@OECTA

OCTOBER 2016

CATHOLIC TEACHERS

ouR story

ENDING HUNGER

LESSONS ON GLOBAL FOOD SECURITY FROM NICARAGUA

FIGHTING FOR FAIRNESS

CHANGING WORKPLACES REVIEW RELEASES INTERIM REPORT

for the love of learning

promoting literacy AMONG first nations students

PLUS:

Kindergarten’s new “frames” Skills to pay the bills?

OTPP outsources jobs New math strategy

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CO N T E N T S/O C T2016

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INBOX 4 PRESIDENT’S MESSAGE 6

EVENTS / CALENDAR

8 UP FRONT

FEATURES 10

12

OUR STORY

By Ann Hawkins

12 KEEPING YOUNG MINDS ACTIVE OVER THE SUMMER

By Meredith Roberts 13 PAVING THE ROAD TO IMAGINATION

By Mark Tagliaferri 14 CHANGING WORKPLACES REVIEW TAKES ANOTHER STEP TOWARD FAIRNESS

By Adam Lemieux

TEACHERS AID

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17 TEACHER ADVISOR Updated resources to support your career

By Joe Pece 18 FOUR “FRAMES” FOR KINDERGARTEN

By Claire Laughlin 19 INSIGHT Getting in sync with life

By Michelle Despault 20 PROFESSIONAL DEVELOPMENT Setting realistic goals in support of modern pedagogy

By Anthony Carabache and Belinda Russo

PEOPLE WORTH WATCHING

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21 ANSWERING THE BELL

By Dan de Souza 22 LEARNING ABOUT FOOD SECURITY IN NICARAGUA

By Ryan Bode

VIEWPOINT 23 FARMING IT OUT OTPP outsourcing decision ignites anger

By Chris Cowley 24 SKILLS TO PAY THE BILLS? Expert panel suggests education system should focus on job training

By Gian Marcon and Adam Lemieux

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26 DOES ONTARIO’S RENEWED MATH STRATEGY ADD UP?

By Mark Tagliaferri

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PRESIDENT’S MESSAGE By now you are settled back into your classrooms, beginning to create memories of a new school year. In the teaching world, the fall marks a time of renewal, an opportunity to begin anew. And that’s the same approach we’re taking at the Provincial Office.

We’ve talked a lot about the threats to Catholic education over the past years, including recent calls from our affiliates, the Ontario Secondary School Teachers’ Federation (OSSTF) and Elementary Teachers’ Federation of Ontario (ETFO), to amalgamate Ontario’s four publicly funded school systems into two: one English and one French. This means no Catholic school system. OECTA continues to confront these threats with positive messages about Catholic education, our Association, and its members. As part of our rebuttal, we have undertaken a brand renewal project, a key initiative for any organization looking to stay current. The result of this undertaking is an overt effort to embrace what makes us unique within Ontario’s publicly funded education system: our Catholicity. No longer will we hide our virtues in an attempt to stay under the radar. We are proud to be Catholic teachers, and we will make this our narrative. But given the economic constraints of our organization, we will also be relying on our members to share your stories, which together comprise the fabric of the Catholic education system on a day-to-day basis. More on OECTA’s rebrand can be found in my article titled “Our Story.”

As of July 1, the Association has been operating under restrictive finances after no new resources were made available to our general fund at the recent Annual General Meeting (AGM). In order to balance our budget under fiscal constraint, we have had to cut back a number of member benefits. The Council of Presidents was faced with difficult budget-setting decisions this June, as they determined which resources would stay and which resources would have to go in order to pass a balanced budget.

Although the Beginning Teachers Conference will continue to be held this year, it will take place on a biennial basis going forward.

Our Leadership Training Program, which has been developing and preparing OECTA’s future leaders for a number of years, is also on hiatus, and will be reconsidered as part of the June budget-setting meeting of the Council of Presidents. All professional development workshops have been suspended unless funded by the Ministry of Education.

Financial constraint not only makes it difficult for the Association to provide services to members, it affects our ability to be relevant within the greater education sector. While the Council of Presidents did its best to avoid cutting direct services to members in need, we can’t keep going at this rate. We pride ourselves on the level of service we provide to members and our relevance within the labour community, but there is no way that we can remain viable if these financial constraints continue. AGM delegates have the democratic power to improve the Association’s financial health at the upcoming meeting in March 2017, but in the meantime, we will be doing our best with less.

I have now entered the second year of my two-year term as president of your Association, and I remain focused on consensus building, illustrating the value of the Catholic education system, and building relationships with fellow teacher affiliates and labour unions. This spring, I attended the National Presidents’ Meeting in St. John’s, Newfoundland with fellow presidents and education leaders from every province and territory across Canada. We met for four days of interesting discussion on a wide range of topics of concern and interest to educators. Despite coming from various geographic locations, each equipped with its unique set of issues and perspectives, we had a great deal in common. Together, we passed a motion in opposition of standardized testing. And, for the first time in the history of our collective associations, the national presidents developed a belief statement and call to action in response to our overwhelming concerns on educational reform, inclusive education, austerity budgets, and teacher mental health and wellness. Following the meeting, our joint statement was presented at a press conference on June 1. It was an honour to represent our Association at such an important event.

In July, I attended the Canadian Forum on Public Education, hosted by the Canadian Teachers’ Federation (CTF). This year’s forum, themed “Wellness in our Schools: Time to Act,” consisted of two days of speakers and panel discussions on mental well-being as it relates to students and workers in the education sector. The CTF AGM took place following the forum. Among its many highlights, delegates attending the AGM unanimously approved the return of the British Columbia Teachers’ Federation as a CTF member. According to the July 14 news release, “The 41,000 BCTF members unite with their 200,000 counterparts from coast to coast to coast and form a stronger and united national body of teachers.”

As you read this, it is my hope that you had a wonderful summer and start to the new school year. I look forward to the challenges ahead and our continued work together as we celebrate the amazing things you do every day in your classrooms. Best wishes for an exciting and enriching year ahead.

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@ OECTA

| OCTOBER 2016

inbox 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

Coming Soon NEW OECTA Benefits Plan A new provincial life, health, and dental benefits plan is being rolled out this year to eligible OECTA members. The new provincial plan will eventually replace the current plan you are enrolled in through your school board. Eligible members will transition to the new plan in waves, by unit, throughout the 2016-17 school year.

The new plan is designed and governed by the Employee Life & Health Trust (ELHT), which includes several OECTA members. The plan is administered by the Ontario Teachers’ Insurance Plan (OTIP) and underwritten by Manulife Financial.

Here’s what you need to know to ensure you are prepared for this major change regarding your benefits: All eligible members will be required to enrol in the new plan

Eligible members include all full- or part-time members employed by a Catholic school board, members teaching in long-term occasional assignments, and continuing education teachers. Daily occasional teachers are not eligible at this time.

@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.

Enrolment is not automatic

@OECTA is a member of the Canadian Educational Press Association, and the Canadian Association of Labour Media.

First units transition November 1, 2016

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 catholicteachers.ca Publication Mail Agreement No. 0040062510 Account No. 0001681016

Cover photo:

Antonietta De Santis.

Project Overseas participant 2011/12 in Barbados.

School boards will work with OTIP to transfer existing information, but eligible members will be required to undertake an enrolment process to ensure their information is complete and accurate. Failure to complete the enrolment process on time could result in a break in your benefits coverage.

The first units to transition will be: Brant Haldimand Norfolk; Renfrew; and Thunder Bay elementary and secondary. Eligible members in these units will be contacted directly by OTIP this October with instructions regarding enrolling in the new plan. That communication will come via your school board email address. In the absence of an email address, information will be mailed to your home address.

Your benefits may change

The new plan has no deductibles or waiting periods and will result in enhanced coverage and/or a reduction in premiums for most members. However, there may be certain limitations, restrictions, or exclusions that apply. A Benefits Plan Guide will be included in your enrolment package, which will outline your benefits coverage.

The Association has created a series of OECTA Benefits Bulletins, which outline in greater detail what changes are coming, when, and why. These bulletins were emailed to members and are posted on catholicteachers.ca in the Members’ Area under Benefits and Leave Provisions. You are encouraged to review the information provided.

If you have questions, direct them to: oectabenefits@catholicteachers.ca

OCToBER 2016 |

@ OECTA

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C ALENDAR

OCTOBER World Teachers’ Day

INBOX

EVENTS

OCTOBER 5

Thanksgiving OCTOBER 10

Beginning Teachers Conference OCTOBER 14-15

International Day for the Eradication of Poverty OCTOBER 17

Kindergarten Regionals OCTOBER 21-22

Project Hope Exceeds Target Last September, Cardinal Thomas Collins and the Archdiocese of Toronto announced Project Hope – an ambitious 100-day campaign to raise $3 million to welcome 100 refugee families to the Greater Toronto Area. One year later, Project Hope has raised $3.7 million and is sponsoring 154 families (representing 407 individuals), with 44 families already having arrived in Canada.

“The incredible response to Project Hope allowed us to mobilize both human and financial resources quickly and effectively,” said Cardinal Thomas Collins, on the anniversary of the project. “I am most grateful to everyone who embraced this outstanding effort; from those who have volunteered, sponsored and supported families in the past to those with no past involvement. It was particularly heartening to see schools, businesses and other faith communities partner with us to foster a culture of care for those fleeing violence and persecution.”

With 110 families still waiting to arrive, the Cardinal also called on the government to expedite the arrival of those still waiting.

NOVEMBER Fall Council of Presidents Meeting NOVEMBER 3-4

The Archdiocese of Toronto is one of the largest private sponsors of refugees in Canada, providing leadership through a full-time office since 2009. Commitments to Project Hope were above and beyond current efforts underway in the Archdiocese before the crisis of 2015 garnered headlines around the world.

Remembrance Day NOVEMBER 11

Bullying Awareness Week NOVEMBER 15-21

Universal Children’s Day NOVEMBER 20

International Day for the Elimination of Violence Against Women NOVEMBER 25

Two Catholic Teachers Named OTF Fellows Congratulations to Chris Cowley and Tom Doyle for being named Ontario Teachers’ Federation (OTF) Fellows. Cowley, current OTF Table Officer on the Provincial Executive, and Doyle, a former OTF Governor and current staff member at the OECTA Provincial Office, were awarded the fellowships at the OTF annual meeting in August. OTF awards the fellowships every year, in recognition of nominees’ service to OTF and the teaching profession. The fellowships were created in 1962 to commemorate the 20th anniversary of OTF. They are given to up to 10 nominees per year from across the four teacher affiliates.

International Day for the Elimination of Violence Against Women

NOV 25

DECEMBER National Day of Remembrance and Action on Violence Against Women DECEMBER 6

DEC 6

The National Day of Remembrance and Action on Violence Against Women

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Association Launches catholicteachers.ca This past June, the Association officially launched a new website! The site has many exciting features. The content has been streamlined and presented in a more userfriendly way, giving you easier access to news and resources.

The site still features a secure Members’ Area, which continues to provide access to important and confidential information for members. The user ID and password to log in to this section are the same as with the old site.

Our redesign also comes with a new address: catholicteachers.ca. This reflects our ongoing commitment to making the contributions and perspectives of Catholic teachers front and centre in the public eye. The new address will be easy for everyone to find and remember, and it will make clear that the heart of this Association is the 45,000 professionals who have dedicated themselves to strengthening our publicly funded education system and promoting the common good.

New Ministers Announced in Learning Portfolios

Association Addresses Legislative Committee on Bill 201

In June, Premier Wynne shuffled her cabinet for the first time since the 2014 election. Mitzie Hunter was brought in as Minister of Education, replacing Liz Sandals, who became President of the Treasury Board. Hunter, who had previously served as Associate Minister of Finance, responsible for the Ontario MITZIE HUNTER Retirement Pension Plan, is a relative rookie, having been first elected in a by-election in Scarborough-Guildwood in August 2013.

Meanwhile, London MPP Deb Mathews, who had been serving as President of the Treasury Board, will now be leading the new Ministry of Advanced Education and Skills Development. The rebranding of this ministry, which was formerly known as the Ministry of Training, Colleges and Universities, is a clear signal of the priority this government will be placing on policies to promote skills development.

On August 11, OECTA President Ann Hawkins and General Secretary Marshall Jarvis appeared before the Ontario government’s Standing Committee on General Government to speak about Bill 201, the Election Finances Statute Law Amendment Act, 2016, and to offer the Association’s proposed amendments to the bill.

The government has also announced the creation of a new position: Associate Minister of Education responsible for Early Years and Child Care. Indira Naidoo-Harris of Halton will take on the role. The move demonstrates the government’s continued commitment to be active on children’s issues. This was further demonstrated in the Speech from the Throne in September, with the announcement of the intention to create 100,000 additional childcare spaces within the next five years.

In her speech, President Hawkins raised a number of issues with the draft legislation, including the proposed definition of what is considered “political advertising” by third parties (like OECTA), pre-campaign period limitations on issues advocacy, as well as proposed changes to individual donation limits. Hawkins noted that in addition to curtailing overtly political and partisan advertising, the supposed purpose of the bill, it actually stifles the ability of people and organizations to advocate for issues of public interest at exactly the time it matters most – during an election. Hawkins also explained that instead of leveling the playing field, as the bill purports to do, it silences some voices, while creating loopholes that will allow wealthy citizens to continue to influence Ontario politics.

In her conclusion, Ms. Hawkins proposed a number of amendments to the bill, which she argued would benefit all Ontarians by truly leveling the playing field in provincial politics. You can read the Association’s brief to the Standing Committee on General Government at catholicteachers.ca in the Where We Stand section.

OCToBER 2016 |

@ OECTA

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HOW TO EMBRACE YOUR SCHOOL This Fall, schools across Ontario are encouraged to plan and hold an E mb r a c e Yo u r Sc h o o l even t to welcome, unite, and encourage inclusive leadership and communitybuilding around issues that need to be addressed at their schools.

The Embrace Your School program provides an opportunity for students to step up as role models – identifying ways to make their schools better and inviting the

local school community to literally embrace it by forming a human circle around it.

This school-wide experiential program encourages students to take an active role in making improvements, recognizing the value of community building and inviting the broader community to join them in creating a safe, inclusive, and caring community.

TO DATE, OVER 7,200 STUDENTS HAVE PARTICIPATED ACROSS ONTARIO IN GRADES JK-12 AS WELL AS IN SOUTH AFRICA.

1. Visit Heartspeak.ca to register

your school

2. Get your resources, including a printable poster, planning guide, and access to a portal that lets you easily share your videos and photos with other participants through Heartspeak.

3. Embrace your school! (Embrace

Your School resource kit & official registration is $50) Watch a video of the program at: http://bit.ly/1NecXwB Learn more at heartspeak.ca or by contacting info@heartspeak.ca

MENTAL HEALTH STIGMA, CHALLENGING IT TOGETHER

CLASSIFIED ADS

The Canadian Teachers’ Federation has just launched this new classroom discussion guide for teachers. Mental illness affects people of all ages, all education and income levels, and traverses all cultures. The stigma of mental illness continues, and media often promote myths and misconceptions. This new resource booklet was developed to support teachers to raise awareness and reduce stigma around mental illness, and, in turn, decrease the barriers that can prevent youth and family members from seeking help. It is part of the Canadian Teachers’ Federation’s Student Voice booklet series, designed to support discussions about complex societal issues using the voice of students.

STAIRWAYS TO HEAVEN CATHOLIC GOODS FROM AROUND THE WORLD

The booklet can be purchased for $3.00 at ctf-fce.ca, in the publications catalogue under the Resources section.

A Catholic, Family-Owned Business offering: Prayer Table Resources, Prayer Cards, Rosaries, Crucifixes, Saint Medals, Scapulars, Religious Books & Bibles, DVD’s, Advent Wreaths, Christmas Cards, The Kneeling Santa. Certificates and Gift items for: Reconciliation, 1st Holy Communion, Confirmation Celebrations. In addition, we offer Statuary, Processional Crosses and Nativities suitable for schools. Visit us at www.stairwaystoheaven.ca, or at the St. Jacobs Farmers Market, Thursdays & Saturdays 7:00 a.m. – 3:30 p.m., 519-206-0139.

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.

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UP FRONT New AQ Opportunities

A few great new opportunities have been added to our lineup of AQ course offerings for 2016-17!

These include a specialist course in Guidance, an all-new Teaching Combined Grades course, and FSL Part 1 being offered online. Also, Math modules for Primary/ Junior Part 1 are now eligible for a subsidy, making them even more affordable.

See the inside back cover for a full listing of course dates and deadlines, and visit catholicteachers.ca for course descriptions and to register.

Make a Difference With Project Overseas

Want a chance to travel and make a difference for teacher colleagues in other countries? Every summer, the Association, through the Canadian Teachers’ Federation, sends elementary and secondary teachers to developing countries to provide in-service training.

Locations are usually in Africa or the Caribbean. Basic travel and living expenses are covered for participants. The deadline for applications is November 1. Application forms and program information is available at catholicteachers.ca in the For Your Career section under Leadership Opportunities.

Calling All Science Teachers – STAO2016 is coming

Hosted annually by the Science Teachers’ Association of Ontario, STAO2016 is the premier conference for science educators in Ontario. The conference is open to all K-12 educators. There are various types of sessions for all conference participants to attend, from lectures to hands-on workshops. New to STAO2016 are the STAOPlayground and the Saturday Certificate Workshop Program. This year’s conference will be held November 10 - 12, at the International Plaza Hotel Toronto Airport.

To register for the conference, please visit: http://stao.ca/conf3/ registration.php Honouring Each Other

Every year, OECTA confers awards on members who have made outstanding contributions to the Association, their students, and their communities.

Nominations are now being accepted for the 2017 awards in the following categories: The Marion Tyrrell Memorial Award for Merit, the Pearse Shannon Memorial Association Service Award, the Life Membership Award, and the Fintan Kilbride Memorial Social Justice Recognition Award. Nomination criteria are available at catholicteachers.ca in the For Your Benefit section under Awards. Nomination forms are available by emailing awards@oecta.on.ca. The deadline for submissions is October 15.

Mindfulness Professional Development Workshops for Educators

Mindfulness PD worships for educators are designed to improve health and well-being by providing essential self-care tools. Educators can achieve immediate benefits for themselves, while also receiving support for implementing mindfulness skills in their professional life.

Studies have shown that educators who received mindfulness training had reductions in stress and anxiety, as well as significant increases in self-compassion and self-awareness.

Mindfulness Everyday is a Toronto-based charity that promotes mindfulness education. If you are interested in learning more about mindfulness, or checking out their fall workshops, visit mindfulnesseveryday.org Applications are being accepted by the Provincial Executive for five (5) Association members or retired members willing to carry out tasks related to the election process during the Annual General Meeting.

APPLY ONLINE AT

catholicteachers.ca

DEADLINE Friday, November 18, 2016 Selection will take place in mid-November WHEN Starting at 5 pm on March 10, 2017 to March 13, 2017

WHERE Westin Harbour Castle, Toronto

WHY To assist the elections chairperson in conducting all aspects of the elections, including distribution and/or collection of electronic voting devices, and other duties as assigned HOW Expenses will be assumed by the Provincial Office according to OECTA guidelines PLEASE NOTE THAT YOU WILL RECEIVE A CONFIRMATION EMAIL WITHIN 48 HOURS. SHOULD YOU NOT RECEIVE THIS CONFIRMATION, IT WILL MEAN YOUR APPLICATION FORM HAS NOT BEEN RECEIVED.

OCToBER 2016 |

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FEATURE

OUR STORY

By Ann Hawkins

W

hat does Catholic education mean to you? Each of us inherently understands the value of the Catholic education system, and our unique role as teachers within that system. And yet, it is not always easy to articulate this message to the general public.

If we, as Catholic teachers, are to continue to thrive, then we must collectively define and celebrate – and not simply defend – who we are, what we do, and why it matters. We must draw on our unique voices and perspectives, and present our singular, unified message – our story.

Our Story

We all know the importance of what we do every day. We see it in the progress our students make in the classroom and in the world. Our membership is made up exclusively of teachers who teach across the complete spectrum of grades within one of the four publicly funded school systems. This differentiates us from other teacher unions, and it distinguishes us as an authority when taking positions on the teaching profession, as well as on how best to achieve success in the classroom.

Catholic teachers deliver an educational experience rooted in the values of faith, fairness, acceptance, respect for others, and the importance of community – values that all Ontarians embrace. As Catholic teachers, we are universally committed to social justice, and we actively engage our students, schools, and communities in the pursuit of positive social change. This is who we are, and this is what we do.

Both inside and outside of the classroom, Catholic teachers impart lessons for life, and help students develop tools to become engaged and contributing members of their communities. Catholic teachers do not simply teach the curriculum, or train students to be good test-takers; we educate students’ minds, bodies, and spirits, to help them become involved citizens and lifelong learners. Life is the test.

Given that we teach our students the importance of humility, it’s easy for us to shy away from articulating our unique value, for fear of being “boastful.” But we must not confuse passion with arrogance. Catholic teachers matter; we should be proud of the impact we have on our students, and the role we play in helping them realize their potential. It is time to stand up for the unique value that Catholic teachers bring to our communities and our province as a whole.

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@ OECTA

| OCTOBER 2016

Catholic Teachers’ Identity

To articulate our unique value as Catholic teachers, we are taking a number of steps to strengthen our collective voice.

As an organization, we are moving away from our dependence on the acronym OECTA and, instead, more regularly referring to ourselves as Catholic teachers. In making this decision, we looked for a term that not only describes our important continued role as a labour organization, but also that encapsulates our values and advocacy on broader issues, such as education, and social and economic justice. “Catholic teachers” reflects these values, and thus helps to better define, describe, and celebrate our role.

We do not use this term restrictively. We understand that across the province, there are teachers in Catholic schools who do not identify as Catholics. We celebrate this sort of diversity and inclusivity – just as we celebrate diversity and inclusivity amongst our students and school communities. Moving forward, as we more regularly identify as “Catholic teachers,” we will do so in a way that is all-encompassing, and includes all who teach in Catholic schools. As part of this shift, we are changing our website address to catholicteachers.ca. Over time, our email addresses will change as well. Being clear about who we are in the public sphere is a critical first step in achieving recognition of the exceptional work that we do, and articulating our narrative.

As Catholic teachers, you have a central role to play as we move forward.

Communicating the remarkable

Embracing and articulating who we are as Catholic teachers is the most powerful message we have.

outcomes that result from Catholic education, and how our graduates in large numbers contribute to our communities, province, and country, is critical. Society benefits from the work of the 45,000 Catholic teachers in Ontario who have a direct hand in producing active and contributing citizens.

THE IMPACT OF CATHOLIC EDUCATION

In 2013, the Institute for Catholic Education commissioned a study through the Ontario Institute for Education (OISE). The work culminated in a report that clearly showed the lifelong value that comes from a Catholic education. Seventy-two per cent of the graduates surveyed had volunteered within the past year; 82 per cent had donated money; 76 per cent had helped raise money for a cause or charity; and 73 per cent voted in elections.

We’ve consistently heard from teachers across the province that they would like to be better prepared to talk about the importance of a Catholic education system in Ontario. We are working hard to develop interesting and engaging material that will help you communicate our collective message.

We have also employed Pollara to conduct an extensive survey of the membership, with questions focusing on how you define your role as a Catholic educator, and what we can do to better support you in the classroom. The survey will become a regular aspect of our member communications, and it will inform our work here at the Provincial Office. We serve you best when we understand you best.

“Graduates wrote that Catholic education was important because it incorporated beliefs, values, morals, ethics and guiding life principles that have helped to shape who they are; gave them a sense of community in which they could participate in social activities, build relationships and connect with members of the school community; provided an inclusive environment where they could openly and freely practice their faith; helped them to develop their faith; and provided them with insight and inspiration to guide their decisions. Catholic education, they wrote, taught them the importance of social justice, altruism, and helping others.”

This is not a “project” with a defined start and end date; rather, this is an evolving approach to how we express our collective identity and unique value. You are crucial to this endeavour. As we move forward, we are looking for your participation.

We, as Catholic teachers, have something unique to offer. We must be proud of our impact, and not shy away from communicating our story. We must also work together, and speak with a strong and unified voice. Embracing and articulating who we are as Catholic teachers is the most powerful message we have. Together, we can move forward, and ensure a thriving Catholic education system in Ontario. I am excited about the road ahead, and I look forward to working with each of you on this important ongoing effort.

Stay tuned.

There is much more to come!

Ann Hawkins is President of the Ontario English Catholic Teachers’ Association.

PHOTO: @ laurenspolding / Gettyimages.ca

OCToBER 2016 |

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FEATURE

KEEPING YOUNG MINDS ACTIVE OVER THE SUMMER

By Meredith Roberts

T

he love of reading, not just the ability to read, is a key ingredient for school success.

It can be challenging to foster a love of reading among children facing socio-economic barriers, particularly in the summer. But if anyone is up for the challenge, it is Frontier College, Canada’s original literacy organization.

Our enthusiastic and knowledgeable volunteer tutors and staff are always looking for new ways to connect with hesitant readers so that reading becomes a fun part of their daily routine.

This past summer, Frontier College provided free literacy camps to thousands of First Nations children from ages five to 12 in Northern Ontario. The camps, now in their eleventh year, support student success and reduce summer learning loss, which can occur if children do not use their reading and writing skills between school years. The camps are a part of a national summer camp program running in more than 120 communities across Canada (British Columbia, Alberta, Saskatchewan,

Manitoba, Ontario, Quebec, New Brunswick, Labrador, and Nunavut), reaching more than 6,500 First Nations, Métis, and Inuit children.

Since 2007, OECTA has generously supported the Aboriginal Summer Reading Camps. The camps offer children a safe and supportive learning environment that complements the school system. Campers take part in a variety of fun and engaging activities— indoor and outdoor, individually and in groups—that incorporate and utilize reading, writing, numeracy, and science.

Campers are empowered to learn and develop, build their capacity for critical thinking, and gain confidence. Through play and experiential learning, campers discover how literacy and numeracy apply to their daily lives and the world around them.

Frontier College also distributed more than 25,000 new books to campers and communities this past summer. Often, these are the first books campers will bring home to build their personal

libraries. Camp counsellor Jen Squibb recalls, “I remember how one camper went from announcing on the first day of camp, ‘I’m not good at reading and I don’t like it,’ to listening to the storytelling, then reading every other page himself, to reading all by himself, and eventually bringing his favourite book home to read to his little sister. At camp, I feel like books are liberated from the classroom. We read at camp, but we also read on the playground, at the baseball diamond, by the lake, or in a swarm of mosquitoes on a back porch.

Books become a source of pleasure and fun, and in this way we’re better connected to a rich tradition of storytelling that I witnessed in these communities.”

“Teachers tells us that they can see the difference between the children in their class who have attended one of our summer camps and those who haven’t,” says Stephen Faul, President and Chief Executive Officer of Frontier College.

“Parents tell us their children are more prepared for returning to school after attending camp. Campers tell us they loved the camps and—most importantly —learned to love reading. We are grateful for the support of OECTA; associating fun summer activities with reading is making big gains in these communities.”

Meredith Roberts is the Manager, Communications & Leadership Giving at Frontier College

F O R M O R E I N F O R M AT IO N About Frontier College please visit: www.frontiercollege.ca or follow @FrontierCollege on Twitter 12

@ OECTA

| OCTOBER 2016

FEATURE

PAVING THE ROAD TO IMAGINATION

By Mark Tagliaferri

“A book is a device to ignite the imagination.” This notion, from English playwright Alan Bennett, can seem almost self-evident.

But for many First Nations students who live in remote areas, a lack of resources has left them isolated from the world of literature, and all too often literacy. As one teacher, from Kashechewan First Nation on James Bay, put it: “We have such smart young people here; they just need the resources to succeed.” The issues facing First Nations students are many, and well documented. It can, at times, seem overwhelming: what can one person do to make a difference? Well, it turns out one person can do a lot.

Almost four years ago, Dean Demers – President of the OECTA Kenora Unit – was approached by “Shannen’s Dream,” a Canadian activist group that advocates for equitable education funding for First Nations. The group asked him to be a spokesperson, a task he happily obliged. As part of his duties, Dean would deliver books to various First Nations schools, but he soon identified a problem. The schools to which he’d deliver books were in relatively populous areas, and had resources. However, the same could not be said for schools in remote or fly-in communities, where resources were sorely lacking, and the bookshelves of some libraries sat nearly empty.

Where many would see an intractable problem, Dean saw an opportunity. Turning to his OECTA brothers and sisters, Dean asked if anyone would be willing to donate books, which he would deliver to isolated First Nations communities. By December 2015, various units had shipped Dean nearly 1,000 boxes of books. And so, over Christmas, he undertook the first leg of his book drive. Or in this case, “book fly.” Transporting boxes to Sioux Lookout, the books were loaded onto a plane and delivered to remote First Nations communities.

and with a little help from some other unit presidents and friends, he collected the final donations, and hit the open road. Playfully describing himself as a “small town redneck,” Dean braved Highway 407, tens of thousands of books in tow. Undeterred by car troubles along the way, he navigated back to Sioux Lookout.

The promise of pizza and pop slowly drew people out to help with transferring books onto the waiting plane. From there, the books were delivered to some of Ontario’s most remote reservations: Kingfisher Lake, Kasabonka, North Spirit Lake, Pikangikum, and Slate Falls, among others. In the days that followed, Dean personally delivered books to Whitedog, Shoal Lake 39, and Shoal Lake 40 reservations, before returning home to Kenora.

Asked why he undertook such an incredible and difficult task, Dean’s answer is as modest as it is profound: “I did it because it was the right thing to do.” Doing the right thing can be hard; the logistics and costs of Dean’s book drive were challenging. But with the help of people along the way, who donated books, time, and money, Dean achieved his goal.

Oddly enough, at the exact moment Dean was loading books onto a plane this past December, the government of Canada announced funding for a road that will finally connect Shoal Lake 40 to the community. Many are calling it “Freedom Road.”

However, when the ground breaks, and construction begins, people will find that another road to freedom is already being paved – it is lined with the books delivered by Dean Demers, books with the power to ignite imagination.

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

But donations kept coming.

By the time AGM 2016 rolled around, 20 OECTA units from across the province had offered almost 30 pallets worth of books – and if you’re wondering, one pallet holds roughly 1,500 books!

With such an overwhelming response, Dean decided to rent a U-Haul so that he could deliver the remaining books.

This past June, after the Council of Presidents meeting, Dean climbed into a U-Haul, OCToBER 2016 |

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FEATURE

CHANGING WORKPLACES REVIEW TAKES ANOTHER STEP TOWARD FAIRNESS

By Adam Lemieux

While some Ontarians were enjoying much-needed rest and relaxation over the summer months, many others continued to toil away. Not only were these workers unlikely to be entitled to any vacation time, but they may also have been without access to sick days or emergency leave. It is quite possible that they were unsure of their hours from week to week, and were left struggling to provide care for their families. In many cases, they were probably wondering if or when their temporary contract might finally turn into permanent employment. Any or all of these situations would have been permissible under the current law.

But there is hope that by next summer things might be different, as governments are finally coming to acknowledge that our labour laws have not kept pace with changes in the economy and the labour market. In Ontario, Premier Kathleen Wynne and Minister of Labour Kevin Flynn have done so in a major way, launching a comprehensive exploration of how the Employment Standards Act and the Labour Relations Act could be updated to better reflect the realities of the 21st century. Two special advisors – both of whom have extensive backgrounds in labour law – have been tasked with weighing the evidence and making recommendations to the government.

We first reported on the Changing Workplaces Review last October, as the process was just getting under way. In July, the advisors released their interim report, a satisfying culmination of several months of work, during which the advisors took in 12 days of public hearings and hundreds of written submissions.

In advance of their final report, which is expected later this year, the advisors are now outlining the main issues and policy solutions that have been raised, and soliciting further submissions to help narrow their focus and further inform their recommendations.

Interim Report

There is much to be optimistic about in the interim report.

The advisors thoroughly lay out the context for the review, discussing how the interrelated phenomena of globalization, trade liberalization, technological change, and the growth of the service sector have resulted in dramatic shifts in the workforce, the workplace, and the overall economy. This has created challenges for many businesses, which must constantly adapt to remain competitive, and it has resulted in increasingly unstable and unequal relationships between employers and employees. While the advisors are clear that they must remain

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“balanced” in their approach and avoid placing unnecessary burdens on employers, they have “no difficulty in concluding that there is a substantial number of workers in precarious jobs in Ontario in need of protection.”

The report goes on to detail a wide range of issues, both inside and outside the existing laws, which merit attention. These include many of the topics that the Association raised in our submission to the special advisors, such as: the considerable number of industries and employee groups that are not subject to the Employment Standards Act; rampant misclassification of employees as “independent contractors” or “temporary workers”; differential treatment of part-time workers compared to their full-time colleagues who perform the same work; and the use of replacement workers during strikes and lockouts.

We had hoped that the review might also be an opportunity to address some concerns specifically related to the education sector, such as the politicized use of “jeopardy hearings” to prevent work stoppages by teachers, but we can appreciate the advisors’ decision to concentrate on areas of broader interest.

Labour Consulted

Unions and other worker-advocates have been engaged in the review from the beginning, flagging shortcomings in the existing legislation and offering potential solutions.

However, our work is far from done. The advisors have received many submissions from businesses and chambers of commerce, and these groups have stepped up their campaigns since the release of the interim report (for example, see www.keepontarioworking.ca). They want to maintain their flexibility, and would prefer that any improvements to workplace standards be strictly voluntary.

This is not to say that all employers’ concerns are invalid.

Indeed, we all have an interest in making Ontario’s economy as competitive and prosperous as possible.

But we must be vigilant in ensuring that the guiding principle of the review is restoring the minimum floor of labour relations and workplace standards, because evidence and experience shows that it is not enough to simply trust employers to do the right thing.

The advisors have “no difficulty in concluding that there is a substantial number of workers in precarious jobs in Ontario in need of protection.”

Rare Opportunity

It is critical that Catholic teachers continue to be engaged in the review process. The problems outlined in the report, and the potential for meaningful policy changes to finally be implemented, greatly affects millions of people in our communities. Teachers see the consequences of poverty and precarious work every day, as children arrive at school tired, hungry, and underprepared, because their parents and caregivers are struggling

to provide support and security. We also worry about what kind of economy and society our young people will find upon graduation. The Changing Workplaces Review is a rare chance to tangibly improve people’s lives by reasserting our fundamental values of fairness and opportunity. As advocates for a just society, we must raise our collective voice in favour of an economy based on decent work, where standards are reasonable, the laws are enforced, and workers are able to enjoy a proper measure of stability and dignity.

Adam Lemieux is Communications Specialist in the Communications department at the OECTA Provincial Office.

F O R M O R E I N F O R M AT IO N See makeitfair.ca or 15andfairness.ca Show your support on social media using #MakeItFair or #15andFairness

OCToBER 2016 |

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ILLUSTRATION: @ RYGER / Shutterstock.com

A particular issue on which teachers can speak with great authority is the necessity of unions for representing workers’ perspectives. Noting that unionization in Ontario is declining, especially in the private sector, the advisors have solicited research and opinions on alternative mechanisms through which employees might have an opportunity to shape the structures and policies that determine their work environment. Our concern is that too often, these more informal outlets for “employee voice” merely offer the guise of representation. Employers are able to claim that employees have been heard, but they do not necessarily feel compelled to respond. While any voice is certainly better than none, we believe that a union with full rights and protections under the Labour Relations Act is the most effective way to ensure that workers can band together to pursue their collective goals.

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TEACHER ADVISOR

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UPDATED RESOURCES TO SUPPORT YOUR CAREER

By Joe Pece

The Association’s Counselling and Member Services department provides a variety of publications, workshops, and related services to help teachers deal with issues that affect their professional lives. We have handled numerous cases in which teachers have found their professional status and livelihoods in jeopardy. To help teachers avoid these situations, we also produce pamphlets, brochures, and videos with preventative advice.

The following materials were recently revised and can be found at catholicteachers.ca, in the For Your Career section, under Professional Advice.

Relationships Appropriate and Professional

This brochure presents advice concerning your professional relationships with students, parents, colleagues, and your employer.

Maintaining professional standards of behaviour is essential for teachers. Your actions are under constant scrutiny, and cases of professional misconduct before the Ontario College of Teachers are on the rise. You need to avoid any comments, actions, or online posts that might be considered inappropriate or unprofessional. This applies to anyone you might come into contact with in your professional life.

• When relating to students, teachers are in a position of trust. Your actions are measured against a higher standard than others in the community.

• Parents are integral to the partnership that is required in the education of their children.

Relationships between teachers and parents should be positive, impartial, and for the benefit of students.

• Relationships between colleagues should always be professional.

Teachers must co-operate with one another to complete the necessary educational activities required for student learning.

• Knowing your rights and responsibilities as a professional ensures a healthy employeremployee relationship. Be cognizant of your responsibilities under legislation, regulations, and school board policies and procedures, but also understand how employment laws and your collective agreement provide you with the right to a safe and productive workplace.

Reporting Abuse: Teachers and the Child and Family Services Act The Counselling and Member Services department has been providing advice about the Child and Family Services Act (CFSA) since 2002, when the legislation was revised. The primary goal of the CFSA is to “promote the best interests, protection and well being of children.” This new brochure provides information for members regarding a teacher’s responsibilities as required by the Act.

Section 72.1 of the CFSA obligates teachers to report concerns directly to their local Children’s Aid Society (CAS) when there are “reasonable grounds” to suspect that a child has suffered abuse or is at risk of suffering abuse. This would include circumstances in which there is a pattern of neglect in caring for, providing for, supervising, or protecting a child.

The brochure provides further discussion on what constitutes abuse and how to determine “reasonable grounds” to report abuse. In addition, it contains advice regarding situations in which a colleague might be suspected of committing abuse.

If you are the subject of a CAS investigation: • CONTACT your local unit or the OECTA Provincial Office immediately.

• DO NOT provide any information or make any statements without first consulting with OECTA staff or legal counsel.

• The ONLY statement you should make is the following: “I am willing to co-operate but I am unable to comment until I contact OECTA or any legal representative.”

Learn more...

Visit the website and consult the materials for important details and tips on how to maintain professional relationships and protect your students. If you are in a difficult situation and are unsure of what to do, contact your OECTA school representative, your local unit office, or the Provincial Office.

We are here to help you fulfill your professional obligations and thrive in your career.

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

OCToBER 2016 |

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teachers aid

FOUR NEW “FRAMES” FOR KINDERGARTEN TEACHING, LEARNING, AND ASSESSMENT

By Claire Laughlin

The full-day Kindergarten program is now into its sixth year of implementation.

While not without its growing pains, Kindergarten teachers and early childhood educators (ECEs) have worked hard to make it a positive experience for our youngest learners. As everyone aims to promote healthy development among all children, the program continues to evolve. Most recently, the government released its revised Kindergarten Program, as well as Growing Success: The Kindergarten Addendum. Together, these documents are designed to help frame learning in a student’s first two years of school.

You Can Do This!

Released this past spring, the revised Kindergarten Program establishes the “principles, expectations for learning, and pedagogical approaches that are

developmentally appropriate for fourand five-year-old children,” and aligns with the government’s 2014 document, How Does Learning Happen?

While change can certainly cause angst, remember that much remains the same, and the revisions focus more on young learners, rather than on subjects or skills attainment. For instance, the Overall Expectations and most of the Specific Expectations are the same. Some of the language has been reworked, especially in the Demonstrating Literacy and Mathematics Behaviours section, and a few new expectations have been added.

Details of how a student may demonstrate learning by saying, doing, and representing are still contained in the document as common anchors for a teacher or ECE to reference. Also remaining are the examples of intentional interactions you can plan or create for/with a student, or group of students, to respond, challenge, and extend learning. Play and inquiry-based learning are most definitely still the way to go.

What’s New?

The revised Kindergarten Program, as well as the addendum to Growing Success, can be found online at: http://www.edu. gov.on.ca/eng/curriculum/ elementary/kindergarten. html

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There are some revisions, centred on the notion that “learning is most authentic and effective when it occurs within the context of a ‘healthy’ school.” For starters, the terms full-day Kindergarten or Junior/Senior Kindergarten will no longer be used. Instead, references will be to Kindergarten Year 1 and Year 2.

Growing Success: The Kindergarten Addendum outlines the government’s policy for assessment, evaluation, and reporting for Kindergarten. It contains a Communication of Learning Template

for Initial Observations, and a template for reporting at the end of each term.

Communication of Learning Templates are anecdotal, and do not contain any rating scales. The document notes that comments should focus on: Key Learning (what was learned), Growth in Learning (describe strengths, recognize growth), and Next Steps (identify next steps and goals).

The revised program introduces the “Four Frames of Learning” as key areas of learning rather than subject areas.

The four frames include: (1) Belonging and Contributing; (2) Self-Regulation and Well-Being; (3) Demonstrating Literacy and Mathematics Behaviours; and (4) Problem Solving and Innovation.

The various expectations are associated with one or more of the frames, as there are many expectations that connect to several frames at once. Print versions of the revised Kindergarten Program document should have arrived in your school in September.

Support is Available

OECTA met with the Ministry of Education to ensure that supports were in place as you journey through the implementation process. Through a Ministry of Education grant, Summer Institutes were held across the province.

Also, a conference for Kindergarten teams took place in late September. This will be followed up by Kindergarten Regional Training Sessions, which will take place toward the end of October.

Hopefully you have been able to take advantage of these opportunities.

INSIGHT

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The Ministry of Education has also directed school boards to provide professional development for Kindergarten teams. For example, half of a designated fall PA day will provide professional learning opportunities for both members of Kindergarten teams, focus on the Kindergarten addendum and learning templates. In addition, a half-day of release time will be provided to every Kindergarten team so they can work together to support effective implementation of the addendum and learning templates. Funding will be provided to boards to ensure occasional staff coverage. These half-days are in addition to the half-day negotiated in the OECTA Central Agreement for teachers and early childhood educators to plan together. Also note that under the revised program, teachers who teach a Kindergarten class with fewer than 16 students will also have access to these opportunities, as they are a team of one.

Take your time to familiarize yourself with the revised Kindergarten Program, as well as Growing Success: The Kindergarten Addendum, and find the best way to implement these changes into your classroom. Together, we can ensure a healthy, caring, safe, inclusive, and effective learning environment, which will help our students achieve their full potential in school and in life.

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

By Michelle Despault

The other day I was sitting on the couch when my husband quipped, “Oh, it’s 10:10 – make a wish!” This is a fun game I have played since childhood: when you see duplicate numbers on the clock, you make a wish. A little later that evening, I turned my head and the clock caught my eye – the time was 11:11.

So I made another wish, and thought about how interesting, and lucky, it was that I saw duplicate numbers twice in one day.

Along the same lines, have you ever had an experience where you’re thinking of an old friend you haven’t talked to in a while, and out of the blue they call you? Or you’re humming a tune in your head, and when you turn on the radio that song is playing?

For the most part, I have chalked these up as meaningless, albeit sometimes happy, coincidences. But what if they aren’t meaningless? What if I was meant to connect with that friend on that day? When I mentioned to my friend how I was just thinking about her when she called, she said it was “synchronicity.”

Simply put, synchronicity refers to a simultaneous occurrence between two or more seemingly unrelated events. Psychiatrist Carl Jung was one of the first to write on the concept of synchronicity. He called these events “meaningful coincidences” – not connected by causality, but meaningfully related. The real question, then, is what is the meaning behind them?

The answer to that would be unique to each person. The meaning you find in an event, in the broader context of your life, would be different from the meaning that I would assign. I like to believe that I was “meant” to connect with my friend that day. And as it turns out, it’s a good thing I did, as something important came out of that conversation.

I’ve noticed many of these coincidences occurring in my life. In fact, the more I seem to notice them, the more they seem to appear. To notice these coincidences requires you to be aware and present in the moment – not dwelling on past events or worrying about the future, not trapped in a conversation with yourself or lost in your thoughts, oblivious to what is transpiring around you. Inquiring into them takes an openness and curiosity about life. It takes a willingness to consider that maybe things do happen for a reason, and the possibility that maybe there is more we can learn about ourselves.

Hearing songs or seeing duplicate numbers on a clock may not seem all that significant, but I like to think of them as small reminders that I’m on the right track – I’m staying open, present, and curiously engaged in life. And these, I feel, are some key attributes to leading a happy and fulfilled life. Being open and present ensures that I am not missing interesting opportunities and people that are being presented to me. I am focusing my attention and energies in pursuit of the things I want for my life, rather than worrying about things I have no control over. Taking a moment to notice these synchronicities is also an opportunity to stop and appreciate life and all its complexities.

So the next time you see duplicate numbers on a clock, make a wish.

Michelle Despault is Director in the Communications department at the OECTA Provincial Office.

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ILLUSTRATION: @ antart / Shutterstock.com

Missed the Summer Institute or the Kindergarten Conference? Speak to your unit president about attending a Kindergarten Regional Workshop, which are being held October 21 and 22 in Thunder Bay, Ottawa, Toronto, Sudbury, and London.

GETTING IN SYNC WITH LIFE

PROFESSIONAL DEVELOPMENT

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SETTING REALISTIC GOALS IN SUPPORT OF MODERN PEDAGOGY

By Anthony Carabache and Belinda Russo

September start-up is the New Year for teachers. Amidst the start of a new school year, we are busily engaged with getting to know our students, while delicately balancing the numerous priorities of mental health, wellness, technology, collaboration, social justice, inclusivity, and our faith. And let’s not forget the curriculum! This load is often compounded with overzealous professional goals that work against maintaining a growth mindset. As teachers, it is important to remember that the growth mindset applies not only to our students, but to ourselves as well.

On top of all of this, your school community or school board have no doubt impressed upon you the need to embrace “21st century learning.” Given that it is now 2016 and we are well into the new millennium, and considering how overused this term has become (often inappropriately), we are going to call this what it really is: modern pedagogy. Let’s be clear, the choice to embrace and implement modern pedagogy falls on your shoulders. Your plan of attack is most important – to be achievable, it must be simple and realistic.

Here are three things to keep in mind when planning for the 2016-17 school year in the realm of modern pedagogy: 1. Set achievable goals

When many teachers think of modern pedagogy (or 21st century learning), they think about complicated new technology, modern apps, and devices that are more intuitive to their six-year-old than they are to them. We become overwhelmed at just the thought of what we have to learn and implement. But modern pedagogy isn’t simply about technology.

Modern pedagogy begins with the student, so consider what a simple, achievable step forward could be in this regard – for example, maybe your first goal can be the physical layout of your classroom. If your “go-to” setup resembles the picture on the left, then perhaps next month you could try a setup like the picture on the right. Another possibility is the creation or

implementation of a new space or use of an existing space in your classroom. A simple shift in the physical layout of the classroom delivers one of many key messages to your students that they are the center of the learning. This doesn’t mean you need to make this change permanent, nor does it mean you need to make the change on a regular basis. This is just a beginning, so for starters you can try it once in the fall, maybe once in the winter, and once in the spring.

2. Select one tool and master it

Thinking of incorporating a new technology into your curriculum delivery this year? Select one tool to master over the course of the year and become proficient.

There is an overabundance of tools out there which pretty much do the same thing. The tech industry has discovered the potential fiscal boon in the education sector, and couldn’t care less about pedagogical application or teacher workload. So make it your business to test your choice first.

Identify the problem you want to solve. For example, is it increasing communication with family? Could it be ridding yourself of the dreaded “I lost my form” dilemma? Or do you want to try to flip your classroom? Once you have identified the problem you want to solve, find a tool specifically designed for that purpose and learn how to use that tool and that tool only.

Once you have determined the tool you want to use, schedule the use of your new tool once a week, during one period. Once you’ve established comfort, you can expand your limits.

Don’t be afraid to check in with your colleagues to find out what they are using and what success they are having, and to share your own successes.

3. Be patient

The most important thing to remember is that change takes time, and you deserve as much time as your students to learn, grow, and change. As teachers, we can be our own worst critics – setting lofty goals and beating ourselves up if we don’t achieve them. Have compassion for yourself. Remember that change is not a destination, but a journey through which we learn and evolve. Embracing a growth mindset will be as effective for your professional goals as it is for your students’ learning. And undertaken one step at a time, it can be achievable and fun.

Anthony Carabache and Belinda Russo are members of the Professional Development department at the OECTA Provincial Office.

people worth watching

ANSWERING THE BELL

By Dan de Souza DAN DE SOUZA

I am sitting in a windowless workroom on the third floor of a suburban high school, awaiting the bell for second period, to begin my last first day.

Twenty-nine years ago I sat in a windowless workroom on the first floor, waiting for my first day to begin.

We have built the essential ingredient to a healthy democracy: a citizenry that can think critically. If you were to walk the halls of any of our schools, you would find that it is not so different from a school of 1958 or 1988. Styles and phones and music have all changed, but

things remain the same, so many things change. We, their teachers, move through the stages of life – marriages, births, illnesses, and deaths – but they remain forever young. Change comes for us all. Fathers grow old. Sons become fathers and students become teachers.

students and teachers remain remarkably the same.

In his short story “To Everything There is a Season,” Alistair MacLeod writes: “Every man moves on, but there is no need to grieve. He leaves good things behind.”

There’s been a de Souza waiting for the bell to ring in Ontario since 1950, when my father started teaching. To this day we talk about education, what has changed and what has remained the same.

My students saw me as a friend in 1988, an older brother, maybe a guy they could hang out with. I leveraged that perception to cajole, to manage, to survive. Today I look very much like the guy they would ask to borrow the car from, like the guy they would call if they were in real trouble. Today I am the father, the grandfather even, and I use my eyes, my voice, and my experience to cajole and manage and thrive.

His eyes, his voice, are not what they used to be.

Things have not always been easy. There have been the cynics and harsh critics.

There have been politicians who haven’t valued education. Wrongheaded trustees, interest groups, and of course the cries of “We need to be like Finland” or “No, Singapore is the model.” These cries are noise. His noise in 1958, my noise in 1998, your noise in 2028.

PHOTO: @ alphaspirit / Shutterstock.com

I sat in a tweed jacket and polyester pants, fiddled with my corduroy tie, and sweated. Almost three decades later I’ve lost the jacket, the slacks, an inch of height, and a fair bit of hair. I’ve gained weight, gained some wisdom, and gained Google.

Students remain idealistic. Teachers remain completely committed. Schools remain vibrant and vital places; they remain the pillar on which a healthy, pluralistic democracy rests, and they are staffed by people who work to develop those participants in that democracy. We still develop citizens.

It is a twisted Dorian Grey world that teachers inhabit. The people in front of us never age, they never weaken or lose their youthful exuberance. So many

Trust that you are leaving good things behind.

Dan de Souza is in his last year of teaching at Sacred Heart CHS in Newmarket. He teaches English.

You can follow Dan’s final year blog at http://teach1coach1.blogspot.ca/ . You can also follow him on twitter @teach1desouza

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people worth watching

LEARNING ABOUT FOOD SECURITY IN NICARAGUA

By Ryan Bode

Food is a basic human need. If you don’t have food for a day, what else matters?

For most people in Canada, getting food simply means going to the fridge or the grocery store. But for many of the people I met during my trip to Nicaragua this past summer, food was much more than that. At the beginning of August, I travelled to Nicaragua with a small group of teachers from across Canada to learn about global hunger and food security.

The trip was run by the Canadian Foodgrains Bank, a humanitarian aid agency focused on ending global hunger.

him with transportation. For our group of Canadian teachers, the short hike through steep hills and across streams of water in the 40 degree humidity to Sinfuriano’s farm was challenging enough, but Sinfuriano explained that it takes him about an hour and a half to walk between his two plots of land!

Another humbling experience came when we visited a nutrition project, in another

Erika’s family only had one bed in their house, and they insisted that I sleep in it.

It was hard sleeping there, knowing that the entire family was sleeping on the floor.

Seeing families that survive on such limited resources forced me to reflect on the sheer amount of excess material goods we consume here in Canada, and it put into perspective many of the things I take for granted. I’ve come to realize that

Most people who we met in Nicaragua were small-scale farmers, people on small plots of land who are struggling to grow enough food to live on. One of the first people I met was a 53-year-old farmer named Sinfuriano Benjamin. He owns two small, separate pieces of farmland, where he grows maize, beans, plantains, and other crops. The survival of Sinfuriano, his wife, and their 12 children depends entirely on what they can grow on these two plots of land.

Previously, Sinfuriano had taken part in a training program offered through Accion Medica Cristiana, which is the local partner of the Canadian Foodgrains Bank. The project allowed him to study agricultural production and, in return, Sinfuriano committed to sharing what he learned, mentoring four other farmers in his area.

During his time in the program, Sinfuriano had learned to increase his farming yields while becoming less dependent on chemical fertilizers. He also learned about the importance of crop rotation, as well as strategies to adapt to the changing climate. One of these strategies included planting different crops, and attempting to grow some things at non-traditional times of the year. It was humbling when Sinfuriano told us that to sell what he produces, he must carry his goods to a trading centre, about five kilometres away. He doesn’t own any animals or equipment to help

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Ryan Bode, pictured center back, with Canadian teachers in Nicaragua on a trip run

by Canadian Foodgrains Bank.

part of the country. Here, I spent two nights in the tiny home of a woman named Erika Olivas, along with her coffee-farming husband Francisco Lopez and their two-year old son, Dimar. The house did not have any electricity or running water. The lack of electricity became immediately apparent as I struggled trying to unpack my belongings in the dark, with a small candle providing the only assistance. Not having running water in the house proved challenging when assisting with the cooking, and when it became necessary to go outside to get water for handwashing. All cooking was done over a wood-burning stove. The floors and walls were made from clay and wood, and the bathroom consisted of a tin roof and four posts wrapped with plastic.

if governments and people altered their perspective and took a different approach, global hunger could become a thing of the past.

Food is a basic need to which all humans should have access. Ending hunger is an achievable goal, toward which we must continue to strive. I encourage you to visit the Canadian Foodgrains Bank website foodgrainsbank.ca for information about global hunger, and to review resources that can be used in your classroom.

Ryan Bode teaches Grade 5/6 at St. Jules Catholic Elementary School in Windsor.

VIEWPOINT

FARMING IT OUT

OTPP outsourcing decision ignites anger

By Chris Cowley

Naturally, OECTA was very concerned when we were informed of the decision. If we are going to promote quality jobs in Ontario, it is inappropriate for a pension plan representing Ontario teachers to farm-out jobs to a multinational conglomerate. As a labour organization, we do what we can to protect our brothers and sisters’ jobs. And so, working through the Ontario Teachers’ Federation (OTF), which represents OECTA’s interests regarding OTPP, we made it very clear to OTPP management that these kinds of outsourcing decisions should cease, and that we actively oppose this decision.

When we were notified of the situation in late July, we immediately scheduled an OTF executive conference call to discuss our options, and plan our response. Not surprisingly, all affiliates (OECTA, ETFO, OSSTF, and AEFO) were united in our opposition to this decision. Soon after, OTF president Francine Leblanc-Label communicated with OTPP CEO Ron Mock, to express teacher affiliates’ collective shock and disappointment with this decision. Ms. Leblanc-Label also requested that affected employees be reassigned within OTPP’s offices to protect their employment. Soon after, OECTA President Ann Hawkins followed up with her own letter, urging the OTPP to reconsider its actions. President Hawkins made it clear that OECTA “fights for teacher salary and recognition,” and it is her “expectation that the OTPP will respect its employees in the same way.”

Wanting to take an active role in confronting this issue head-on, OTF began working with OPSEU to get the facts, and invited

local president Jeff Billard to join the executive and governors at our summer meeting in August. At that meeting, Jeff spoke candidly, and explained how this decision was affecting his members. We assured him of our support, and noted that we would continue to articulate our concerns directly to the OTPP executive and board members.

To ensure our collective voice was heard, Mr. Mock and members of the OTPP board were also in attendance. The group heard from all affiliates, including myself and Ann Hawkins. Later, Mr. Mock explained that, in his view, this extremely difficult decision was in the best interests of OTPP’s long-term IT needs. That said, Mr. Mock acknowledged our concerns, and recognized that teachers spoke with one voice on this issue. He also assured us that every effort was being made to reassign workers, or give them a severance package that exceeded what was required by law.

Mr. Mock and the entire OTPP management team heard teachers loud and clear: we will not tolerate outsourcing, and we will not sacrifice good jobs without first exercising all other options to prevent such an unfortunate situation. As a partner in the Teachers’ Pension Plan, it was necessary that we moved fast, and took action when the issue arose.

In September, I attended a meeting at OTPP headquarters where the issue was again raised. Mr. Mock informed us that many displaced workers have been reassigned within OTPP, and a memorandum of settlement has been agreed to between OPSEU and OTPP. Although the events unfolded during the dog days of summer, affiliate officers, through OTF, worked diligently to bring about the best resolution possible. Catholic teachers are members of OTPP, but we are also part of a large labour family. As such, we expect our pension plan to not only be a world leader in retirement security, but also a leader in labour relations.

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.

OCToBER 2016 |

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ILLUSTRATION: @ Bakhtiar Zein / Shutterstock.com

This past summer, you may have heard a troubling news story about a decision that Ontario Teachers’ Pension Plan (OTPP) management made, to outsource 38 information technology (IT) jobs. These jobs – within the Ontario Public Service Employees Union (OPSEU) local 598 bargaining unit – were moved from within OTPP offices in Toronto, to the Tata Group, a multinational conglomerate holding company headquartered in Mumbai, but with offices throughout the world, including Canada. According to OTPP, the decision to move the IT jobs to the Tata group was designed to increase and improve the plan’s IT capabilities.

VIEWPOINT

SKILLS TO PAY THE BILLS? Expert panel suggests education system should focus on job training

By Gian Marcon and Adam Lemieux

Although few people knew that the group existed, the report of the Premier’s Highly Skilled Workforce Expert Panel, which was released in July, has the potential to profoundly impact our public policies.

The panel was formed in 2015, and was asked to draft an “integrated strategy” to bridge the worlds of skills development, education, and training, in order to help Ontarians adapt to an economy that is increasingly driven by knowledge and technology. The experts included panel chair Sean Conway, a former Liberal legislator who served as education minister in the mid-1980s, as well as business representatives, education researcher Carol Campbell, and democratic engagement advocate Alison Loat. They came up with 28 recommendations across six key themes.

Putting Education to Work

The bulk of the recommendations are concerned with bureaucratic approaches and post-graduate job training, but there are several areas that will directly affect the publicly funded elementary and secondary school system. The most controversial have to do with the expansion of experiential learning. For example, the panel recommends that within three years, the percentage of students participating in Specialist High Skills Major programs be doubled to 25 per cent. Depending on the implementation model, this could have a significant impact on program delivery and teacher workload, and might impact the jobs of teachers who do not teach in these credit areas.

Another proposal would see experiential learning made compulsory for every student before graduation, including adult education students. This would not be limited to co-operative education as we have traditionally understood it, but instead would include activities like volunteering, mentorship, “industry recognized class projects,” and internships. Again, this could seriously impact teachers’ jobs and the delivery of programs. The policy might benefit some students, but it will likely have negative consequences for others, as they will be required to participate in programs that might have no real value (as we have often discussed in the case of unpaid internships).

There is also an underlying threat to public education, as the report calls for an expanded role for industry in designing and implementing experiential learning projects.

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This latter concern is relevant to several other areas of the report, where the expert panel suggests that sources outside the publicly funded education system could improve services to students. For example, the panel clearly has some skepticism about whether teachers are adequately equipped to counsel students in making decisions that could affect their future job prospects. The report recommends further professional development for teachers in counselling roles – particularly so they are able to guide students in understanding “future labour market trends” – but it also suggests the use of “intermediaries,” as well as “community approaches” to guidance and career education.

Other recommendations that could impact the education system have to do with the teaching, and perhaps even assessment, of various attitudes and competencies, such as “entrepreneurial spirit.” The panel envisions a future where graduates are not only prepared to step into existing or emerging jobs, but are more often expected to create their own markets and employment opportunities.

Post-Industrial Economy

In considering the specific recommendations in the panel’s report, and the ramifications for teachers and students, it is

Panel chair Sean Conway (left), David Billson of Ellipsis Digital, Minister of Advanced Education and Skills Development Deb Matthews, and Premier Kathleen Wynne speak to media following the release of the expert panel’s report.

useful to consider the broader context in which the panel was formed and operated. As we have discussed before, since the 1980s, there has been a steady shift toward what is known as a “post-industrial” economy. Traditional manufacturing industries have declined, while knowledge- and technologydriven industries have gained more prominence. At the same time, the features of the traditional welfare state – unemployment insurance, social assistance, etc. – have been threatened. In many cases, governments have responded by turning away from policies meant to protect citizens, and moving toward “investments” that will enable people to support themselves and weather economic storms. It is thought that such policies have mutual benefits for individuals and societies, as expenditures are reduced while economic growth and tax revenues are enhanced.

This thinking has become pervasive, and the political rhetoric is now standard for parties and politicians of all stripes. “Talent and skills” makes up one of the four pillars in the Liberal government’s long-term strategy to, as they put it in their election campaign, “build Ontario up.” Almost all references to education are framed within the main goal of developing people who can produce economic value.

The centrality of the “human capital” mindset in Ontario’s public policy was further entrenched earlier this year when the Ministry of Training, Colleges and Universities was renamed the Ministry of Advanced Education and Skills Development, and Deb Matthews, one of Premier Wynne’s most trusted cabinet ministers, was put in charge (it is also notable that Sheldon Levy, the well-respected former president of Ryerson University, was named deputy minister). According to the premier, the new ministry will lead Ontario’s transition to a knowledge-based economy, overseeing the province’s postsecondary institutions while also taking responsibility for coordinating employment and training programs. The ministry has been charged with implementing the expert panel’s recommendations.

Certainly, the challenges and opportunities of the new economy require attention from policymakers. Unemployment rates are stubbornly high, especially for disadvantaged groups such as Indigenous people, people with disabilities, youth, and immigrants. And according to a recent report from the World Economic Forum, 65 per cent of children entering primary school will ultimately end up in a job that does not yet exist. To thrive in the modern economy, our graduates will need the technical abilities and temperament required to solve complex problems and adapt to rapidly evolving markets. It is only reasonable to examine our curriculum and pedagogy with an eye toward how students will be served in the long run.

Still, it is not difficult to see that the overall worldview and strategy advocated by the panel are incredibly lopsided. Of course, not all of the recommendations are controversial.

Nobody could argue against the need for better labour market information, for example, and the suggestion that companies receiving government infrastructure funds should be required to hire and train some young workers seems entirely sensible.

However, in a press conference following the release of the panel’s report, Deb Matthews pretty much gave the game away when she called the report an “aspirational document” that will help reshape the education system “to reflect the needs of employers.” Is this really what Ontarians want? In addition to being literate, numerate, and scientifically aware, graduates of Catholic schools are expected to be creative and holistic thinkers, collaborative contributors, caring family members, and responsible citizens. Proficiency in coding, or auto mechanics, or any other job-related skill should be only a small part of a comprehensive 21st century education; it is highly debatable whether “entrepreneurial spirit” is a competency that should be taught in the publicly funded school system, if it can be taught at all.

Skills Mismatch?

The panel’s recommendations are a response to what is known as the “skills mismatch,” a situation in which unemployed workers are unable to fill a growing number of job vacancies because they do not have the proper skills and qualifications.

The problem with this line of thinking is that there is a good deal of evidence indicating that the supposed skills mismatch is largely overblown. The reality is that employers are unwilling to invest in workplace training, so they have become myopic in their search for very particular skillsets among potential employees. Rather than hiring broadly educated, criticalthinking graduates, and taking responsibility for training them in job-specific skills, many employers would prefer that the burden of ensuring “job-readiness” be shifted to taxpayers and the publicly funded education system. If fully implemented, such a system would result in a massive transfer of responsibility and cost from the private sector to the public realm.

Although we are listed as having been “consulted” by the expert panel, the Association had only a limited opportunity to contribute to the formulation of the report. However, since the document was released, staff have been involved in several discussions at the Ministry of Education. We have expressed grave concerns about the practicalities of many of the recommendations. More importantly, we have openly questioned the more fundamental implications of the type of education system this report envisions. We will continue to urge the government to exercise caution, and to avoid moving too far toward a utilitarian conceptualization of the publicly funded education system. Ontarians take advanced education and skills very seriously – the province is among the world’s most prosperous regions for a reason. But we are also serious about developing thoughtful, creative, caring, well-rounded citizens. Catholic teachers will never condone trading one goal for the other.

Gian Marcon is a member of the Bargaining and Contract Services department at the OECTA Provincial Office.

Adam Lemieux is Communications Specialist in the Communications department at the OECTA Provincial Office.

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VIEWPOINT

DOES ONTARIO’S RENEWED MATH STRATEGY ADD UP?

By Mark Tagliaferri

As famed American mathematician and textbook author Dr. John van der Walle once wrote, “Mathematics is in the doing.”

In many ways, this sentiment is at the heart of the Ontario government’s Renewed Mathematics Strategy. Although standardized testing is not always an accurate indicator of student ability or learning, declining EQAO math scores over the past five years prompted the government this past April to allocate $60 million in dedicated funding, specifically for math education – of this, approximately $15 million is slated to go to Ontario’s Catholic school boards.

Building on the goals articulated in Achieving Excellence: A Renewed Vision for Education in Ontario, the government has outlined a host of features designed to improve learner outcomes, from Early Years to Grade 12. One of the key aspects is that, starting September 2016, elementary schools will be required to dedicate at least 60 minutes of “protected learning time” each day to mathematics instruction.

Although many schools already do this informally, or through cross-curricular integration, this is the first time that the government has mandated spending a particular amount of class time on one of the traditional “three R’s.” Understanding that this may be difficult to achieve, especially at schools that follow a “Balanced School Day” schedule, the government plans to allow schools to reach that 300 minutes threshold over a five-day cycle.

Along with dedicated time for classroom instruction, the strategy includes a series of features to promote

“effective mathematics instruction.” At the elementary level, the government is setting aside nearly $8 million to establish up to three “lead teachers” in each school. These will be drawn from current educators, whose responsibility will be to deepen their math knowledge through professional learning, supported through five release days for each lead teacher.

At the high school level, the government is taking a “whole-department” approach, which will involve funding ongoing efforts to support grade-to-grade student transition, with a focus on students who are not yet achieving provincial math standards. For secondary schools with lower achievement in Grade 9 Applied Math, additional funding will release teachers so they can “collaborate on effective assessment and analysis of student work, plan instruction in response to students’ strengths and needs and consolidate cross-curricular mathematics strategies.”

The government is also rolling out resources for various in- and out-of-class programs and supports. For instance, school boards will receive funding for several types of math facilitators, especially for schools with the greatest math needs – for this, the government promises staffing flexibility, based on context and capacity. There are also planned Summer Learning Programs and leadership sessions, and school boards will be required to dedicate one PA day to provincial math/numeracy priorities.

Board- and school-leaders will also play important roles in the strategy. Superintendents, system leads, principals, math leaders, and facilitators will all receive funded release time to participate in “targeted capacity building,” which will focus specifically on system and mathematics leadership. These represent

just some of the many features proposed in the Renewed Math Strategy, which is available in more detail on the Ministry of Education website.

In part because of this broad approach, the strategy remains vague in several key areas, and OECTA will continue to monitor developments as they occur. For instance, we are aware that the April 8 Ministry of Education memorandum urges school boards to “staff Grade 7/8 mathematics courses and Grade 9 Applied Mathematics courses with a qualified mathematics teacher.” We will continue to be absolutely clear with the government that teachers are already qualified to teach intermediate grades by the very fact that they possess a teaching credential. This “urging” is therefore entirely redundant. At the same time, we will ensure that any staffing for new positions does not contravene existing collective agreements, and that all decisions are under the purview of the Joint Staffing Advisory Committee.

We will also attend the 2016 Learning Symposium in order to gain a better sense of the government’s messaging and priorities as it rolls out the strategy.

Association staff have had ongoing involvement in Ministry of Education meetings during the Renewed Math Strategy’s development, and provided input on the government’s Policy and Procedure Memorandum of September 19.

We will continue to play this active role.

If you have questions about the Renewed Math Strategy, or how it will impact you, contact your unit president. Every day, Catholic teachers across Ontario dedicate themselves to improving their craft, as evidenced by high participation rates in AQ courses and Summer Institutes. Your Association recognizes this commitment, and will continue to work closely with you to ensure that you have the resources and support to help your students thrive in math class and beyond.

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

PHOTO: @ Andresr / Shutterstock.com

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