Teacher Newsmagazine Jan/Feb 2015 by BC Teachers' Federation

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N Newsmagazine ewsmagazine ederation BC Teachers’ Tea Teachers’ FFederation BC umber 3 Volume 27, 27, N Volume Number Jan / Feb 2 015 Jan/Feb 2015

We can never forget how important schools and education are to kids who are sick. Megan’s story page 3

JESSICA LUCH PHOTO

Teaching students who are seriously ill

President’s message Most British Columbians want and expect quality services, are willing to pool resources in the form of taxes to pay for them, and know that laying off public sector workers and cutting services is actually a drain on the economy. That is why we are part of building a public campaign along with other affiliate unions and the BC Federation of Labour to end the attack on public services and to change the conversation on taxes.

Jim Iker

Take heart and stay the course The provincial government will deliver its annual budget on February 17, just three days after Valentine’s Day. It is time the government ends 12 years of underfunding public education, does the right thing, and restores the funding desperately needed by all of those who work and learn in BC’s public schools. Polling has shown over and over that the majority of British Columbians want funding restored to at least the national average. For the past two years, even the government’s own Select Standing Committee on Finance and Government Services realizes that school districts could not keep up with increased operating costs and other downloaded costs. They sent a strong message to government recommending that “enough funding be provided to schools to meet rising costs and capital needs while ensuring strong educational outcomes for BC students.” Though government did not heed the advice of its own standing committee in 2014, let’s hope that this time—Valentine’s Day or not— they have a change of heart and deliver the love and the money public education deserves and needs. Their mantra that the cupboard is bare wears thin, especially since they’ve been cutting taxes since 2002. The conservative forces in society argue that tax cuts spur on the economy. This is unacceptable and untrue. Recent research shows that tax cuts disproportionately favour the wealthiest and translate into less money and resources for public services and programs for the majority.

Moreover, in November, First Call, BC’s Child and Youth Advocacy Coalition released its 2014 child poverty report card and the news wasn’t good. One in five BC children lives in poverty and is growing up in a family that doesn’t have enough money to make ends meet. More parents are working two and even three jobs and are still struggling. Presently, the minimum wage in BC is $10.25 an hour, certainly not enough for one person, let alone a family to live on. In response, the BC Federation of Labour has launched another campaign, “Fight for $15” calling on the provincial government to increase the minimum wage to $15 an hour. The BCTF will actively participate in this campaign too. I encourage you to sign their petition at http://www.fightfor15bc.ca/sign_the_petition. Whether it’s in Mexico, Pakistan, Afghanistan, Colombia, Nigeria, or somewhere else, I am overcome with sadness when I hear about the killings and abductions of teachers and students. At the same time, I am heartened by students such as Malala and her teachers who refuse to bow down to murderous violence and instead vow to continue to fight for the right of every child to receive a quality education. I am also moved by the determination of the families, friends, and colleagues of the missing 43 Mexican student teachers. Since September, they have organized endless mass demonstrations throughout their country and each day renew their call for justice. Their courage and resolve inspire. With that in mind, let’s take their inspiration to heart in 2015 and carry on with a strengthened commitment to advocate for improved funding for our schools, better learning and working conditions and for a more just society here in BC. Courage, mes amis ! Continuons de travailler ensemble en ces temps difficiles.

Table of contents 3

Megan’s will to survive

What it’s like to have your life change in a moment

Teaching kids with cancer

Childhood illnesses by the numbers

McMath Secondary staff tackle terminal illness through novel study

Teachers keep kids connected

Survey: Teachers value Pro-D offered by their union

Teach for Canada program: Slipping toward inequality?

Updated teacher salary scales across Canada

Labour History project

Regular features 11 14 18 19 22 23

Solidarity spotlight Here’s the thing Book review Kids Lit resources Classified ads PD Calendar

Teacher Newsmagazine 604-871-1876, toll free 1-800-663-9163, E-mail: newsmag@bctf.ca Web: bctf.ca/newsmag Editor: Susan Croll Assistant editor: Kathleen Smith Graphics: Dale Costanzo, Luis Isidoro, Jennifer Sowerby, Karen Steel ISSN 0841-9574 Articles contained herein reflect the view of the authors and do not necessarily express official policy of the BC Teachers’ Federation. The BCTF does not endorse or promote any products or services presented in the advertising sections of the newsmagazine. All advertisements will be reviewed and approved by the BCTF. They must reflect BCTF policy and be politically, environmentally, and professionally appropriate. Teacher 2014–15

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2 TEACHER Jan./Feb. 2015

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This issue’s focus: Supporting seriously ill students

Megan’s will to survive

Our classrooms are typically filled with healthy, energetic children and youth. Sometimes, however, we receive news that we never want to hear—that one of our students has been diagnosed with a serious illness.

“We can never forget how important schools and education are to kids who are sick. From day one of her diagnosis, Megan was clear she was going to graduate with her peers.

This issue of Teacher Newsmagazine aims to discuss some of the issues surrounding serious childhood illness. What do we do when one of our students is suffering from a serious or chronic illness? How do we support our students and their families when they are facing a grim prognosis? What resources are available? How do we talk to our other students and each other about these painful issues? Students, parents, and teachers all tell us that continuing their schooling provides reassurance and stability for kids who are ill. Staying connected to their schools and peers helps students keep their hopes high, despite all the adversity they face. We also want to acknowledge all of the teachers, counsellors, and school staff in every community throughout the province, who every day work with kids who are ill or injured. Your work is valuable and makes a difference in these youngsters’ lives.

Notice of AGM 2015 As required by The Society Act, the following formal notice of the 2015 Annual General Meeting is made to all BCTF members pursuant to By-law 8.1 by publication in this edition of Teacher. The 99th Annual General Meeting of the British Columbia Teachers’ Federation will be held at the Victoria Conference Centre, Victoria, BC beginning on Saturday, March 14, 2015 and continuing to Tuesday, March 17, 2015.

BCTF financial statements The audited financial statements of the BC Teachers’ Federation are available online in the members-only portal: https://www.bctf.ca/myBCTF/content. aspx?id=27285

By Susan Croll

Losing a child through illness or accident is every parent’s worst nightmare. And that is what happened to Suzanne and Dave McNeil after their daughter fought a four-year battle against Adrenal Cortical Carcinoma, a rare type of cancer that only strikes 1 in 5 million people. Megan McNeil was just turning 16 and beginning Grade 11 when she was diagnosed with Stage IV cancer. She fell during a spring track meet and hurt her ribs. Because she wasn’t healing, she visited her doctor who ordered further tests, including a CT scan. The CT scan revealed tumours in her abdomen, her lungs, and her liver. Megan’s was such a rare cancer that the doctors were unsure of a protocol for treating it. She was sent to Children’s Hospital for a surgical biopsy. Post biopsy her condition became critical due to complications so she was admitted to intensive care. Gradually her condition improved and she was moved to the Oncology ward where she began a rigorous routine of chemotherapy followed by radiation. She underwent three major surgeries in the first 10 months. Megan defied her doctor’s odds and lived for four years after her initial diagnosis. However, each time after she was given the all-clear signal, the cancer reappeared. She was a remarkable girl, full of fighting spirit, with a strong will to survive. More than anything she wanted to graduate from high school. With the help of her mother, her teachers, and the principal at her Delta secondary school, this wish came true. Here is Megan’s story, told by her mother Suzanne. “Megan was such a social girl. When she was diagnosed with cancer, all she worried about was getting back to school. Her focus was graduating and being with her friends.” While Suzanne understood her daughter’s desire to get back to school and be with her friends, she

was frustrated as a parent. “I wanted Megan to focus on getting better and not worry about school. Kids were also just getting into social media. Megan’s situation was out there. I thought it was a distraction.” Suzanne contacted the school and told them about Megan’s illness and her goal to keep up her education. She and Megan were put in touch with hospital/homebound teachers who helped liaise with Megan’s teachers at her school and pass along assignments. They also helped her with certain subjects as they had the expertise in the senior levels. Suzanne remembers how much of a difference continuing her schooling made to Megan. “My daughter amazed me. Even after a chemo treatment, she’d keep her appointments with her teachers. She’d be really sick from the chemo, but she just kept going. She was so upbeat. She never seemed angry. She worked through her anger privately. It was quite a feat for someone her age.” Megan was discharged from hospital and was optimistic about her future, but her health only allowed her to return to school part time. She had to be careful; her immune system was compromised and she could not afford to catch any virus circulating in the school population. She had also lost her hair and was dealing with other physical changes. Suzanne and Megan met with her school counsellor. They organized a special meeting at the school and invited her classmates, teachers, and other staff members to attend. They spoke about her diagnosis, treatment, continued on page 4

Jan./Feb. 2015 TEACHER 3

Megan from page 3 school and health district than the one where she received medical treatment, I had to connect with at least three different organizations. I also had to email her teachers her medical schedules so they knew what was going on. I felt like I was on a roller coaster, but because Megan was so intent on graduating, I was too, and I knew we only had two years.”

Megan wearing a cool hospital gown. and recovery. Sixty-five kids came to the meeting to learn about how they could support Megan. “Friends and their support was number one for Megan,” Suzanne says. “Some of her friends struggled and couldn’t be around Megan, especially when she was physically ill. Other friends were fine. One of the first ways her friends helped was to show up at the hospital and hold a shaving party to help her face losing her hair for the first time. When her cancer reappeared for the fourth time, at the Balding for Dollars event, they all shaved their heads in solidarity. That boosted her spirits so much.”

With her eye on graduation, Megan took math during summer school. She also wrote her provincial exams at a different time and place from her peers in order to protect her immune system. Megan was not one to take a back seat to her illness. She helped initiate a teen support group in 2007 through the Child Life program at Children’s Hospital. She knew how important it was that kids with cancer connected with each other. Megan also got involved in the Miracle Weekend Telethon—doing interviews, ads, and finally hosting in 2010. Suzanne was in constant contact with teachers to ensure that Megan kept on top of her schoolwork to the best of her ability. “This wasn’t always easy,” Suzanne explains. “Because Megan lived in a different

4 TEACHER Jan./Feb. 2015

Understandably, some accommodations were made that helped Megan to graduate from high school. “It was interesting,” Suzanne says. “Not all staff had the same understanding of what Megan could or couldn’t do, school-wise. Many people do not realize what chemo brain is. Yes, chemotherapy is hard on the body, but the brain is part of the body, and one’s cognitive skills and abilities are affected. This has to be taken into account.” With her eye on graduation, Megan took math during summer school. She also wrote her provincial exams at a different time and place from her peers in order to protect her immune system. During music therapy sessions at the hospital she wrote her song, The Will to Survive, and she received credits in music for this project. She also received PE credits for the strenuous physical therapy she practiced daily from her bed in the hospital. Suzanne recalls that Megan’s physiotherapy was a workout. “She was so weak and had to pull herself out of bed using pulleys and bars. I don’t know how she did it but she persevered.”

email addresses. “Understanding and kindness were always appreciated too. Personally, I would have found it handy to have been able to access all Megan’s assignments by computer. It would have saved time and effort on my part.” “It’s also important for routines to stay the same for kids with cancer because their lives are incredibly interrupted. One mother told me about her young son who returned to school and found that his desk had been moved. He was devastated. He felt forgotten. Of course, no one moved his desk on purpose, it was an oversight but one that affected him terribly.”

She also points out that cancer is not isolated to the person who has it. “Please be aware of siblings. They are having a tough time too. Cancer touches lives in so many different ways.” Suzanne also suggests that if possible, teachers use Skype or other kinds of technology that can link kids into the classroom. “One of the hardest things about certain illnesses like cancer is that it removes kids from their schools and friends. Kids want to be part of something greater and to belong. Plus they want to learn. It’s a way to include them.”

Suzanne met other parents who had sons and daughters undergoing treatment for cancer. Sometimes they discussed the home/school connection. Suzanne said that parents were touched by the teachers who gave them their Megan with her parents as she prepares for skydiving.

diploma. Suzanne reflects that it was a struggle for Megan to complete her education, but it was one of her foremost goals and she never lost her focus. After graduation, her cancer went into remission only to reappear two more times. Megan outlasted her cancer for four years, a true testament to her feistiness and her desire to conquer childhood cancer. She died at the end of January 2011. Megan’s friends show their solidarity at a Balding for Dollars event. She also points out that the impact of cancer is not isolated to the person who has it. “Please be aware of siblings. They are having a tough time too. Cancer touches lives in so many different ways.” Although the cancer returned in August before the start of her Grade 12 year, Megan did walk across the stage, along with her classmates, to receive her

In addition to all her efforts to help people understand the world of cancer, Megan’s most significant contribution is the Will to Survive, a song she wrote and recorded professionally. She was a talented singer and songwriter and her song is beautiful, moving, and uplifting. Thanks to YouTube, her song is still available as a lasting legacy.

Suzanne was with her daughter every step of her journey. Although four years have passed since Megan died, Megan is always close in her thoughts. “We can never forget how important schools and education are to kids who are sick. From day one of her diagnosis, Megan was clear she was going to graduate with her peers. I am so proud of her. Her will to survive and her will to achieve were incredible.” _______________ Susan Croll is Teacher newsmagazine editor

The Will To Survive website featuring Megan’s song:

www.willtosurvive.org

“What’s it like to have your life change in a moment?” By Allisa Ritchie The title of this article comes from a song entitled The Will to Survive written by Megan McNeil when she was 16 years old. She was undergoing treatment for stage four cancer at B.C. Children’s Hospital. Her life changed the day after her 16th birthday when she received her diagnosis. Imagine how you would feel at 16 years of age, being told that kind of earth-shattering news. Every child diagnosed with cancer will react to their diagnosis differently. Each family will handle the situation in their own way. The reality is a family crisis. They are in survival mode. Understanding this will assist you in helping the family and the student with cancer. One in 400 students is diagnosed with cancer each year. That is a scary statistic. If you have not taught a student with cancer, you may teach one in the future. Students undergoing treatment—about 500 BC kids this year—and those who have finished treatment need a special kind of understanding.

The pamphlet I wrote, Teaching Kids with Cancer (see page 6–7) can help teachers navigate this complex subject. Confidentiality is very important, but some families will opt to share their news openly. Special needs teachers, counsellors, hospital-homebound teachers, administrators, and classroom teachers all have important roles to play in this situation. School re-entry can be tricky after many rounds of treatment. School-based team meetings with parents are really important. The key for the classroom teacher is compassion and flexibility. Students with cancer do not want to be singled out. They want to have as normal a day at school as possible. They just want to be one of the kids. However, they may need adaptations like taking breaks, leaving class before the bell, needing longer times or exemptions to complete assignments.

school when their white blood cell counts are low as they may have serious risk of infection. If as teachers, we say to students “don’t worry, we can deal with this later,” we can reduce their stress and help them focus on healing. Here are a few strategies to help you cope when the student is away a lot: use Skype or other forms of teleconferencing or video messaging, send messages home regularly, pair the student with a study buddy, and send cards of encouragement from school. Understand that school has to take a back seat to a life-threatening illness. It’s a “fight for life.” Communicate often with the schoolbased team and the parents. Be positive and believe that cancer can be beaten. About 80% of childhood cancers are survivable. _______________ Allisa Ritchie teaches at McMath Secondary School, Richmond

Treatments will always take priority over school. Students are at times pulled from

Jan./Feb. 2015 TEACHER 5

A BROCHURE FOR TEACHERS

Teaching kids with cancer A teacher's guide created by teachers for teachers

by Allisa Ritchie

Definitions

Expect the following:

Strategies

Metastasis: Cancer moving from one location to another in the body.

• Unusual requests from the student, family, counsellors and Hospital /Homebound teacher. Please do your best to honour these requests. • Attendance issues: the student may not be allowed to attend school sometimes. • Student’s marks will change. • Do not expect school to be a priority. The student is fighting for his or her life. • Parents will be stressed. They could be in “survival mode.” • You may have unexpected emotional responses to the situation yourself—take time to recognize your stress, sadness, fear, helplessness, guilt, or anger. These are normal reactions. You may also feel relief and hope when you learn of the excellent outcomes for many children with cancer. • Other students may have emotional responses to the situation. With permission of the family, you can discuss the student’s illness. Plan how to help the family as a class or as a school community. Demystifying the situation is healthy if embraced appropriately. • There will be questions about the student. Confidentiality is paramount. A standard answer like “the student is getting excellent care and we are hopeful he or she will get well” is best. • Watch for learning disabilities that can result from cancer or the treatment. They are not a given. • Plan for the future as most students (80%) survive cancer. • Support the student and family. This is essential in the final stages of life, as not all students survive cancer.

To help the student

Remission: When no or very few cancer cells are detectable. This is a starting point to good health, but does not guarantee a cure. Tumour: A tumour is the site of the uncontrolled cell growth. Not all tumours are cancerous. Cancerous tumours are usually called malignant where they have the ability to send cells to other parts of the body. Benign tumours are not cancer. Carcinoma: 90% of cancers are this type where the origin of the cancer is the lining of the body (internal or external). Childhood Cancer: Ages 0–14 Adolescent Cancer: Ages 14–20 Leukemia: Most childhood cancers are this type, are very treatable and affect the blood.

Side effects of disease and treatment Physical and Psychological Pain Withdrawal Heightened emotions Hair loss Fatigue Moodiness/Depression Headaches Dizziness Nausea Motor control issues Infections Confusion from "Chemo Brain" Hearing and vision loss Cognitive Issues Trouble with: Concentration Problem solving Memory Planning Reading Social skills Processing Attention Sequencing Producing work requires much more effort 6

TEACHER Jan./Feb. 2015

Resources • Your school counsellors and district hospital/homebound teachers • BC Children’s Hospital Child Life Specialist Kristina Jackson at 604-875-2345, ext 7000 • Leukemia and Lymphoma Society at 800955-4572 • Allisa Ritchie at aritchie@sd38.bc.ca For a copy of the complete brochure with more references, resources, and hotlinks, go to: http://mcmath.sd38.bc.ca/?q=node/2595

• Teaching students with cancer requires compassion, sensitivity and flexibility. Make sure teasing does not occur. • Watch for inappropriate social media contact. • Give support without drawing undo attention to the student. • Students want to feel normal and want to forget they are critically ill. • It is essential to have accommodations, strategies, and support. These will need to be adapted as the situation changes. • Offer rest breaks, water breaks, and leaving the room before the end of class. • Cut back on the work load. Students should be exempt from some work. The hospital/homebound teacher and your counsellors or administrators can help with this. • Reduce the number and size of assignments. • Allow calculators and open-book tests. • Provide a second textbook for home. • Reduce academic expectations. Students may not be able to have a full course load. Gradual return is to be expected. • Allow extra time for assignments. Be flexible, as treatments will interfere with deadlines.

For the school/teacher • Have an attitude of hope. • Provide elevator access. • Having a case manager for the student will help to monitor the academic appropriateness of the assigned work. • An IEP may be required and will help target learning with adaptations/ modifications where necessary. • Help students graduate by decreasing the number of “hoops.” They can be exempt from Provincial Exams with AEG code. • Keep in contact with the home if the family wishes it. Showing you care helps everyone. Call, Skype, send cards from the class, and fundraise if appropriate. Use Edmodo, websites, and Facebook for information.

UNE BROCHURE POUR LES ENSEIGNANTS

Enseigner aux enfants atteints de cancer

par Allisa Ritchie

Un guide pour l'enseignant créé par des enseignants pour des enseignants Définitions

Attendez-vous à ce qui suit

Stratégies

Métastases: Un cancer qui se déplace d'un endroit à un autre dans le corps. Rémission: Quand très peu voire aucunes cellules cancéreuses ne sont détectables. C’est un point de départ pour une meilleure santé, mais cela ne garantit pas la guérison. Tumeur: Une tumeur est le site d’une croissance cellulaire incontrôlée. Toutes les tumeurs ne sont pas cancéreuses. Les tumeurs cancéreuses sont généralement appelées malignes quand elles ont la capacité d'envoyer des cellules vers d'autres parties du corps. Les tumeurs bénignes ne sont pas cancéreuses. Carcinome: 90% des cancers sont de ce type où l'origine du cancer se situe dans une des muqueuses du corps (internes ou externes). Cancer chez les enfants: de 0 à 14 ans Cancer chez les adolescents: de 14 à 20 ans Leucémie: La plupart des cancers infantiles sont de ce type, sont très soignables et affectent le sang.

• Des demandes inhabituelles de la part de l'élève, de la famille, des conseillers et des enseignants pour les élèves hospitalisés ou alités. Merci de faire de votre mieux pour honorer ces demandes. • Les absences: l'élève devra peut-être s’absenter de l'école pour de longues périodes. • Les notes de l’élève vont changer. • Ne vous attendez pas à ce que l'école soit une priorité. L'élève se bat pour sa vie. • Les parents seront stressés et peut-être en « mode de survie ». • Vous pouvez avoir des réactions émotionnelles inattendues face à la situation : prenez le temps de prendre conscience de votre stress, de la tristesse, de la peur, de l'impuissance, de la culpabilité ou de la colère. Ces réactions sont normales. Vous pouvez également ressentir un soulagement et de l'espoir quand vous apprenez les excellents résultats pour les nombreux enfants atteints de cancer. • D’autres élèves peuvent avoir des réactions émotionnelles face à la situation. Avec la permission de la famille, vous pouvez discuter de la maladie et planifier comment aider la famille comme classe ou comme communauté scolaire. Démystifier la situation est sain si cela est fait de manière appropriée. • Il y aura des questions sur l'élève. La confidentialité est primordiale. Une réponse standard comme « l'élève reçoit d'excellents soins et nous espérons qu'il va guérir » est la meilleure. • Soyez vigilants face à d’éventuelles difficultés d’apprentissage suite au cancer ou au traitement. Elles ne vont pas de soit. • Planifiez pour l'avenir, la plupart des élèves (80%) survivent à un cancer. • Soutenez l'élève et sa famille. Ceci est essentiel dans les dernières étapes de la vie, tous les élèves ne survivent pas au cancer.

Pour aider l'élève

Les effets secondaires de la maladie et le traitement Physique et psychologique La douleur, le repli sur soi-même, les émotions exacerbées, la perte de cheveux, la fatigue, les sauts d'humeur / la dépression, les maux de tête, les vertiges, la nausée, les problèmes de contrôle moteur, les infections, la confusion suite aux anomalies cognitives post-chimiothérapie/ «Chemo Brain», la perte de la vision et de l’ouïe. Les problèmes cognitifs Des troubles avec: la concentration, la résolution de problèmes la mémoire, la planification, la lecture, les compétences sociales, les délais de compréhension, l’inattention, l’ordonnancement, la production d’un travail exige beaucoup plus d'efforts.

Ressources • • • • •

Aider les écoles à faire face au cancer chez les enfants. Une publication du Children’s Hospital. London Health Sciences Centre. Le cancer chez l’enfant: guide pour la famille. Une publication de la Société Canadienne du Cancer Vos conseillers scolaires et les enseignants du conseil scolaire travaillant aves les élèves hospitalisés ou alités. Le BC Children’s Hospital spécialiste Kristina Jackson au 604-875-2345, poste 7000. La Leukemia and Lymphoma Society au 800-955-4572.

Pour obtenir un exemplaire de la brochure avec des références, des ressources et des sites Internet, allez sur: http://mcmath.sd38.bc.ca/?q=node/2595

• Enseignez que les élèves atteints de cancer ont besoin de compassion, de sensibilité et de flexibilité. Assurez-vous qu’il n’y ait pas de taquineries. • Soyez vigilants face à d’éventuels contacts inappropriés dans les médias sociaux. • Apportez votre soutien sans attirer l'attention sur l'élève. • Les élèves veulent se sentir normaux et veulent oublier qu'ils sont gravement malades. • Il est essentiel d'avoir des accommodements, des stratégies et du soutien. Ceux-ci devront être ajustés lorsque la situation change. • Offrez des pauses pour le repos, pour aller à la fontaine et pour quitter la classe avant la fin du cours. • Réduisez la charge de travail. Les élèves devraient être exemptés de certains travaux. L'enseignant, les conseillers ou les administrateurs peuvent offrir des suggestions pour les élèves hospitalisés ou alités. • Réduisez le nombre et la taille des travaux. • Autorisez les calculatrices et les tests à livre ouvert. • Fournissez un second manuel pour la maison. • Réduisez les attentes scolaires. Les élèves peuvent ne pas être en mesure d'avoir une charge de cours complète. Un retour progressif est à prévoir. • Prévoyez suffisamment de temps pour les travaux. Soyez flexible, les traitements vont interférer avec les dates de la remise des travaux.

Pour l'école / l’enseignant • Adoptez une attitude d'espoir. • Fournissez un accès par ascenseur. • Ayez un gestionnaire de cas pour l'élève qui contribuera au suivi et à la pertinence académique du travail assigné. • Un PEI peut être nécessaire et aidera à cibler l’apprentissage avec des adaptations / modifications si nécessaire. • Aidez les élèves à obtenir leur diplôme en diminuant le nombre d’étapes. Ils peuvent être exemptés des examens provinciaux avec le code AEG (Aegrotat Standing). • Restez en contact avec la famille si elle le souhaite. Montrer que vous vous intéressez à la situation aide tout le monde. Téléphonez, utilisez Skype, envoyez des cartes de la classe et faites des levées de fonds le cas échéant. Utilisez Edmodo, des sites Web et Facebook pour plus d'informations. Jan./Feb. 2015 TEACHER

Childhood illnesses by the numbers Allergies • Food allergies affect 2–4% of children in Canada. Many resolve over time, but peanut, tree nut, fish, and seafood allergies tend to be persistent and life threatening Arthritis • It is estimated that one student per school has juvenile idiopathic arthritis (JIA), sometimes called juvenile rheumatoid arthritis Asthma • In 2013, there were approximately 33,809 youth between the ages of 12 and 19 years with asthma in BC Cancer • There are about 130 new cases of cancer diagnosed in children under the age of 17 in BC each year • Leukemias: 20 cases diagnosed in 2012 • Lymphomas: 9 cases diagnosed in 2012 • All cancers, age 0–14: 95 cases diagnosed in 2012 Cerebral Palsy • It is estimated that 1 out of every 500 babies, and up to 1 in 3 premature babies, will be affected to some extent by Cerebral Palsy Cystic Fibrosis • Estimated that 1 in every 3,600 children born in Canada has cystic fibrosis • In 2012, there were 138 patients under the age of 18 registered at the BC Children’s Hospital cyctic fibrosis clinic Diabetes • About 130 children in BC are diagnosed with diabetes each year • In 1982, there were zero cases of type 2 diabetes in children in BC. In 2017, it is estimated that there will be approximately 700 • 95% of youth with type 2 diabetes are obese Epilepsy • Each year in Canada, an average of 15,500 people find out that they have epilepsy—44% of these are diagnosed before the age of 5, 55% before the age of 10, and 75–85% before the age of 18 • In about half the cases of childhood epilepsy, seizures disappear completely • Nearly 6 out of 10 children with epilepsy have behavioural problems, such as mood fluctuations, hyperactivity and aggression. At least 25% have depression and 15–25% suffer from anxiety General • 85,397 children made 230,401 visits to BC Children’s Hospital in 2013 Hearing • About 1 out of every 1,000 children are born deaf or become deaf during early childhood • About 2 out of every 100 children are born hard of hearing or become hard of hearing during early childhood Mental Health • In 2009, 16% of youth deaths (ages 15–24) were suicides • In 2013, approximately 15,728 BC youth between the ages of 12 and 19 reported having a mood disorder • 1 in 7, or about 140,000 children and youth in BC suffer from mental illness • The researchers estimate that, overall, 12.6% of children and youth aged 4–17 may be experiencing mental disorders at a given time, which would be the equivalent of as many as 84,000 in BC Muscular Dystrophy • In 2010–11, approximately 1,385 Canadians under the age of 18 were living with Muscular Dystrophy Obesity • In 2013, 52,956 youth (ages 12–17) in BC self-reported being either overweight or obese based on their body-mass index Spina Bifida • About 300 children in BC attend the BC Children’s Hospital Spina Bifida clinic each year Vision • There are approximately 1,000 children and youth who are blind or visually impaired in BC Sources: Several health agencies including Children’s Hospital, BC Cancer Agency, McCreary Centre Society, BC Government stats and Stats Canada.

TEACHER Jan./Feb. 2015

Thank you Wigs for Kids You let me be me My name is Alex Walker; I am 21 years old and am currently a student at UBC. When I was 16 years old, my entire world was turned upside down. I was diagnosed with Non-Hodgkin’s Lymphoma. My life went from fun and sports to dealing with a life of chemotherapy, pain, and fear. The months that followed my diagnosis were extremely difficult. I was in the hospital most of the time and was incredibly sick almost every day. The one thing that I wanted to do every chance I got was go to school. The only reason that I had the strength and confidence to go back to school after I lost my hair was getting my wig from Wigs for Kids. I can honestly say that I do not know what I would have done without it. I went everywhere with my wig—to school, to see my friends, and I even wore it around the hospital. My wig truly made the most difference to me during my treatment. I was no longer identified as the sick girl or the cancer patient, I was me—Alex. My wig was my escape from the hospital life and my escape from cancer. When I put it on, I no longer had cancer.

Amazingly, some people had no idea that it was a wig because of the incredible work of the people who make the wigs. I can never thank Wigs for Kids enough and I continue to share my story in the hopes that I can contribute to this cause and give a little back to what they have given me. I appreciate them so much for giving me the opportunity to let people know how important and significant this organization is to a teenager going through cancer. I have been in remission for four years, healthy and happy living everyday to the fullest and never forgetting the people who supported and cared for me during my experience. Sincerely, Alex Walker

I was simply me, living my life doing the things that made me happy. istock/Thinkstock

For more information or to donate, go to www.wigsforkidsbc.com

Jan./Feb. 2015 TEACHER

McMath Secondary staff tackle terminal illness through novel study “Imagining what it is like to be someone other than yourself is at the core of our humanity. It is the essence of compassion, and it is the beginning of morality.” – Ian McEwan By Shannon Daly Perhaps you’ve noticed those students, the ones who take a novel out of their bag the very moment their work is finished, the ones who come alive when you ask them what they’re reading. Perhaps you’ve also been lucky enough, like I sometimes am, to have a conversation with a student that begins with a book, (or a TV show, or a movie) and ends with a new insight into that student’s circumstances, a shared experience, and a deepened relationship. Story is powerful! It can spur discussion, mediate emotion and, as our staff discovered last year, it can even breathe a little more life in our professional development.

After a lively and impassioned discussion in our committee, we chose The Fault in our Stars by John Green. Green’s beautiful novel about two young people affected, but not defined, by their illness, gave our staff a great deal to discuss. Over the last few years, cancer has had a difficult and lasting impact on our school community. As a result, our school’s ProD committee decided to organize a day focused on discussing serious illness, specifically cancer. Disease can be paralyzing and many of us, when faced with students or colleagues impacted by this illness, ask, “What can I possibly say? How can I possibly help?”

TEACHER Jan./Feb. 2015

In the quotation above, Ian McEwan argues that the experience of imagining ourselves into the lives of others fosters understanding and develops empathy and compassion. With this in mind, the ProD committee decided to try something a little different. We proposed to choose a young adult novel that considered cancer in a meaningful way and read it together as a staff. We hoped that thoughtful fiction would allow us to discuss what, for many of us, is an emotional issue. We also hoped that there would be opportunities for discussion with the students about a book they are also reading and occasions for staff to model literacy. After a lively and impassioned discussion in our committee, we chose The Fault in our Stars by John Green. Green’s beautiful novel about two young people affected, but not defined, by their illness, gave our staff a great deal to discuss. I particularly remember discussing the main character of the novel, a girl who was desperately anxious that her illness and possible death would devastate her family and friends. A staff member, whose personal experience makes her a reluctant expert, shared her own thoughts about how those who are ill often worry about others, even in the midst of their own suffering. Our discussion sprung from a particularly apt quote from the novel: “I’m a grenade and at some point I’m going to blow up and I would like to minimize the casualties, okay?”

This image was a springboard for a personal reflection; placing myself in someone’s shoes allowed me to understand an anxiety for others that I hadn’t really considered. As we abruptly concluded our school year, many staff members came to talk to me about how much they valued the deeper, and often more personal discussions with their colleagues that had sprung up around the novel. They mentioned how many students were surprised and pleased that their teachers were reading a book they were also enjoying. Our reading together forged new connections with our colleagues and with our students, and forced us to ask those often avoided questions. For the last couple of months, however, the staff has all been asking the same question: “What are we reading this year?”

As we abruptly concluded our school year, many staff members came to talk to me about how much they valued the deeper, and often more personal discussions with their colleagues that had sprung up around the novel. _______________ Shannon Daly teaches at R.A. McMath Secondary School, Richmond

Solidarity Spotlight

BC Fed elects first woman president Carole Gordon attended the BC Federation of Labour convention this past November. She spoke with Irene Lanzinger, a former BCTF president, about her role as the newly elected BC Fed President. Lanzinger is the first teacher in Canada to lead a federation of labour and the BC Fed’s first woman president.

Q: How and why did you get involved in your union? A: Like most people I just put my hand up to volunteer, first as a school rep for Vancouver Secondary Teachers’ Status of Women Committee. In 1991, I became the bargaining rep for my school. I spoke frequently at meetings and people encouraged me to run for this and for that and I loved it. I went to my first BCTF AGM in 1993 and 2011 was the last year I attended as BCTF past president. I was the chief negotiator for bargaining in the early 2000s. During that round people urged me to run for the executive of the BCTF.

Q: What was it about the BC Federation of Labour that interested you? A: I have a fundamental commitment to unions and the role they play. It’s well-known that unions raise wages and benefits, they force employers and corporations to share their profits so they make the world a more equal place. I came from the BCTF, which is a social justice union, and I believe in that model of unionism. I admired Jim Sinclair’s leadership because he engaged unions in that broader struggle for equality including

minimum-wage campaigns and supporting non-unionized workers.

Q: What do you want to accomplish as BC Fed president? A: We launched another minimum-wage campaign at our convention in November. BC has such a high level of poverty and is the only province that doesn’t have a povertyreduction plan. Raising minimum wage, building more social housing, raising welfare rates—they’re all pieces of the poverty reduction plan and we’ll support organizations working on those, but the BC Fed can be most effective fighting for minimum-wage increases. I also want to focus on the attack on public services. We also produced and released a paper on this issue at our recent convention. We need a fair tax system so that we have the revenue to ensure good public services and programs. Public education and public healthcare are two cornerstones in our society constantly undermined by direct tax cuts. The Liberals began with the 25% across the board tax cut and reduced corporate taxes from 16% to 11% so now we have less money to pay for public services. We want to shift the public perception that tax cuts are always good. Taxes are the way governments fund public services and programs. If we value looking after and taking care of each other, then we need a fair tax system.

Q: Do you see any challenges in the labour movement? A: Our big challenge is organizing new members. We’ve lost union density and we have right-wing governments provincially and federally who have stacked the rules against unions making it very difficult to sign up new members. We will co-ordinate training at organizing institutes and strategize about how we continue to organize in this difficult climate. Of course, the federal election will be important too. The BC Fed engages much more actively on provincial elections but there are important issues federally including childcare, rules around temporary foreign workers, EI, changes to immigration, and attempted attacks on unions that will impact us. Our job is to get our affiliates working together to engage their members in the election so they know what the issues are and what the differences between the parties are.

Q: Why is it important for teachers to be active in the BC Federation of Labour? A: First, teachers have a struggle on their hands. They’re fighting a government that doesn’t care about public education. Other unions share teachers’ commitment to public education and your right to improved working conditions, and as we saw in your recent strike, supported you. Teachers have much to contribute to the labour movement. You come from a strong, large union, with many resources and expertise. Your members are active, knowledgeable, and rooted in their communities. The BCTF is also a social justice union that shares this notion that the labour movement has a role to play in the larger struggle for a more equal world. Members and activists share that set of values with other leaders of the BC Fed. It’s by working together and engaging with one another that we can positively affect the political landscape and keep our eyes focused on the bigger picture, fighting for workers’ rights, fair taxation, properly funded public education, better healthcare, a higher minimum wage and a poverty reduction plan—all those things that would make this province a better place. _______________ Carole Gordon teaches at Bankhead Elementary School, Kelowna, and is a Member-at-Large on the BCTF Executive Committee. Jan./Feb. 2015 TEACHER

the hospital. As much as I want to, it’s impossible for my colleague and me to connect with every student who is ill or injured. I used to have a caseload of eight or nine kids, now it’s nearly double.”

Teachers keep kids connected by Susan Croll

Patti Jukes, Burnaby Hospital Homebound teacher

Many children admitted to BC Children’s Hospital (BCCH) live outside the Lower Mainland, making it nearly impossible for teachers from their districts to work with them in person. To ensure that these students and their siblings continue with their regular school program, stay connected to their home schools, normalize their lives while they are ill, and ease their concerns over school work, the BCCH has a school program offered by the Provincial Resource Program and funded by the BC Government Ministry of Education. Three teachers work in the Schoolroom, a welcoming space within the hospital that closely mirrors a typical classroom. A fourth teacher works with children at Canuck Place in Vancouver. Lorrie Taylor, one of the teachers who works at BCCH, says that her work is about hope. “We give these students and their families a break, something to focus on. We help them with reintegration and give them a sense of belonging.” The Vancouver School Board administers the BCCH School Program and the teachers are members of the Vancouver Elementary School Teachers’ Association.

Lorrie Taylor, Vancouver teacher at BC Children’s Hospital 12

TEACHER Jan./Feb. 2015

Burnaby students, thanks to the fine work of their hospital/homebound teachers, are still in good hands if they are unable to attend school due to illness or accident. There used to be five hospital/homebound teachers in the district, but now there are only two and one of the teachers must combine this part of her position with distance learning. Patti Jukes knows the situation well. She’s worked for Burnaby school district for more than 35 years and has held a hospital/homebound position since the early 1990s—a position she loves and cares about. She sees what happens to kids who are unable to make it to school because they’ve been diagnosed with a catastrophic illness or have been involved in a debilitating accident. “In the past, every student was visited at home or in

“My job is to make sure that kids who can’t come to school don’t lose the essentials because they are sick. These kids already feel badly enough. I try to preserve the connection they have with their school. It’s often when that connection is tenuous, because of illness or injury, that the student and their families realize how important it is to keep it strong. And since I work with kids in secondary school, I liaise a lot.” Patti says that it’s this connection that makes the difference for so many kids. “I meet with their teachers and find out what’s going on in their classes, what assignments are due, and so forth. Of course, we modify many of their assignments, but the student who is sick feels like their teachers care, that they are not forgotten. When you’re sick, when you’re lying in a hospital bed, knowing that your teachers care, that your classmates are asking about you, that makes a great difference.” Patti works with kids who are coping with all kinds of illness or injury, including kids dealing with mental health problems, including eating disorders and profound anxiety. She says that sometimes the kids who are suffering with mental health disorders don’t want to be connected to their schools. “They have a really tough time. The nature of their illnesses can mean that they don’t have a sense of belonging. It’s really critical that these kids get services. They shouldn’t be left alone. It only compounds their problems.” She also works with kids who have longterm chronic illnesses like cancer, Crohn’s Disease, kidney disease, and Cystic Fibrosis. “These kids miss a lot of school, their education gets interrupted because they may be hospitalized for extended periods of time. I shudder to think what would happen to them if they didn’t receive any services from us. Imagine on top of being sick being left out of the education system.” Patti has also seen an increase in the number of kids who are recovering from

spor ts injuries. “Concussions are more common. We don’t realize how horrendous concussions can be and how they interfere with learning. Kids who have concussions tire so easily and it af fec ts their cognitive abilities. These kids really struggle ; they may look normal but they are really hur ting.” Throughout the years, Patti’s witnessed many changes in medicine including advances in surgical prac tices, diagnostic equipment, and pharmaceutical drugs. Some of these changes have impac ted treatment and recover y. “When I first began in this position, kids would need weeks and even months to recover af ter surger y for scoliosis. Not so anymore. Some kids are back at school within a week or two. Childhood leukemia is another example. When I first star ted, favourable outcomes were rare. Many more kids recover now. However,, I do see the deep side ef fec ts of the powerful chemotherapy. These drugs are definitely hard on kids’ minds and bodies.”

Although Patti doesn’t really have a typical day, she spends most mornings and af ternoons visiting students at their homes. She goes to students’ schools at lunchtimes and af ter school to connec t with her students’ teachers. She spends one day a week at Children’s Hospital working with students, t ypically those admitted to the Mental Health, Eating Disorder, and Oncology units. “I meet with my students, bring them new work, collec t their completed work, help them with their schoolwork, and sor t out any problems they may have.” “I also get to meet my students’ families. I am the bridge between the school and

the home and when parents are already stressed to the max dealing with their child’s illness, they find my role really helpful. Like most teachers, Patti also spends a chunk of her time in meetings. “I meet with medical personnel, social workers, and youth mental health workers. I can’t say enough about the people I work with. They are amazing and committed to helping these kids getting better.” Sadly, some of Patti’s students don’t recover from their illnesses or injuries. The death of a student is a dif ficult aspec t of her job. She attends her students’ memorials and is of ten asked to speak at them. “That is a real testament to the role we play in the students’ and their families’ lives.” While she loves her job and finds it immensely rewarding, it can understandably take a toll on her own well being. “There are other things in my life that give me strength and perspec tive. I’m involved in my local union. This gives me a chance to advocate for kids in a dif ferent way. I have a loving and suppor tive family and a group of friends — I get a lot back from them.” “It ’s the kids who make my job rewarding. I of ten work with students over a number of years, especially those students coping with mental illness. I had one student who refused to attend school. That is how anxious he was. Each year, I worked with him and each year he’d get to the point that he could attend school, for at least a piece of the year. This happened year af ter year. I just kept working wi h him. He has now graduat from high school and has moved onto university an working toward a degree the Sciences. I am so prou of him. But I wonder, wh could have happened to if there was no hospital / h program? ”

Most of the kids I work with will return to school. My relationship with them gives them hope and reassurance. I keep the connec tion to school alive and when you’re a young person who’s coping with illness or injur y, you need that hope and to know that your education is not lost, but something to look for ward to.” of T Teacher eacher SSusan usan Croll Croll is is editor editor of newsmagazine newsmagazine

Kids who are sick or injured and live outside of regional centres are less likely to receive any hospital / homebound services. Since 2002, hospital /homebound teachers have declined dramatically because the Ministr y of Education no longer provides separate targeted funding for these programs. Since then, it ’s been up to districts to allocate the funding. Some districts have never had hospital /homebound teachers, while other districts have reduced or cut these positions. Instead, they rely on classroom teachers and online or vir tual learning to fill the gaps. Some districts will temporarily hire a teacher to work with a student requiring hospital or homebound services but this is spotty at best. Coupled with the loss of counselling positions in most districts and

Patti says that the beauty her work is the relationsh that is forged between h her students, and their families. “Kids who are il need that relationship.

Jan./Feb. 2015 TEACHER 13

Here’s the thing

Supreme Court of Canada delivers rights to pregnant teachers

On November 12, 2014, the Supreme Court of Canada sided with the BCTF in our efforts to defend the rights of pregnant women. In a rare move, the justices of the Supreme Court issued an oral decision immediately after oral arguments were made. That decision was unanimous, agreeing with our position that denying parental benefits to birth mothers, because they received pregnancy benefits, was discriminatory. The effect of the Supreme Court of Canada ruling is that employers cannot discriminate against pregnant women and that benefit plans for new parents must be consistent with the Charter of Rights and Freedoms.

“We think we’ve come a long way, and in some ways we have, but we’re still fighting for basic equality rights in the workplace. We were shocked to get a ruling directly from the bench. It happens so rarely.”

The ruling stems from a grievance first filed by the Surrey Teachers’ Association and the BCTF in 2011 after teachers employed by the Surrey School District were denied parental leave benefits following the births of their children. (This grievance followed a successful arbitration in Victoria on the same issue.) The union took the position that birth mothers are entitled to pregnancy benefits and that all parents (including birth mothers) are also entitled to parental benefits. At arbitration, the BCTF was successful in its arguments and the arbitrator found that the denial of parental benefits to birth mothers violated the Charter and the Human Rights Code. However, a subsequent ruling at the BC Court of Appeal overturned that arbitrator’s decision. BCTF lawyers Diane MacDonald and Robyn Trask argued the case before the Supreme Court of Canada. They argued that it was discriminatory to deny birth mothers parental benefits because the two forms of benefits serve different purposes. The ruling by the Supreme Court of Canada restores the arbitrator’s decision and sends the matter back to the parties to renegotiate in a non-discriminatory manner. The arbitrator retains jurisdiction if the parties are unable to reach an agreement. For specific questions about pregnancy leave or benefits (for physical recovery following a birth) and parental leave or benefits (for caring for and bonding with a child) consult your local collective agreement. You may also consult your local association.

– Diane MacDonald

“The denial of parental benefits to birth mothers exacerbated the economic burden for pregnant women.” – Robyn Trask

BCTF lawyers Robyn Trask and Diane MacDonald 14

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Teachers value Pro-D offered by their union: survey

work site or via email, but allowing for easy access to two-way, rather than one-way, communication through expanded use of email and social networking, may prove to be an effective solution. New teachers appear to lack knowledge about union benefits and responsibilities, but they are too busy to come to “orientation sessions” or other events that require more time. Initiatives to engage less experienced teachers early in their careers, in ways that are less time-consuming and less formal, could be fruitful, such as mentorship from school colleagues rather than union officers.

Delegates enjoying themselves at the 2014 BCTF AGM

by Denise Wood The longest province-wide teacher strike saw record numbers of new teacher activists. From letter writing, social media campaigns, and endless picket duty, teachers made public education a top news story for months. It is not unusual that a critical event like a strike produces union activists. My own union involvement can be traced back to my first year of teaching, and a 15.5 day local strike. Now that we have a negotiated contract and schools have returned to the everyday business of teaching and learning, how can the BCTF and its locals maintain that level of activism and keep teachers engaged in their union? In an attempt to look for answers, I conducted research to satisfy the requirements of my Masters in Educational Leadership from Vancouver Island University. I surveyed members of my local in the fall of 2013, and 144 surveys were returned (response rate 18.3%). Respondents indicated ways and to what degree they participated both formally (attending meetings, voting, and holding office) and informally (staying informed, providing information and support to others, following union advice, and participating in professional development). They responded to open-ended questions about what motivated their level of participation. I conducted three focus group interviews with high-level participants, medium-level participants, and low-level participants. Then I compared the interviews to the survey results. Not surprising, the lack of time due to family or work commitments was the main deterrent

to formal union participation—especially for new teachers. Most new teachers are too busy trying to obtain and maintain steady employment to be involved in their union. However, lack of time did not appear to be a factor when it came to informal participation, which may explain why informal participation rated more favourably with teachers in the study. All groups in the study responded neutral, agree, or strongly agree most often to four survey questions about informal participation, even teachers categorized as low-level participants. The importance of following union advice and the appreciation of professional development offerings were both rated very high. I found that high-level participants named an event in their career that caused them to become more involved. Providing support to others was mentioned frequently in both the focus group and the survey as a reason to keep doing the work of the union. Standing up to injustice was a frequent theme. Highly involved teachers have made union work a priority in order to fit it into their busy lives, but less involved teachers are reluctant to do so. It is this difference between the two groups that creates misunderstandings between the leadership (highly involved) and the membership (less involved). This difference needs to be understood and resolved in order to bring more teachers into union work. It appears that some groups of teachers are less engaged than others but more research needs to be done to know this definitively. They appreciate information available at their

Teachers are overwhelmingly supportive and appreciative of professional development opportunities provided by their union. Professional development days are some of the few times that teachers are free to collaborate and communicate with each other to share their collective union stories and histories. High-level participants in both the survey and focus group appreciated the learning opportunities provided by holding union positions. If union committee positions were promoted as learning opportunities rather than time commitments they may be more attractive to teachers. The majority (77%) of teachers in this study reported a desire to support their union and a willingness to become involved if an issue was important enough. Many more teachers are involved informally than might be assumed from attendance at meetings; this informal participation needs to be recognized and appreciated. Efforts to encourage teachers to participate more formally in their union must take into account the needs of the individual, especially in terms of their busy lives. This study, which considered both the positive and negative aspects of union participation, may provide an opportunity to begin a respectful dialogue about teacher union engagement, and hopefully lead to ways to keep teachers connected to their union, even during times of labour peace. My thesis “Factors that Affect Union Participation by Teachers” is posted on the BCTF site: https://teachbc.bctf.ca. _______________ Denise Wood is a teacher and staff rep at Dover Bay Secondary School, Nanaimo

Jan./Feb. 2015 TEACHER

Teach For Canada program: Slipping toward inequality? By Tobey Steeves Many Canadians acknowledge the need for improving access to services in Aboriginal and rural communities. One recent response to this dilemma is Teach For Canada, which draws on the model of Teach For America, and purportedly aims to “make education in Canada more equal.” Teach For America began as a means of “eliminat[ing] educational inequity by enlisting high-achieving recent college graduates and professionals to teach.” For Teach For America, this translates into a vast recruitment apparatus for funneling minimally-trained college graduates into temporary teaching contracts in America’s high-need urban classrooms. Teach For America has backing from the Eli & Edyth Broad Foundation, The Walton Foundation, Bank of America, Bill & Melinda Gates Foundation, Cisco, Chevron, Coca-Cola, ExxonMobil, Goldman Sachs, JP Morgan Chase, etc. As a result, it is fair to say that Teach For America is influenced—if not led—by a corporate—not democratic—vision of schooling. For Diane Ravitch, outspoken critic of Teach for America and public education advocate, “…it is worth reflecting on the wisdom of allowing education policy to be directed or, one might say, captured by private foundations,” because there “is something fundamentally anti-democratic about relinquishing control of the public education policy agenda to private foundations run by society’s wealthiest people.” Teach For Canada draws on the model of Teach For America in that it “will recruit exceptional young leaders” for two-year contracts. Initially, the plan was for these recruits to be trained at a five-week “intensive summer institute” before placement as classroom teachers in “rural, remote, and Aboriginal communities.” However, Teach For Canada shifted gears, and now plans to recruit BEd graduates directly

TEACHER Jan./Feb. 2015

from university campuses. Given the uncertain employment prospects facing many graduates, it is likely that a two-year contract will prove enticing. Even so, it is not at all apparent that a plan for increasing the supply of teachers will have any meaningful impact on the attrition of teachers. As a result, Teach For Canada’s focus on the placement of new teachers may actually function as a means of normalizing—if not increasing —teacher turnover in high-need classrooms.

Olson, President of Manitoba’s Teachers’ Society, expressed skepticism over the values guiding Teach For Canada, and questioned Teach For Canada’s potential for success. Olson described Teach For Canada’s plan to place minimally trained teachers into high-need classrooms as likely to “cause more damage than you could possibly ever do good.” Olson regarded Teach For Canada as “preying upon idealistic new grads who genuinely often do want to make a difference and do the right thing and they’re getting used.” Beneath a thin veneer of nobility and compassion, Teach For Canada relies on dubious assumptions of teachers and teaching, and ignores organizational and socio-cultural concerns while advancing a deeply problematic scheme which purports to make education in Canada more equal, yet will have the opposite effect. Teach For Canada might more aptly be understood as a vehicle for extending Canada’s colonialist legacy, aggravating inequalities, and contributing to the de-professionalization of teachers and teaching in Canada.

Teach For Canada is also like Teach For America in that it is “captured by private foundations.” For instance, Teach For Canada has backing from private donors like the Boston Consulting Group (one of the largest private companies in the USA, and one of the world’s largest management consultancies), and Tory’s LLP (international corporate law firm focusing on mergers, acquisitions and corporate finance). It’s worth noting that the co-founders of Teach For Canada have also followed the lead of Teach For America by working behind the scenes with ministries and faculties of education across Canada to kindle support and to learn how to utilize “existing ‘Letter of Permission’ schemes to allow uncertified teachers in the classroom on an exceptional basis.” Teach For Canada has received a less than enthusiastic reception from teachers. Paul

Advocates for public education in Canada have a role to play in preventing the entrenchment of Teach For Canada. Meaningful steps include: 1. build support networks for teachers teaching in high-need rural classrooms. 2. engage with Aboriginal communities in developing projects that provide local and long-term solutions to increasing equitable access to public education. 3. support projects that respect Aboriginal sovereignty while resourcing communities to provide local and long-term solutions to increasing equitable access to public education. In so doing, it is possible that we might move a few steps closer to making education in Canada more equal. _______________ Tobey Steeves teaches at Kitsilano Secondary School, Vancouver

Updated teacher salary scales across Canada Province/Territory

Category 5 or equivalent October 1, 2014 Minimum Maximum

Total % increase over the term of the collective agreement

Alberta—Edmonton Public Alberta—Calgary Public

$61,489 $61,288

$95,354 $95,463

2% over 4 years — Sept. 1, 2012 to Aug. 31, 2016

British Columbia—Vancouver

$49,045

$75,840

7.25% over 6 years — July 1, 2013 to June 30, 2019

Manitoba—Winnipeg

$56,803

$86,375

6% over 3 years — Sept. 1, 2014 to June 30, 2017 OR 9% over 4 years, Sept. 1, 2014 to June 30, 2018

New Brunswick

$49,774

$76,753

4% over 4 years — March 1, 2012 to February 29, 2016

Newfoundland and Labrador

$52,189

$68,341

5% over 4 years — Sept. 1, 2012 to Aug. 31, 2016

Northwest Territories

$80,333

$118,186

8.5% over 4 years — Sept. 1, 2012 to July 31, 2016

Nova Scotia

$51,711

$73,804

7.5% over 3 years — Aug. 1, 2012 to July 31, 2015

Nunavut

$75,876

$109,123

7% over 4 years — July 1, 2013 to June 30, 2017

Ontario—London Catholic $48,823 Ontario—Ottawa-Carleton Elem. $52,432

$88,942 $86,717

0% — Sept. 1, 2012 to Aug. 31, 2014

Prince Edward Island

$49,535

$71,587

2% over 23 months — Oct. 1, 2013 to Aug. 31, 2015

Quebec

$42,280

$75,729

7.42% over 5 years — 2010–15

Saskatchewan

$54,393

$83,584

Lower end of the pay scale: 10.50% over 3 years Higher end of the pay scale: 8.90% over 3 years Sept. 1, 2010 to Aug. 31, 2013

Yukon

$69,729

$100,729

5.75% over 3 years — July 1, 2012 to June 30, 2015

Source: Canadian teacher collective agreements and CTF salary comparisons.

Jan./Feb. 2015 TEACHER

BOOK REVIEW

Capitalism 101 Two insightful views on climate change and economic inequality by Larry Kuehn “Blockadia” is likely to be in the news in BC a great deal as pipeline projects are challenged. The blockade of Kinder-Morgan on Burnaby Mountain is only the beginning. Blockadia is what Naomi Klein calls the opposition to the production of fossil fuels to feed growth in the capitalist system. Over the past 15 years, Klein has been prescient in imagining a meme that captures the essence of major trends. Her No Logo defined the global distribution of the production of our shoes and shirts— corporate logos on goods produced where ever the lowest wages could be found. The Shock Doctrine described how right-wing think tanks use disasters as an opportunity to present market “solutions,” even to disasters created as a side effect of markets unfettered by government regulation. In her latest book, This Changes Everything: Capitalism versus the Environment, Klein takes on the system that allows the oil, gas, and coal giants to continue to search out the fossil remnants that release carbon into the atmosphere as we use them. Systemic change, she contends, is all that can stop the climate change disaster that has already started. Efficient light bulbs and recycled packaging are good individual acts, but are marginal in effect. The change has to happen in capitalism itself, she says. Capitalism is based on growth, and we need “degrowth” if we are to have a healthy environment for our children and grandchildren. That is the challenge presented to the corporations that want to sell us tar sands oil. It is also the challenge to us who use fossil fuels rather than alternative sources of energy.

TEACHER Jan./Feb. 2015

Another take on capitalism is presented in Capital in the Twenty-First Century by French economist Thomas Picketty, the only book on economics to lead the bestseller lists. He tackles the question of why current generations don’t see the improvements in standard of living experienced in the last half of the 20th Century. The answer, he says, is found in the unique features of the post-World War II economy. The depression and wars had reduced the power of those with the most wealth. The power of workers was exercised in unions that were able to get more of the fruits of their labour from the wealthy. Governments intervened to redistribute wealth through social programs and regulation as well as creating rules that encouraged union organizing. In the late 20th century and still today, governments no longer increase the return to labour and instead govern to favour the interests of capital and wealth. Piketty says wealth has always won more throughout the history of capitalism, with exception of those few decades in the 20th century. Further, wealth will continue to claim more, unless there is some form of regulation of capital that redistributes wealth. These two books have already changed one thing. It is again possible to talk about capitalism, a word that had largely disappeared from public discourse. Don't have time to read two 500-page books? This Changes Everything is also a movie produced by Klein’s husband, Avi Lewis. And you can read just the first chapter of Piketty because he lays out the argument and then provides data to support it in the rest of the book. ––––––––––––––– Larry Kuehn is Director, BCTF Research and Technology Division

KIDS LIT

Using literature to talk about change in kids’ lives by Lucinda Tooker, teacher-librarian, Maple Ridge Loss of any kind can be challenging for youngsters, and it may affect them in ways that become evident in the classroom. A teacher might consider working with the whole class to develop strategies for dealing with loss.

One coping strategy is to create “memory boxes.” In Me and Mr. Mah by Andrea Spalding, Ian takes two hits—his parents separate and he moves from his prairie home to the city. Slowly, he connects with his nextdoor neighbour who is also far from his homeland in China. Ian and Mr. Mah forge a tentative friendship through gardening. Eventually they share the contents of their special boxes, allowing them both to cope with their losses. (ISBN 1551431688)

When someone moves away, instead of saying a heartbreaking goodbye, why not have a sweet and satisfying “good-pie” party? That is what Posey Peyton and her best friends decide to do in The Good-Pie Party, by Liz Garton Scanlon (ISBN 9780545448703). With a little ingenuity, a potentially sad occasion turns into a neighbourhood bash full of good cheer and best wishes.

Bo R. Holmberg’s book A Day With Dad describes a proud son who shows his divorced father around town, while never forgetting that at the end of the day Dad will have to leave again. Awareness of their unbreakable bond helps Tim cope until the next time he gets to spend an entire day with his father. (ISBN 9780763632212)

Camille and her grandma have a special relationship in Still My Grandma by Veronique Van den Abeele, but when grandma develops dementia, their relationship is irrecoverably changed. While they still spend time together, it is necessarily different. But Camille knows her Grandma still loves her, because she remembers their special kiss. (ISBN 9780802853233)

The narrator in One More Wednesday by Malika Doray tells of his weekly visits with his Granny who has many good qualities, but sometimes can be grumpy. When she falls ill and dies, his parents help him cope by framing a photograph of her and telling him that, “In some way she’ll always be here because you love her so much.” The spare ink drawings help to convey the love the narrator has for his Granny. (ISBN 9780060295899)

More books about loss The illustrations in Desser the Best Ever Cat, by Maggie Smith (ISBN 9780440417743), are presented as a photo album covering the entire life of a cat adopted as a kitten. He grows up with the children in the family, but eventually grows old and becomes ill. After the family buries him, however, it is not long before they find it in their hearts to adopt another kitten. This hopeful ending makes the story less maudlin, and the album format could inspire a memory album to remember a beloved pet.

Jasper’s Day by Marjorie Blain Parker (ISBN 9781550749571) My Turtle Died Today by Edith G. Stull (ISBN 03085833X) Nana Upstairs & Nana Downstairs by Tomie dePaola (ISBN 9780399214172) On the Wings of a Butterfly by Marilyn Maple (ISBN 9780943990682) The Tenth Good Thing About Barney by Judith Viorst (ISBN 9780689206887) Willard and His Forever Friend by Stella Giacomazzi (ISBN 9781425125363)

Non-fiction What on Earth Do You Do When Someone Dies? by Trevor Romain (ISBN 9781575420554) When Dinosaurs Die: a Guide to Understanding Death by Laurie Krasny Brown and Marc Brown (ISBN 9780316119559)

Jan./Feb. 2015 TEACHER

Are you 65 or have you reached Factor 90? Withdraw from the long-term portion of the SIP You can save the long-term fee (approximately 1.2%) from the date you reach age 64 or “Factor 88.” Members are no longer entitled to long-term benefits under the Salary Indemnity Plan once they hit “Factor 90” (age plus contributory service) or age 65. It is up to you to apply to withdraw from LTD.

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What What iiss Te T TeachBC? eachBC? • Online resource of teaching materials, lessons, and research relevant to K–12 BC curriculum. • A l l ow s u s e r s t o d ow n l o a d , u p l o a d , a n d share resources. • Search by subject, grade, resource t ype, title, description, language, and more.

W Who ho ccan an use use it? it? • Ever yone! The website is public. • Teachers, provincial specialist associations, and other organizations.

How ccan an teachers teachers How contribute? contribute? • Upload your favourite lesson plans, unit plans, activities, resources, or research and make TeachBC the go -to site for K–12 BC resources. • Tell your colleagues about TeachBC and help us build the site. I n t h e s p i r i t o f te a c h e r s h e l p i n g te a c h e r s , thank you! Visit tteachbc.bctf.ca eachbc.bctf.ca

How and when to apply A member who has attained age 64, or has reached “Factor 88,” or is in receipt of a retirement pension under a registered pension plan, may voluntarily withdraw from the long-term portion of the SIP. Ensure that in the event of serious illness or accident you have sufficient accumulated sick leave, which, when combined with 120 days of benefit from SIP short-term, will protect your salary to the end of the month in which you reach “Factor 90” or the end of the month you attain age 65, whichever comes first. BRITISH COLUMBIA RETIRED TEACHERS’ ASSOCIATION

To get an application, go to: http://tinyurl.com/7qrrnxx or call the BCTF Income Security Division at 604-871-1921.

Celebrating programs that feature the interaction of seniors and students

A BCRT

Golden Star Awards Five $1,000 Awards for programs K to Grade 12 Plus one $1,000 award Sponsored by the Legion Foundation (BC/Yukon Command)

TEACHER Jan./Feb. 2015

Awards will be given to current public school programs that • feature the interaction of seniors and students • require students to think and work creatively • access and use the community as an information source • require students to work cooperatively with each other and outside sources • use a variety of media to record and display results. Submission deadline: April 15 Submission guidelines and more information: Web: www.bcrta.ca Phone: 1-877-683-2243 or (604) 871-2260 Email: pat@bcrta.com or kristi@bcrta.com

LESSONS LESSONS

GRADES GRADES

4–8

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at atwww.beyondimages.ca www.beyondimages.ca

MORE than half of children report being involved in appearance based bullying. Be part of the solution. A positive body-image can lead to better self-esteem, emotional stability, happiness and confidence in children. Beyond Images helps students understand how and why media messages are constructed – and then learn to make their own. Join us on this journey of self-discovery and build understanding and resilience towards negative messaging in students and in the schoolyard. Developed by the National Eating Disorder Information Centre (www.nedic.ca). Beyond Images is generously supported by the Dove Self-Esteem Project

TEACHER ADVANTAGES: a comprehensive media literacy curriculum written by teachers that includes: • Lesson objectives • Lesson plans and media examples • Student worksheets • Evaluation rubrics • Curriculum outcomes matched

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Jan./Feb. 2015 TEACHER

Classified ads TRAVEL/VACATION MAUI Great S Kihei location, 1 bdrm. with ocean view, across from great beachs. For more information 209-599-5248 or www.maui342.com FRANCE Ultimate vacations, privately owned, beautiful furn. 1 bdrm. central Paris. Wkly/mthly. 604-738-1876, 604-879-4936, irene.roland@gmail.com www.ultimateparis.com ENGLAND The Cotswolds, cottage suitable for two people. Gorgeous, country walks and history at your doorstep. Minimum 2 weeks. Email: lynette@coulter.plus.com FRANCE FRANCE 2015/2016 holiday rental. Well renovated converted barn & stone houses in ancient, traditional vineyard village, SW France. Great walking, cycling, food, wine, Cathar castles. C$811/ C$1115/wk. couple or family/children under 18. Email: mjcapper@hotmail.com Visit: www.ourhouseinfrance.com.au PUERTO VALLARTA Bright, clean, quiet, 1 bdrm., 2 blks from beach, downtown, $350/wk., $895/mo. (May-Oct.), $1,395/mo. (Nov.–April). 604-833-5871, dbemc@hotmail.com SOUTH OF FRANCE villa in lively, lovely market town of Limoux. 4 bdrms. 2 bath. Sleeps 8. All mod cons. Near lake and river swimming and historic Carcassonne. Great rates. Deep discounts for long-term, off-season. www.southoffrancerental.com GULF ISLANDS Deluxe waterfront cottage, 1 bd./sleeps 4, winter and summer rates, call Alma 250-629-3008, www.ainsliepointcottage.com WHISTLER Better than a hotel. 1 bdrm., 2 bath at Creekside. Lge., lux condo, all mod amen. Avail. Xmas Break–NY. Great rates! For pics/info: ddunn@sd38.bc.ca

TEACHER Jan./Feb. 2015

OSOYOOS Spirit Ridge Resort – Fall/Winter/ Spring $70/night; June $120/night; July/Aug $1250/wk. jwsmith@sd78.bc.ca or 604-798-1517. FRANCE Great holiday rentals in S.France near Montpellier, Mediterranean medieval house, 2 bdrm, 1 1/2 bath, $800/wk. Studio $650/wk. garage, terrace, internet, www.ruemontbel.com salliejohnson@shaw.ca LANGUEDOC FRANCE Self-catering village house sleeps 8, 4 bdrm., 3.5 baths. Hidden courtyard with private pool. Contact Dannielle, info@athosdumidi.com FRANCE Alsace and Vosges Mountains, 3 bdrm. heritage house on wine route, furnished, modern kitchen, 45 min. from Germany, 35 min. from Switzerland. C$550/wk., mano936@gmail.com BAMFIELD, BC. Go fishing, kayaking, stormwatching, or just relax at this West Coast modern home in Bamfield. Rental suite sleeps 9, has 2 bathrooms and a private dock with lots of deck space. Spectacular view of Port Desire. towerrd302@yahoo.com

FOR RENT VANCOUVER Clean, bright, quiet, centrally located condos at Robson & Bute, 1 bdrm. weekly/monthly rates. 604-833-5871, dbemc@hotmail.com

MISCELLANEOUS SCHOOL TATOOS temporary tattoos printed with your school’s art. 1000 Tattoos $129, Free Graphic Service and Free Tattoo Proof. Website: www.schooltattoos.ca E-mail: info@schooltattoos.ca or call (613) 567-2636. EARN INCOME from home. Flexible hours. No inventory. No risk. www.ASolidPlanB.com or call Heidi, 780-435-8151.

PENSION QUESTIONS? Ask Arnie – now retired and available for expert, personal, one-to-one consultation including pension estimates, options, bridge, CPP/OAS, and pension splitting. Reasonable rates. Call Arnie Lambert at 604-354-5624 or e-mail arnielambert@shaw.ca SCHOOL IS EASY In Home Tutoring agency is seeking certified teachers in: Lower Mainland, Fraser Valley, Victoria, Comox Valley, Central Okanagan. Forward resume to tutor@schooliseasy.com or call 1-877-ITS-EASY (487-3279) TEACHER EXCHANGE 2016. Australia East Coast, Fingal Bay on Tomaree Peninsula. Primary school teacher wishes an exchange to BC SD 5, 6 or 8. Currently teaching 5/6 split at Tomaree Education Center. Contact Tony or Cheryl Mayers – bigguy@westnet.com.au TEACH in CHINA for 2 or 4 weeks in July 2015. Interested? Check us out at www.china-connection.ca TRAVEL THE WORLD with your students for free! Guided educational tours to Peru, Greece, Cuba, Spain, Costa Rica & everywhere in-between. Contact the destination specialists at Finisterra Travel for your next class trip. e: info@finisterra.ca, w: www.finisterra.ca ph: 1-800-806-0761 HOUSESIT Retired Saskatchewan teacher wishes to housesit in Victoria in 2015. Flexible dates and length of stay. 306-529-3052 cell or 403-362-6595, kim.steele@sasktel.net THINKING OF RETIRING? The BC Retired Teachers’ have a new “There’s More to it Than Money” retirement planning workshop. Come develop your plan with us! Call 604-871-2260 or email: bcrtaworkshops@gmail.com for more information or to schedule a retirement workshop for your district.

PD Calendar FEBRUARY 2015

APRIL 2015

MAY 2015

February 23 February 24

April 20–21 Vancouver

May 2 Vancouver

Social Emotional Enhancement and Development conference for Children and Youth with Special Needs 2nd Social Emotional Enhancement and Development (SEED) Conference for Children and Youth with Special Needs. Location: Marriot Vancouver Pinnacle Hotel, 1128 West Hastings Street, Vancouver. Conference room rates will be available. Audience Interested disciplines will include, but are not limited to: Child Development Centre staff, Social Work, Education, Medicine, Nursing, Mental Health, Occupational Therapy, Speech and Language Therapy, Physiotherapy, Child Care Workers, Community Service Providers, Students, and Families and Caregivers. 2015 speakers include: Dr. Kimberly Schonert-Reichl, Dr. Rebecca Cortes, Molly Stewart Lawlor, Sarah McLachlan, School of Music 604-451-5511, ext. 1285 or bccfa-seed.org

UBC Vancouver, Faculty of Education. Investigating Our Practice – IOP 2015 Conference 18th Annual IOP Conference where practicing teachers, university educators, graduate students and student teachers from different educational contexts (schools, universities and colleges) come together to share their questions, investigations and understandings about their practice. This year the Faculty of Education is celebrating the Year of Research in Education, and the IOP Conference welcomes proposals related to this theme! The IOP Conference stresses dialogue among participants; presentations are intended to provoke and inform discussion. http://iop.educ.ubc.ca

North Vancouver Abbotsford Sanity – Behaviour Workshop Proactive Strategies for Children with Challenging Behaviour. A Professional Development Workshop Focusing on Practical Strategies for Attention Deficit Hyperactivity, Autistic Spectrum Disorder and Oppositional Behaviour. Workshop venues: Holiday Inn & Suites, North Vancouver and Ramada Plaza, Abbotsford. https://ca.ctrinstitute.com

February 24–28 Victoria BC Teachers Institute on Parliamentary Democracy The Legislative Assembly of British Columbia offers BC teachers an exciting professional development program at the Parliament Buildings in our provincial capital. Learn about parliamentary democracy and become champions of citizenship education. You will return to your school with an enhanced understanding of our political system in British Columbia. You will meet with the Speaker of the House, MLAs, senior public officials, and have a behind-the-scenes tour of your Parliament Buildings. You will have plenty of opportunities to collaborate and share with colleagues from across the province. For more information, visit: www.leg.bc.ca/bcti

MARCH 2015 March 5–6 Vancouver Special Education Association (SEA) 40th Annual Crosscurrent Conference The conference will be held at Vancouver Sheraton Airport Hotel. For more information contact Stephanie Koropatnick: seaconferencechair@gmail.com

PD Online Calendar http://bctf.ca/PDcalendar Changes/additions: msteele@bctf.ca

Future October PSA day:

Have you worked in a BC overseas school? BC has more than 40 overseas schools that can offer a Dogwood Diploma. These schools use the BC curriculum and courses must be taught by a BC certified teacher. The BCTF Research Department is conducting research on the experience of teaching in these offshore schools. If you have taught at one of these schools and are prepared to be interviewed on the experience, please contact Larry Kuehn, BCTF Director of Research and Technology at lkuehn@bctf.ca.

M ASTER O F A RTS FO R

Teachers of English (MATE) ATTEND OUR INFO SESSION:

INQUIRIES & REGISTRATION:

Thursday, Jan 29, 2015 6:30 PM - 8:00 PM SFU Surrey campus Room 3340

matesry@sfu.ca 778.782.9384 www.sfu.ca/mate

2015–16—October. 23, 2015 Jan./Feb. 2015 TEACHER

Their Legacy Is Our Inspiration

Image source: Support for the 1946 strike for the 40 hour work week; Kaatza Museum & Archives

Image source: Interior of Woodwards, 1904; City of Vancouver Archives, 809-26

Canada Post Corp. Agreement No. 40062724 Return undeliverable Canadian addresses to BCTF, 100-550 West 6th Avenue, Vancouver BC V5Z 4P2 email: newsmag@bctf.ca

BC Labour History Book Project Project Partners: BC Labour Heritage Centre, Community Savings Credit Union, BC Federation of Labour, SFU Labour Studies Program Image source: Solidarityâ&#x20AC;&#x201C;Legislature, 1983; Pacific Tribune Collection, Sean Griffin photo