Peace Memorial Hall from all the partners, including

I had opportunities to work with some of the most dedicated educators that I have ever met... I am grateful for this truly unique professional development opportunity, and I cannot wait to share this new found knowledge and experience with my students, colleagues, family, and friends.

representatives from SVGTU, the Canadian team, the Ministry of Education, and the Basic Needs Trust Funds. Then we sang the national anthem, and the teachers’ Solidarity Song, and engaged in the morning prayer ritual. The remainder of the week was spent delivering three sessions each day, running from 8:30 a.m. to 1:30 p.m. at the Girls’ High School. The afternoons were spent planning with our co-tutors. The participants ranged from beginning teachers, to those with more than 30 years of experience. I found that most teachers were enthusiastic and had great ideas; however, I found that they lacked materials and resources. Furthermore, problems were compounded by a very relaxed attitude toward punctuality and out-of-date teaching practices. Nonetheless, the Summer Institute was a success. The SVG and Canadian teachers learned and shared valuable resources and experiences. Project Overseas was a rewarding experience. I had opportunities to work with some of the most dedicated educators that I have ever met. I also had a chance to work with experienced educators that work for the Ministry of Education. I am grateful for this truly unique professional development opportunity, and I cannot wait to share this newfound knowledge and experience with my students, colleagues, family, and friends. I would like to thank the Toronto Secondary Unit, the Ontario English Catholic Teachers’ Association, and the Canadian Teachers’ Federation for the opportunity to participate in this extraordinary program. I would also like to thank the SVGTU, the participants and all the people that I met in St. Vincent and the Grenadines for their hospitality. They truly made our team feel at home. It was a blessing to see a pristine island untouched by tourists. I look forward to maintaining contact with the participants in SVG via the Internet, and the chat room we set up during the Summer Institute.

Alan Lap-Lam Kwok is a member of the Toronto Secondary Unit.

Application forms for Project Overseas for the summer of 2017 will be available on the OECTA website the beginning of September, 2016.

PEOPLE WORTH WATCHING

CHLOE STURZENBECHER Children Helping Children in Dufferin-Peel By Christopher Lombardo

Chloe Sturzenbecher, a teacher at St. Margaret of Scotland (Dufferin-Peel Elementary Unit), used to play “pretend class” as a kid, and loved her teachers growing up – so much so that she became one herself. Her role models included local Dufferin-Peel Catholic elementary and high school teachers, and her first principal and mentor, Mike Coburn. “I wouldn’t be where I am without him!” she says. Sturzenbecher hit the ground running, with practical classroom experience every year as an undergraduate. She cites social studies, history, and math as her favourite teaching subjects. She also had the opportunity to combine her lifelong love of travel with practical teaching experience, working at a ChineseCanadian school in Jiangmen City for a month. It is this global perspective that has helped shape the environment in her classroom. “It’s one thing I really instil in the kids – travel,” she says. “It’s part of my life. We have maps up in the classroom, and when I come back from trips, I show my students the albums. They realize there’s so much possibility in the world, so many questions, so many things to see and do.” In the past two years, Sturzenbecher has visited Oman, Jordan, Qatar, the Emirates, Bahrain, Singapore, Malaysia, Cambodia, and Thailand. The Children Helping Children bracelet fundraiser came about because her student-teacher colleague, Christine Lee,

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had a world assignment for her Ontario Institute for Studies in Education course. The duo had been inspired by an article from Canadian Reader about Africa, as well as the Ryan’s Well Foundation, an Ontario non-profit focused on raising funds for clean water projects. Her Grade 4 students handcrafted braided bracelets with different colors representing the flags of the various countries they wished to support. They sold the bracelets, raising almost $700 dollars. “Christine had a connection to the Holy Childhood Association, so we just ran with it,” says Sturzenbecher. She says the charity was very grateful for the money they raised. She has a Grade 3/4 class next year and plans to do something similar. It will fit right into the school culture, she says, as St. Margaret of Scotland is “very charity-focused.” For example, they have had teacher-student volleyball games, the proceeds from which went to an orphanage in Africa. They have also done Jump Rope for Heart for the Heart & Stroke Foundation, and Hats Off for Kids for the Hospital for Sick Children. Hats off to Chloe Sturzenbecher, too!

Christopher Lombardo assisted in the Communications department at OECTA Provincial Office.

VIEWPOINT

ELECTION FINANCE REFORM Proposed bill enhances democracy for some, limits for others By Mark Tagliaferri

After several months of hurling accusations back and forth across the floor of Queen’s Park, arguing over who took what money, and from whom, the Wynne government recently proposed Bill 201, a draft set of new election financing rules. While much of the bill – not to mention media attention – is focused on campaign donations, there is one clause that stands out as particularly troubling, having the potential to undercut a primary feature of a healthy democracy. Included alongside contribution caps and per-vote subsidies is a new, third-party funding restriction on “associated issue advertising.” If passed, this stipulation would place significant limits on any advertising “that takes a position on an issue with which a registered party or candidate is associated.” Lawmakers claim that this will promote equality and decrease outsiders’ influence, especially during election periods, but the vague language leaves several questions open to interpretation. What exactly does it mean for an issue to be “associated” with a party or candidate? Would an advertisement have to specifically name a platform initiative – Tim Hudak’s “Million Jobs Plan,” for example – or will the scope be broader? The government plans to hold a series of hearings over the summer, presumably to flesh out these details. Yet, before wading too far into the policy weeds, it’s important to step back and recognize a more fundamental threat couched in the bill’s language. As currently proposed, the third-party funding legislation threatens to silence voices and limit public discourse. Like it or not, political free speech costs money. Whether it’s a concerned parent who prints flyers at Kinkos about the benefits of Intensive Behavioural Intervention for children with autism, or a teachers’ union purchasing billboard space to voice concerns about increasing class sizes, every expression of free speech in the public political arena incurs a cost. Political speech and political spending are inseparable.

that third-party advertising has tangible effects on voting outcomes. However, at the root of the proposed legislation is the idea that at some particular dollar value, the act of someone raising political issues crosses over into wielding political influence. But where and how do we draw this line? Of course, this is not a blanket argument against having any restrictions whatsoever. History is rife with examples of politicians using third-parties to attack opponents, while they campaign safely from a distance. A number of political scientists have confronted this reality, and stressed the importance of differentiating between two types of third-party advertising. On one hand, they claim, is “pure issue advocacy,” which focuses exclusively on promoting political issues. Here, OECTA’s “Speak for Children” campaign comes to mind, as it raised issues central to the provincial election, and encouraged citizens to vote, without advocating for or against a particular party or candidate. Many argue that this form of issue advocacy is critical to healthy public discourse. In contrast, “sham issue advocacy” amounts to little more than thinly veiled electioneering, attacking people, parties, or pieces of legislation. For instance, several years ago the National Citizens Coalition ran spurious ads warning the public that “Bob [Rae] was back,” in a sinister “plot to take over the Canadian Liberal Party.” Claiming that Rae had already ruined Ontario, the “non-partisan” ad was clear: don’t let him do it again at the federal level. Ultimately, being able to differentiate between pure and sham issue advocacy is critical if we as a society are to promote issues-based discussion amongst a broad citizenry during election periods. These are the key moments where the important issues must be brought to bear in the court of public opinion. Restricting genuine, issues-based debate generated by ordinary citizens does not promote equality, it silences voices.

And because of this, the slope can get slippery when governments intervene and place funding restrictions on citizen-generated, third-party free speech. When they do so, they are forced to make arbitrary distinctions on the nature and extent of participation. Who gets to participate in the public democratic process, and how much they can participate, become government-regulated issues. If an unrestricted free exchange of ideas and holding leaders to account is the bedrock upon which democracy flourishes, then when is it acceptable for government to limit citizens’ opportunity to come together and express themselves collectively on critical social issues? How much free speech is too much?

The legislation as currently proposed includes far too expansive a definition of “political advertising,” and thus threatens to subsume all third-party advocacy under the same umbrella, obliterating the line between issues and electioneering. The government itself recognizes this problem – the bill’s backgrounder explicitly “conceded this could raise freedom of expression complaints.” As this bill moves into hearings, it will be interesting to see how debate unfolds. At the moment, there are more questions than answers, but having the right and the platform on which to ask those questions and voice those concerns is exactly the point.

These are tricky questions, philosophically and procedurally, especially because Canadian courts have found no evidence

Mark Tagliaferri is Writer/Researcher in the Communications and Government Relations departments at OECTA Provincial Office.

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VIEWPOINT

TENUOUS VICTORY FOR TENURE A controversial decision in California is overturned, but challenges remain By Adam Lemieux

Last year, we reported on Vergara v. California, a lawsuit in which a group of students – backed by a well-funded organization known to be critical of teachers and public education – successfully argued that the state’s laws around teacher tenure and layoff procedures result in a disproportionate number of “ineffective” teachers being assigned to disadvantaged school districts. According to the judge’s decision, this violates some students’ constitutional right to “basic educational equality.” The decision caught many by surprise. There are a number factors that contribute to the struggles encountered by students, especially those in disadvantaged communities. And even if we concede that some teachers are not as competent as they could be, how would making it easier to fire them address this problem? The plaintiffs and the judge appeared to be making incredible leaps of logic to condemn statutes that are in place merely to ensure due process. The California government immediately launched an appeal, and in April a three-judge panel unanimously overturned the ruling. Eric Heins, President of the California Teachers’ Federation, said it was “a great day for educators, and, more importantly, for students.” Because the original judgment was so poorly reasoned, legal scholars believe there is little chance that the plaintiffs will pursue the case any further. However, we should be wary that the appeal decision was not exactly an overwhelming victory for teachers. The appeals court was clear that it is illogical to blame statutes for the difficulties plaguing schools in disadvantaged communities, saying that if there is an issue with the quality of teachers in these schools, it is the result of staffing policies. But the judges did not go so far as to defend or endorse the laws themselves. “The court’s job is merely to determine whether the statutes are constitutional, not if they are ‘a good idea,’” read the decision. “It is possible that the challenged statutes – in the way they pertain to teacher tenure and seniority – lead to a higher number of grossly ineffective teachers being in the educational system than a hypothetical alternative statutory scheme would.” The ambiguity will certainly hearten reformers elsewhere in the United States. In Minnesota, a group of parents – again, supported by a coterie of wealthy donors – recently filed a lawsuit claiming that teacher-tenure laws deprive students of “their fundamental right to a thorough and efficient 28

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education.” They are challenging the state’s layoff procedures too, arguing that seniority should not be the primary consideration. A similar suit in New York is also still ongoing. Although the case has yet to come to trial, the government and teachers’ unions have twice been denied in their attempts to have it dismissed. Meanwhile, the concerns raised in these cases are already leading to shifts in public opinion and policy. In the wake of the appeal verdict, California lawmakers put forward a new bill that would alter the laws around permanent status and layoff procedures. The proposal would see teachers who have received a negative evaluation undergo additional training and scrutiny before a decision is made about granting them permanent status, or dismissing them. Furthermore, while seniority would still be a main factor in determining layoffs, younger teachers with positive evaluations would retain employment ahead of more experienced teachers who have been given unsatisfactory ratings. Proponents have touted the bill as a reasonable compromise. However, there are many outstanding questions about the criteria being used to determine teacher effectiveness, as well as doubts as to whether meaningful professional development and mentoring opportunities will be made available. These are troubling trends, and your Association will be keeping an eye on further developments. But we can also look at the public debate as a chance to build a case that, as professionals, we share the public’s interest in having proficient teachers who provide high-quality education to every student. One of the great falsehoods perpetuated by the Vergara lawsuit and others like it is the notion that teachers and their unions value job protection above all else. We will continue to join our counterparts in the United States in arguing that education systems work best when teachers are treated fairly and given ample opportunity to develop their full potential. As Randi Weingarten, President of the American Federation of Teachers, put it in response to the Vergara appeal decision, “It is vitally important that every single child, particularly the kids who brought this case, receive a great public education. That starts with recruiting, retaining and supporting teachers, not blaming educators for societal problems or stripping away their voice.” Adam Lemieux is Communications Specialist in the Communications department at OECTA Provincial Office.

VIEWPOINT

KEEPING THE PENSION PROMISE OTPP shows the world the value of the defined benefit model By Chris Cowley

In 2015, our pension plan had an outstanding year. Despite uncertain market conditions in Canada and around the world, OTPP achieved a 13 per cent rate of return on our investments, outperforming the benchmark by more than $4 billion. In all, our net assets increased to more than $171 billion. Why is this important? In addition to improving our assets, our pension plan is showing the world that defined benefit (DB) pensions work. When managed prudently, they provide outstanding and consistent retirement security. At a time when pension plans have come under increased scrutiny by media and governments in the name of fiscal responsibility, OTPP has consistently lead the way by proving DB plans to be the most secure form of retirement income. This is why the labour movement and the Association have continuously fought to expand this form of retirement security for all Canadians. Our pension plan is designed to deliver pension benefits for life. This point cannot and should not be understated. To do this, the partners set the contribution rate that members pay, and OTPP management invests those assets in order to achieve the best possible rates of return. Our 13 per cent rate of return in 2015 significantly outpaced similar DB plans, such as OMERS (Ontario Municipal Employees Retirement System) and HOOPP (Healthcare of Ontario Pension Plan), whose rates of return were 6.7 per cent and 5.1 per cent, respectively.

Balancing our plan’s assets and the cost of future benefits is an ongoing objective. Teachers contribute a significant portion of their salaries to pensions, and for good reason. A secure retirement has always been an important concern for teachers. However, it is our plan’s investments that provide the vast majority of our pension’s value. With holdings in more than 50 countries across diversified sectors and asset classes, OTPP is a globally active investor. The investment program is designed to help the plan meet its obligations to pay pensions and minimize funding volatility. Since its inception in 1990, more than threequarters of the plan’s income has come from investment returns. At the same time, OTPP seeks to maximize investment returns at a level of risk that takes into account the cost and nature of future benefits. The aim is to create a total portfolio with risk and return characteristics that ensure your pension is there for you, for life. The plan’s investment offices are located in Toronto, London (UK), and Hong Kong. Our worldwide assets are managed from these locations, which allows OTPP to be on the ground wherever necessary in order to find the best investment opportunities that provide the returns needed to pay our pensions. For many of our members, retirement is the last thing on their minds. Between lesson planning, marking, and writing report cards, issues such as pension plans, investment strategies, and rates of return do not factor into their daily lives. But for many, it is reassuring that there are thousands of professionals whose job it is to ensure the pension promise is kept, not only for our current retirees, but for all teachers in this province. It is a job I do not take lightly. It is an honour to serve in this role, and I hope that this brief article helps provide you with useful information about OTPP’s successful year. A secure retirement is a team effort, and in 2015 our team hit a homerun. Chris Cowley is OTF Table Officer on the OECTA Provincial Executive and is responsible for promoting members’ interests at OTF. OTF and the Government of Ontario provide direction on the Ontario Teachers’ Pension Plan.

As at December 31, 2015

The Ontario Teachers’ Pension Plan (OTPP) manages investments and administers pension benefits on behalf of 183,000 active teachers and 133,000 pensioners. OTPP has one of the largest payrolls in Canada, with $5.5 billion in pension benefits being paid every year. The joint sponsorship between the Ontario Teachers’ Federation (OTF) and the Ontario government ensures that the plan remains appropriately funded, and can meet the pension promise for our active and retired members.

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VIEWPOINT

LIVING A LIFE YOU LOVE, LOVING THE LIFE YOU LIVE By Stuart McConnell

Are you living a life that you love? I mean really Love, with a capital L? Not one you think you should love, but one that you’re excited to wake up for in the morning. If your answer is no, you’re not alone. In my coaching practice, many of the teachers I speak with feel the same way. They’re not happy with the direction their lives are going, but they know that living a life they love is entirely achievable. So many of us get caught up in the rat race – working for the weekend or vacations. In fact, many people take jobs with this lifestyle in mind. However, teaching is not a typical job, career, or profession. We are called to be teachers. It is not a job that just anyone can do effectively. People choose teaching because they have a passion and connection to the education and enlightenment of the generations to come. Teachers teach because they believe they can make a difference. Unfortunately, remembering why you chose to teach often isn’t at the forefront of your mind on Monday morning, when you want to put a beat-down on your alarm clock. In fact, I’d hazard a guess that as the terms and years go by, some of you have become less aware and less present as to why you’re willing to run yourself into the ground week after week. When you aren’t present to your passion for what you do, what message does that send to your students? Whether you realize it or not, you’re teaching by example. Your students can see it and feel it. I spent many years of my career disconnected from my love of teaching. Though I wouldn’t say I did a bad job, those years pale in comparison to what I was able to give my students once I reconnected with my passion. I was a different person entirely. Cynicism and resignation look very different than fulfillment and love. While it’s important to “re-presence” yourself to your professional life’s raison d’être, who you are comprises a much larger picture. Like a diamond, you have many facets, and all are required to show your true brilliance. What does that mean? It means loving all aspects of your life. How do you do that? It’s pretty simple: do things that bring you great pleasure and joy. Of course, there are things that you must do that don’t bring you the greatest joy, but in these cases try adding one thing into your day that makes you happy. And try to find joy even in things you dislike. Life is short and you never know what tomorrow holds for you,

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so stop putting off those things you’ve wanted to do. It’s important to what you’re teaching your students. Making changes to your whole life can be daunting. So do what all good teachers tell their students to do – chunk it! There are essentially 12 key areas to life: 1. Career 2. Health / well being 3. Personal growth 4. Spirituality 5. Contribution 6. Self-image 7. Finance / wealth 8. Social / friends 9. Family 10. Fun / recreation 11. Love / romance 12. Environment

First, go down this list and rate your level of happiness in each area. One being, “Oh, please make the suffering stop!” and 10 being, “I feel a deep sense of love, connection, and joy in this area.” Anything less than a 10 needs work. Choose one area to work on at a time. Ask yourself, “What needs to change and how can I change it?” When you ask questions like this you will always get an answer, but you must be patient. Give it the time and focus that it deserves. As your career takes up such a large part of your life, it’s probably the best place to start. With this area I recommend doing something in addition to the above exercise. On a clean sheet of paper write (not type) why you became a teacher and what it means to you. Make sure this is filled with your passion and emotions. Every night before you go to bed and in the morning read what you wrote. All too often on our journey through life we lose our way, as we make concession after concession to avoid the pitfalls before us. The key isn’t to stop making concessions, but rather to continually be present to why you’re on the journey in the first place. Stuart McConnell is a full-time intuitive life coach and a part-time arts teacher at Senator O’Connor Secondary School in Toronto.

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