OCTOBER 2017 ISSUE
MAGAZINE of the Ontario English Catholic Teachers’ Association
WELCOME TO CATHOLIC TEACHER
THE NEW NAME FOR @OECTA
RAISING THE BAR
FAIRER WORKPLACES, SAFER SCHOOLS, AND HAPPIER PEOPLE
THE TRUTH ABOUT TRUTH & RECONCILIATION PLUS:
Trump’s Teachable Moments Redefining 21st Century Learning Joe Grabowski Creates AHA! Moments
REMEMBERING THE 1997 POLITICAL PROTEST
REMAIN.
AND POSSIBLE SUMMER, IF FUNDS
NOT SUBSIDIZED, FOR FALL AND SPRING
IN AN INSTRUCTIONAL COURSE, THAT IS
WHO TAKES AN OECTA AQ SPECIALIST
A DISCOUNT OF $200 FOR ANYONE
C LO S I N G D A T E S
Single course only
CONTENTS/OCT2017
22
INBOX 4 PRESIDENT’S MESSAGE 5
UP FRONT
6 CALENDAR / EVENTS
FEATURES 9 EXPERIENCE SUPERIOR NORTH By Sarah Clowes and Lisa Lacaria
14
10
LABOUR PAINS, LABOUR GAINS
12
SAFER SCHOOLS FOR ALL
By Adam Lemieux
14
IT WAS THE WORST OF TIMES, IT WAS THE BEST OF TIMES
Bill 148 and the fight for fairness By Mark Tagliaferri
Addressing violence against teachers
Remembering the 1997 Political Protest By Victoria Hunt
TEACHERS AID 17
TEACHER ADVISOR
Physical restraint of violent students
By Joe Pece
19 LEGAL BRIEF The world of work By Charlene Theodore
17
20 CATHOLIC CONNECTION Redefining 21st Century learning By Shannon Hogan 21 THE DIFFERENCE BETWEEN NIGHT AND DAY A routine eye exam can prevent permanent blindness By Noel LaPlante 23 PROFESSIONAL DEVELOPMENT Loving the beta By Anthony Carabache 24 INSIGHT From good to great By Michelle Despault
PEOPLE WORTH WATCHING
27
27 CREATING AHA! MOMENTS By Joe Grabowski
VIEWPOINT 29 BADGE OF HONOUR? Balancing work and home life is essential By Carla Sfreddo 30 FAILURE TO RECONCILE Two years in, Trudeau government coming up short on promises
to Indigenous Canadians
By Adam Lemieux
33 FOR WHAT IT’S WORTH Trump’s teachable moments By Gian Marcon
29
34 IT’S NOT BABYSITTING! Time to recognize the true value of child care workers in Ontario By Cynthia Bifolchi
INBOX
PRESIDENT’S MESSAGE Whether you were simply taking well-deserved time to refresh and recharge, or you were engaged in one of our many conferences, Additional Qualification courses, or Summer Institutes, I hope that you have returned from the summer break feeling optimistic about the new school year. It has certainly been an exciting few months for me, as I have embarked on the great privilege and responsibility of being President of OECTA. This Association is on a great course, with a collective agreement in place until August 31, 2019, a fully established OECTA Benefits Plan, and an Occasional Teacher Benefits Plan on the way. And we continue to strive every day to build on our existing services to members, from counselling, to professional development, to communications, and beyond. But I also know that there is a great deal of important work to be done this year. In June, we released the results of the Association’s comprehensive survey on members’ experiences of violence in schools. The data provide overwhelming evidence that incidents of violence against teachers are increasing in frequency and severity, but that school administrators are still failing to take the issue seriously. I can assure you that over the coming months, we will be stepping up our push on the government to put in place the training, reporting procedures, and professional resources required to meet students’ needs and keep teachers safe. You can read more about the survey and our plans for next steps in our Safer Schools for All document, which is included as an insert and discussed on pages 12 and 13 of the magazine. The beginning of the school year also saw the Premier of Ontario and the Minister of Education announcing sweeping reviews of the curriculum, assessment and reporting practices, and EQAO. The Ministry of Education has also introduced an Education Equity Action Plan, which includes a broad range of measures to remove systemic barriers and biases from the education system. This will include an examination of the Grade 9 Academic and Applied programs, and a possible end to streaming. I recently posted a video in the Members’ Area at catholicteachers.ca, explaining how the Association is approaching these initiatives. You will be hearing much more about them, and the role that Catholic teachers will play in their development, over the coming weeks and months. These education announcements are undoubtedly related to the fact that there will be a provincial election in June of 2018. It is an interesting time, with some uncertainty about how each of the political parties and their leaders will approach the campaign. One thing we do know is that new rules will prevent the Association from playing the same active role in the democratic process that we have in the past. I encourage all of you to be on the lookout as the parties release their positions, and to consider how they will impact the education system, the labour movement, and the common good. You can also reach out to your local candidates to find out where they stand on the key issues. Finally, I would like to mention that you will soon begin to see a new wave of stories and advertisements for our Lessons for Life campaign, as we continue to educate the public about the amazing work being done in our publicly funded Catholic schools. I strongly encourage you to keep submitting your stories about what you or a colleague are doing to improve your community and help your students develop their full potential. Please email us at lessonsforlife@catholicteachers.ca. I am incredibly grateful for the vital contributions that Catholic teachers make every day in classrooms and communities across Ontario. I am honoured to be serving as your President, and I hope to have the opportunity to meet many of you as the year goes on. As we settle into the school year, I want you to know that I will be working tirelessly to ensure that your efforts and needs are recognized and respected by government, school boards, and the public. Together, we will keep moving this Association and Ontario’s publicly funded Catholic education system forward.
4 CATHOLIC TEACHER | OCTOBER 2017
Michelle Despault Editor Mark Tagliaferri Associate Editor Cynthia Bifolchi Writer/Researcher Fernanda Monteiro Production Anna Anezyris Advertising EDITORIAL BOARD Liz Stuart President Warren Grafton First Vice-President Marshall Jarvis General Secretary David Church Deputy General Secretary Adam Lemieux Executive Resource Assistant Catholic Teacher is published five times during the school year. Opinions and ideas expressed in Catholic Teacher are not necessarily those of the Ontario English Catholic Teachers’ Association. Catholic Teacher 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 Ave. E., Suite 400 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: Frank Ryan Catholic Intermediate School, in Nepean Ontario, participating in their long-running annual Turkey Trot for the Terry Fox Foundation.
INBOX
UP FRONT THE FIRST PAGE – NEW WRITING CONTEST FROM CBC
The First Page is a brand new creative writing challenge for students in Grades 7 to 12, created by CBC Books. CBC is challenging students to write the first page of a book set 150 years in the future, with the protagonist facing an issue that’s topical today and setting the scene for how it’s all playing out in a century and a half. The contest is open to all Canadian residents who are full-time students enrolled in Grades 7 to 12. Entries will be judged in two age categories: Grades 7 to 9 and Grades 10 to 12. Entries should be 300-400 words in length and have a title, but the title is not included in the word limit. Entries can be written in any genre. Submissions will be accepted from November 9, starting at 9:00 a.m. until November 30, 2017, at 6:00 p.m. Visit http://bit.ly/2wqL8DY for more information or email cbcbooks@cbc.ca. JOIN THE GREAT CANADIAN SHORELINE CLEANUP
Schoolyards are shorelines! How, you may ask? Because a shoreline is anywhere land connects to water: a river, pond, lake, stream, marsh, beach, and even your school’s storm drains. Garbage in schoolyards can make its way into our waterways and cause as much damage as trash on an ocean beach does. Litter can leach harmful chemicals into the water, and can accidentally be ingested by wildlife and entangle animals such as turtles, birds, fish, and marine mammals. Engage your K-7 students in cleaning a local shoreline at, or near, your school. Lesson guides are available at http://bit. ly/2xh9EWX. Activities will have your students making art projects, reading stories, running obstacle courses, solving math problems, exploring biology, building environmental stewardship, and doing what they do best – having fun! Visit ShorelineCleanup.ca and search the interactive map to pick a location, select a date and time, and register your cleanup. CORRECTION
In the June 2017 issue of @OECTA, the photo accompanying the article “Teaching Social Activism Through Gospel Values” incorrectly identified Catholic teacher John McPhail as being present in the photo. John McPhail was not present; the person referenced in the photograph is Oakville Town Councillor Ralph Robinson.
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. TRADE PLACES AND TEACH IN AUSTRALIA
OECTA members are invited to trade places for a year with a teacher in an Australian Catholic school as part of an exchange program organized by the Canadian Education Exchange Foundation (CEEF). Visit catholicteachers.ca in the For Your Career section for more information. To register, contact Melanie Lindayen, Teacher Exchange Coordinator, via email at teachers@ceef.ca, or by phone at 705-739-7596. I M AG I N E N AT I V E 1 8 T H A N N U A L F I L M FESTIVAL
imagineNATIVE is the world’s largest presenter of Indigenous screen content, and this year is celebrating its 18th Annual Film and Media Arts Festival. imagineNATIVE has been providing platforms for acts of reconciliation for the past 18 years and welcomes approximately 20,000 guests throughout their five-day film festival, which takes place in Toronto. This year’s festival dates are Wednesday, October 18, to Sunday October 22, 2017. imagineNATIVE is committed to inspiring and connecting communities through original, Indigenous film and media arts. Visit imaginenative.org for more information. SPECIALIZED LEADERSHIP TRAINING PROGRAM
Registration for the Specialized Program will be open December 1 to 15, 2017. The program sessions will run on March 1 and 2 and May 31 and June 1, 2018. A full description of the program and courses can be found in the For Your Career section, under Leadership Training, at catholicteachers.ca. Completion of the Foundational Leadership Training Program is a prerequisite for participation in the Specialized Program. If you are interested in participating, speak to your unit president.
OCTOBER 2017 | CATHOLIC TEACHER 5
O C TO B E R
CALENDAR 5
World Teachers’ Day
9
Thanksgiving
17
Leadership Foundational
Training Program
9-10
Fall Council of Presidents
Meeting
N OV E M B E R
NEW OCCASIONAL TEACHER BENEFITS PLAN LAUNCHED
Eradication of Poverty
2-3
Remembrance Day
15-21 Bullying Awareness Week 19-24 Ontario Federation of
Labour Biennial Convention
20
Universal Children’s Day
25
International Day for the
Elimination of Violence
Against Women
28-29 Kindergarten Conference
DECEMBER
EVENTS
International Day for the
11
INBOX
6
National Day of
Remembrance and Action
on Violence Against Women
Last year, all eligible, permanent Catholic teachers transitioned to the new OECTA Benefits Plan, managed by the Employee Life and Health Trust (ELHT). This was a significant undertaking for the Association, with 40,378 teachers enrolling in the new plan in four separate waves over a 10-month period. The Trust manages approximately $187.2 million in total annual benefits funding. Since daily occasional teachers are ineligible to receive benefits through the ELHT, this fall the Association is moving forward with the creation of an Association-sponsored Occasional Teacher Benefit Plan (OTBP). The OTBP will provide health, dental, and optional life benefits to eligible daily occasional teacher members who choose to participate. Occasional teachers serving in LTO positions of three months or more are already included under the existing OECTA Benefits Plan. The design of the OTBP is being finalized now, but the plan will be a new, unique plan for eligible daily occasional teachers. A summary of the benefit plan, once completed, will be provided to all eligible teachers. The plan will be rolled out in three phases over the 2017-18 school year. • Phase 1 - Toronto and Niagara daily OTs who are already receiving school board funding for their benefits • Phase 2 - Dufferin-Peel, Halton, Windsor-Essex, and York • Phase 3 - all Catholic school boards Timelines for implementation are currently being worked out; however, phase 1 occasional teachers were sent a communication in September regarding enrolment. For phases 1 and 2, coverage is retroactive to September 1, 2017 so eligible occasional teachers are advised to hang on to any receipts until the plan is fully operational. For further information, contact your unit office.
International Day for the Elimination of Violence Against Women
DEC 6
The National Day of Remembrance and Action on Violence Against Women
NOV 25
INBOX
WELCOME TO CATHOLIC TEACHER MAGAZINE
COMMON GOOD CONFERENCE
Over the past year the Association has been working to make ourselves more easily recognizable to members and the public. We have been moving away from using our acronym OECTA to reference ourselves and increasingly have been using Catholic teacher(s). This descriptor has the added bonus of actually being part of our Association’s name! We have already transitioned our website to catholicteachers.ca so it was a natural progression to rename our official publication Catholic Teacher from @OECTA.
On July 6 and 7, the Association held its biennial Common Good Conference, in Toronto. Organized by the Professional Development department, this year’s theme was “Celebrating our Diversity, Sharing our Story.”
While the name has changed, the content has not. We remain committed to providing you with top-quality news and views on topics of importance and interest to you regarding the Association, education, labour, and politics. We are always open to hearing your feedback and receiving your content submissions - contact m.despault@oecta.on.ca. Along with the new publication name, we will be launching an updated e-newsletter with the same name. The e-newsletter will provide more timely snippets of news, classroom resources, and opportunities. Subscribe to the new e-newsletter at catholicteachers.ca. TWO CATHOLIC TEACHERS NAMED OTF FELLOWS
Congratulations to Ann Hawkins and Cheryl Fullerton for being named Ontario Teachers’ Federation (OTF) Fellows. Hawkins, current Past President on the Provincial Executive, and Fullerton, a former OTF Governor and current staff member at the OECTA Provincial Office, were awarded the fellowships at the OTF annual meeting this past 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.
Attendees heard keynote speakers and participated in a range of workshops that focused on diversity, through the lens of First Nations, Métis, and Inuit issues. The group also enjoyed a screening of “We Can’t Make the Same Mistake Twice,” a powerful documentary that chronicles a human-rights complaint by a group of activists, who charged that the federal government’s inadequate funding of services for Indigenous children constituted a discriminatory practice. Conference participants had the pleasure of hearing two keynote speakers. The first was Eddy Robinson, an Indigenous educator, artist, and activist. Mr. Robinson spoke of his own journey of self-discovery, growing up as an Indigenous youth in Toronto. He spoke openly and honestly about the racism he faced on a daily basis, offering an inspiring lesson on embracing your roots. The second keynote speaker was law professor Dr. Tracey Lindberg, of the Kelly Lake Cree Nation, Athabasca University, and the University of Ottawa. As the first Indigenous Canadian woman to complete a graduate law degree at Harvard University, Dr. Lindberg discussed her ongoing work and perspectives on reconciliation, as well as the important work she does with students. The conference was a resounding success, and the almost 100 participants not only appreciated the resources provided to them, but also noted feeling inspired by the discussions and speakers.
CLASSIFIED ADS OUTSTANDING OPPORTUNITIES TO TEACH AT SUNWAY International School in exotic multicultural Malaysia using Ontario curriculum. Elementary and Secondary OCT teachers required for January 2018 for many grades and subject areas. Visit www.sis.sunway.edu.my. One-year renewable contract, internationally competitive compensation, benefits, great travel. Covering letter and resume to sunway.recruit@gmail.com. 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.
Eddy Robinson giving his keynote speech at Common Good Conference 2017
OCTOBER 2017 | CATHOLIC TEACHER 7
INBOX
EVENTS CATHOLIC EDUCATION LOBBY DAY
CTF FORUM ON PUBLIC EDUCATION
One of the many remarkable things about Ontario’s publicly funded Catholic education system is the fact that everyone in the school community – teachers, trustees, church representatives, parents, and so on – can put aside any differences and come together to celebrate our shared successes.
This year’s Canadian Teachers’ Federation Forum on Public Education was held on July 10 and 11, in Ottawa, with the theme of “students before profit.”
In May, for the eighth consecutive year, members of the Association’s Provincial Executive joined with representatives from the Ontario Catholic School Trustees’ Association and the Association of Catholic Bishops of Ontario to hold meetings with almost two dozen members of provincial parliament (MPPs) at Queen’s Park in Toronto. The MPPs had a chance to learn and ask questions about the history and continued relevance of Ontario’s Catholic schools, and to discuss a variety of other education issues. As usual, the day wrapped up with an evening reception. This year’s event was particularly special, as attendees got to meet and enjoy entertainment from a number of Toronto-area students, including: a musical performance by students from Cardinal Carter Academy School for the Arts; visual art displays by students from St. Joseph College School; and an address by some of the soccer players from Bishop Marrocco/Thomas Merton Catholic Secondary School, who for the past two years have been travelling to Attawapiskat First Nation to host weeklong soccer camps in the community’s schools. Attendees also heard remarks from the Minister of Education, as well as representatives from the other major parties. All expressed their continued support for publicly funded Catholic education, and noted the positive signal being sent by the various members of the Catholic school community, coming together to promote and strengthen our schools.
The forum examined many of the subtle, and not-so-subtle ways by which commercialization and privatization have creeped into the public education system in Canada, and around the world. The forum featured a number of international speakers, including: David Edwards and Angelo Gavrielatos of Education International; Juliet Sasagah Wajega of the Uganda National Teachers’ Union; Randi Weingarten, President of the American Federation of Teachers; as well as University of Alberta Ph.D. student and education researcher, Curtis Reip – who recounted a harrowing tale of being arrested in Uganda while researching private education facilities. In addition to the slate of speakers, participants took part in a number of break-out sessions, which focussed on four “pillars”: privatization, standardization, datafication, and personalization. The break-out sessions allowed union and education activists from across Canada to engage in spirited discussions on some of the most pressing issues that face their respective jurisdictions. The forum was both informative and entertaining, and Catholic teachers were well represented – a number of staff attended, as well as provincial President Liz Stuart and First Vice-President Warren Grafton.
While the official “lobby day” is a great opportunity to talk directly to political leaders about the incredible work being done by our teachers and students, it is important that we carry on this work throughout the year. Catholic teachers and others in the community have developed a number of ways to celebrate and share stories about the success of Ontario’s publicly funded Catholic education system. To learn more and share your stories visit lessonsforlife.ca and togetherinfaith.ca.
Student trustees at the Catholic education lobby day, 2017
8 CATHOLIC TEACHER | OCTOBER 2017
Juliet Sasagah Wajega of the Uganda National Teachers’ Union speaking at the CTF Forum on Public Education
FEATURE
EXPERIENCE SUPERIOR NORTH! By Sarah Clowes and Lisa Lacaria
There are many benefits when students gain a deeper understanding of First Nations, Métis, and Inuit (FNMI) knowledge and perspectives – this is especially true when students are able to engage these lessons in a hands-on, faceto-face manner. Experience Superior North (ESN) provides this opportunity. ESN is an innovative and rich learning experience for students that integrates Indigenous education through both face-to-face and technology-based collaboration among three school boards – the Superior North Catholic District School Board (SNCDSB), the Toronto Catholic District School Board (TCDSB), and the Crescent School, in Toronto. Hosted by the SNCDSB, students from the Toronto schools are invited to connect with their northern peers by video conference prior to physically visiting the north for a week to experience learning, culture, and a way of life that is dramatically different from their own. The students build their leadership skills, forge new friendships, and foster greater understanding and acceptance of others while fulfilling the expectations outlined in the Ministry of Education’s Pathways to Success document. The Ministry’s Pathways document highlights a number of questions: Who am I? What are my opportunities? Who do I want to become? What is my plan for achieving my goals? Through the ESN program, students learn goal-setting, practice leadership, and are empowered by the authentic deep learning through collaboration and exploration. May 2017 marked the second year of the event, with 23 TCDSB students and three Crescent School students participating. Prior to arriving in the north, the students engaged in two online collaboration sessions using the Adobe Connect platform, to begin building relationships and exploring who they are and the importance of being balanced.
Catholic teacher Donna Borg leads a drumming workshop
Once the students arrived in the north, they were hosted by five schools in the communities of Geraldton, Nakina, Aroland, Nipigon, and Thunder Bay. In a jam-packed week, the students spent their days exploring, learning about trapping, taking nature hikes, and learning Canadian history through an Indigenous lens. Students learned how to make and roast bannock, how to build a fire and make cedar tea, and how to clean, cook, and eat smelts. They also participated in a drumming workshop, learned a hoop dancing routine, and repaired fishing nets. One of the most sacred events was a lakeside mass celebrated by Father Terry, which opened with a ceremonial smudge by Elder Victor, and featured Indigenous songs led by Pamela Hardy. Throughout the weeklong face-to-face event, participating students took on leadership roles, gaining confidence in their abilities to share their skills with their peers. The goal of the educators was to support students in their quest of developing their best selves. The crosscultural learning experience, through authentic Indigenous-focused activities, provided deep learning opportunities
both for students and staff. Bonds formed as students began to get to know one another and they shared experiences and created lasting memories. Special thanks goes out to all who dedicated their time and expertise to make the ESN program so memorable for the students, including the following Catholic teachers: Donna Borg and Christina Murphy, Native Language and Culture teachers at St. Edward school in Nipigon; and Peter Shebagabow and Melanie Jewiss from St. Brigid school in Nakina. ESN is a unique learning opportunity that will continue to evolve as new partnerships are formed, relationships are developed, and rich learning tasks are pursued. The SNCDSB hopes to expand the program for the 2017-18 school year. If you or your school are interested in partnering, contact Sarah Clowes at sclowes@sncdsb.on.ca or 807-708-5523. Sarah Clowes is a Technology Enabled Learning Teacher Contact for the SNCDSB and Lisa Lacaria is Superior North OECTA Unit President. Both were participants in the ESN program.
OCTOBER 2017 | CATHOLIC TEACHER 9
FEATURE
LABOUR PAINS, LABOUR GAINS Bill 148 and the fight for fairness By Mark Tagliaferri
It is typical to see news headlines about tragic workplace fatalities. But there are other types of workplace tragedies, ones that all-too-often go unreported: the single parent who doesn’t earn enough money from their full-time job to provide for their family; the contract worker who is fired on a whim, with no recourse; the shift worker who can’t book a medical appointment because they get their schedule only two days in advance. Such headlines sell fewer papers, but these circumstances have become far too common in workplaces across Ontario. Since the mid-1990s, Ontario workers have been protected under the Employment Standards Act and the Labour Relations Act (ESA and LRA). However, in the decades since these laws were introduced, trends in globalization and technology have fundamentally altered the nature of work and workplaces across the globe. The ESA and LRA no longer adequately recognize or protect Ontario workers, specifically those in precarious employment. Acknowledging this reality, in 2015 the Government of Ontario appointed C. Michael Mitchell and John C. Murray to conduct the Changing Workplaces Review (CWR). Their mandate was
10 CATHOLIC TEACHER | OCTOBER 2017
broad. Mitchell and Murray were asked to examine any and all “issues affecting the workplace, and assess how the current labour and employment law framework addresses these trends and issues.” For nearly two years, the special advisers reviewed data, interviewed a range of stakeholders, and read countless written submissions. The Association was an active participant throughout the process, submitting a brief to the advisors, and sitting on several CWR working groups as part of the Ontario Federation of Labour. After some delay, the final report was released on May 23, 2017. The CWR concluded that the changing nature of work has disadvantaged far too many Ontario workers and their families. In response, the advisors proposed 173 recommendations that would create “better workplaces in Ontario, where there are decent working conditions and widespread compliance with the law.” To its credit, the government took many of these recommendations to heart, and in June proposed Bill 148, the Fair Workplaces, Better Jobs Act.
“[The Review] concluded that the changing nature of work has disadvantaged far too many Ontario workers and their families.” and accepting submissions from a range of organizations and individuals. Again, Catholic teachers were well represented, with several unit presidents making presentations at local committee hearings, and the Association submitting an official brief to the government. In particular, we sought amendments in two areas: personal emergency leave, which should include a separate category for survivors of domestic and/or sexual violence; and the removal of minimum wage exemptions, which result in lower wages for student workers and liquor servers. The proposed legislation was far-reaching. Some of the highlights include proposals to: • Raise Ontario’s general minimum wage to $14 per hour on January 1, 2018, and then to $15 on January 1, 2019, followed by annual increases at the rate of inflation. • Mandate equal pay for part-time, temporary, casual and seasonal employees doing the same job as full-time employees; and equal pay for temporary help agency employees doing the same job as permanent employees. • Expand personal emergency leave to include at least two paid days per year for all workers. • Align Ontario’s vacation time with the national average, ensuring at least three weeks’ vacation after five years with the same employer. • Make employee scheduling fairer, including requiring employees to be paid for three hours of work if their shift is cancelled within 48 hours of its scheduled start time. • Prohibit employers from misclassifying employees as “independent contractors.” • Establish card-based union certification for the temporary help agency industry, the building services sector, and the home care and community services industry. In addition, Bill 148 mandates the hiring of 175 employment standards officers, who are responsible for enforcing the legislation. The bill quickly passed first reading, and over the summer the government travelled the province, hearing presentations
A number of business representatives and chambers of commerce took a more antagonistic view. Patrick Brown, leader of the Progressive Conservative Party, felt that the legislation did “too much, too soon,” especially with regard to the increase in the minimum wage. In the weeks that followed, a series of studies and counterstudies were published. Groups such as the Keep Ontario Working Coalition released reports showing the “dire” consequences of minimum wage and labour law reforms. Almost simultaneously, 40 of Canada’s top economists penned an open letter to Premier Kathleen Wynne, praising Bill 148, and arguing for significant net economic benefits that will result from the proposed changes. A TVO article published in July put the matter succinctly: “the debate will never end, so get used to it.” Talking heads will continue to debate; however, the efforts and advocacy of workers and labour organizations across Ontario have paid dividends. As MPPs returned to Queen’s Park in September, they did so with a host of amendments that will further strengthen Ontario’s labour laws – including the creation of a separate leave category for domestic and/or sexual violence. Bill 148 now sits before the legislature in second reading. It will almost assuredly pass and become law. The precarious workers in low-wage, temporary jobs – those left behind by weak government policy and rapid, technology-driven changes – will be able to breathe a little easier. Of course, there is still work to be done. But Bill 148 is a step in the right direction – it is a step toward fair workplaces, and better jobs, for all Ontario workers. Mark Tagliaferri is Communications Specialist in the Communications department at the OECTA Provincial Office.
OCTOBER 2017 | CATHOLIC TEACHER 11
FEATURE
SAFER SCHOOLS FOR ALL Addressing violence against teachers By Adam Lemieux
W
e all know that Ontario’s publicly funded Catholic schools are great places to learn and grow. Students perform incredibly well in their studies, while gaining values and social skills that enable them to make positive contributions to their communities throughout their lives. But we also know that there is much work to be done to make our schools as safe and welcoming as possible. Over the past few years, there have been growing concerns about students acting out with aggression and violence against their teachers. These incidents have a profound impact on teachers’ safety and well-being, and they negatively affect the work and learning environment for all staff and students in a school. The Association has been raising these issues with the government and school boards since at least 2009, but we have encountered reluctance to acknowledge any problems. There is a tendency to excuse student behaviour, especially among young children who may not be fully in control of their actions. There is also a fear that by exposing the prevalence of violent incidents, we risk casting schools or the education system in a bad light. And we have often been told that the official statistics do not accord with the stories we have been hearing from teachers. In May, the Association decided to investigate further, by conducting a comprehensive survey of members’ experiences of violence in the classroom. Our goal was to give Ontarians and the government a better understanding of the scope and scale of this problem, and to better understand how the education system can help students succeed, and ensure teachers stay safe. The survey was carried out by Pollara Strategic Insights, one of the country’s leading polling firms, and every OECTA member who has registered their personal email address with the Association was invited to participate. The results are statistically valid, with a margin of error of plus or minus 1.3 per cent. The evidence gathered from the survey paints a troubling picture. For example, almost 90 per cent of respondents said that they have experienced or witnessed some form of violence
12 CATHOLIC TEACHER | OCTOBER 2017
or harassment by a student during their career. More than a quarter have had to take time off work because of the mental health effects of violence in schools. Eighty-five per cent feel that the incidence of violence is increasing, while 80 per cent say that incidents are becoming more severe. And despite the advocacy by OECTA and others in the education community over the years, 72 per cent of respondents do not believe that students and teachers are protected against violence or harassment in schools, with two-thirds saying they do not believe that school administrators take the matter seriously. This goes beyond merely looking the other way – nearly a quarter of respondents say they have been encouraged or actively pressured to not fill out the appropriate reporting form following a violent incident involving a student. In the absence of this crucial data, it is no wonder that school boards and the government have been oblivious to how violence against teachers has been impacting our schools. The good news is that the responses also point toward solutions. Based on our analysis of the data, the Association has compiled a list of nine recommendations, which we will be presenting to the government and opposition parties over the coming months. If implemented in their entirety, the policies and practices that we recommend would fundamentally shift the way our education system approaches the issue of violence against teachers. As Association President Liz Stuart often puts it, “Violence is a form of communication. If students are acting out in school, they are trying to tell us something: they need help, they need support.” Our recommendations are about providing the resources and appropriate learning environments to meet each student’s individual needs before they act out, while getting school boards and principals to work with teachers to make sure that violent incidents are adequately addressed if and when they occur. The idea is to standardize the definition of a violent incident and stipulate the required response, so that everyone knows when an incident should be reported and what should be done about it. We are also seeking significant government investments
in professional supports – such as educational assistants, psychologists, social workers, and child and youth workers – as well as policies and programs for those students who might need to be removed from the regular classroom. Furthermore, we want the government to ensure that school boards are consistently implementing and adhering to all of the required procedures, and that principals are encouraged and supported as they deal with incidents of violence openly and honestly. Addressing the issue of violence against teachers is a key priority for your Association; it will take up a great deal of our energies over the coming year. But individual teachers can also help. The most important thing is to report any incidents of violence or harassment that you experience in your school, by filling out the Safe Schools Incident Reporting Form Part 1 (if you do not know what this is or how to access it, speak to the OECTA staff representative in your school). Even if you do not think the student meant any harm, or your principal is trying to persuade you to ignore the incident, or you are not confident that filing the paperwork will lead to tangible action, it is essential that we continue to show school boards and the government that the problems we are talking about are real. You can also contact your local member of provincial parliament to let them know that you think this issue should be at the top of the political agenda. Especially with a provincial election on the horizon, we should demand that all political leaders adopt a comprehensive plan to tackle this important issue. The Liberal government has taken some recent action, bringing the Ministry of Education, the Ministry of Labour, unions, school boards, and other interested parties together to form the Provincial Working Group on Health and Safety, but they need to know that teachers and students cannot accept any more delays or half-measures. For the good of everyone in the community, we must do everything we can to build safer schools for all.
Adam Lemieux is Executive Resource Assistant at the OECTA Provincial Office.
57% of teachers are not aware of the notification process regarding student violence Percentage of teachers who are very familiar with the following policies, plans, and forms regarding school violence:
22% Incident Reporting Forms 19% Harassment Policy 17% Safe School Plan 6% Risk Assessment Process You can find more about the survey, and the Association’s recommendations, in our Safer Schools for All document, available at at catholicteachers.ca.
OCTOBER 2017 | CATHOLIC TEACHER 13
FEATURE
IT WAS THE WORST OF TIMES, IT WAS THE BEST OF TIMES Remembering the 1997 Political Protest By Victoria Hunt
O
On October 27, 1997, more than 125,000 teachers walked off the job. For two weeks, teachers from every publicly funded school in Ontario were on picket lines, without salary or strike pay, and 2.3 million students stayed home. School administrators often joined their colleagues, and the public showed their support with gifts of nourishing food and hot coffee. This Political Protest, as it came to be known, remains the largest work stoppage in North American history. No, it wasn’t a strike. We all knew about strikes for better wages and working conditions. This was different. This was a protest against Bill 160, the Education Quality Improvement Act, and the harm it would cause students and the publicly funded education system. It was the culmination of rallies, discussions, and attempts to dissuade the government. It became a movement that has lasted to this day. Bill 160 was not the first time a government had intruded into the classroom. Just four years earlier, Bob Rae and the New Democratic Party had imposed the Social Contract on public servants, freezing our wages and increment movement for three years, while increasing class sizes. But the Harris government’s agenda was different. Elected on a platform dubbed the Common Sense Revolution, the Progressive Conservatives were unabashed in their intention to gut Ontario’s public services and social safety net.
The education system was at the heart of the agenda. The Minister of Education, John Snobelen, was recorded saying that he wanted to create a “crisis in education,” to undermine support for publicly funded schools. By the summer of 1996, the government was moving towards amalgamating the six boroughs of Toronto and folding 129 school boards into 72. We had also learned about plans related to increased teacher workload, the replacement of qualified teachers with para-professionals or instructors, cuts to Junior Kindergarten and adult education, and the centralization of funding and decision-making. A collective call for action rang out, not just for the sake of teachers, but for the education system itself. I believe the movement really got going on January 13, 1996. It was a pretty winter’s day – not too cold, with big fluffy snowflakes. Early that morning, hundreds of buses arrived at Nathan Phillips Square in Toronto, carrying teachers from every corner of the province. They came to stand up for their students. More than 40,000 teachers from all of the affiliates walked up University Avenue to the Ontario legislature at Queen’s Park. Thousands of parents and children joined us. We yelled, chanted, sang, danced, and carried placards. It was impressive. It was a first. I felt a huge sense of pride in my union, the Ontario English Catholic Teachers’ Association, which had organized the event.
Following that rally, the Ontario Federation of Labour’s “Days of Action,” which were organized to draw attention to the full range of the Harris government’s anti-labour, anti-poor policies, took on new life. On February 23, 1996, the OFL organized a rally in Hamilton that attracted 100,000 people, the largest demonstration in Canadian history. Later rallies included North Bay, Peterborough, Kitchener, Kingston, Windsor, and Toronto. The teacher presence at each event was highly visible and spirited. Joining this broader union movement helped to pave the way for a new era of teacher engagement and activism. In many ways, it was an exciting time. The camaraderie and solidarity was heartfelt. But it was also challenging for many teachers. Walking out of the classroom without any kind of compensation was a testament to the dedication of these professionals, and a reflection of their genuine concern for quality publicly funded education. I know a few colleagues who believe the protest was a failure. The job action ended with a fizzle rather than a pop. While some of the more egregious changes weren’t enacted, we certainly did not stop the government from continuing with their destruction, and we are still missing many of the supports and resources that were cut.
“Before the protest, I wasn’t really involved in politics at all, let alone unions. But this event made me into an activist. For me, it was a political awakening; we all realized that we had to stand up and fight for our students and ourselves.” WARREN GRAFTON First Vice-President 14 CATHOLIC TEACHER | OCTOBER 2017
“The protest was a catalyst. It was when I really began my OECTA journey as a staff rep and a strike captain. It was so hard for many of us; I had to listen to the government denigrate and attack our schools and my profession! I proudly held those signs and marched with my colleagues because I know we made a difference and we continue that legacy to this day!” LIZ STUART President
But as I look back over the past 20 years, I believe the protest was a success. For example, the Harris government changed the legislation under which teachers negotiate, eliminating the School Boards and Teachers Collective Bargaining Act and placing teacher negotiations under the Labour Relations Act. Somewhat ironically, this served to formally transform the teacher associations into fully fledged unions. The protest also helped to focus public attention on the importance of the education system, and to galvanize parents and others in the community. Folks like Annie Kidder, Liz Sandals, and Kathleen Wynne were motivated to enter the political arena to advocate for strong, publicly funded schools. Most importantly, teachers are now politically aware and active. We realized that we could not just close our classrooms doors and teach. We learned that governments would use education as a political football, and the repercussions would be felt in every school. Today, teachers have a high level of political sophistication, and there is an understanding by all political parties that teachers are a force to be reckoned with. As we approach another provincial election, it is important to remember where we came from, and reflect on all that is still left to be recovered and achieved. Victoria Hunt is Department Head in the Government Relations department at the OECTA Provincial Office.
“[The protest] showed that we could make a difference. And we slowed the Harris government’s agenda in a way no one before – or after – could. It was the single greatest expression of political activism by Ontario teachers. There will always be those who say ‘Look at how it ended.’ But I say, ‘Look at what it started!’” MARSHALL JARVIS General Secretary
OCTOBER 2017 | CATHOLIC TEACHER 15
Teach Nutrition
AWARDS
These awards recognize and support great ideas for teaching nutrition created by K–12 teachers across Ontario.
The Teach Nutrition Awards are changing! We are developing an exciting initiative for 2018/19 to help educators improve student food literacy. With our partners, we look forward to supporting your nutrition education efforts in a whole new way!
CONGRATULATIONS TO THE 2016/17 WINNERS! Visit TeachNutrition.ca/awards to see your colleagues’ winning submissions and get proven ideas for your classroom.
Thank you to our partners and all the educators who participated over the
past 10 years!
THE TEACH NUTRITION AWARDS FOR ONTARIO TEACHERS ARE A JOINT INITIATIVE OF:
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TEACHER ADVISOR
TEACHERS AID
PHYSICAL RESTRAINT OF VIOLENT STUDENTS IS NEVER A GOOD IDEA By Joe Pece
Stemming from the results of our recent survey of members, the Association has developed a series of recommendations to address the increase in incidents of violence and harassment experienced by teachers. The recommendations have been captured in a document called Safer Schools for All: Addressing Violence and Harassment Against Teachers, which is included as an insert in this issue of the magazine, and also discussed on pages 12 and 13.
from another student. Physical restraint, however, should always be a last resort. If a student becomes violent you should use a strong voice to get the student to stop, isolate the other children in the classroom to reduce the danger to those students, and call for assistance immediately from the principal, the educational assistant, or another teacher.
You will notice that one of our recommendations calls on the government to mandate intervention training for teachers that requires non-physical contact with a student. Why do we put it this way? For a number of reasons, first and foremost being that there is nothing in the Education Act that specifically permits teachers to use physical contact. Teachers have an obligation to exercise reasonable care in protecting all students from harm, even those who may be perpetrating the violence. Whenever physical contact is made, an investigation is usually initiated, which puts the teacher at risk of discipline.
The Association promotes the use of non-physical strategies and techniques, and is advocating for teachers to receive training in non-physical intervention strategies. This training typically includes behavioural support prevention plans that teachers could utilize without resorting to physical intervention. There are a variety of non-physical techniques provided in these trainings that are intended to remove the danger as the first course of action. Some examples of these are identifying behaviour that can lead to a crisis, recognizing crisis behaviour, and verbal/non-verbal de-escalation techniques, just to name a few.
Secondly, teachers who have received non-violent crisis intervention training, or have some form of restraint-training certification, are held to a higher standard of care than other teachers, and are therefore held to a higher standard of liability. This increase in the duty of care required during crisis intervention may result in a trained teacher being subject to more severe consequences than one who is not trained. Furthermore, teachers who have completed this training often become the “go to” person in the school when it comes to restraint, and are called upon to restrain all kinds of students in a wide variety of circumstances. Lastly, even though many boards have developed non-violent crisis intervention programs, they have not declared they will assume the costs for liabilities assigned to a teacher who restrains a student. It is not in a teacher’s best interest to needlessly expose themselves to legal investigation and/or prosecution by participating in a physical-restraint training program. Beyond the legal implications, teachers have been seriously injured while performing such actions. Unfortunately, Workplace Safety Insurance Board benefits are often difficult for those teachers to receive because school boards actively oppose compensation for injured teachers. So what is a teacher to do? Obviously, you cannot stand idle when a student or group of students might be at risk of harm
In some cases, students will require physical intervention based on their Individual Education Plan (IEP). In these cases of aggressive behaviours, a safety plan should be implemented, and parents should be aware of, and agree with, the restraint methods in place. The principal should be present when discussing any parental concerns regarding the safety plan. In most instances, an educational assistant should be assigned to actually implement the restraint procedures. Teachers must not perform acts of physical restraint, except in an emergency situation. If this situation puts teachers at ongoing risk of harm, in particular because there is a need for a continuous application of restraint, they should contact their local OECTA unit or the Provincial Office to seek information about a possible health and safety remedy. Joe Pece is Department Head in the Counselling and Member Services department at the OECTA Provincial Office.
OCTOBER 2017 | CATHOLIC TEACHER 17
Help shape Ontario’s teaching profession Run or nominate a colleague for one of 23 elected categories with the Ontario College of Teachers’ Council. Collectively, Council members provide leadership for the teaching profession in Ontario.
Nominations open September 1. They close at 5 p.m. EST on December 1, 2017.
Learn more at oct-oeeo.ca/councilelection2018, call our election information line at 416-961-8800 (toll-free in Ontario 1-888-534-2222), ext. 558, or email youdecide2018@oct.ca.
LEGAL BRIEF
TEACHERS AID
THE WORLD OF WORK Labour updates from around the globe By Charlene Theodore
Ontario
In 2012, drum technician Scott Johnson was working as part of the crew at the Radiohead concert at Downsview Park in Toronto. The stage collapsed, killing Johnson and injuring three others. The Ministry of Labour investigated concert promoter Live Nation Canada, scaffolding company Optex Staging and Services, and engineer Domenic Cugliari, with 13 charges being laid under the Occupational Health and Safety Act. After a 40-day hearing, when the parties were set to deliver closing arguments, a stay of proceedings – or mistrial – was declared, because the presiding judge was appointed to the Ontario Superior Court, which meant he no longer had jurisdiction to hear the case. A new trial was set to start, but the defence counsel made a successful application before the new judge that their right to a speedy trial was denied, effectively ending the matter. Media coverage of the outcome has been seen in a wide range of outlets, from the Toronto Star to Rolling Stone magazine. British Columbia
A long, bitter labour dispute between CUPE 1816 and Pacific Blue Cross, one of the province’s largest health benefits companies, wrapped up in September. Six hundred Pacific Blue Cross workers had been without a contract since last year and were locked out for over two months. Union leadership reported a “culture shift” after the appointment of a new CEO as being the catalyst for the dispute. The parties could not come to an agreement on wages, and the employer also wanted to claw back retiree benefits. The employer stopped collecting union dues, no longer provided paid sick leave to ill or disabled employees, and refused to approve any new vacation requests. During the lockout, the employer directed its consumer clients to make purchases from 15 other brokers, rather than make purchases directly from them, essentially farming out bargaining unit work. In early September, the union was successful in its application to the Labour Relations Board to picket not just their work site, but also the 15 brokerages. The Labour Relations Board found that the businesses were allies of the employer and could therefore be subjected to legal picketing.
In the end, a mediator helped the parties come to an agreement on wages and the establishment of a benefits trust for retirees. South Korea
South Korea’s female contract teaching workforce has organized with the National School Irregular Workers Union to demand job stability, equal pay with full-time permanent teachers, and better working conditions. Contract teachers in South Korea face precarious work conditions and are ultimately battling against a broader classist and patriarchal culture that undervalues women’s work. Argentina
Argentina was at the epicentre of another women-led labour struggle over the summer. PepsiCo’s largely female, subcontracted workforce worked under harsh conditions, but fear of losing their jobs kept them from speaking out. The bottling plant workers were forced to work 16-hour days and over the weekend. When the company announced they were closing the factory without the required notice, the workers finally decided to organize. Management responded with reprisals and terminations. The female workers occupied the factory in the face of government repression, with images of police in riot gear clashing with workers being broadcast across the country. The media attention garnered support for their campaign and the country’s labour court ordered their reinstatement. They were also able to improve working conditions and stop management from discriminating against workers with disabilities. Charlene Theodore is in-house Legal Counsel at the OECTA Provincial Office.
OCTOBER 2017 | CATHOLIC TEACHER 19
PHOTO: @comics / Shutterstock.com
We’re all back to work after another summer and another Labour Day – my fifth with the Association. Let’s take our annual look at the significant developments across the globe in the world of work. Union and non-union workers and worker advocates have suffered some setbacks, but also made headway in the fight for fair working conditions for all. Here’s a rundown.
TEACHERS AID
REDEFINING 21ST CENTURY LEARNING By Shannon Hogan
This past summer, I had the privilege of taking a course for teachers through the Friends of Simon Wiesenthal Centre for Holocaust Studies (FSWC). The course instructor was the very knowledgeable and engaging Director of Education for the FSWC, Melissa Mikel. The topic of this summer’s course was genocide – not something that one would ordinarily associate with the hazy, lazy days of summer. As the course was specifically for teachers, the topic of genocide was viewed from many perspectives – through the lens of history, the context of politics, and the sources of genocidal inclinations and manifestations. Our class conversations, which were often pedagogical in nature, addressed some powerful and difficult questions from the teachers in attendance: “How do I approach the subject of genocide in my classroom?” or “How do I manage or guide the discussion in a fruitful way?” Other parts of our class conversations went deeply into the purpose of education, and of the implicit, explicit, and null curricula that are present in our classrooms. It is this discussion of the purpose of education that has stayed with me in the months following the course. There seems to be some commonality in the drive toward genocidal thoughts and behaviour, regardless of the era, historical context, or country of origin. Of course, there is the belief that some part of the human population is inferior in an essential, genetic way. But in my reflections on this course, it has become clear to me that the collective actualization of genocide rests more on the glaring absence of one absolute quality or integrity. It is something that we all must possess, that must be at the core of our teaching: the capacity for empathy. As I contemplated the idea of empathy as the grounding of all education, I read various writings from people who had witnessed or had experienced on a profound level what it is to be in a world seemingly void of empathy. Among those readings, there were some striking comments on education and its ultimate goals.
20 CATHOLIC TEACHER | OCTOBER 2017
According to Hannah Arendt, the German philosopher who wrote for the New Yorker magazine on the trial of Adolph Eichmann, “The aim of totalitarian education has never been to instill convictions, but to destroy the capacity to form any.” She continues, “Education is the point at which we decide whether we love the world enough to assume responsibility for it.” By extension, education is also the moment when we decide whether we love humanity enough to assume responsibility for it, for each other, and for creation. It is in this decision that empathy is grounded – it is both the source and result of the decision to love. As Catholic teachers, we are compelled by the gospel of Jesus Christ to model and live in this core of the educational sphere. By us and through us, our students come to the point of education, and make the ideal decision to love. I came across an excerpt of a letter written by a Holocaust survivor to educators, published in Teacher and Child, by Dr. Haim Ginott. I do not know the name of the person who wrote these words, but they are worth hearing: “I am a survivor of a concentration camp. My eyes saw what no person should witness: gas chambers built by learned engineers. Children poisoned by educated physicians. Infants killed by trained nurses. Women and babies shot by high school and college graduates. So, I am suspicious of education. My request is: help your children become human. Your efforts must never produce learned monsters, skilled psychopaths or educated Eichmanns. Reading, writing and arithmetic are important only if they serve to make our children more human.” So how does this fit with what is happening in education today? In much of the literature about 21st century learning, I see the focus on digital literacy, effective community, productivity, and innovation. I have often seen its goals based almost entirely on an enlarged, skillfully managed digital footprint – a mastering of data, a creation of code, and a showcasing of the latest, greatest, fastest hardware on the planet. It is virtually virtual, and it is glaringly void of virtue – of empathy.
CATHOLIC CONNECTION
TEACHERS AID
THE DIFFERENCE BETWEEN NIGHT AND DAY A routine eye exam can prevent permanent blindness By Noel LaPlante
A few years ago, I was having a routine, biennial eye exam, when my optometrist discovered that I was well on the way to developing Acute Angle Closure Glaucoma.
We cannot look uncritically at the proliferation and expansion of the digital world and simply consider it a part of the nebulous construct of “progress.” As Catholic teachers, we need to lead our students to a reflective stance vis-a-vis the digital world. To be able to discern in what ways technology can and will serve humanity, it is essential that we consider the ways that technology does not and will not serve humanity, and may even impede or destroy humanity on the path toward an integrated life. In our classrooms, we have the great luxury of being able to say the name of Jesus aloud, to claim as our own the gospel example of unconditional love, and to impart through word and deed the pinnacle of education, where each child chooses to love the world and those who live in it, and to love it enough to take responsibility for it. The greatest gift that we can give within 21st century learning is not computer skills or the creation of virtual reality. It is the creation of loving, empathic people who, in this 21st century, will use this technology, and not be enslaved by it; who will never forget that they are “one among” and not “one above” others.
I asked what would have happened if this condition hadn’t been detected. I was told that although this is the only form of glaucoma that is completely curable if treated before optic nerve damage occurs, patients often have no symptoms until they wake up one day with a severe headache, and discover they have gone completely blind. The good news for me was that I was diagnosed before I displayed any symptoms. The treatment consists of a onetime, incredibly quick and painless laser eye surgery, which results in a permanent solution. The laser treatment makes a small hole, not visible to others, in the iris of each eye. That’s it! No further treatment is required, beyond the need to have the optometrist check that the hole doesn’t close, which is done during a routine eye exam. Acute Angle Closure Glaucoma predominantly affects patients in their 50s and 60s. But for those young whippersnappers out there, don’t be careless! Shortly after my diagnosis, I learned that a relative of mine who is in her 30s had developed the same condition. Services like the routine eye exam are covered as required under the OECTA Benefits Plan, and I urge you to take full advantage of the vision care, and all of the coverage available to you. Among the many benefits could be the difference between permanent night, or bright, colourful days for the rest of your life! Noel LaPlante is Department Head in the Bargaining and Contract Services department at the OECTA Provincial Office.
However much the world and our creations expand, empathy must be the core subject of 21st century learning. It may not always be readily seen, but in the absence of empathy, the genocidal drive rushes in to fill the void. We are perhaps at a crossroads in this education project, and in the face of no agreement, Catholic teachers must lead the way in infusing empathy throughout the curriculum. Shannon Hogan is a member of the Counselling and Member Services department at the OECTA Provincial Office.
OCTOBER 2017 | CATHOLIC TEACHER 21
PHOTO: @puhhha / Shutterstock.com
These skills are necessary for citizens current and future. But these skills do not engender a sense of community. They seem to isolate the user in some critical sense from the world around them (just ask any parent of a teenager with a smart phone!). It is not desirable, and likely not possible, to halt the continued creation and expansion of all things digital, but we need to claim, model, and infuse the very core of this education with the consideration and actualization of empathy.
PROFESSIONAL DEVELOPMENT
TEACHERS AID
LOVING THE BETA By Anthony Carabache
One of the most interesting reactions I get when speaking to teachers who wish to integrate technology into the classroom is when I ask them if they intend to run a beta program. This usually results in a short silence, followed by an “Aha!” moment, which is then followed by a look of bafflement. “I can do that?” comes the query. “Yes, of course!” is always the answer. It seems that the entire technological world has given itself license to run everything in beta. Beta testing is typically the last phase of testing before something is released, also known as end-user testing. Some software applications seem to remain forever in beta, absolving developers from any horrible mishaps that may occur along the way. Good developers will release their software in beta to a small group in order to observe, measure, and determine next steps. So why can’t teachers do the same? While the rest of the world tends to call these experiments pilot projects or tests, those in the tech sector have created a new zone of operation I call the “safe error zone.” Sound familiar? It should! As teachers, we call it the “growth mindset,” and it is this philosophy in education that creates a safe place to make mistakes. Bite off what you can chew
Whenever we decide to change a practice in our classroom, we tend to assume that we need to go in whole hog, when in fact we can take a page from the tech sector around beta testing and take small incremental steps. For example, if you’re interested in a new note-taking procedure, going paperless, or incorporating Google Cardboard (Google’s new do-it-yourself virtual reality view finder), there is always the hidden, yet very real option of trying it with a few students first. Set a timeline that is no more than a month or two in which you engage a small group of
students to try it. If you wish to include all of the students, then create groupings and cycle through each grouping over the course of the year. Remember to keep in mind that beta testing informs next year and the year after – not necessarily this year. Above all else, beta testing in the classroom engages our professional judgement as to whether or not the change is worth the effort. Just because something is new, it certainly does not mean that it is useful. How else will we be able to judge unless we first try it in a controlled environment? Even mad scientists keep notes
The most crucial element of beta testing in the classroom is keeping notes about implementing a new idea. There are just so many variables to consider, so when the Wi-Fi goes down, or there is indoor recess the entire day, we can accurately recall valid reasons for failed attempts. Planning for a virtual field trip to the savannah looks wonderful on paper, but fails in the real world if someone forgets to charge the devices! Notes regarding students’ engagement in the new task are crucial because they inform your activity design, and tell you whether or not it needs tweaking for future students.
Scaling out – the Holy Grail of pilots
The reality is that a high percentage of pilot projects never see the light of day because they simply could not adapt to a larger audience. Testing may go on for years, but unless the beta yields information and results that can be replicated on a large scale, the beta fails. We are fortunate that we can dictate the size of our beta within the class, and generally have a goal of scaling to a full classroom contingent. As you test, you must always ask the question, will this activity work with 10, 20, or 30 students? The only way to anticipate the answers is to carefully observe the challenges and successes of the beta test. If you can achieve full class implementation of an idea over the course of two years, then you have achieved what so few have been able to – successful scalability. And this is all because of your willingness to beta test first. Teachers have always known that it is far better to go a mile deep than an inch wide, but we rarely afford ourselves the time and patience to do so. The next time you are enticed by the notion of trying something new in your classroom, afford yourself the same mindset we afford our students: go beta first.
Anthony Carabache is a member of the Professional Development department at the OECTA Provincial Office.
OCTOBER 2017 | CATHOLIC TEACHER 23
PHOTO: @Pressmaster / Shutterstock.com
Pilot projects abound
INSIGHT
TEACHERS AID
FROM GOOD TO GREAT By Michelle Despault
I have always considered myself a pretty happy person. But this past summer I noticed a distinct difference in my baseline level of happiness. I’m not sure there was any particular precipitating event, but I definitely noticed a change. Everything felt so significant. Petty annoyances were feeling a lot less petty. I would feel dejected at even the smallest things, like getting my order wrong at a restaurant. My son’s temper tantrums were wearing me down, and I was frustrated with my inability to manage him and my own growing temper. Molehills felt like mountains, and I lacked any optimism that things would be looking up anytime soon, if at all. My husband suggested I do something that makes me feel happy, but my honest response was that I had no idea what would make me feel happy. You see, after my son was born my life changed dramatically. The things that I used to do for fun, I just didn’t have the time or energy for anymore. I love working out, but I haven’t had a gym membership for over a year now. I love to sing and listen to music, but there isn’t a single song on my phone to listen to on my daily commute. Most of all, I love to go out dancing, but I was exhausted at just the thought of getting dressed up and going out after 9 p.m. I had learned to live with a reality that no longer included these things. In effect, I had conditioned myself to be happy with less. But as the summer wore on, it became clear to me that I could no longer deny myself access to some of the things that for so long have been key parts of my existence. It’s against this backdrop that I happened upon two books: 10% Happier by Dan Harris, and The Happiness Project by Gretchen Rubin. In both books, the authors set out, albeit in very different ways, to determine if they could be happier. Neither felt they were particularly unhappy, in fact both loved their lives, but they did wonder if it couldn’t be a little better. Harris’ multi-year journey finally led him to discover meditation, which he credits as making him 10 per cent happier in his life. His journey of discovery was convoluted and unexpected, but organic, and his retelling is quite entertaining. Rubin, on the other hand, methodically undertook a year-long project, tackling various resolutions each month aimed at helping her to feel happier. Her resolutions included tidying up her house at the end of each day, reducing her nagging, singing with her children, and showing more outward affection for her husband. While I don’t necessarily feel that all of Rubin’s habits are my ticket to greater happiness, I identified with the idea that there are small, incremental actions that we can take
24 CATHOLIC TEACHER | OCTOBER 2017
every day to boost our baseline level of happiness and, in turn, the happiness of those around us. So if it’s possible to take small actions that can help to make us happier, why wasn’t I doing this? Is lying on the couch on a Friday night watching Netflix really that much more appealing than going out and spending time with friends? No, not necessarily, but it sure takes a lot less effort! Slowly, over time, I had come to conflate comfortable with happy. And I know I’m not alone. When greeting colleagues the other morning and asking them how they were doing, of the eight people I spoke to, six said, “Good,” one said, “Alright,” and one said, “Okay.” But when someone asked me how I was doing, I said, “Great!” That was met with surprise, like I had just won the lotto or something special had happened, because I couldn’t possibly be feeling great when all I had done was get myself out of bed and into the office. We seem to be a society of “settlers.” We are grateful for what we have, so we often don’t allow ourselves to even think about having more. Perhaps we don’t want to be greedy, or we think our desires are likely unattainable, so we don’t bother trying. But the reality is, it doesn’t take much! I added some songs to my phone and listened to them on the way to work, and as a result, I feel much more upbeat when I get in. I got a gym membership, and even though it takes a monumental mental effort to get me out the door, I feel 100 per cent better after a workout. And I went out dancing with my girlfriends the other night and had an amazing time. The reward was definitely worth the effort! It is called our “comfort zone” for a reason. We do a costbenefit analysis and determine the potential reward isn’t worth the effort. One of the things Rubin discovered about her own happiness, which really resonated with me, was the need for an atmosphere of growth. When we feel like we are growing, learning, expanding ourselves, trying new things (even if we fail), we tend to feel happier. Wanting more for our lives is not selfish. In filling ourselves up, we have more to give to others! If we can find the courage to break out of our comfort zones, to take even incremental actions, the potential arises for us to access a greater level of happiness – to move us from “good” to “great.” Michelle Despault is Director in the Communications department at the OECTA Provincial Office.
Catholic teachers are awesome! Each and every day, Catholic teachers have an amazing impact on students and communities across Ontario. We teach more than math, science, and reading. Through our lessons, the values we promote, like respect, empathy, and resilience, help prepare our students for the ultimate test – life. Lessons for Life is about sharing the incredible stories and impact of Catholic teachers with all Ontarians. Tell us about an awesome Catholic teacher you know who is delivering “lessons for life.�
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PEOPLE WORTH WATCHING
CREATING AHA! MOMENTS By Joe Grabowski
Four years ago, I opened my classroom to the world. I’ve never looked back. I started small, playing a game called Mystery Skype with other classrooms and reaching out to a few scientists for virtual chats with my students. Things quickly spiraled out of control in the most exciting way! My students and I were loving the real world connections and craving more. We set a goal that first year to connect with 50 scientists, adventurers, and conservationists. It was amazing to discover what was available to classrooms when I started looking around. In that first year alone, my class hung out on an active volcano with an expedition team, met adelie penguins in Antarctica, and chatted with Jacques Cousteau’s grandson from the bottom of the ocean, to name just a few. My students started to realize what it meant to be a global citizen, learning about important issues, visiting exciting places, meeting strong role models, and discovering new career paths. It flipped the way I teach, learning along with my students and brining my passion for science and exploration into the classroom. After a second year – with a slightly more reasonable number of connections – I realized that these adventures in learning were too good not to share. I had presented at many conferences and met a lot of
teachers who were eager to open their classrooms, but were nervous or unsure of where to start. In the summer of 2015, I launched the non-profit Exploring by the Seat of Your Pants, with a goal of bringing science, exploration, adventure, and conservation into classrooms across North America, through virtual speakers and field trips. Since then, we’ve run well over 300 Google Hangouts, connecting tens of thousands of students with leading scientists and explorers from around the world. Google Hangouts is such a powerful platform because a handful of classrooms can join live on-screen to interact with the speaker, many more can watch live over YouTube, and all of the events are recorded, creating a library accessible to teachers and students at any time. What we do is free for classrooms and always will be! Exploring by the Seat of Your Pants continues to grow, as more teachers and classrooms join the adventure. Each month, we host 10 to 20 Google Hangout events. We have also started hosting fullday events, celebrating themes like our oceans, biodiversity, space exploration, and women in science and exploration. Through an amazing grant from the Inspired Minds Learning Project, I’ve begun to fulfill my goal of opening the most remote regions of our planet to classrooms. I’ve been sending small
BGAN satellite units into the field with scientists and explorers so they can broadcast live into classrooms. To date we’ve connected with a National Geographic expedition team in the Bahamas, explored Mayan ruins in Belize, and became the first to live broadcast from the most remote coral atoll on the planet, Clipperton, in the eastern Pacific Ocean off the coast of Central America. Recently, I’ve travelled to the Galapagos as a Grosvenor Teacher Fellow. I’ve also been named a National Geographic Emerging Explorer. But while the personal accolades are great, that’s not why I opened my classroom to the world, or why I work so hard to do it for others. The scientists and explorers who take part in Exploring by the Seat of Your Pants all remember a time that they met someone, saw a documentary, or read an article that totally changed their thinking or career path. I’m hoping that through these virtual experiences, these little “Aha!” moments are happening in my classroom and in classrooms all across North America. Joe Grabowski teaches at St. Johns CES in Guelph. He was named an Emerging Explorer by National Geographic and Geography teacher of the month by Canadian Geographic.
OCTOBER 2017 | CATHOLIC TEACHER 27
TEACHERS: WE WANT TO HEAR FROM YOU Catholic teachers fulfill a central role in Catholic education. Help celebrate your vocation and Ontario’s Catholic schools. Share your story at www.togetherinfaith.ca @CatholicEdu @CatholicEducationInOntario
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VIEWPOINT
BADGE OF HONOUR? Balancing work and home life is essential
By Carla Sfreddo
For 19 years, my husband worked in a pulp and paper mill in a typical, one-industry, northern Ontario town. The factory ran 24/7, and at any shift change you could see the workers coming or going from their 12-hour shift. Our town had no public transportation, which meant that at these shift changes there were often co-workers and family members waiting to share rides home. Many times, I was one of the people waiting. I would watch the day shift end and the workers leave – on time. Not once did anybody say, “You’re leaving at the end of your shift? It must be nice.” So why, as teachers, do we say such things to each other? We have all heard the public’s disdainful cries that teachers work shorter days and get summers off. I am always first in line to justify our profession and our pay. I will explain to the uninitiated what “summers off” really entails, and describe the incredible mental and physical stress, preparation, and planning that goes into a typical day in the life of a teacher. I defend my fellow teachers.
Teacher mental health and wellness has become a critical issue, and rightfully so, as work-life balance seems to be something that teachers around the world struggle with. In 2015, the Alberta Teachers’ Association found that the average teacher worked 48 hours per week. A recent survey of teachers under the age of 36 in the United Kingdom revealed that three-quarters worked more than 51 hours per week, and nearly one-quarter worked more than 61 hours per week. No wonder 85 per cent of respondents said they found it very difficult to achieve a work-life balance! Instead of judging each other, let’s stop and ask how we can help. Or better yet, let’s all take to heart what an Australian principal once told a colleague of mine who was working late: “Okay, mate. That’s a day. Head home. You have a family and a life that needs tending to.” Carla Sfreddo is Past First-Vice President of the Northwest Unit of OECTA. She teaches Grade 5/6 at St. Joseph’s School in Dryden, Ontario.
I have learned to live with the attitude from non-teachers that we do not work hard enough. But hearing this attitude percolate among my fellow teachers is new, and very concerning. There is an invisible badge of honour, or guilt, that teachers wear. I have heard teachers ask one another, “How early did you get to work?”or, “Did you work late last night/on the weekend/during the summer?” I have heard co-workers comment negatively to others who do not wear this badge – like somehow not putting in extra hours at the “office” shows a lack of commitment or dedication. “It must be nice to be able to go home early,” is always a great one – as if “early” and “on time” are one and the same. We must not confuse passion for our jobs with the need to give up the passions in our personal lives. Teachers work hard! We certainly do not need teachers commenting on each other’s commitment to the job. Instead, we need to watch out for our colleagues: the new teacher who may be overwhelmed with stress, or the teacher down the hall who worries that in the eyes of their colleagues they are not working hard enough, not wearing that invisible badge.
PHOTO: @Lightspring / Shutterstock.com
OCTOBER 2017 | CATHOLIC TEACHER 29
VIEWPOINT
FAILURE TO RECONCILE Two years in, Trudeau government coming up short on promises to Indigenous Canadians By Adam Lemieux
F
or the past several months, OECTA staff and visitors to our Provincial Office in Toronto have been witness to a growing occupation in front of the office building next door, which is home to Indigenous and Northern Affairs Canada (INAC). What started as a sporadic, easily missed sit-in has grown into a permanent, eye-catching display of flags, posters, and images, taking over the streetscape. The demonstrations are peaceful, but the messages speak to a horrific state of affairs: the appalling condition of infrastructure and services on reserves; the incredibly high rate of suicide among Indigenous youth; and the continued struggle for First Nations communities to have a say in what happens to their natural resources. It was not supposed to be like this. Throughout the 2015 election campaign, Justin Trudeau talked repeatedly about the need to renew the relationship between First Nations and the rest of Canada. Coming on the heels of the report and calls to action from the Truth and Reconciliation Commission, which examined the lasting impact of the residential school system, many Canadians seemed eager to move forward in recognizing Indigenous rights and values, and in providing the services that most of us take for granted. Especially given his modern perspective and open communication style, there was optimism among Indigenous and non-Indigenous Canadians alike that, as Prime Minister, Trudeau would make good on his promises.
The sense of hope continued in the months following the election. Trudeau appointed Dr. Carolyn Bennett, a trusted, veteran parliamentarian, as the minister responsible for Indigenous issues – an indication that the government was making reconciliation a top priority. The department was also renamed, from Aboriginal Affairs and Northern Development Canada, in an effort to use more inclusive language. In the Speech from the Throne that opened the 42nd parliamentary session, the government committed to a renewed, nation-to-nation relationship with Indigenous peoples, “based on recognition of rights, respect, co-operation and partnership.” There were also promises that “Indigenous people will be more fully engaged in reviewing and monitoring major resource development projects.” But as we approach the two-year anniversary of the Trudeau government, the initial optimism has been swamped by a litany of setbacks and disappointments. First, in a case dating back to 2007, the Canadian Human Rights Tribunal found Canada to be racially discriminating against 165,000 First Nations children, because the federal government provides for child and family services on reserves at much lower levels than
30 CATHOLIC TEACHER | OCTOBER 2017
provincial governments do off reserves. (Some might remember this case from the documentary, “We Can’t Make the Same Mistake Twice,” which was screened at this year’s Educating for the Common Good conference.) Although the government made the right noises in the wake of the decision, with Minister Bennett saying, “My job is to go forward and fix these things,” they have instead spent precious time and resources seeking “reviews” of some technical aspects of the case. Meanwhile, the tribunal has issued three orders of non-compliance. The government’s reputation was further eroded when they admitted they would be backing away from a key campaign promise, to adopt the United Nations Declaration on the Rights of Indigenous Peoples, and incorporate it into Canadian law. Another commitment, to launch an inquiry into missing and murdered Indigenous women and girls, has so far done more harm than good. After a number of fits and starts, including criticism from the victims’ families that the commissioners were using an overly adversarial, legalistic approach, the inquiry is expected to have spent 75 per cent of its budget by the end of this fiscal year, having barely got off the ground. One idea being floated is to dismiss the commissioners and develop the inquiry again from scratch, in which case it is likely that nothing will have been accomplished before the next election. It has been even harder to square the rhetoric from the 2015 campaign and throne speech with the government’s subsequent actions in the areas of resource development and environmental protection. In late 2016, Trudeau rejected a pipeline proposal that could have threatened the Great Bear Rainforest and the northern British Columbia coast. At the same time, however, he gave approval for two other western pipeline projects. This seemed to betray the promise of a nation-to-nation relationship with Indigenous communities, only a few months after the government granted permission for BC Hydro to develop a massive dam project on the Peace River. As Grand Chief Stewart Phillip, President of the Union of BC Indian Chiefs, said at the time, “The truth is, Trudeau lied to us… I describe him now as a serial liar.” First Nations communities also continue to experience shocking levels of scarcity and deprivation when it comes to basic necessities, such as housing and clean drinking water. Trudeau promised to solve all drinking water advisories on First Nations within five years of his election, and the government recently claimed that it has solved 26 long-term advisories on 22 First Nations (advisories can extend to an entire community, or they can affect just a single area or building). However, a report from
Vice News shows that as of the end of July 2017, there were still 121 First Nations under 172 drinking water advisories. Even in some communities where the government claims to have addressed the problems, local leaders say there are serious ongoing concerns, such as leaks and missing equipment.
member nations in central and northern Ontario joined an agreement to create the Anishinabek Education System. The agreement gives full educational authority to the Indigenous communities and, among other things, says that teachers will be paid the same as those elsewhere in Ontario.
Trudeau has defended his government’s progress, saying that there are “real challenges in terms of changing a relationship and improving a relationship and services that have foundered for decades, if not centuries.” To an extent this is fair. The current government did not create these inequities, and the complexities of policymaking are always more difficult than making campaign promises.
Still, overall, it is difficult to balance the promises of Trudeau – both the style and the substance – with some of the dithering that has occurred since the election. The latest attempt to get a handle on things was to split INAC into two ministries: one focused on services, and the other concentrating on eventual self-government. Minister Bennett will be responsible for the latter, while Dr. Jane Philpott, who had been a well-regarded Minister of Health, will lead the former. Again, this can be taken as a sign of the significance the government places on these matters. But many in the Indigenous community are not impressed by procedural fixes. Dr. Cindy Blackstock, who helped launch the case at the Human Rights Tribunal and has been a thorn in the government’s side ever since, responded by saying, “So far there [has been] a lot of symbolism and not a lot of action.” Dr. Hayden King, a professor of Indigenous governance at Ryerson University, predicted that the move will merely lead to “another layer of bureaucracy and twice as much obfuscation.”
The government is also confronting a culture that is still dismayingly prejudiced toward Indigenous people, and blind to the toxic legacy of colonialism. Conservative Party Senator Lynn Beyak, for example, went on record earlier this year saying that residential schools were “well-intentioned” and, in many cases, “positive.” She later called for Indigenous people to relinquish their status in exchange for a negotiated payout. There has been considerable outcry against Beyak, but her comments received only a mild rebuke from party leader Andrew Scheer, and she remains a member of the Conservative caucus. As we near the end of 2017, officially sanctioned racism is still very much alive. Against these grains, Prime Minister Trudeau has at least changed the tone and terms of the discussion, hopefully permanently. There has also been one good news story, in the area of education. In late 2016, a report from the Parliamentary Budget Officer, an independent researcher charged with providing objective analysis of government spending, found that the Canadian government was underfunding on-reserve schools by $665 million per year, as a result of the Ministry “not adequately costing for operating small schools in remote northern regions.” But the government has since begun signing education agreements with various First Nations, creating opportunities for self-determination while boosting resources significantly. Under an agreement with Manitoba First Nations, funding has increased by 51 per cent, and local leaders are thrilled about their ability to guide curriculum and pedagogy. In August, 23
These administrative measures certainly have not been sufficient for the determined protestors in Occupy INAC. They should not appease the rest of us, either. Justin Trudeau went out of his way to commit to revolutionary change, and unlike some of the other areas where the Liberals have so far oversold and under-delivered, the treatment of Indigenous Canadians is fundamental to our national health and identity. It is entirely appropriate to hold the Prime Minister to his words, and to insist on genuine progress toward reconciliation as a mandatory condition for re-election. As Dr. Blackstock put it when she addressed the Canadian Labour Congress convention last spring, “It is not enough to smile and keep discriminating.” Adam Lemieux is Executive Resource Assistant at the OECTA Provincial Office.
OCTOBER 2017 | CATHOLIC TEACHER 31
FOR WHAT IT’S WORTH
TRUMP’S TEACHABLE MOMENTS By Gian Marcon
The daily soap opera that my family has dubbed the “Trump Show” is a constant affront to the sensibilities and moral cores of most of us who are exposed to his seemingly endless slew of uninformed, incendiary, and bigoted bluster. Not the least of the Divider in Chief’s offensive traits involves his knack for affording legitimacy to the once-latent racism espoused by the far right. The particularly disturbing aspect of this development is the invocation of “freedom of speech” as a justification for groups who disseminate hate. There are very few limits to the constitutional guarantee of freedom of speech, and a tension between free speech and hate speech has existed since the United States was established. The difference now is the perception that it is somehow easier or more acceptable to be overtly racist in Trump’s America. As CNN’s Don Lemon tells it, he lived in the same neighbourhood as the Grand Wizard of the Ku Klux Klan when he was growing up, but he never knew it, because the white supremacist leader kept his involvement in the nefarious group a secret. Things have changed. The current, post-Trump breed of racists feel no guilt about revealing their identities. They march and chant racist slogans with seemingly no concern for who knows what they believe or with whom they associate. Things came to head in late August, when a group of white supremacists openly gathered in Charlottesville, Virginia, ostensibly to protest the removal of a statue of Civil War general Robert E. Lee. As large numbers of counter-protesters began to turn up, one of the racists drove his car into a crowd, killing 32-year-old Heather Heyer. In the wake of the shocking events, Trump drew moral equivalency between the neo-Nazis and those who protested and stood up to them, and he asserted that there were many “very fine people” who marched with the white supremacists. Rather than standing up against bigotry and violence, the President only further encouraged America’s racist elements to come out from the shadows.
Tolerance,” helps to illustrate this point. In short, the theory asserts that a tolerant society that does not limit free speech will eventually be seized by the intolerant elements that abuse free speech, in order to undermine the tolerance that underpins a society. Unfettered freedom of speech allows fringe hate groups to undermine and supress the freedom of speech of those whom they deem unworthy. As educators, we understand the influence of the powerful images to which our students are exposed. And while we have no illusions about our political leaders serving as potential role models, even the most cynical of us would not expect them to be the diametric opposite – i.e., the basest of anti-role models. Unfortunately, our students witness the behaviour of our southern neighbour’s leader. Our challenge is to engage them in opportunities to critically examine the true nature of his bigotry – be it overt or subtle – and to deconstruct why his message resonates with his supporters. Finally, if education is “the great equalizer,” as Horace Mann wrote, then education has the potential to be a force that brings us closer together. When this occurs in an inclusive and equitable environment that allows for the development and understanding of our common values, we all benefit. Gian Marcon is a member of the Bargaining and Contract Services department at the OECTA Provincial Office.
In addition to the tragic consequences we have witnessed, the resurgence of blatant hate speech has the potential to altogether undermine the founding principle of freedom of speech. A brief revisiting of the established theory first outlined by Karl Popper, known as the “Paradox of OCTOBER 2017 | CATHOLIC TEACHER 33
VIEWPOINT
IT’S NOT BABYSITTING!
Time to recognize the true value of child care workers in Ontario By Cynthia Bifolchi
“Work hard and you can achieve anything.” That’s how the phrase goes, right? But often, the playing field is not level to begin with. We know that for some people, no matter how hard they work, they might still struggle to earn enough money or get the recognition they deserve.
PHOTO: @Robert Kneschke / Shutterstock.com
Not too long ago, I spent a number of years as a child care worker, and I can tell you, this pretty much summed up my experience – and that of my colleagues. We did all the things this popular “work hard and you can achieve anything” mantra told us to. We went on to postsecondary education to get our training and qualifications, we worked long hours, and we gave our all to a mentally and physically demanding job.
We worked hard. And then some. Looking after the well-being of young children is the definition of hard work: meeting their individual needs, giving them care and attention, monitoring their milestones, feeding them, encouraging them, and making sure they’re safe. And we truly loved our work. What we were doing was important. So why weren’t we getting the pay we deserved? “How can we work this hard,” we would say to each other, “and be this tired, and still not earn enough to get approved for a mortgage?” 34 CATHOLIC TEACHER | OCTOBER 2017
Despite the fact our pay was low (and I mean low), or that opportunities to advance were few and far between – what really hurt was the attitude many people seemed to have toward the job we were doing. “Oh you work in child care? So you’re basically a babysitter? That sounds like an easy gig.” “You look after children? Do you really need credentials for that? Come on. Parents do it every day, and for free. OK, it might be hard work, but it’s not exactly skilled work.” Of course, not everyone shares these perceptions of child care work, but certainly in my experience, these were
pervasive, widely held views. If only people could recognize the sad irony of these misconceptions. Parents naturally want their children to receive the highest quality of care possible. They want to know their children are being given care and attention – that they are monitored, fed, encouraged, and safe. In fact, they wouldn’t settle for anything less. So why the disconnect between the importance of the job and the value placed on it by society? How can a job have such depth of responsibility, and yet be afforded so little respect and value?
This might be a simplified view, but I think this is partly because child care work is categorized under the derogatory umbrella of “women’s work” – an offshoot of being an “unskilled, unambitious” stay-at-home-parent. Times are changing, thankfully, but many people still hold the (obviously incorrect) view that running a home is: a) easy and b) the sole purview of women. So what can we do? Well, lots. Firstly, and perhaps most importantly, we need to change these attitudes and misconceptions. We need to advocate for child care workers and raise awareness of the integral part they play in our society and economy. I believe this is central to changing the status of child care work. At the moment in Ontario, the issue of workers’ rights has never been more topical. With the Changing Workplaces Review and the Fair Workplaces, Better Jobs Act (Bill 148), we’re in a unique position where we can make real change for workers now, and in the future. For a long time, the Association has been ardently calling for significant and meaningful change for child care workers. We must not forget the median hourly wage for child care workers in Ontario is just $17 per hour – not nearly commensurate with the work they do. The onus is on us all to promote change. It is our responsibility to push the government to ensure that the proper training and upskilling is readily available. It is our responsibility to insist that child care workers are compensated fairly for the important work they do. If things don’t change, and fast, many qualified, committed people will be deterred from entering the child care field at all. Or, like in my case, they’ll leave it. Cynthia Bifolchi is Writer/Researcher in the Communications and Government Relations departments at the OECTA Provincial Office.
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