@OECTA October 2014 issue

october 2014

www.oecta.on.ca

In this issue...

I Provincial bargaining begins I How your dues are spent I Beyond the provincial election I Get involved in the trustee elections

INBOX HIGHLIGHTS

PRESIDENT’S MESSAGE

Since the beginning of the 2014-2015 school year, while you have been teaching, your Association has worked to defend and enhance your collective agreement, which expired August 31.

Bargaining will be OECTA’s primary focus over the next few months. Yes, we will continue to offer programs such as the Beginning Teachers Conference, James Ryan AQ courses and more, but renewal of your agreements will absorb much time and resources, as a fair agreement and the peace of mind that brings is the bedrock of members’ teaching life.

Over the summer our Provincial Bargaining Team spent many hours preparing for our first round of bargaining under the new two-tier system at provincial and local levels. The battle to protect teachers’ collective agreements really started in March.

That month, OECTA was shocked to learn the Ministry of Education would not fund grid advancement on September 1, 2014. Funding would only start on the 97th day of the school year. The minister of education insists this was the understanding when the 2012 Memorandum of Understanding (MoU) set the 97th day for payment of grid advancement.

OECTA is adamant that the 97th day provision was only for the two years of the memorandum, September 1, 2013 to August 31, 2014. The government’s chief negotiator for the MoU agrees with us. We have been filing grievances in all boards that did not pay grid advancement starting September 1.

It’s against this backdrop that we began negotiations with representatives of the Catholic trustees and the government on September 5. First, all parties must agree on the issues to be negotiated at the provincial table. We expect the whole process to be long and challenging.

I can’t overstate the importance of keeping you informed of what’s happening. If you have not already done so, provide us with your personal email address so that OECTA can send you the latest news. It’s only through this personal email address that you will be able to vote on any provincial settlement that we may conclude with the province. www.surveymonkey.com/s/ oectacollector2

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READ MY WEEKLY BLOG www.oecta.on.ca

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SUMMER INSTITUTES RETURN Throughout July and August, 620 OECTA members enhanced their knowledge and skills in math and technology instruction by participating in 41 OECTA Summer Institutes. The courses were supported by the Ministry of Education, through the Ontario Teachers’ Federation, and consisted of 15 hours of instruction over the course of three days.

NEW PRESIDENTS GET ORIENTED Newly elected bargaining unit presidents came together for a few days in August to receive guidance from OECTA staff as they undertake their new role as unit presidents.

OECTA welcomes the following new presidents: Deborah Carter – Bruce-Grey Secondary Unit and Occasional Teachers’ Bargaining Unit Chad Coene – St. Clair Secondary Unit Donald Garant – Windsor-Essex Elementary Unit Fern Hogan – London District Unit Heather Manassis – York Unit Nina March – Halton Elementary Unit & Occasional Teachers’ Bargaining Unit Tim O’Brien – Wellington Occasional Teachers’ Bargaining Unit Dave Szollosy – Toronto Secondary Unit Jamal Warda – York Occasional Teachers’ Bargaining Unit

EDITORIAL BOARD Michelle Despault Communications Director Carley Desjardins Associate Editor Delia Tavares Production and Advertising Adam Lemieux Writer/Researcher Elizabeth Price Website Administrator

James Ryan President Ann Hawkins First Vice-President Marshall Jarvis General Secretary David Church Deputy General Secretary Pat McKeown Executive Resource Assistant

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

YOUNG AUTHORS RECOGNIZED Each year, OECTA is proud to recognize the writing talents of students. This past June, Young Authors’ Awards were granted to 47 students in recognition of their short stories, poems, non-fiction articles and reports written in the English and French languages.

Read the winning entries in the Young Authors publication at www.oecta.on.ca in the Awards section.

OECTA MEMBERS RECOGNIZED BY OTF

The Ontario Teachers’ Federation (OTF) honoured three OECTA members with fellowships for outstanding service to education and/or OTF: (L-R) Bill Doyle, former OTF governor; Chris Karuhanga, current OECTA treasurer, and Julie Pauletig, current OTF table officer.

This year’s fellowship dinner was hosted by Julie Pauletig, OTF President for 2013-14.

OECTA RELATIVES WIN OTIP BURSARIES Four post-secondary students related to OECTA members were selected to win one of 12 academic bursaries each worth $1,500. Congratulations to Dana Gionet, St. Catharines; Emma Harper, Burlington; Libby Malone, Trenton; and Steven Zuccato, Woodslee.

Information on the OTIP Bursary program can be found at www.OTIP.com.

BEGINNING TEACHERS LEARN TO “QUIT THEIR COMPLAINING!” The 2014-15 Beginning Teachers’ Conference: Work-life Balance in the 21st Century was held on October 3-4 in Toronto. This year’s conference was attended by 300 members in their first five years of teaching.

Keynote speaker Stephanie Staples encouraged attendees to bring their A-game to work and life through her presentation Quityercomplainin’… it’s draining!!! A serious plan to live life GRAND!

Provincial Bargaining Begins The first meeting between OECTA and the employer side, which includes representatives from the government and the Ontario Catholic School Trustees’ Association (OCSTA), took place on September 5, 2014. This initial meeting was used to set the “ground rules,” which establish how the two sides will engage each other throughout the negotiation process.

Subsequent meetings were scheduled for September 16, 23 and 24, 2014 to determine which issues would be negotiated at the provincial table. Any issues not deemed to be provincial matters can be negotiated locally.

Updates on meeting dates and outcomes are sent by email to OECTA members who have registered their personal email address with OECTA for provincial bargaining updates.

Members can also access bargaining updates, FAQs and videos in the Provincial Bargaining Updates section of the Members’ Centre at www.oecta.on.ca. You will need your OECTA membership number to create an account to login and access this information.

Provincial Bargaining

U PDAT E Have you registered your personal email address?

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

OECTA members are also encouraged to sign in to the Members’ Centre of www.oecta.on.ca to receive @OECTA, the Association’s e-newsletter providing timely OECTA news, legislation updates and professional development opportunities.

OCTOBER 2014 | @ OECTA 3

INBOX

@OECTA

NEW ADDITIONAL QUALIFICATION (AQ) MODULES Now you can take some OECTA AQ courses one module at a time! As an affordable way for you to enhance your professional development, new modular learning allows you to take one section of a course at a time, rather than taking the full course all at once. Even better, if you complete all modules for a course, you will receive the additional qualification credit. For more information, including which courses are available in modular format, visit us online at www.oecta.on.ca.

WHEN FAITH MEETS PEDAGOGY The Catholic Curriculum Coorporation is hosting the 2014 When Faith Meets Pedagogy Conference in Toronto on October 23-25. The theme of this year’s conference is “Proclaiming Joy on the Journey” and is inspired by the exhortation from His Holiness, Pope Francis, “The Joy of the Gospel.” Delegate registration opened in September 2014. More information can be found at www.catholiccurriculumcorp.org/ conference.html.

HEALTH & SAFETY REGIONAL MEETINGS Five health and safety regional meetings will be held across the province during the months of October-November.

At this year’s regional meetings, local unit presidents and health and safety representatives will focus on what inspections in the workplace should entail. OECTA members interested in participating should contact their local unit office.

CALENDAR

MAKE A DIFFERENCE WITH PROJECT OVERSEAS Want a chance to combine 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, mostly in Africa and the Caribbean, each year in July and August.

Basic travel and living expenses are covered for participants. Application deadline is November 1, 2014. The application form and program information, including former participants’ experiences, are available at www.oecta.on.ca in the Issues section under Social Justice.

Collective Bargaining Seminar October 14-15 Provincial Executive Meeting October 16-17 Health and Safety Regionals October 20 through November 24 (various dates) October 20 – Ottawa November 3 – Sault Ste. Marie November 10 – Thunder Bay November 17 – London November 24 – Toronto When Faith Meets Pedagogy Conference October 23-25

LEADERSHIP TRAINING PROGRAM 2014-15 OECTA will offer its Specialized Leadership Training Program in 2014-15 with online registration starting in January 2015. Anyone who has completed the foundational program is eligible to apply for the specialized program.

The Foundational Leadership Training Program will run in 2015-16.

Municipal/Trustee Elections in Ontario October 27

WANTED – AGM TELLERS Applications are now being accepted for four (4) OECTA members or retired members to carry out tasks related to the election process during the 2015 Annual General Meeting. AGM 2015 will take place March 14-16, 2015 at the Westin Harbour Castle hotel in Toronto. Expenses will be assumed

by Provincial Office in accordance with OECTA guidelines. Interested members can apply online at www.oecta.on.ca before Friday, November 21, 2014.

Bullying Prevention and Awareness Week November 16-22

LTP

Visit www.oecta.on.ca for more information

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OCTOBER

NOVEMBER Provincial Executive Meeting November 4-5 Council of Presidents November 6-7

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

How your OECTA dues are spent With a fee of $950 for full-time members teaching in a regular day school program, the Association’s revenue for 2013-14* was $37,182,063.** UNITS – 45% ($17 million)

The Association’s Handbook requires that 20 per cent of all fees collected, plus $20 per member be returned to units. These funds assist units in providing local support to members and fund release time for local release officers; this represents the greatest single expenditure for the Association.

STAFF – 22% ($8.4 million) OTHER AFFILIATES – 10% ($3.7 million)

OECTA pays membership fees to a number of organizations for the benefit of members: the Ontario Teachers’ Federation (OTF), the Canadian Teachers’ Federation (CTF), the Canadian Labour Congress (CLC), the Ontario Federation of Labour (OFL), the Institute for Catholic Education (ICE), and the Qualifications Evaluation Council of Ontario (QECO).

RESERVE FUND – 5% ($1.9 million)

OECTA EXPENDITURES 2013/2014

As dictated by the Association’s Handbook, a minimum of 5 per cent of the fee is directed to the reserve fund, which is maintained to cover costs associated with action taken under the Ontario Labour Relations Act, particularly strikes and lockouts. The reserve fund also provides grants to members in extreme need.

COMMITTEES & PROJECTS – 4% ($1.5 million) OFFICE OPERATIONS – 4% ($1.4 million) ANNUAL GENERAL MEETING & COUNCIL OF PRESIDENTS MEETINGS – 4% ($1.4 million) PROVINCIAL EXECUTIVE – 2% ($0.8 million) POLITICAL ACTION & CATHOLIC EDUCATION DEFENCE FUNDS – 2% ($0.7 million)

MEMBER PROTECTION FUND

In addition to the basic membership fee paid by members, 0.12 per cent of a member’s grid salary is directed to the Member Protection Fund, which underwrites the cost of defending members who encounter legal issues in the course of their professional lives.

For 2013-14, the Member Protection Fund received $3,897,671 and OECTA’s legal expenses amounted to $3,453,926.

* 2013-14 is the most recent audited financial statement of the Association ** Numbers broken out have been rounded

As outlined in the Association’s Handbook, $10 per member is directed to each of these funds.

(As of July 1, 2014, $5 per member is directed to the Catholic Education Fund and $15 per member is directed to the Political Action Fund.)

PUBLICATIONS – 1% ($0.3 million) CONTINGENCY – 1% ($0.2 million) LEADERSHIP TRAINING PROGRAM – 1% ($0.3 million)

The Leadership Training Program provides valuable information and skills development to OECTA members who are interested in taking on leadership roles within the Association. The foundational and specialized programs run in alternating years.

CAPITAL – 1% ($0.1 million) OCTOBER 2014 | @ OECTA 5

INBOX

2014 provincial election and beyond

By Victoria Hunt

OECTA members should feel proud of their role and involvement in the recent provincial election.

The genesis of the Association’s election campaign was formed at the 2014 AGM following a lively and informed debate on the current economic, social and political landscape, and possible election outcome.

Our members were particularly concerned about the Ontario Progressive Conservatives under the leadership of Tim Hudak.

Although the PCs had not yet introduced their election platform, the party’s 16 “white papers” provided insight into their positions on unions, teachers and the public sector. With the interest of members in mind, delegates directed the Provincial Office to develop a non-partisan election campaign with the goals of engaging members and working with the labour movement to prevent the election of a hostile government.

Although the election date was still unknown, the provincial executive had the foresight to create a two-phase electionreadiness plan with a budget totaling $2.8 million. Phase one consisted of public billboards and transit shelter ads, and phase two included both outdoor and television ads. The SpeakforChildren.ca website was created to house ads and communicate detailed information on the issues to the public.

Messages were designed to keep educational issues in the spotlight. The importance of class sizes, qualified teachers and full-day kindergarten were highlighted using images of Catholic students from across the province. The tagline, “Speak for Children” urged voters to keep the needs of children central to their decision-making.

Television ads were filmed on a sunny April weekend. Despite short notice, 16 students and recent graduates volunteered to come

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to Toronto and participate in the project.

Each student was filmed while being interviewed about the education they received.

There were no scripts. Instead, the responses were heartfelt and passionate, a testament to the professionalism and dedication of OECTA members.

we will work for the next four years. While the Liberals’ election platform differed from Hudak’s American-style right-wing agenda, Premier Wynne has repeatedly said that her government will eliminate the deficit by 2017-18; a plan that will be coupled with serious budgetary restraints.

BUILDING STRONGER COMMUNITIES. TOGETHER. Speak for Children.ca From the many hours of footage, four two-minute videos and 30-second TV ads were created. The positive tone of the ads prompted a lot of feedback from members, parents and the public who remarked on how refreshing the ads were in comparison to the barrage of negative coverage that has left a haze over the education sector in the past few years. These ads left the viewer with a positive image of real students and their experiences.

The Association was also involved with other unions and social justice organizations during the election. The Tories’ plan to layoff 100,000 public-sector workers, including almost 20,000 teachers and educational workers, united Ontarians.

The election of a Liberal majority government was not the goal of OECTA’s election campaign, but it is the reality under which

For this reason, members need to continue protecting the common good and needs of both students and teachers.

Relationships developed or enhanced during the election should be maintained – not to be used in a self-serving manner, but to facilitate problem-solving and to ensure that our issues are understood.

Whatever your political affiliation, keep in touch with your local MPP. Tell your story.

Help them understand the role of publicly funded education in the development of a healthy and vibrant economy and democracy. Together, we all Speak for Children.

Victoria Hunt is the Department Head of Government Relations at OECTA Provincial Office.

Surveying the landscape for bargaining The deficit is real, but austerity is not the answer

By Adam Lemieux

While voters rejected Tim Hudak’s severe cost-cutting policies in the recent election, the province’s deficit and debt remain top of mind for many Ontarians. According to the Ministry of Finance, Ontario is projected to run a $12.5 billion deficit in 2014-15, with more than eight per cent of this year’s expenditures going to pay interest on our existing debt. As we enter into collective bargaining, it is important to understand how these issues will shape the debate, and how the government’s approach to negotiations will be part and parcel of its strategy to balance the budget by 2017-18.

Of course, much of the discussion about the province’s finances is excessively dramatic. Ontario is not teetering on the edge of bankruptcy, soon to become the next Greece or Detroit. Such claims make for eye-catching headlines, but they are neither honest nor helpful. Similarly, the attention paid to the opinions of credit-rating agencies is misleading. Although an actual downgrade of Ontario’s rating would push our interest payments higher, this is not likely to occur. Furthermore, slight changes in outlook from these third parties do not prescribe whether a government should focus its deficit-fighting efforts on revenues, expenditures, or both.

Nevertheless, we can expect this type of analysis, coupled with the usual anti-union rhetoric, to cloud the public discourse around bargaining. Some opposition politicians and media commentators will be contributing a lot of bluster about how a floundering government needs to stand up to “greedy” or “selfserving” teachers. For the most part, the current Premier and Minister of Education have shown a commitment to working with teachers and their unions as partners to improve the province’s education system. But there should be no doubt that this is how the government has chosen to manage its finances: increasing investments in infrastructure and business partnerships, while holding the line on expenditures on public services. The government has called this its “balanced path to a balanced budget.”

OECTA has long advocated for a government-led investment strategy, and we applaud these elements of the budget. In addition to generating jobs in a variety of industries in the short term, spending on infrastructure, such as public transit, creates the necessary conditions for more economic activity and better quality of life in the long term. At the same time, we are concerned about the plan to continue with austerity in other areas. Although some insist that public deficits discourage private-sector investment, this link has not been adequately shown. Furthermore, austerity policies have proven to be far more dangerous for economies

in the long run. Restraining public spending and limiting compensation for public servants undermines the consumer demand that is essential for long-term economic growth and increased tax revenues. And while it is true that more than half of government spending already goes to salaries and benefits, it is only fair that Ontario respect the collective bargaining process as well as the vital contributions public employees make to our society.

OECTA acknowledges the province’s fiscal situation and is interested in working with the government to reach collective agreements that are both fair and reasonable. However, we want to be sure the government remains committed to providing top-quality public services to all Ontarians. It is only by making investments in services like education – which includes suitable compensation for professionals working in the system – that we can ensure a healthy and prosperous Ontario now and in the future.

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

AUSTERITY: In economics, austerity describes policies used by governments to reduce budget deficits during adverse economic conditions. These policies may include spending cuts, tax increases, or a mixture of the two. Austerity policies may be attempts to demonstrate governments’ fiscal discipline to their creditors and credit rating agencies by bringing revenues closer to expenditures; they may also be politically or ideologically driven.

In macroeconomics, reducing government deficits generally increases unemployment in the short run. This increases safety net spending and reduces tax revenues, partially offsetting the austerity measures. Government spending contributes to gross domestic product (GDP), so reducing spending may result in a higher debt-to-GDP ratio, a key measure of the debt burden carried by a country and its citizens. Higher short-term deficit spending (stimulus) contributes to GDP growth particularly when consumers and businesses are unwilling or unable to spend. This is because crowding out (i.e., rising interest rates as government bids against business for a finite amount of savings, slowing the economy) is less of a factor in a downturn, as there may be a surplus of savings.

From Wikipedia

OCTOBER 2014 | @ OECTA 7

INBOX

Teachers find difficulty meeting needs of all students in classroom: National survey

By The Canadian Teachers’ Federation

In early 2014, the Canadian Teachers’ Federation (CTF) conducted a survey of more than 8,000 teachers across Canada in an effort to gauge teacher work-life balance and potential sources of stress – both inside and outside the classroom. The results of the largest online survey of teachers ever conducted by the CTF revealed that more than nine out of 10 teachers cited class composition as a source of work-related stress.

Inside the classroom, 95 per cent of teacher respondents experienced stress because it is harder to find time to meet the individual educational needs of students. Other findings include: • Three out of four educators cited interruptions to teaching by students; • 71 per cent listed student absenteeism; and • More than six out of 10 reported challenges in dealing with students’ personal or health-related issues.

Lack of time to plan assessments with colleagues was reported as a stressor by 86 per cent of teachers surveyed, while 85 per cent indicated marking and grading as a source of stress. Other stressors include increased administrative-related work and outdated technology.

“Ninety-three per cent of teachers who responded said they felt torn between their teaching and home responsibilities,” says CTF President Dianne Woloschuk. “This does not come as a surprise in light of several teacher organizations workload studies conducted since 2000 showing the average teacher works approximately 53 hours per week.”

“Of those teachers who are also parents, 90 per cent of women and 81 per cent of men reported they did not have enough time to spend with their own children. As professionals, teachers’ continued commitment to their students’ success is coming at the expense of their person lives,” she adds.

The CTF has identified five major areas for recommended change, including reducing class sizes, improving support for students with special education needs, increasing time for planning and preparation, reducing non-teaching demands such as administration and paperwork, and increasing and improving classroom resources.

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“Like other Canadians, teachers are aware of the importance of balancing their professional practice with their personal lives.

However, the factors that affect teachers’ working conditions have a very direct effect on our students’ learning conditions,” concludes Woloschuk.

Adapted from the CTF News Release: Teachers find difficulty meeting needs of all students in classrooms – May 5, 2014.

TEACHERS AID

OECTA advisor Real life situations and solutions

You are not alone

or As k f h e lp

By Joe Pece

Teaching is one of the most rewarding professions, but it is also one of the most demanding. Research shows that more and more teachers are dealing with stress as a result of their job, and it is contributing to an increasing number of teachers leaving the profession.

As a teacher, managing the stress you experience, and the triggers that cause your stress, is critical to creating a healthy and productive work environment and maintaining your overall health and well being.

Interactions with co-workers, administration, students and parents can create a stressful workplace, even under the best of circumstances.

Some of the more common workplace stressors for teachers include: • Major change • Teacher Performance Appraisal • Lack of peer support • Reporting to parents • Limited affirmation of work • Heavy workload, long working hours, large class sizes • Conflict with other teachers and professionals • Little opportunity to participate in decision making • Lack of administrative supports • Unreasonable expectations Everyone’s triggers and reactions to stress are different. Managing your stress starts with identifying sources of stress in your personal and work life.

The Counselling and Member Services Department developed the booklet Managing Stress and Promoting Wellness: A guide for teachers on managing stress in the workplace and beyond, which was recently provided to all OECTA members and is available on the OECTA website, www. oecta.on.ca, in the Contracts and Rights section. This resource presents a summary of concepts, ideas and suggestions to help teachers deal with frustration, stress, burnout and other mental health related issues that can result from unprecedented pressures imposed on classroom teachers today.

The Managing Stress booklet is intended to help you assess your circumstances, become aware of your responses to

stress and establish a healthy approach to challenges you face as a teacher. The booklet contains a number of practical suggestions that you can adopt to create a healthier work environment as well as reduce the impact of stress in your life.

Additionally, every school board has some form of Employee Assistance Program (EAP) that offers access to services and professionals who provide external and confidential support. Most programs offer some free services and/or counselling in the areas of family, marriage/divorce, depression, grief, addiction, finances, anger and stress management.

OECTA can help you obtain support through your EAP and will be able to answer questions regarding access to sick leave, short-term disability (SSP) and/or long-term disability (LTD) and workplace accommodations, if needed.

By recognizing and addressing problems early, you can prevent more serious issues from developing and can create a healthier and more productive work environment for you and your students.

Advice is always available through your local OECTA unit or the provincial Counselling and Member Services Department.

Joe Pece is the Department Head for the Counselling and Member Services Department at OECTA Provincial Office.

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

Modular courses available this fall:

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

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Spring registration opens December 2 For more information and to register, visit oecta.on.ca

TEACHERS AID

Beginning teachers

Professional insight

By Claire Laughlin

By Doug McCarthy

Surviving and thriving in the first five years As a new school year begins, it is all about getting off on the right foot. You can ensure you’re on track by reflecting on how you manage your classroom. Classroom management, whether you are a permanent or occasional teacher, is key to a successful start to any school year – it is about the strategies that you put in place to minimize the likelihood of problems arising, rather than managing behaviour problems as they arise.

Classroom management involves a number of key components, including: • Classroom organization • Rules and routines • Planning • Behaviour management • Teaching strategies • Student learning styles, accommodations and modifications For some beginning teachers, most of these areas would have been addressed in your faculty program and/or school placements.

But no matter your preparation, classroom management looks and feels different when you are in a classroom of your own, or in a long-term or daily occasional assignment.

Classrooms need to be organized to maximize learning opportunities for students. Here are some tips: •C lassroom layout: Can students move around with ease to minimize distraction and ensure student safety?

•M aterials: Are resources stored for easy access by students? If not, assign a student to manage this.

•B ulletin boards and displays: Is there a balance of student work and anchor/reference charts?

Any chart that is relied upon by students should be legible, clear, and displayed where it can be viewed easily by those who may require it. If only a few students continue to rely on posted material, make a personalized copy for student reference, such as a coloured binder insert.

Rules must be framed as positive statements. Rules that start with “no” statements are not communicating your expectations.

Rather than “No talking out!”, you should state “Quiet, when someone else is speaking.”

Simply put, you are reinforcing the positive behaviour that you expect from students, rather than identifying negative behaviour.

Rules and routines are owned by both you and the student. Rules need to be enforced consistently and displayed where they can be seen by everyone; they can also be shared with parents.

Classroom management is more successful when lessons are engaging and meet the needs of a wide range of learners. This means that you need to differentiate your instruction (DI) and your assessment. Page 15 of Education for All (http://bit.ly/1pPiAUH) presents a chart that outlines key components of DI. It is a great resource for all teachers to increase familiarity or extend what you have already implemented. Further detailed DI strategies can be found at www.edugains.ca.

Classroom management is an ongoing process and needs to be worked at all year. Doing so will ensure a successful year for everyone!

Claire Laughlin is a secretariat member in the Professional Development Department at OECTA Provincial Office and liaison to the Beginning Teachers Committee.

Dealing with those everyday issues carpe diem

After the death of Robin Williams, my extended family spent an evening watching the movie Dead Poets Society. At the end, my grandson, who is just entering high school, exclaimed that he was inspired by John Keating, the teacher and lead character played by Robin Williams. One can see why, with lines like, “You must trust that your beliefs are unique and your own, even though others may think them odd or unpopular.” And “In the end we only regret the chances we didn’t take, relationships we were afraid to have, and the decisions we waited too long to make.”

These are definitely inspiring words, but in the strictest sense, not motivational. What’s the difference? In simple terms people can be motivated by words that promise reward or punishment. Inspirational words on the other hand carry with them the kind of truth and courage that inspires others to change from within.

For example, when I spot a police car, I am immediately motivated to check my driving habits to avoid being punished with a ticket. If I was inspired by values within me, I would drive carefully at all times because this is how we get along as a society and survive on our roadways.

Another example is that I could be motivated to pay my taxes because there are punishments forthcoming if I don’t. Or, I could be inspired to contribute my share to society because then we all enjoy benefits from such things as health and educational systems, and provide supports to those who are marginalized in our society.

Or, I may be in a situation where I am motivated because I receive a bonus for doing my best. An inspired person would do their best anyway, regardless of the bonus.

The carrot and stick approach to motivation does work in some cases, but by its very nature is narrow in focus, restricting possibilities and limiting success.

On the other hand, words that animate, enliven, excite and invigorate can stimulate others to direct their own lives and instill a desire to get better at something that matters and to be a better person.

How rewarding to be seen as someone who inspires – whether a teacher, a leader, a speaker, we are able to make others believe, as John Keating did, “No matter what anyone tells you, your words and ideas can change the world.”

Doug McCarthy is a retired OECTA member and principal, and @ OECTA 11 currently a member ofOCTOBER OECTA’s Speakers’ 2014 |Bureau.

TEACHERS AID

TAKE NOTE

RESOURCES & EVENTS FOR TEACHERS CBC WRITING CHALLENGE FOR YOUTH

CBC’s Canada Writes is teaming up with the Canada Council for the Arts and CBC’s Ideas to hold a writing challenge with a $1,000 cash prize. The challenge has a youth category (ages 12-18), and involves writing a personal true story of 400-500 words on the subject of “belonging.” The challenge will be open from October 6 to November 3, 2014. Full details of the challenge are available at cbc.ca/canadawrites. Contact Jennifer Warren (jennifer.warren@cbc.ca) for more details.

PROMOTE LITERACY AND RAISE MONEY FOR HABITAT FOR HUMANITY CANADA

From October 1-November 10, 2014, students in grades 4, 5 and 6 can put their creative writing skills to work by describing what home means to them and entering the Meaning of Home writing contest, an initiative that has already raised nearly $700,000 to support Habitat for Humanity since 2007.

For more information and to download a complete Education Module, visit www.meaningofhome.ca.

PARKS CANADA: MY PARKS PASS EDUCATIONAL PROGRAM

BE A PAN AM/PARAPAN AM GAMES VOLUNTEER

Parks Canada provides all grade eight classes across Canada with free entry through its My Parks Pass program, as well as discounted family entry to any Grade 8 student visiting Parks Canada places with their family. The program runs all year. For more information and details about the 2014-15 Canada’s Coolest School Trip Contest, visit www.myparkspass.ca.

In the summer of 2015, the Greater Golden Horseshoe region and GTA will play host to the Toronto 2015 Pan Am and Parapan Am Games. The Toronto 2015 Games will be the largest multisport event ever held in Canada, with 41 countries and more than 10,000 athletes and officials participating. More than 20,000 volunteers are needed to successfully deliver the games.

Organizers are specifically interested in teacher volunteers.

Learn more and register at www.TORONTO2015.org/volunteer Use the volunteer code: VOLEDUOECTA

Stressed, Tired or Depressed?

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Legal brief Teachers and the law

By Charlene Theodore

WSIB: UNIONS ADVANCE RIGHTS FOR ALL WORKERS On April 29, 2014, the Workplace Safety and Insurance Board (WSIB) Appeals Tribunal issued a significant decision that expanded employee entitlement to WSIB based on mental stress. In Decision No. 2157/09, the Tribunal found that provisions in the Workplace Safety and Insurance Act (and related policy) that limited entitlement to benefits for mental stress that “arises from an acute reaction to a sudden and unexpected event” were unconstitutional and violated the equality provisions of the Charter.

THE FACTS

The claim was brought forward by the Ontario Nurses’ Association (ONA), the union for registered nurses and registered practical nurses in Ontario. A nurse who had worked in an Ontario hospital for 28 years alleged that she had been subjected to ill treatment by a doctor with whom she worked for 12 years. The claim was accompanied by evidence that the employer was aware of this conduct, that the employee’s duties were reduced, and that she was effectively demoted when she brought it to the attention of her team leader. She was also able to prove that the doctor’s conduct in the workplace resulted in the diagnosis of an adjustment disorder with mixed features of anxiety and depression, rendering her unable to work.

THE LAW

Her initial claim for benefits was denied based on restrictions in sections 13(4) and 13(5) of the Act. This portion of the Act limits benefits for mental stress to those instances where the stress is caused by an acute reaction to a sudden and unexpected event arising out of and in the course of employment.

Before this decision, benefits were normally only paid after an unexpected and violent incident in the workplace, such as an assault.

THE APPEAL

Counsel for the nurse challenged the constitutionality of sections 13(4) and 13(5) by comparing them to sections 13(1) and 13(2). Subsections (1) and (2) set out the preconditions for entitlement to benefits for disabilities other than mental stress.

Comparing both parts of the Act, the Tribunal concluded that there was an unfair distinction created by the statute. Claimants who contract a mental-health illness after a claim for a physical injury have already been accepted and avoid having to meet the test set out in sections 13(4) and 13(5). However, mental illness claims that arise directly from workplace circumstances without a related physical injury are not eligible for benefits unless they are “traumatic,” “sudden” and “unexpected.” As such, the sections were ruled unconstitutional because they treated workers with mental disabilities differently than workers with physical disabilities. The Tribunal found that the nurse would have been eligible for and granted WSIB benefits for mental stress if it weren’t for the requirements set out in sections 13(4) and 13(5).

THE IMPACT

The legal principle of precedent does not apply at the Tribunal.

While the Tribunal is technically not bound to follow its own decisions, this case will be highly persuasive in any future claims and appeals with similar facts. In practice, similar cases with similar facts are considered in arguments before the Tribunal. In the immediate future, there may be some inconsistency between initial claims decisions at WSIB and appeals at the Tribunal level.

Charlene Theodore is in-house legal counsel at OECTA Provincial Office.

OCTOBER 2014 | @ OECTA 13

Bruno Stranges and his children, Michael and Sicilia.

PHOTO CREDIT: ANDREA STRANGES, BRUNO’S WIFE

On the Cutting Edge of Literacy Niagara Elementary teacher and storyteller Bruno Stranges creates books for kids who don’t like to read

By Jill Tham

With all the technology in classrooms these days, it makes one wonder where literacy is heading. Will our grandchildren’s grandchildren know what a library is? Will paperback books become obsolete, along with the DVD player and overhead projector? If you believe that computers will rule the world one day, and Skynet will launch an attack of terminators on Earth, then Bruno Stranges is your guy.

Bruno, Media Technology teacher at St. Mary Catholic Elementary School in Welland, Ontario, has been writing for 10 years, and already has five e-books published. These range from middle-grade to young-adult fiction, covering a variety of genres from fantasy to science fiction, humour, and horror. His sixth book, Nicky Ninja, is an interactive experience like nothing before: a picture-book designed for tablets, complete with motion graphics and music.

14 @ OECTA | OCTOBER 2014

His book trailers, a concept unheard of five years ago, will entice you to read on.

Bruno calls himself a storyteller rather than an author, and finds his inspiration in the classroom. “A lot of my ideas come from interacting with kids and picking their brains to find out what they are into and what their interests are,” says Bruno. Taking their reading style into consideration, he often writes a story with a specific student in mind. His novel, Mickey Angie Lowe, is written from the perception of a multitasking young boy. Recognizing that some students have a difficult time sustaining attention through an entire novel, Bruno inserts interludes in his books to maintain interest. Jokes, riddles, music, “I Spy,” board games, and puzzles are strategically placed for those who don’t necessarily want to read a book from cover to cover.

PEOPLE WORTH WATCHING

Bruno, who always encourages his students to think outside the box, captures an audience with creative storylines and quirky characters. When writing Zombie Gang: Regeneration Earth, Bruno wouldn’t settle for just any standard zombie. He made his characters Zumans: part zombie, part human. Much like a teacher creating a back-to-school bulletin board, Enrico, one of the zombies, is desperate for a stapler to pin his flapping skin back onto his skull. In one word, Bruno’s style is clever.

Newest Provincial Executive Member Liz Stuart

Growing up, Bruno was a fan of classic writers like Judy Blume, but it was J.K. Rowling’s character development that captivated him most. Immersing himself in her novels, he rooted for the underdogs. Although J.K. Rowling inspired Bruno to write, his career in technology and media prompted him into the realm of e-books. Bruno, who is currently reading Dan Brown’s Inferno says, “I am amazed at the instantaneous gratification at your fingertips. You can press a word on the iPad and in a second retrieve a definition.”

By Adam Lemieux

Bruno wants his next novel to be more interactive and to include a web-hunt or research aspect; a concept that will surely set Bruno apart from the pack. Bruno surrounds himself with a great team, including an editor, copyeditor, e-reader formatter, and graphic designer/illustrator. He works closely with his graphic designer/ illustrator, well aware that this relationship holds the key to bringing his stories to screen.

Although these tumultuous times might have turned others off, they made Liz want to contribute more. Keen to learn about negotiations, she joined the local Collective Bargaining Committee, eventually becoming its Chair in 2007. She also served several times as a member of the local negotiating team, and was York Unit Chief Negotiator for 2012-14.

Bruno embraces technology whole-heartedly, using it to inspire children and young adults to read. We can’t avoid technology.

So the question is: will you get on board or resist?

Political action has been another great interest. “I work hard and really enjoy myself,” Liz says, “and I appreciate the ability to build those relationships.” She was active in the 2003 provincial election campaign and served as local Political Action Chair from 2003 to 2007. Liz continues to be a devoted member of the local Political Action Committee.

To read one of Bruno’s innovative e-books visit: brstranges.wix.com/brstrangesbooks Jill Tham is an OECTA member from the Niagara Elementary Unit.

An elementary teacher from the York Unit, Liz Stuart has been active in the Association for almost 25 years, first becoming involved during the Social Contract era as Staff Representative at St. Mark in Stouffville. With teachers across the province engaging in the political protest against Bill 160, and the local unit twice finding itself in a legal strike position, Liz soon became local Strike Captain.

After 14 years on the local executive, including five years as unit president, Liz felt that it was time to let others take the lead there and offer her skills elsewhere. “I enjoy all aspects of what the Association does,” she says. “Once you get involved it is hard to stop.” As Second Vice-President of the Provincial Executive, Liz will be looking to further promote her belief in developing consensus. “We always need to be moving forward and looking for new ways of doing things.

It is all about serving our members in the schools.”

Adam Lemieux is the Writer/Researcher in the Communications and Government Relations Departments at OECTA Provincial Office.

Liz Stuart, Second Vice-President

OCTOBER 2014 | @ OECTA 15

YOU2015 DECIDE College Council Call For Nominations Interested in shaping Ontario’s teaching profession or know someone who is?

Consider running or nominating a colleague for one of 23 elected Council positions.

Serving as board members, Council provides leadership for the teaching profession in Ontario.

Step forward.

Serve your profession.

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Learn more at www.oct.ca âžž Council Election 2015.

Nomination deadline: 5 p.m. EST on December 5, 2014

16 @ OECTA | OCTOBER 2014

VIEWPOINT

Walk the Talk

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By Angela Elliott

This is my third year as a member of the Political Action Committee (PAC) with the London District OECTA unit. I have learned so much from my involvement – discussing topics ranging from social justice, world politics, union activism to the common good.

These past few months, we concentrated on the recent provincial election: getting involved and making a difference. This was an especially poignant experience for me as my childhood was influenced by wonderful middleclass, union-supportive parents, whose motto was to “walk the talk”; in other words, don’t sit back and complain, be proactive, get involved, volunteer.

In 1992, as a beginning teacher in Brampton, I started my career in a new city, with a oneyear-old daughter amidst the Social Contract. Stuck at the bottom of the grid with no chance of movement, and between daycare costs, rent, and car insurance rates doubling, I often wondered how would we survive.

office in London West. I decided to join in along with another member of our PAC, Deb Rosebrugh. For canvassing, I was paired up with Craig Smith, Thames Valley local president for ETFO, and a seasoned veteran of canvassing and political action. He did all the talking while I carried the literature and learned from him. However, about an hour into door knocking, Craig handed me the clipboard and said, “your turn.” I replied, “No way, I agreed to carry flyers and observe.”

With a gentle smile, he replied, “There’s no time like the present to learn.” Craig was right.

So off we went; this time I led the way.

“Hello, I’m Angela and this is my colleague Craig. We’re here on behalf of Peggy Sattler and the NDP. Can we count on your support next Thursday on Election Day?” It wasn’t so bad. After knocking on approximately 50 doors, only two individuals were rude, 80 per cent said they were definitely not voting PC, 50 per cent were committed to our union-endorsed NDP candidate and 50 per cent were undecided.

Fast forward to the provincial election in the spring of 1995.

Still overwhelmed as a new Craig Smith, Deb Rosbrugh and Angela Elliott teacher with a four-year-old canvassing for Peggy Sattler in London Ontario. daughter, I put her in the stroll“What a great day,” I thought er and off we went delivering as we headed back to Peggy’s flyers in my neighborhood of Springdale, hoping Mike Harris would campaign office for debriefing. I spent four hours in the sunshine not get elected. We all know what happened on June 26, 1995. But, engaging with active members of OECTA, OSSTF, ETFO and the at least I did my part, albeit a small one. That’s what matters.

OFL. Now, after 23 successful years of teaching, it was time to jump in with both feet and volunteer for the 2014 provincial election.

This was my turn to “walk the talk” and show my kids how to get involved. Once the election was called, I set up a Twitter account (@LDN_OectaPac) on behalf of the London District PAC. I sent one tweet for each day of the election and also retweeted encouraging tweets from other notable, reliable Twitter accounts.

One week before the election, Sid Ryan tweeted that the Ontario Federation of Labour (OFL) would be canvassing at Peggy Sattler’s

The most fulfilling part of being politically active was watching election night unfold on live television knowing that my participation made a difference. Our endorsed candidate won by a large majority, and the PCs lost 10 seats. And I played a very active role.

I can’t wait until the next election. I’m hooked!

Angela Elliot is a member of the Political Action Committee of OECTA’s London District Unit. She teaches Communications Technology at John Paul II Catholic Secondary School in London.

OCTOBER 2014 | @ OECTA 17

VIEWPOINT

Who do you trust?

Municipal elections about more than mayor’s chair

By Adam Lemieux

Most Ontarians will view the municipal elections on October 27 primarily as an opportunity to choose their city’s top leadership.

However, it is imperative to keep in mind that we will also be electing trustees to our local school boards. These campaigns might not make the front pages, but there is certainly much at stake for teachers, students, and the public at large.

To understand why it is important to have thoughtful, education friendly trustees, it is helpful to consider how trustees themselves describe the position. According to a new website created by Ontario’s four trustee associations, “[Trustees] are locally elected representatives of the public, and they are the community’s advocate for public education… A trustee’s role is to maintain a focus on ct1_Layout 1 2014-09-17 9:58 AM Page 1 student achievement and well-being and to participate in making decisions that benefit the entire board district while representing the interests of his or her constituents.”

Local trustees are responsible for administering funds, implementing policies, and bargaining local issues with teachers. How individual trustees interpret their mandate – in particular the duty to represent the “interests” of their constituents – can make a big difference in the positions they take on various issues. For example, some trustees might be keen to pursue new avenues for 21st century learning, while others might be concerned about keeping infrastructure and maintenance costs down. Some might want to promote collaboration and professional development, while others might consider it their job to protect taxpayers from the demands made by teachers’ unions. The outcomes of these debates will greatly impact the day-to-day experiences of teachers and students and the long-term quality of our education system.

We might think that trustees’ power has been diminished as a result of the new collective bargaining legislation, but it is really

Know the trustee candidates in your community. GET INFORMED. Speak for Children.

VOTE ON OCTOBER 27 18 @ OECTA | OCTOBER 2014

WWW.OECTA.ON.CA

CANDIDATE QUESTIONS 1. What is your vision for Catholic education?

2. a. Why did you choose to run for the position of trustee?

OR b. What has been your greatest accomplishment as a trustee?

quite the opposite. While the provincial government has solidified its own role in bargaining over “central” issues, it has also formalized the role of the provincial trustee associations and included them as a bargaining agent at the provincial table with the government. These organizations, such as the Ontario Catholic School Trustees’ Association, are made up of local trustees who are chosen by their colleagues. So, the person you elect as your local trustee will also be influencing decisions that affect teachers across the province.

Unfortunately, trustee elections usually do not garner much attention. About 40 per cent of trustee seats go uncontested, meaning there is only one candidate for the position. Meanwhile, fewer people cast ballots for trustees than any other elected office. Even when people do vote, they often do not make up their minds until they enter the polling station. In such circumstances, incumbents can hold their seats for many years, regardless of whether they are really acting in the best interests of students or the public good.

We urge you to get involved in this year’s trustee elections.

Some campaigns will have all-candidate meetings that provide a forum for individuals to ask questions. This is a great opportunity to gauge and compare the candidates’ views on publicly funded education. You can also contact your local candidates to arrange brief meetings in person or by phone. In the My OECTA booklet, which can be found in the Advocacy section of the OECTA website, there are several suggested questions you might use to explore the motivations and ideas incumbent or aspiring trustees bring to the table.

Once you have learned about your candidates, you should encourage your family, friends and colleagues to get involved in the campaign. Given the low turnout rates, a little bit of organization can go a long way toward influencing the outcome of the vote. Participating in the trustee elections is a great way to speak for children and an incredibly meaningful way to help create a better community.

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

3. What is your top priority for our board in the next year? Why? 4. If you could make one radical change to education, what would it be?

5. What is your philosophy on student discipline?

6. How should controversial issues be handled in the classroom?

7. How would you describe the relationship between OECTA and the school board?

How do you think it could be improved?

8. What particular skill(s) do you bring to the role of trustee?

9. How would you work with teachers to improve learning conditions for students?

MY OECTA

A guide to member engagement and activism

OCTOBER 2014 | @ OECTA 19

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VIEWPOINT

Campaign 2000: OECTA Voices

By Anita Khanna

Canada is set to mark a grim anniversary this fall. On November 24, 1989, all parties in the House of Commons unanimously passed a resolution to end child poverty in Canada by the year 2000. Canada is 14 years overdue on this promise and child and family poverty remain a serious problem, with one in seven children in Canada and 40 per cent of Indigenous children off-reserve living in poverty.

In the 25th year following the all-party resolution, more children in Canada live in poverty than did in 1989.

More than 371,000 students in Ontario’s classrooms struggle with hunger, precarious housing, poor health and stress rooted in poverty.

Learning, health, self-esteem and achievement suffer because child poverty and income inequality persist. Poverty rates are even higher among children whose families are new immigrants, racialized, Indigenous, led by single-female parents, or who are impacted by disabilities.

Since 1991, Campaign 2000 has been working to hold the federal and provincial governments accountable on the pledge to end child and family poverty. OECTA is a pivotal partner within the Ontario coalition, continually bringing insight from the frontline work of teachers with children from low-income families to OECTA’s Speak for Children campaign. Through the Canadian Teachers’ Federation, Campaign 2000 and OECTA will be marking the

25th year of the resolution through Keep the Promise, a two-year project focused on engaging children from each province and First Nations in speaking out against child poverty in Ottawa this November.

The collective work of activists, children’s advocates and people living in poverty has resulted in action and commitments to reduce poverty at the provincial level. In 2008, collective advocacy resulted in the introduction of Ontario’s first Poverty Reduction Strategy focused on reducing child poverty by 25 per cent by December 2013. Guided by this target, the province made key investments in the Ontario Child Benefit and increases to the minimum wage that lifted more than 40,000 children out of poverty and prevented approximately 55,000 from falling into it. Child poverty was reduced by more than nine per cent, well short of the 25 per cent target, but clear proof that progress toward poverty eradication is possible, even in a recession.

Ontario’s second Poverty Reduction Strategy was released on the second day of school this September. The strategy contains a lot of promising program proposals, including extended health, dental and vision care coverage for children in low income families. It also pledges to continue working towards a 25 per cent reduction in child poverty, but does not set a deadline by which this goal should be achieved. The strategy sets the laudable, longterm goal to end homelessness in Ontario, but this bold aspiration remains short on details.

Twenty-five years later, it is clear that as advocates we need to continue developing concrete policy proposals to accelerate Ontario’s progress against child poverty. Our efforts at the national level involves working with the federal government to sit at the table with the provinces and municipalities as a partner committed to combating poverty.

Across Canada, we will continue to work with children, teachers, people in poverty, service providers and others to ensure that we achieve our ultimate goal of eradicating child and family poverty.

Anita Khanna is the Coordinator of Ontario Campaign 2000 at Family Service Toronto.

OCTOBER 2014 | @ OECTA 21

The Power of Student Voice ... to “Keep The Promise”

By Joanne Gosselin

It has been interesting to watch education evolve over the decades, including the adoption of an important concept: “student voice.” In my very early years as a teacher, allowing students to have a say in what was happening in the classroom or in the larger school community was almost unheard of. The growing use of “student voice” at leadership camps over the years resulted in increased student engagement, ownership and accountability. Later, these strategies were successfully integrated into many classrooms and school-wide initiatives.

Students indicate their learning is more relevant and meaningful when they are trusted and empowered in a respectful manner to have a say and to develop and suggest solutions.

them leadership opportunities and to enable their voices to be heard by national decision-makers.

Keep The Promise (KTP) is a movement of children, for children, to remind politicians that in 1989 they promised – in an all-party resolution – that they would end child poverty in Canada by the year 2000. This two-year national campaign is built on an initiative launched by journalist and social activist June Callwood, and on key partnerships with Campaign 2000: End Child Poverty in Canada, the Canadian Teachers’ Federation (CTF) and the Ontario English Catholic Teachers’ Association (OECTA). The CTF has partnered with Keep The Promise in order to create an opportunity for students to offer their vision for a Canada where all children have access to the food, education and housing they deserve.

The concept of “student voice” will be an integral part of these two days, and an opportunity to engage students who are creative, innovative, open-minded, curious and committed to making a difference.

These concepts can be integrated into existing curriculum by encouraging relevant and meaningful class discussions and research that we hope will have a real impact on students’ communities and the nation as a whole. To learn more, please visit www.keepthepromise.ca.

I am excited to join the Keep The Promise campaign as the Ottawa Delegation Coordinator for the National Student Summit, which will be hosted in Ottawa this November 18 and 19. The goal of the Summit, one element of the larger KTP campaign, is to engage participants in a variety of hands-on learning experiences in citizenship and social justice, to give

22 @ OECTA | OCTOBER 2014

The Summit aims to bring together a national representation of students to discuss anti-poverty issues that are important to them, and to showcase their ideas for addressing these issues on both a local and national level. This small delegation of students from across Canada will gather with interested Ottawa-area students for two days of discussions, skilldevelopment workshops, meetings with parliamentarians, and related activities, including an interactive Town Hall meeting – all focused on ending child poverty in Canada.

Joanne Gosselin is the Ottawa delegation coordinator for KTP National Student Summit.

Joanne Gosselin was a teacher with the Ottawa Catholic School Board for 32 years.

During that time she coordinated leadership camps for more than 20 years, and worked with the City of Ottawa Mayor’s Youth Summit, with the Ottawa Catholic School Board Youth Summit, and with “student voice” panels on equity and inclusion issues. Recently retired, she continues to have a passion to work with teachers and students on social justice issues.

“Students say they want opportunities to be involved, to contribute and to have self-directed learning.

They say that the truest form of engagement is self-directed. They want creativity, integrated technology, effective student governments and effective student representation.

They want a voice to communicate with their teachers constructively, in the interests of improvement.”

(Andrew Pawluch, Student, 2008) “Everyone has the ability to make a profound impact on the lives of others. … just be naïve enough to think like a first grader. That’s the message I try to get other people to realize …”

(Ryan’s Well founder, Ryan Hreljaci)

VIEWPOINT

Putting teachers first The facts about OTIP

By Vic Medland

At OTIP (Ontario Teachers Insurance Plan), we believe in putting teachers first. Teachers are our reason for being, and helping to protect the things you care about is what gets us out of bed in the morning, and makes us look forward to tomorrow.

Over the years, you may have heard us say, “You own us, get to know us.” You may have wondered what exactly that meant to you, a teacher and a member of OECTA. In order to best answer this, I would like to share some facts about OTIP. WHO WE ARE

Almost 40 years ago, a group of like-minded individuals came together to create OTIP. The group strongly believed that the insurance needs of Ontario’s teachers would be better served by a not-for-profit insurance advocate that was part of the teaching community.

Today, OTIP is proudly governed, led and inspired by Ontario’s four education affiliates and their leaders. Two unpaid representatives from each affiliate sit on our Board of Trustees to provide direction and stewardship to OTIP’s leadership teams. At OTIP, our team of professionals serve as independent insurance advocates for you, our members.

Our knowledge and expertise allow us to work on your behalf to ensure the best prices for our group plans, including the lowest teacher Long Term Disability (LTD) rates in Canada.

OUR SERVICES

OTIP has a long and proven history of tailoring our products and services to meet the specific needs of Ontario’s teachers. These product and services include a full range of group and individual insurance programs – group benefit programs like your LTD plan; and personal insurance products, such as home and auto; and retiree health, dental and travel insurance, which are purchased and paid for by individuals.

We also believe in advocacy and due process. We have internal checks and balances to ensure your interests are fairly met, and offer an alternate dispute-mechanism and appeals processes that respect the principles of fair representation. We also advocate on behalf of our members, local bargaining units and provincial affiliates on all matters related to insurance and benefit plans. We believe in and support the collective bargaining process with independent and unbiased expert advice to ensure the best benefit outcomes for you.

OTHER VALUE-ADDS

At OTIP we don’t have a profit motive. We have something more inspiring: a “putting teachers first” motive. In other words, we aren’t in the business of making money to pay shareholders. All profits remain in OTIP to help fund important, value-added services like CAREPath, a specialized cancer assistance program, and FeelingBetterNow, an anonymous, web-based mental health care program, at no additional cost to you. It is these offerings that set us apart and make us different.

PUTTING YOU FIRST

Simply put, the saying “You own us, get to know us” means that we exist for you.

I encourage you to learn more about OTIP and the benefits of being a member. For example, right now when you insure both your home and vehicle with OTIP, you can receive up to 50 per cent off your home insurance.

To learn more or to get a quote, visit www.otip.com/saveOECTA or call 1-844-235-6847.

Vic Medland is CEO of OTIP.

OCTOBER 2014 | @ OECTA 23

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