Welcome To ETFO - The Elementary Teachers` Federation of Ontario

Transcription

Welcome To ETFO
2014-2015
ENTER/EXIT FULL SCREEN
CONTENTS
CoUrse
CaLendar
2014-2015
www.etfo-aq.ca
CaLendar: AQ Courses 2014-2015***
important dates
Summer 2014
Fall 2014
Winter 2015
Spring 2015
Adapting Curriculum for Second-language Learners
Online
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Education Law
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English as a Second Language – Part 1
English as a Second Language – Part 2
English as a Second Language – Specialist
French as a Second Language – Part 1
French as a Second Language – Part 2
French as a Second Language – Specialist
Geography, Grades 7 and 8
History, Grades 7 and 8
Inclusive Classroom – Part 1
Inclusive Classroom – Part 2
Inclusive Classroom – Specialist
Integration of Information and Computer Technology
in Instruction – Part 1
in Instruction – Part 2
in Instruction – Specialist
Integrated Arts
Junior Education – Part 1
Junior Education – Part 2
Junior Education – Specialist
Kindergarten – Part 1
Online
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Halton;
Kawartha Pine Ridge;
Toronto
Kindergarten – Part 2
Kindergarten – Specialist
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Online
Peel;
Thames Valley
Librarianship – Specialist
Mathematics, Primary and Junior – Part 1
Mathematics, Primary and Junior – Part 2
Mathematics, Primary and Junior – Specialist
Mathematics, Grades 7 and 8
Media – Part 1
Media – Part 2
Media – Specialist
Mentoring
Occasional Teacher
Primary Education – Part 1
Primary Education – Part 2
Primary Education – Specialist
Reading – Part 1
Reading – Part 2
Reading – Specialist
Science and Technology, Primary and Junior – Part 1
Science and Technology, Primary and Junior – Part 2
Science and Technology, Primary and Junior – Specialist
Science and Technology, Grades 7 and 8
Special Education – Part 1
Online
Halton;
Greater Essex; Niagara;
Thames Valley
Online
Online
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Toronto;
Peel
Greater Essex; Halton;
Thames Valley
Online
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Kawartha Pine Ridge
Toronto;
Peel
Online
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Hamilton Wentworth
Special Education – Part 2
Special Education – Specialist
Student Assessment and Evaluation
Teaching First Nation, Métis, and Inuit Children
Teaching Combined Grades
Teaching and Learning Through e-learning
Use and Knowledge of Assistive Technology
Writing – Part 1
Writing – Part 2
Writing – Specialist
Spring 2015
Registration opens
April 21
July 28
Nov. 3
Feb. 2
French Proficiency Test
registration closes
June 11
Sept. 12
Dec. 12
March 12
Registration closes
June 18
Sept. 17
Jan. 7
April 1
Classes start
June 30
Sept. 22
Jan. 12
April 6
Classes finish
August 1
Dec. 12
March 27
June 19
* Please note dates are subject to change. Check etfo-aq.ca for up-to-date information.
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Online
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Winter 2015
Online
Kawartha Pine Ridge;
Toronto
Online
Fall 2014
Kawartha Pine Ridge
Online
Online
Summer 2014
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Greater Essex; Niagara;
Peel; Thames Valley
Greater Essex;
Halton; Niagara
Librarianship – Part 1
Librarianship – Part 2
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AQ Courses 2014-2015*
*** Schedule subject to change: please check etfo-aq.ca. ETFO reserves the right to cancel programs due to low enrolment. There will be a full refund of registration fees should ETFO cancel the program.
aQs tHat WorK WitH YoUr LiFe
ETFO AQ courses are developed by teachers for teachers;
current and practical; accredited by the Ontario College
of Teachers; and recognized by QECO as AQ credits.
At only $650 our courses provide exemplary professional
learning at a reasonable price.
www.etfo-aq.ca
Follow us:
Scan this for most recent information:
1
WELCOME TO THE
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO
2014-2015
Welcome to the Elementary
Teachers’ Federation of Ontario
ETFO is your professional and protective organization. Together we represent over 76,000
teachers, occasional teachers, designated early childhood educators (DECEs), and education
workers employed in the public elementary schools of Ontario. You are an active member of ETFO
provincially and you are also a member of one of the 75 ETFO locals across the province.
In welcoming you to ETFO, this book was developed to provide you with helpful information as
you begin your teaching career, and outline the work of your organization as well as the services
available to you. ETFO strives to develop programs and services that both protect and enhance the
working lives of members in these challenging times for education. We also work continuously to
provide a welcoming environment that celebrates the diversity of our members and the students in
our care. In addition to our internal work in support of members, ETFO reaches out to the broader
community to foster a climate of social justice in this province and beyond.
Workplace Protection + Professional Development + Social Activism = ETFO
ETFO’S STATEMENT AND DEFINITION OF EQUITY:
It is the goal of the Elementary Teachers’ Federation of Ontario to work with others to create
schools, communities, and a society free from all forms of individual and systemic discrimination.
To further this goal, ETFO defines equity as fairness achieved through proactive measures which
result in equality, promote diversity, foster respect and dignity for all.
CONTENTS
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WELCOME TO THE
2014-2015
Published by the
Elementary Teachers’ Federation of Ontario
136 Isabella Street
Toronto, Ontario
M4Y 0B5
Copyright @ 2014 by Elementary Teachers’ Federation of Ontario
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any
form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the
copyright owner.
Design by ARTIFACT graphic design (artifactworks.ca)
CONTENTS
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WELCOME TO THE
2014-2015
Contents
34
TIPS FOR NEW MEMBERS RE:
ELECTRONIC COMMUNICATION AND
SOCIAL MEDIA
Practicing Caution:
1
WELCOME TO THE ELEMENTARY
TEACHERS’ FEDERATION OF ONTARIO
Guidelines for Electronic Communications . . . . . . . . . 34
Defamatory Websites and Social Networking Pages . . 36
The Hidden Dangers of Electronic Communications. . 38
Welcome to Teaching!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Electronic Communication and Social Media. . . . . . . . 40
ETFO Human Rights Statement. . . . . . . . . . . . . . . . . . . . . 6
Videotaping in the Classroom . . . . . . . . . . . . . . . . . . . . . 41
7
ALL ABOUT ETFO
44
OTHER TIPS FOR NEW MEMBERS
The Objects and Priorities of ETFO. . . . . . . . . . . . . . . . . . 7
CLASSROOM ADVICE -
ETFO’s Place in the World of Education. . . . . . . . . . . . . . 8
The Individual Education Plan (IEP) — What You Need
ETFO: At the Provincial Level. . . . . . . . . . . . . . . . . . . . . . . 9
to Know. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
ETFO: At the Local Level . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Classroom Management. . . . . . . . . . . . . . . . . . . . . . . . . . 46
13
Elementary Progress Report Card and
YOU, THE NEW MEMBER . . . . . . . . . . . .
Beginning Occasional Teachers. . . . . . . . . . . . . . . . . . . . 13
Designated Early Childhood Educators (DECE)
Are Members of ETFO). . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
ETFO Member Information. . . . . . . . . . . . . . . . . . . . . . . . 15
ETFO Stewards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Getting Involved – Locally and Provincially . . . . . . . . . 16
Your Local/School/Classroom/Board Information . . . 18
Your Collective Agreement. . . . . . . . . . . . . . . . . . . . . . . . 19
Your Union Dues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
21
ETFO ADVISORIES . . . . . . . . . . . . . . . . .
Elementary Provincial Report Card Continued
Implementation Update. . . . . . . . . . . . . . . . . . . . . . . . . . 48
EQAO Testing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Getting Started Checklists . . . . . . . . . . . . . . . . . . . . . . . . 52
Occasional Teaching — Frequently Asked
Questions (FAQs). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Parent/Guardian Communication . . . . . . . . . . . . . . . . . 58
Preparing for an Occasional Teacher. . . . . . . . . . . . . . . 60
SCHOOL ADVICE -
New Teacher Induction Program (NTIP) . . . . . . . . . . . . 60
Maintaining Professional Relationships
Among All Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Positive School Team. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Current Advisories to Members. . . . . . . . . . . . . . . . . . . . 21
Building and Maintaining Positive Professional
25
PROFESSIONAL ADVICE -
Full-Day Kindergarten Team Relationships. . . . . . . . . . 65
ETFO POSITIONS
Full-Day Early Learning Kindergarten Program (FDK). . . 25
2014 Collective Bargaining. . . . . . . . . . . . . . . . . . . . . . . . 26
27
ETFO NEW MEMBER SUPPORTS
Allegations Involving CAS and-or Police — What to do
if it happens to you. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Balancing Career and Personal Life . . . . . . . . . . . . . . . . 69
A Member’s Duty to Report under the
Child and Family Services Act . . . . . . . . . . . . . . . . . . . . . 71
New Members Section of the ETFO Website. . . . . . . . . 27
Professional Boundaries. . . . . . . . . . . . . . . . . . . . . . . . . . 73
Online Resources for Occasional Teachers. . . . . . . . . . 27
Professionalism and Ethics. . . . . . . . . . . . . . . . . . . . . . . . 75
Survive and Thrive. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Sabrina’s Law — An Act to Protect Anaphylactic
ETFO Online AQ Courses. . . . . . . . . . . . . . . . . . . . . . . . . . 28
Pupils. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
ETFO Blogs and Websites . . . . . . . . . . . . . . . . . . . . . . . . . 30
Tutoring and Conflict of Interest Guidelines
ETFO Publications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
for Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
ETFO Workshops for New Members . . . . . . . . . . . . . . . . 33
Volunteering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Edvantage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
PRS Matters Bulletins: Advice for Members. . . . . . . . . . 81
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WELCOME TO THE
2014-2015
83
ETFO MEMBERSHIP:
RIGHTS AND RESPONSIBILITIES
Rights and Privileges of Membership
(Article V ETFO Constitution) . . . . . . . . . . . . . . . . . . . . . . 83
Code of Professional Conduct
(Article VI ETFO Constitution). . . . . . . . . . . . . . . . . . . . . . 84
Disciplinary Procedures
(Article VII ETFO Constitution). . . . . . . . . . . . . . . . . . . . . 85
86
ETFO:
THE PROVINCIAL ORGANIZATION
98
102
WHO’S WHO IN EDUCATION
OTHER IMPORTANT INFORMATION
FOR NEW MEMBERS
Duties of Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Criminal Allegations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Child Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Parent Concerns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
The Ontario Human Rights Code. . . . . . . . . . . . . . . . . . 106
Long Term Disability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Workplace Safety and Insurance Board. . . . . . . . . . . . 107
ETFO on the Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Occupational Health and Safety. . . . . . . . . . . . . . . . . . 108
The Annual Meeting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Pensions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Representative Council. . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Employment Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . 109
Standing Committees . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Employment Insurance – Maternity and Parental
Awards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Benefits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
ETFO and the Labour Movement. . . . . . . . . . . . . . . . . . . 90
A Member's Guide to Pregnancy and
91
Parental Leave. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
ETFO PROVINCIAL: SERVICES AREAS
Equity and Women’s Services (EWS). . . . . . . . . . . . . . . . 91
ln Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Communications and Political Action (CPA). . . . . . . . . 92
113
Professional Development/Learning. . . . . . . . . . . . . . . 93
A Teacher’s Pledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Professional Relations Services (PRS) . . . . . . . . . . . . . . 95
Glossary of Acronyms used in Education. . . . . . . . . . 114
Collective Bargaining. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
APPENDIX
ETFO Leadership Development. . . . . . . . . . . . . . . . . . . . 97
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WELCOME TO THE
2014-2015
136 Isabella Street, Toronto, Ontario, M4Y 0B5
Telephone 416-962-3836 Toll-free 1-888-838-3836
Fax 416-642-2424
Website: wwwetfo.ca
WELCOME TO THE ELEMENTARY TEACHERS’
FEDERATION OF ONTARIO!
ETFO is the largest teachers’ union in Canada. We are a unique organization representing
teachers, occasional teachers, designated early childhood educators (DECEs), and education
workers in the elementary public schools of Ontario. I am proud of our members – over
76,000 strong. When you accepted your position with your board, you became one of those
members, joining in their collective strength, enthusiasm, and commitment to each other
and to their profession.
As a member of ETFO provincially, you also became a member of your local – one of 75 throughout the province.
The foremost goal of both your provincial ETFO and your local is to serve the needs of all members.
Our members are dedicated and principled professionals. They care deeply about the conditions in which they
work, the children in their care, and the society in which they live and their students will mature. ETFO’s resources,
both human and financial, are directed to developing and implementing programs to meet those concerns. We strive
to serve our members in both professional and protective capacities.
As a federation, we offer a wide range of personal and professional development as well as leadership and training
opportunities. As a union, we offer collective strength through our bargaining and advocacy efforts. We consider
ourselves a union of professionals.
As your union, we work to provide a welcoming environment that celebrates our diversity and encourages the
participation of all our members.
We developed this book to show you some of the resources and services that are available to you as a member
of ETFO. Equally important is the information about opportunities for your involvement in ETFO and in your local.
You may remember that ETFO members lead the way during a difficult fight against Bill 115, one of the most
regressive pieces of anti-collective bargaining legislation ever seen in Canada. You should feel great pride in working
alongside colleagues who, without hesitation, vigorously defended democratic rights for all working people in
Ontario – including the students who will need those rights when they enter the workforce in future.
ETFO collective agreements expire in August 2014, and the upcoming round of collective bargaining offers us both
opportunities and challenges. We will be negotiating under Bill 122, the School Boards Collective Bargaining Act,
2014, for the first time. While the new bargaining process sets out better guidelines for central (i.e., provincial) table
discussions, the deciding factor in the 2014 round of bargaining will be the active engagement of our members.
What will help us succeed in this challenge is our solidarity. During the last round of bargaining, ETFO members
demonstrated their ability to stand together for ourselves, our classrooms, and our communities. We are ready to
display that same solidarity again during the 2014 round of collective bargaining, if necessary. ETFO members will
continue to be a force to be reckoned with.
Remember, as a member of this federation, you are never alone in facing changes and challenges. No matter
where you work in the province, ETFO is as close as your telephone or your internet connection.
We are glad you have joined us. Welcome to ETFO!
Sam Hammond
President
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WELCOME TO THE
2014-2015
6
Welcome to Teaching!
When you chose teaching as a career, you became part of a larger community of dedicated professionals
committed to making a difference.
Whether you are an OT, a DECE or an ESP or PSP, you will find the first few years on the job exciting,
exhilarating, challenging, and exhausting all at the same time. In the end, we trust you will find teaching
a rewarding career choice.
The first year can be confusing as you are bombarded with
information. What do you need to know? Is this important?
Where can I find the right answers? Sometimes you don’t even
know what questions to ask. To assist you, ETFO has developed
this resource to help you find your way through the maze of
information.
Good luck. Welcome to your new profession and welcome to
ETFO.
Membership in ETFO
When you signed on as an elementary teacher, an early
childhood education, or an education worker in your board you
became a member of the Elementary Teacher’s Federation of
Ontario. ETFO is your protective and professional organization.
ETFO is your union.
ETFO Human Rights Statement
The Elementary Teachers’ Federation of Ontario is committed to:
O Providing an environment for members that is free from harassment and discrimination at all
provincial and local Federation sponsored activities;
O Fostering the goodwill and trust necessary to protect the rights of all individuals within the
organization;
O Neither tolerating nor condoning behavior that undermines the dignity or self-esteem of
individuals or the integrity of relationships; and
O Promoting mutual respect, understanding, and co-operation as the basis of interaction among all
members.
“Teaching is the
one profession
that makes all
other professions
possible.”
Harassment and discrimination on the basis of a prohibited ground are violations of the Ontario Human
Rights Code and are illegal. The Elementary Teachers’ Federation of Ontario will not tolerate any form
of harassment or discrimination, as defined by the Ontario Human Rights Code, at provincial or local
Federation sponsored activities.
Anonymous
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WELCOME TO THE
2014-2015
All About ETFO
The Objects and Priorities of ETFO
Every organization has objectives that define its purpose and guide its work. The objects of ETFO are
contained in the Constitution (Article Ill).
THE OBJECTS OF THE FEDERATION SHALL BE:
3.1 to regulate relations between employees and employer, including but not limited to securing and
maintaining through collective bargaining, the best possible terms and conditions of employment.
3.2 to advance the cause of education and the status of teachers and educational workers.
3.3 to promote a high standard of professional ethics and a high standard of professional competence.
3.4 to foster a climate of social justice in Ontario and continue a leadership role in such areas as antipoverty,
non- violence, and equity.
3.5 to promote and protect the interests of all members of the Federation and the students in their care.
3.6 to co-operate with other organizations, in Ontario, Canada, and elsewhere, having the same or like objects.
3.7 to promote and defend the health and safety of members in the workplace.
While the programs and services of ETFO are designed with these objects in mind, each year at the Annual Meeting
the membership sets the priorities of ETFO for the upcoming school year.
THE CURRENT PRIORITIES OF ETFO FOR 2014-2015
y To protect the collective bargaining rights of all members.
y To defend publicly-funded public education.
y To serve the needs of the membership.
y To provide for the professional development of members.
y To promote social justice in the areas of peace, anti-poverty, non-violence,
and equity.
y To support international assistance and cooperation.
y To promote the care and protection of the environment.
y To actively engage members in the Federation.
y To promote and protect the health and safety of members.
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WELCOME TO THE
2014-2015
ETFO’s Place in the World of Education
Education International
About 30 million members
401 teacher organizations in 171 countries
Canadian Teachers’ Federation
approx. 200,000 members
Ontario Teachers’ Federation
approx. 160,000 members
l’Association des
enseignantes et des
enseignants franco
ontariens
approx. 10,000
members
Elementary
Teachers’ Federation
of Ontario
Ontario English
Catholic Teachers’
Association
Ontario Secondary
School Teachers’
Federation
Federation des
enseignantes et
des enseignants de
l’elementaire de
l’Ontario
approx. 45,000
members
approx. 60,000
members
over 76,000
members
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WELCOME TO THE
2014-2015
ETFO: At the Provincial Level
THE ONTARIO TEACHERS’ FEDERATION
ETFO is one of four affiliates that make up the Ontario Teachers’ Federation (OTF). The other three are
l’Association des enseignantes et des enseignants franco-ontariens (AEFO), the Ontario English Catholic
Teachers’ Association (OECTA), and the Ontario Secondary School Teachers’ Federation (OSSTF). ETFO
has representation on the OTF Board of Governors and the OTF Executive. OTF is the official voice of all
teachers in Ontario in dealings with the Minister of Education on the Ontario Teachers’ Pension Plan.
THE ETFO EXECUTIVE
The Executive at the provincial level consists of 14 members: the president; the first vice- president; two
vice-presidents, one position open to women only; the ETFO representative to the Ontario Teachers’
Federation; and, additional executive members as necessary to complete an executive of fourteen. Four
of these additional positions are open to women only. The members of the Executive are elected to 2-year
terms by the delegates to the Annual Meeting.
The Executive meets regularly and is responsible for carrying out the business of the federation, receiving
reports and recommendations from committees, authorizing legal support for members in employment
related cases, and carrying out a variety of other responsibilities.
2013-2015 EXECUTIVE
President Sam Hammond
First Vice-President Susan Swackhammer
Vice-Presidents James McCormack
Maureen Weinberger
OTF Table Officer Rian McLaughlin
Executive Members Karen Brown
Hamilton-Wentworth Teacher Local
Grand Erie Teacher Local
Waterloo Region Teacher Local
Halton Teacher Local
Hamilton-Wentworth Occasional Teacher Local
Elementary Teachers of Toronto Local
Adelina Cecchin
Greater Essex County Teacher Local
Diane Dewing
Upper Canada Occasional Teacher Local
Pamela Dogra
Elementary Teachers of Toronto Local
Kelly Holley
Algoma Teacher Local
Nancy Lawler
Bluewater Teacher Local
David Mastin
Durham Teacher Local
Rian McLaughlin
Hamilton-Wentworth Occasional Teacher Local
Monica Rusnak
Ontario North East Teacher Local
Deb Wells
Limestone Teacher Local
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WELCOME TO THE
2014-2015
Sam Hammond
President
Hamilton-Wentworth
Teacher Local
Susan Swackhammer
First Vice-President
Grand Erie
Teacher Local
James McCormack
Vice-President
Waterloo Region
Teacher Local
Maureen Weinberger
Vice-President
Halton Teacher Local
Rian McLaughlin
OTF Table Officer,
Executive Member
Hamilton-Wentworth
OT Local
Karen Brown
Executive Member
Elementary Teachers
of Toronto Local
Adelina Cecchin
Executive Member
Greater Essex County
Teacher Local
Diane Dewing
Executive Member
Upper Canada
OT Local
Pam Dogra
Executive Member
Elementary Teachers
of Toronto Local
Kelly Holley
Executive Member
Algoma Teacher
Local
Nancy Lawler
Executive Member
Bluewater Teacher
Local
Dave Mastin
Executive Member
Durham Teacher
Local
Monica Rusnak
Executive Member
Ontario North East
Teacher Local
Deb Wells
Executive Member
Limestone Teacher
Local
Victoria Réaume
General Secretary
Sharon O’Halloran
Deputy General
Secretary
ADMINISTRATIVE LEADERS
The administrative leaders work with
the staff of the Federation to implement
the programs and services approved by
the Executive and the Annual Meeting.
CONTENTS
Anne Rodrigue
Deputy General
Secretary
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WELCOME TO THE
2014-2015
11
ETFO: At the Local Level
You are a member of the local in your board. There are 75 locals in ETFO across the province. For the most
part, each local is also a bargaining unit with a boundary corresponding to that of an employing school
board. However in some of the school authorities there may be two or more bargaining units combined
within a local. ETFO is the bargaining agent for all bargaining units.
Each local has a president, executive members, committees, and other positions to meet the needs of
the membership in the local.
NORTHERN ONTARIO ENGLISH-LANGUAGE
PUBLIC DISTRICT SCHOOL BOARDS
5A
5A
5B
5B
6A
6A
6B
6B
1
2
2
1 Ontario North East
2Algoma
3
3Rainbow
4 Near North
5A Keewatin-Patricia
4
5B Rainy River
6A Lakehead
6B Superior-Greenstone
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WELCOME TO THE
2014-2015
12
SOUTHERN ONTARIO ENGLISH-LANGUAGE
PUBLIC DISTRICT SCHOOL BOARDS
28
25
15
29
16
19 12
20
18
8
24
11
21
23
26
14
17
7
27
13
22
10
18 Upper Grand
9
7Bluewater
19 Peel
8 Avon Maitland
20 Halton
9 Greater Essex County
21 Hamilton-Wentworth
10 Lambton Kent
22 Niagara
11 Thames Valley
23 Grand Erie
12 Toronto
24 Waterloo Region
13 Durham
25 Ottawa-Carleton
14 Kawartha Pine Ridge
26 Upper Canada
15 Trillium Lakelands
27 Limestone
16 York Region
28 Renfrew County
17 Simcoe County
29 Hastings & Prince Edward
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13
WELCOME TO THE
2014-2015
You, the New Member
Beginning Occasional Teachers
Most teachers begin their careers as occasional teachers. Ontario’s new teachers across the province are
increasingly relying on occasional teaching assignments as their introduction to the teaching profession.
Occasional teachers are a very important part of the school system. They are fully qualified teachers
who are as legally responsible as any other teacher. They face the added challenges of being called at
a moment’s notice, following another teacher’s day plan, and dealing with a multitude of unknowns in
each teaching assignment.
A daily occasional teacher may be in a different school every day. Teachers who are absent for extended
periods of time are replaced by long-term occasional (LTO) teachers.
An occasional teacher fulfills all of the responsibilities of the teacher that is absent. In most cases,
this means that the occasional teacher has the same yard duty, hall duty, classroom assignments and
preparation time as the teacher being replaced. Check with your local occasional teacher collective
agreements for the requirements around duty and preparation time, and provisions for the role of longterm occasional teacher.
ONTARIO REGULATION 274/12 AND TEACHER HIRING BY SCHOOL BOARDS
Regulation 274 was filed by the provincial government in September 2012 under the Education Act. It
establishes steps all publicly funded school boards must follow when hiring for long term occasional
(LTO) and new permanent teaching positions.
Under Regulation 274, school boards must establish and maintain two occasional teacher lists:
O roster of occasional teachers (or “roster”);
O long term occasional teachers’ list (or “LTO list”).
The roster must include the names of all occasional teachers hired by the school board, the day each
teacher was placed on the roster, and a summary of each teacher’s teaching experience. A teacher’s
ranking on the roster is based on seniority. School boards are required to place the roster on their
websites, and must update their rosters regularly.
An occasional teacher on the roster may apply to be placed on the LTO list once s/he:
O has been on the roster for at least ten months; AND
O has taught as an occasional teacher with the school board for at least 20 days during a ten month
period. (Note: The ten month period must have taken place some time during the five years
preceding the teacher’s application to the LTO list.)
School boards must grant an interview to every occasional teacher on the roster who meets these
qualifications. Boards then determine, through a hiring process, which occasional teachers will be placed
on the LTO list. Being placed upon the LTO list only ensures an occasional teacher is eligible to apply for
LTO positions that become available; it does not guarantee hiring.
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14
WELCOME TO THE
2014-2015
When permanent teaching positions become available, Regulation 274 stipulates that only occasional
teachers on the LTO list who have completed a minimum of one LTO assignment at least four (4) months
long can be considered for new permanent positions.
When hiring for LTO and permanent positions school boards must:
O place notice of an available position on their websites for at least five weekdays;
O honour any collective agreement language applicable to hiring and teaching assignments.
Unsuccessful candidates to the LTO list, or to an LTO or permanent position, are entitled to meet with the
individual or panel that conducted the interview to discuss performance during the interview and how to
improve their chances during future interviews.
Designated Early Childhood Educators (DECEs)
Are Members of ETFO
In September 2010, designated early childhood educators (DECEs) and elementary teachers began
working side by side in classrooms across the province in the first phase of the Full Day Early Learning
Kindergarten Program.
Supporting new partnerships
FDK teams in kindergarten classrooms need considerable professional support to make the program
work. They need time for joint planning, curriculum preparation, and professional learning. ETFO has
made teachers’ professional needs a priority in bargaining and is similarly supporting the professional
needs of DECEs as collective agreements are bargained.
The success of the new FDK program depends on the willingness of teachers and DECEs to work in new
ways, to learn with and from each other, and to be prepared to grow daily alongside their young learners.
Meeting these challenges and benefitting from new opportunities will enrich their lives and the lives of
their young students.
Professional Learning
One of ETFO’s commitments to our DECE members was to support them with their professional learning
journeys. To that end we completed a needs assessment of our DECE members and have used this
information to begin to create professional learning opportunities for DECE’s for the upcoming year and
beyond.
We are also creating opportunities for DECE’s, teachers, or FDK teams to come and participate in learning
together through our Learning in the Early Years series. Members should watch the ETFO website and
also the e-newsletter for further opportunities. Any new projects, workshops or resources will be shared
through the DECE locals to share with their membership.
For more information go to www.etfo.ca.
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15
WELCOME TO THE
2014-2015
ETFO Member Information
According to the 2013-2014 Annual Member Survey:
O 20% of ETFO teacher members are below the age of 35;
O 34% of ETFO occasional teacher members are below the age of 35;
O 37% of ETFO teacher members have less than 11 years experience;
O 57% of ETFO occasional teacher members have less than 11 years experience;
O 79% of ETFO teacher members have a QECO rating of A4; and
O 66% of ETFO teacher members are active in the community.
How Member Information is Used
The Member Records Department is responsible for maintaining the ETFO Membership Database. This
secure database contains each member’s name, home address, phone numbers, email address, school
location, etc. Starting in November each year, a member information survey is mailed to each member’s
home address. This survey shows the member what information is currently on file at ETFO and gives
the member an opportunity to revise her/his information. All of your information is kept confidential by
ETFO.
Keep Your Information Current
It is critical that the ETFO Membership Database be kept current as it is used to mail out ETFO’s Voice
magazine as well as any other information ETFO may need to send to its members.
If your information has changed since you filled out the Annual Member Information Survey, you can
submit updated information by filling out the Update Member Information form found on the ETFO
website. Go to www.etfo.ca 4 Being a Member 4 Member Information 4 Update Member Information
form or www.etfo.ca/BeingaMember/UpdateMemberInformation or call ETFO Provincial office and ask for
the member record department.
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16
WELCOME TO THE
2014-2015
ETFO Stewards
In each school an ETFO member takes on the role of steward. ETFO stewards are the visible representatives
of ETFO and the local in the workplace. Stewards are responsible for monitoring the implementation
of the collective agreement and making ETFO members aware of ETFO services and programs. ETFO
stewards receive training to assist them in carrying out their work Your ETFO steward will be your
workplace contact for information about your local and provincial ETFO, including current information
about upcoming meetings, conferences, workshops, and emerging issues.
Getting Involved – Locally and Provincially
ETFO offers members a wide range of personal and professional development as well as leadership
opportunities. The strength of ETFO is its members, you and the people you work with, the teachers
and educators in public elementary schools across Ontario. Throughout your career there will be many
opportunities for involvement. ETFO is your organization. You can help to set the tone and direction of
ETFO. There is interesting and challenging work to be done. You will meet new people who share your
views about public education. Be involved a little or a lot- you choose. Your participation makes us strong.
Ways to get involved . . .
The ETFO Humanity
Fund uses the
From the comfort of your own home:
O Get informed. Read the ETFO magazine Voice and visit the ETFO website www.etfo.ca to get the
latest information about professional development and updates on the work of the union.
O Call your ETFO local with your questions, your opinions, or your offer to volunteer for an activity.
O Call the ETFO provincial staff with a question that’s been worrying you.
resources of ETFO
members to support
children and their
teachers around the
world, enriching
their lives and
the lives of their
communities.
Build the ETFO
Humanity Fund.
Talk to your local
president. Talk to
your colleagues.
For more
information, call
the ETFO provincial
office at
416-962-3836 or
1-888-838-3836.
Without leaving your school:
O Get to know your ETFO steward, who is the ETFO representative in your school. See how you can
help to improve your workplace.
O Get informed. Read the ETFO bulletin board and the local newsletter.
O Read the material ETFO distributes through your ETFO steward.
O Use ETFO curriculum materials in your classroom.
O Keep ETFO pamphlets available to hand out to parents.
O Go to the in-school meetings called by the ETFO steward.
O Talk with colleagues about education issues.
O Become an ETFO steward.
Stepping out into your local:
O Attend new member functions hosted by your local.
O Attend P.D. events and workshops sponsored by your local.
O Attend your local’s general meetings, annual meetings, and bargaining meetings. Take a friend
along.
O Join a local committee to help make a difference for teachers in your local.
O Volunteer to work on a project or program within your local.
O Get involved in trustee/political/federal elections through your local’s political action program.
O Get involved in community affairs through the local.
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17
WELCOME TO THE
2014-2015
O
O
O
O
Get involved in social justice activities through the local.
Write an article for your local’s newsletter to share new information with other members.
Run for the local executive.
Mentor a future new member of your local.
Going provincial:
O Volunteer for candidates in the provincial government election who support education and the
work of educators.
O Become one of your local’s delegates to the ETFO Annual Meeting.
O Attend a provincial ETFO conference or workshop – as a participant or workshop presenter.
O Take an ETFO Online AQ course, or become an instructor for an ETFO Online AQ course.
O Contribute an article to an ETFO publication.
O Apply to be a member of an ETFO provincial committee.
O Volunteer for an ETFO focus group.
O Run for the provincial Executive to help shape the future of the union and influence policy on
public education.
O Tell another member about the services of ETFO.
Helpful Tip:
Keep all documents related to your career in a safe and accessible place e.g.,:
O Certificate of Qualification (COQ) from the Ontario College of Teachers (OCT)
O Certificate of Registration from the College of Early Childhood Educators
O District school board correspondence related to your hiring and placement
O University/College transcripts
O Certificates from professional development activities (e.g., course, conference, workshop)
O Current resume
O Copy of criminal record check/offence declaration
O QECO evaluation
O Documents related to your Teacher Performance Appraisal (TPA)
O Information from your ETFO local
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WELCOME TO THE
2014-2015
18
Your Local/School/Classroom/Board Information
Your ETFO Local Information
Your ETFO local is:
Your ETFO local president and/or representative is:
And can be reached at:
Your ETFO school steward is:
Professional relations advice or assistance related to your profession: 416-962-3836 or 1-888-838-3836
Other:
Your School Information
Your principal is:
Your vice-principal is:
Your mentor teacher is:
The report card administrator is:
The secretary in your school is:
The chair of your school council is:
The ETFO representative on your school counciI is:
The custodian in your school is:
Other:
Your Classroom Information
Designated Early Childhood Educator(s) working with you:
Special education staff working with your students:
Educational assistant(s) working with your students:
Teachers in your division:
Other:
Your District School Board Information
Your district school board is:
Central board office telephone is:
Your director of education is:
Your area superintendent is:
Consultants/coordinators/resource personnel:
Human Resources contact:
Payroll contact:
Benefits contact:
Other:
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19
WELCOME TO THE
2014-2015
Your Collective Agreement
As an employee of a district school board or school authority and as a member of your ETFO local, you
are covered by the terms of a collective agreement. That agreement is negotiated between the union
and your board and contains a number of provisions outlining your rights as an employee. Although
your salary and benefits may seem the most obvious and important to you right now, your agreement
also contains clauses on working conditions such as class size and preparation time, supervision duty,
leave provisions, seniority, transfers, resignation and termination dates, protection against arbitrary
disciplinary action, access to your personnel file, and much more.
The terms of your collective agreement are legally binding upon you, the union, and your employer and
are enforceable under law. If you think your employer has violated the terms of the agreement, you or the
union may have recourse to a grievance. The grievance procedure is a process for resolving differences
arising from the application or interpretation of your collective agreement. It provides an opportunity
to resolve differences at the local level. If there is no satisfactory conclusion, the parties have access to
arbitration, a procedure where a neutral third party hears the arguments and renders a final and binding
decision.
Check your collective agreement for pertinent clauses:
OSalary
O Grid placement (Have you applied for and received your QECO evaluation?)
O Class size
O Preparation time
O Supervision duty
O Length of school day
O Leave of absence plans, including pregnancy and parental leaves and deferred salary leaves
O Insured benefits
O Transfer dates
OSeniority
O Harassment and non- discrimination clauses
O Other important clauses
Make sure you
have a copy of
your collective
agreement handy
and get to know
what’s in it!
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20
WELCOME TO THE
2014-2015
Your Union Dues
Under the Education Act, an elementary teacher who works in the English-language public education
system is represented by ETFO. Some DECEs are ETFO members depending on district school board
employment. Based on this statutory representation, ETFO collects dues to support union activities.
Union dues are determined at the ETFO Annual Meeting each August. Dues are deducted directly from
members’ pay cheques by school boards and submitted to ETFO Provincial Office.
How Are Your Dues Spent?
Local and Provincial Programs
Dues are used to provide funds to provide programs and services to the members through Provincial
Office, and to operate ETFO’s locals. These programs and services include:
O Collective Bargaining,
O Equity and Women’s Programs,
O Leadership Development,
O Political Action and Public Relations (PA/PR),
O Government Relations, Media Relations, Communications,
O Professional Development, and
O Professional Relations (counselling/legal services).
ETFO BUDGET 2013-2014
2%
Political Action/Public Relations
19%
41%
Defense Fund
8%
Provincial Office
Fees to Other Organizations
30%
Local Rebates and Release Time
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21
WELCOME TO THE
2014-2015
Membership in Other Organizations
O
O
O
O
O
O
ETFO is affiliated with other teacher federations and labour organizations such as:
The Ontario Teachers’ Federation (OTF),
The Canadian Teachers’ Federation (CTF),
Education International (EI),
The Ontario Federation of Labour (OFL), and
The Canadian Labour Congress (CLC).
Membership in these organizations:
O gives ETFO access to a wide range of research and programs,
O links ETFO with teachers and other organized workers (many of whom are parents of the children
we teach),
O involves ETFO in the social justice campaigns, and
O strengthens the voice of all those who defend public education and public services.
The Defense Fund
A portion of ETFO members’ dues is set aside in the Defense Fund. The Defense Fund is set up to pay for
the cost of operating a collective bargaining strike (e.g., strike pay, and pension contributions relating to
a strike), and to fund certain other extraordinary expenses.
ETFO Advisories
Current Advisories to Members
ETFO issues advisories to members on various issues of concern. A Member Advisory is a position
adopted by the Executive to provide its best advice to members about what to do and refrain from doing.
It responds to actions taken by the government, its arm’s length organizations, and school boards that
have a negative impact on members or on public education.
The advisories in effect for 2014-15 deal with EQAO marking, evaluating or reporting on classroom
practices of other members, and the EQAO teacher questionnaire.
Advisory – EQAO Marking
(updated September, 2013)
Advisory – Evaluating or Reporting on Classroom Practices of Other Members
Advisory – Completion of EQAO Teacher Questionnaire
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WELCOME TO THE
2014-2015
ADVISORY TO MEMBERS
22
EQAO Marking
MEMBERS ARE ADVISED NOT TO PARTICIPATE IN ANY PRIMARY
DIVISION (GRADES 1-3), JUNIOR DIVISION (GRADES 4-6),
GRADE 9 ASSESSMENT OF MATHEMATICS OR THE ONTARIO
SECONDARY SCHOOL LITERACY TEST (GRADE10) EQAO
MARKING EXERCISE.
Members are reminded that the delegates at the 2001 Annual Meeting passed the following
motion:
“That ETFO encourage members not to participate in any EQAO marking exercises.”
Delegates informed the Annual Meeting that the results of these assessments have been
used to undermine the teaching profession and denigrate the success of students in
Ontario. The participation of our members adds validity to a program that the Federation
believes is not in the best interests of students.
The Federation views province-wide testing of every student in the primary and junior
divisions and grades 9 and 10 as both a misuse of student time, and an ineffective use of
funds that should be redirected to support students’ learning.
The consistent trend within the media of ranking schools by assessment results has been
unfair to students and is potentially destructive to the education system.
Participation in the marking of EQAO assessment materials could lend undue credibility to
the value of the test results. Members are advised to refrain from any involvement in the
marking of EQAO assessment materials.
Members are advised:
O Not to participate in any EQAO marking exercise. September 1, 2013
Fédération des enseignantes et des enseignants de l’élémentaire de l’Ontario
136 Isabella Street, Toronto, Ontario M4Y 0B5
Telephone: 416-962-3836 Toll free: 1-888-838-3836
Fax: 416-642-2424
Website: www.etfo.ca
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WELCOME TO THE
2014-2015
ADVISORY TO MEMBERS
23
Evaluating or Reporting on
Classroom Practices of
Other Members
MEMBERS ARE ADVISED NOT TO EVALUATE OR REPORT ON THE
CLASSROOM PRACTICES OF OTHER MEMBERS.
It is ETFO’s position that no member should participate in the assessment of or reporting
on another member’s classroom practices.
Some members have been asked to participate on district review teams as part of the
Literacy and Numeracy Secretariat’s initiatives. These teams visit schools and classrooms
making observations to assist schools in setting goals. They provide a report to the principal
highlighting specific areas of need based on their observations.
Members, whether required to participate in such teams due to their role as a consultant
or coordinator, or participating in a voluntary manner, must refrain from making any
statement and/or assessment that could be considered as evaluative regarding the
classroom practices of another member.
O Not to evaluate or report on the classroom practices of other members. September
1, 2013
Telephone: 416-962-3836 Toll-free: 1-888-838-3836
Fax: 416-642-2424
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WELCOME TO THE
2014-2015
ADVISORY TO MEMBERS
24
Completion of EQAO Teacher
Questionnaire
MEMBERS ARE ADVISED NOT TO COMPLETE THE EQAO
TEACHER QUESTIONNAIRE.
The completion of the EQAO teacher questionnaire is now voluntary for all teachers,
including those teaching grades 3 and 6.
It is ETFO’s position that members not volunteer to complete the EQAO teacher
questionnaire that is distributed as part of the EQAO administration process. EQAO offers
a questionnaire to all elementary (K-8) teachers. The questionnaire collects information
about teacher background, use of instructional resources, communication with parents,
and use of school-based testing data. The use of the questionnaire represents an
unnecessary expansion of the EQAO testing regime and additional workload for members.
O Not to complete the EQAO teacher questionnaire. September 1, 2013
Telephone: 416-962-3836 Toll free: 1-888-838-3836
Fax: 416-642-2424
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WELCOME TO THE
2014-2015
25
ETFO Positions
Full-Day Early Learning Kindergarten Program (FDK)
In September 2010, Ontario launched the first phase of the
Full-Day Early Learning Kindergarten Program (FDK), an
exciting new initiative for kindergarten-aged children that will
be fully implemented during the 2014-2015 school year. The
program is staffed by certified teachers and designated Preparing
early
our children
childhood educators (DECEs), with both
bringing
Full-dayprofessionals
kindergarten matters
for a
bright future
complementary knowledge and skills to the classroom. It is based
on a developmentally appropriate, play-based approach to early
childhood education. This plan brings Ontario more in line with
other industrialized countries that have a strong commitment
to the education and development of young children. ETFO
welcomes this plan to provide full-day kindergarten programs
for four- and five-year-olds taught by qualified teachers and early
childhood educators.
•Skilled,well-educatedpeoplearecritical
for Ontario’s economic prosperity. Full-day
kindergartenisanimportantstepforwardin
For more information
go to etfo.ca
helping our children – and our province – meet
the challenges of the 21st century.
•Full-daykindergartengivesteacherstimetogive
children individual attention. It gives children
time to develop academic and social skills.
480 University Avenue, Suite 1000
Toronto, ON M5G 1V2
Tel: 416-962-3836
•Full-daykindergartengivesallchildrenachanceto
bloom and become the best learners they can be.
Preparing
our children
for a
bright future
Toll-free: 1-888-838-3836
Fax: 416-642-2424
www.etfo.ca
Why full-day kindergarten matters
“A preschool model
based on playful
learning might do
even more than
buttress outcomes.
It might also better
prepare students to
be lifelong learners
who will eventually
enter a world that is
increasingly relying
on global, socially
sensitive and
flexible thinkers.”
Hirsh-Pasek, Golinkoff,
Berk and Singer
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WELCOME TO THE
2014-2015
2014 Collective Bargaining
ETFO collective agreements expire on August 31, 2014, and the process to create and renew those
collective agreements has begun. ETFO’s overall goals for every collective bargaining round are twofold:
O to ensure collective agreement provisions reflect the value and professionalism of our hardworking and highly-skilled members;
O to ensure our members are informed about and actively involved in the collective bargaining
process.
The ongoing engagement of a well-informed ETFO membership is critical to a successful round
of bargaining. During the 2012 round of negotiations with the government, ETFO’s 76,000 very
knowledgeable and engaged members lead the fight against anti-collective bargaining legislation, Bill
115. They made their views about fair collective bargaining heard over and over again on picket lines, in
our communities, at rallies, protests, forums, at MPP offices, in newspapers, on TV and radio, and through
social media. They became an overwhelming force the government could not ignore. Ultimately, ETFO
members’ collective strength resulted in a two-year agreement that mitigated the impact of Bill 115, and
also eliminated the 2% salary penalty imposed on members in 2008.
Given the actions of the government in 2012, and the uncertainty that surrounds how negotiations will
proceed under new bargaining legislation, it’s more important than ever for ETFO members to be actively
involved in upcoming bargaining. In September 2014, ETFO will be launching a dynamic new collective
bargaining communications campaign that will inform, engage and motivate – and will ensure ETFO
members continue to be a force to be reckoned with in the 2014 round of collective bargaining.
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WELCOME TO THE
2014-2015
ETFO New Member Supports
New Members Section of the ETFO Website
The New Members committee recommended that a section of the ETFO website be dedicated to new
members with links to other relevant sites. Go to www.etfo.ca 4 Being a Member 4 New Members or
www.etfo.ca/BeingaMember/NewMembers to see the new member section of the ETFO website. There
you will find Quick Links, a link to Survive and Thrive, a link to the New Teacher Induction Program (NTIP),
and other links of interest to new members including:
O Professional Links (e.g., QECO, Edvantage),
O Curriculum Links (e.g., Curriculum Services Canada), and
O Other Resource Links (TV Ontario – The Independent Learning Library).
Online Resources for Occasional Teachers
http://etfo-ot.net
“Develop a passion
for learning. If you
Resources
for Occasional
Teachers
do, you’ll never
cease to grow.”
Anthony J. D’Angelo
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WELCOME TO THE
2014-2015
Survive and Thrive
Survive and thrive is a free online conference for teachers in their first five years of teaching. There are
downloadable classroom resources, keynote presentations by experts, useful web links and much more.
Go to www.etfo.ca or www.survivethrive.on.ca.
ETFO Online AQ Courses
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WELCOME TO THE
2014-2015
ETFO AQs – the Perfect Choice for New Members
ETFO has long held a reputation for the delivery of quality professional learning
programs; teachers know that when they participate in an ETFO program,
it will be practical and current. Further the program will be developed by
experienced teachers and delivered by teachers. While ETFO has been an AQ provider for many years,
it was in 2010 that we launched our online AQ program. The response was incredible and we had more
than 7000 participants in 2013-2014 sessions making ETFO online AQ courses, the flagship professional
learning program of the organization.
In addition to the simple reasons of access spanning the province, many members want the opportunity
to engage in professional learning online. The reasons for this are varied but they include:
O Online courses are flexible and convenient;
O They make it easier to balance work, professional learning and family responsibilities;
O Online courses provide opportunities for shared collaborative learning;
O Teachers can manage their own learning and accountability through self-management skills;
O The extended reflection time available through online courses results in more meaningful
learning; and
O Excellent classroom resources, which are unavailable locally, are only a “click” away through
online courses.
Clearly with new technology and hectic lives that teachers lead, they want courses that are respectful of
their work/life balance and still provide an exemplary professional learning experience. ETFO online AQ
plan will address these needs.
The ETFO Edge
Our AQs are embedded with the ETFO Edge. This means that ETFO strives to make its AQ offerings a
superior learning experience by:
O Ensuring that ETFO AQ course developers embed ETFO beliefs within the course;
O having courses developed by elementary educators who appreciate the realities of elementary
classrooms;
O developing course content that is practical, well-grounded in effective practice, and has a
respectful balance between theory and practice;
O respecting the delicate work/life balance of teachers; and
O reviewing courses regularly and updating them to make certain that the course activities,
resources, and key leanings remain current.
For more information about ETFO professional course offerings, visit www.etfo-aq.ca.
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WELCOME TO THE
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ETFO Blogs and Websites
This interactive blog has practical ideas and topics of interest to new members or those who are
experiencing a change of assignment, from practicing teachers. The blog is meant to be a continuation of
the ETFO resource: The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning
Teachers
www.heartandart.ca
This interactive blog is a central repository for early learning focusing on teaching and learning across
the primary grades. Here you will find practical ideas and topics of interest to primary teachers. The
contributors are practicing primary and Kindergarten teachers including an ETFO DECE member.
www.earlylearningcentral.ca
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Professional Learning in the Early Years website (PLEY)
coming
soon
ETFO’s Professional Learning in the Early Years website (PLEY) has been created as a companion to
ETFO’s Professional Learning in the Early Years workshop series. The website will support educator
teams, individual teachers, designated early childhood educators and teacher leaders across Ontario to
access professional learning wherever they are. There are several videos with accompanying facilitator’s
guides, a photo gallery, and classroom tours.
ETFO Members Sharing In Assessment
coming
soon
ETFO has created a very practical new website called ETFO Members Sharing In Assessment. ETFO has
a strong position on the importance of classroom assessment and the information that teachers gather
on a daily basis. This site is an opportunity to help members enhance their understanding of assessment
and learn new strategies and approaches that are meaningful, well-organized and utilized by their peers
in the classroom. This site will provide our members with a professional learning environment where
teachers can share successful tools with one another. It provides a collaborative platform that features a
collection of examples of practical tools that ETFO teachers are using to make assessment work efficiently
and effectively to enhance student learning.
ETFO Publications
ETFO publications are valuable to all members but the following ones are of particular interest to new
teachers. Some can be downloaded free of charge from the ETFO website and others are available for
purchase from shopETFO at www.etfo.ca.
T H E H E A RT A N D A RT O F
TEACHING AND L EARNING
PRACTICAL IDEAS AND RESOURCES
FOR BEGINNING TEACHERS
The Heart and Art of Teaching and Learning: Practical Ideas and
Resources for Beginning Teachers is a new ETFO resource designed
specifically for new teachers, but is helpful for all teachers, especially when
experiencing a new teaching assignment. It is full of practical tips on setting
up your own classroom, classroom management, planning and working
with parents. This is also ETFO’s first ever eBook available through
Lulu.com, BarnesandNoble.com, and the iBookstore.
E L E M E N TA RY T E A C H E R S’ F E D E R AT I O N O F O N TA R I O
*Grades:Layout 1 07/03/11 9:48 AM Page 1
FÉDÉRATION DES ENSEIGNANTES ET DES ENSEIGNANTS DE L’ÉLÉMENTAIRE DE L’ONTARIO
Social Justice Begins With Me is a school- wide curriculum kit from early
years to grade eight consisting of five documents; Primary (early years
to grade 3), Junior (grades 4-6), and Intermediate (grades 7-8), a Teacher
Resource Guide, and a copy of More Than A Play.
More Than A Play
More Than A Play is a collection of nine original short
plays, commissioned and created by some of the most
talented playwrights in Canada, specifically for junior and
intermediate students. Each play in this collection is based
on the principles of inclusive education and delves into the
complexities of eliminating intolerance and prejudice in
our world. Each one highlights a different equity or social
justice issue – such as gender bias, ageism, disability,
cyberbullying, racism, heteronormality, and homophobia.
All the scripts are designed to be read out loud in class
rooms. Ontario educators have provided key questions and
practical followup activities to help promote critical
thinking, understanding, acceptance, and respect in your
classroom. Three plays have been translated into French
and could be useful for French Immersion classrooms or
French instruction.
PRIMARY
More Than A Play is a safe, fun way to introduce your
students to the performing arts. Each play is designed to
generate meaningful and engaging discussions. A
glossary is provided at the end of the book to assist
educators and students in understanding various terms
that they may encounter in the context of discussions.
ISBN 9780986923500
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Acc ct
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Hop
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Equ
FÉDÉRATION DES ENSEIGNANTES ET DES ENSEIGNANTS DE L’ÉLÉMENTAIRE DE L’ONTARIO
More Than a Play is a collection of nine short plays intended for junior/
intermediate grades, written by Canada’s foremost playwrights, exploring
equity and social justice issues.
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Thinking It Through is designed to provide early learning educators with a
single book that addresses the whole kindergarten program.
Learning Together: A Classroom Guide to
Combined Grades is a practical resource
that shows you how to deliver differentiated
instruction and incorporate varied delivery modes,
forms of assessment, teaching methods, and
resources.
Thinking It
Through
TEACHI NG AND LEAR NI NG
I N THE KI NDERGARTEN
CLASS RO O M
Early
Learning
Program
E L E M E N TA RY T E AC H E R S ’ F E D E R AT I O N O F O N TA R I O
Parent-Teacher Relationships: Putting the Pieces Together provides
valuable tips on how to develop positive relationships with parents and
successful strategies for dealing with conflict.
After the Chalk Dust Settles is about achieving and maintaining health,
well-being, and balance in your career and personal life.
I am the Teacher is a classroom management
guide geared to occasional teachers. Classroom
management theory and helpful tips are provided
that are reflective of the professional realities of
occasional teachers.
ETFO Special Education Handbook: A Practical Guide for All Teachers
contains instructional, environmental, and assessment strategies that all
teachers can use to address a range of student needs. It includes suggested
resources, and a glossary of special education terms.
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ETFO Workshops for New Members
Many locals plan special events for new members (e.g., dinners, workshops, socials). Locals often partner
with the provincial ETFO to offer workshops especially for new teachers.
Check with your school steward or local president to see if your local is offering these provincial programs.
The Heart and Art of Teaching and Learning is a workshop full of practical ideas
that can be used in every classroom. The topics include: themes of success,
before school starts, building inclusion, classroom management, communicating
with parents, meeting diverse learning needs, preparing for or being an occasional
teacher, continuing your professional learning and growth, and personal wellness.
Surviving While Smiling is a four-part workshop series offered throughout the year
focused on topics such as planning, classroom management, creating an effective
learning environment, assessment and evaluation, and professional boundaries.
For a comprehensive list of ETFO courses, conferences, and workshops, go to www.etfo.ca.
Edvantage
Edvantage is a savings and discounts program exclusively for members
of the educational community. And it’s free for you and your family.
Edvantage offers rewards and discounts to education employees and their
families through partnerships with retailers and businesses throughout
Ontario.
Your ETFO member card is your Edvantage card. For more
information go to www.edvantage.ca.
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Tips for New Members Re: Electronic
Communication and Social Media
E Practicing Caution: Guidelines for Electronic Communications
E Defamatory Websites and Social Networking Pages
E The Hidden Dangers of Electronic Communications
E Electronic Communications and Social Media
E Videotaping in the Classroom
Practicing Caution:
Guidelines for Electronic Communications
The opportunities to use social media and electronic communication for pedagogical purposes continue
to expand on an almost daily basis. Social media offers teachers exciting new ways to engage with
students, parents and the wider school community. While embracing these new opportunities makes
pedagogical sense, expectations on us professionally dictate that we do so with proper safeguards in
place and a vigilant eye to maintaining the standards of our profession.
When considering using social media to communicate with students, parents, or others in the school
community, it is important to remember that the technology does not change the role of teachers and
their professional obligations. The principles that have traditionally governed how teachers communicate
with the school community have not changed: professionalism, accountability, and boundaries continue
to apply. Always remember that material posted online, whether via e-mail, Facebook, blogging, twitter,
or other media, is never truly erased. If you would not utter a phrase or raise a particular topic in your
classroom or in the presence of your principal or a parent, then do not communicate it by electronic
means. When using social media, exercise caution and restraint and remain aware.
While there is a range of uses of social media and electronic communication in school environments, at
least three scenarios have pitfalls that demand teachers exercise caution: teachers communicating with
individual students, parents, or the wider school community, through Facebook or other social media;
teachers being careless about their personal use of social networking sites or what is posted about them;
teachers failing to recognize social networking websites as an arena for potential cyber-bullying.
Social Networks and E-mail as a means of
communicating with the school community
Social media and electronic communication have the potential to provide innovative and exciting
options for teaching. They also have the potential to blur professional boundaries and expose teachers
to a number of risks. ETFO continues to support the use of electronic communication and social media
as a teaching tool but cautions that its use must be consistent with the highest standards of professional
conduct.
The use of e-mail, for better or worse, tends to promote a casual conversation style that can blur the
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boundaries between student and teacher. It is also often perceived with suspicion by parents and
administrators. ETFO recommends against individual e-mail communications with students. E-mails
to an entire class, in relation to specific scholastic projects may be appropriate in certain situations;
however, teachers should use their professional e-mail address exclusively and always maintain a
professional tone and structure throughout the communication.
For communications with parents, ETFO recommends face-to-face meetings or telephone conversations
with parents to discuss any issues that students may be facing. If e-mail is used, teachers should only use
their school email accounts during regular business hours. Sending e-mails late at night can give rise to
unrealistic expectations on the part of parents who may get the impression that teachers are available
at any time of day.
Social media sites clearly have the potential to provide a number of exciting and innovative ways for
teachers to interact with their classes and the wider school community. They can be used to encourage
group discussions, to facilitate collaborative projects, and provide peer-to- peer support. Social media
sites also provide opportunities for teachers to communicate with groups of parents and students in an
effective and efficient manner.
In contrast, communicating with individuals through social networking sites tends to promote an even
more casual style than e-mail and does not meet the standards of professionalism expected of teachers.
ETFO recommends that a teacher who wants to use a social network for a school related project should
ensure that any communication that occurs over the site is accessible to all those who have access to the
page – including school administration and parents. Transparency will go a long way towards ensuring
that professional standards are maintained and inappropriate conduct is minimized.
While ETFO supports the use of social networking sites as a teaching tool, ETFO cautions that it is rife
with serious consequences if used inappropriately. ETFO strongly recommends that teachers who want
to use social media, in the classroom consult with their school administrator before doing so, create an
account to be used exclusively for pedagogical purposes and ensure that the account is unconnected to
their personal information.
Careless or inappropriate personal use of social networking sites
In addition to the problems that may be caused by communicating through social networking sites,
teachers can get into trouble if they are careless in how they use these sites personally. While ETFO
strongly promotes the protection of a teacher’s private life, teachers must nonetheless be very cautious
both in respect to what they post and what is posted about them.
Teachers should manage their privacy settings so that only those whom they personally approve have
access to their page. Teachers should similarly request that their friends not post photos or other material
that could reflect badly on them.
Teachers should also be alert to students posting material about them online. ETFO strongly recommends
that teachers carry out Google searches on themselves on a regular basis to ensure that there is no
harmful material being posted about them. There has been an increase in incidents of teachers having
unfounded allegations against them posted online. In one instance, a student set up a Facebook account
in a teacher’s name and posted offensive comments using that account. Should such material be found,
it should immediately be reported to both the teacher’s principal and ETFO.
Teachers should never invite students or parents to be their friends on their personal Facebook page, or
similar sites and never accept an offer of friendship from a student or a parent on Facebook. Doing so
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blurs the boundaries between teacher and student and can lead to discipline by the school board and/
or the College of Teachers.
Cyberbullying
Cyberbullying falls within the definition of bullying mandated by the Ministry of Education. ETFO does
not support teachers going online to supervise their students’ Facebook pages. However, teachers need
to be aware that the possibility for cyberbullying is very real and should be ready to report any incidents
they come across to their administrators.
TIPS
Given the potentially serious consequences of misusing e-mail and social networking sites here
are some tips to consider:
O if you use social media as a teaching tool ensure that the proper safeguards are in place,
including providing access to school administrators and parents;
O avoid communicating with individual parents or students through e-mail or social
networking sites;
O never use your personal account to friend students or parents;
O if you communicate electronically, only do so from your board e- mail account and
maintain the highest standards of professionalism;
O be vigilant in monitoring what is posted about yourself online.
Defamatory Websites and Social Networking Pages
Multitude of websites offer social networking services and/or act as public message boards that
cater specifically to students. Some of these websites, such as www.ratemyteacher.com, encourage
students to comment publicly about the teachers in their school.
Many of these websites do not monitor or filter the content or comments posted by the students that use
them. Further, these services offer students a level of anonymity that may lead to a diminished sense of
culpability. The result is that some of the comments and/or content posted on these websites is rude,
hurtful, and even defamatory.
Historically, when a person was the subject of an offensive and/or defamatory publication, that person
could sue the publisher and the author of the defamatory content. Today, the Internet has added a new
level of complexity to this course of action. Many websites are run from servers located outside of Canada
and the operators can be very difficult to locate. Nevertheless, victims of offensive or defamatory postings
have avenues of recourse aside from civil litigation.
Most reputable websites and social networking services, such as Facebook and MySpace, have policies
in place to ensure that any offensive or defamatory postings can be removed as soon as they are brought
to the attention of the service operators. Postings on other websites, like ratemyteacher.com, can be
more difficult to remove. This type of website actively encourages students to post comments about
their teachers and their policies state that they will remove comments only in extreme cases. Also,
www.ratemyteacher.com does not offer an easy to use content removal procedure. However, despite
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these variances between website policies, it is generally understood that offensive or defamatory
content should be removed once discovered and brought to the attention of the appropriate managers.
Even though offensive content may be removed from these websites once discovered, this does not
mean that it is expunged from the Internet. Search engines, such as Google and Yahoo, store snapshots
of billions of websites in their databases to provide fast search results. Consequently, offensive content
from these websites may get caught and stored in these databases. As a practical matter, search engines
must also be contacted directly in order to have all of the offending content removed from the Internet.
What you can do:
Monitor your online reputation. Action can be taken quickly to remove the offending content. Also,
be mindful of your “online footprint” and carefully consider the information and pictures you post on
the Internet so that you can minimize the chances that someone will use your own information and/or
pictures to harass you.
Periodically search your own name in various search engines to ensure nothing offensive or defamatory
is posted on some or all of the following websites:
O
O
O
O
O
O
O
O
O
O
O
www.google.com
www.yahoo.com
www.msn.com
www.search.com
www.live.com
www.webcrawler.com (this site searches several different services at once)
www.ratemyteacher.com
www.youtube.com
www.flickr.com
www.facebook.com
www.myspace.com
If you find something offensive and/or potentially defamatory, note the date, time, and web address
(i.e. http://www.ratemyteacher.com/school/teacher/...) of the offending web page, along with any other
potentially useful information.
Contact your ETFO local president or staff in PRS for additional advice
Protect your “online footprint” by minimizing the amount of personal information you publish about
yourself on the Internet:
O check your privacy settings on Facebook, MySpace, MSN Messenger or any other similar service
that you use to ensure your page can be accessed by only those whom you have invited;
O DO NOT invite or add students to your Facebook, MySpace, MSN Messenger, or similar service;
O review the pictures of yourself posted on the Internet; if you do not want your students or
employer to see a certain picture or series of pictures, have them removed;
O minimize the amount of personal information you give to various online services; ask yourself,
“do I need to give my friend list I phone number I e-mail address to this service?”;
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O consider creating a separate online e-mail account through Hotmail or Gmail or a similar service
with minimal personal information specifically for using online services without giving out your
personal e-mail and/or address information.
For further information contact your local ETFO president or professional relations staff (PRS) in protective
services at 416-962-3836 or 1-888-838-3836.
The Hidden Dangers of Electronic Communications
The issue of electronic communication, cyberbullying, defamatory websites, and social networking
sites have been the topic of numerous ETFO publications over the past few years. In an effort to be
proactive and prevent possible difficulties, we have advised members to be extremely cautious when
communicating electronically with students as well as parents.
In PRS Matters #48, entitled, ‘Electronic Communications’, the issue of electronic abuse was explored
in detail. Members were provided with strategies to deal with inappropriate student electronic
communications.
In PRS Matters #43, entitled, ‘Changes to the Safe Schools Act Bill 212: What You Need to Know’, we outlined
the changes to the Act, especially the inclusion of cyberbullying on the list of infractions that may lead to
suspensions.
In PRS Matters #46, entitled, ‘Defamatory Websites and Social Networking Pages’, we outlined
the difficulties associated with having defamatory messages removed from websites such as
www.ratemyteacher.com.
In addition, the Canadian Teachers’ Federation has developed a handy pamphlet entitled, ‘Cybertips
for Teachers’ and presented a brief to the Department of Justice Canada on the topic, “Addressing
Cyberconduct.” The brief calls for the government to recognize the very negative impact of the misuse of
technology by supporting amendments to the Criminal Code of Canada that make it clear that the use of
information and communication technology to convey a message that threatens death or bodily harm, or
perpetuates fear and intimidation in another constitutes a punishable offence under the Criminal Code.
TIPS
General
O Always maintain a professional demeanor in all interactions with students, parents,
colleagues, and administrators.
O Failure to communicate appropriately puts teaches at risk with the employer, College of
Teachers, Children’s Aid Society, and police.
O Do not e-mail students or communicate via instant messaging services.
O Always maintain professional boundaries and avoid communications that could be
interpreted as personal.
O It may be inadvisable to use your home/personal computer for contact with parents or
students.
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Communicating with students
O Do not e-mail students for personal reasons. Your messages may be forwarded to a much
wider audience- deliberately or unintentionally and they may be manipulated.
O Avoid casual, familiar tone that can erode boundaries.
O Watch your language.
O Do not comment on student-parent or student-student relationships or other colleagues.
O Avoid sharing or receiving personal information which might be construed as violating
boundaries or “grooming.”
Communicating with parents
O Be aware that your e-mail can be used as evidence of your conduct.
O Your messages may be forwarded to a much wider audience- deliberately or
unintentionally.
O Avoid lengthy e-mail exchanges that consume a lot of time. In addition to increasing your
workload, protracted exchanges may be prone to misinterpretation.
O Respect confidentiality: obtain permission to use e-mail communications.
Protect Yourself
O Refrain from using a personal computer account for school communication purposes and
use caution when using school based computers.
O Do not leave a computer unattended when logged into the school board system.
O Protect username and password against identity theft to prevent unauthorized e-mail
under your name or access to school documents.
O Where possible, change your password(s) on a regular basis.
O Respond to messages from parents by telephone or face-to-face meeting whenever
possible.
O Clear the web browser’s cache memory after every session on a computer.
If you do send messages
Members are
advised to consult
Professional
Relations staff
(PRS) in Protective
Services at 416-962-
O Save a copy of the original message.
O Use spelling and grammar checks on materials that you plan to e-mail or post on a web
site.
O Signatures should include your name, assignment title, and school name.
O Avoid unnecessary attachments and/or forwards.
O Do not write e-mails in capital letters (capitals indicate SHOUTING).
O Never forward a message without permission from the sender first.
O Always maintain professional standards when sending e-mails to students, parents,
colleagues (including friends), and administrators on board equipment- treat every e-mail
as though it is a written letter.
O Do not engage in casual gossip on chat lines as it is unprofessional.
3836 or
1-888-838-3836 for
additional advice.
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Electronic Communication and Social Media
You are a seasoned teacher. Your Grade 7 class is a handful. There are a couple of “bright lights” in
your class who seem to reward all of your hard work. One in particular is a girl with so much potential
you want to challenge her, help her and watch her achieve remarkable things. You know that her family
circumstances are difficult, and are amazed that she succeeds despite considerable obstacles. She
confides in you that she struggles to study but is determined to do so. She thanks you for your help. One
day she emails (or texts) you her considerable distress about whether she will be able to continue with
her dream of going to university. You sense she is losing hope and you write back: “Don’t worry, I’ve got
your back, I believe in you, you’re the best”. She emails back: “you have no idea what you mean to me,
you are the key to my future, luv u.” You email back “luv u too sweetie, can’t wait to see you on Monday”.
She emails you a “heart” emoticon in return.
Questions:
O
O
O
O
O
O
O
Does this exchange concern you?
Does it cause you to seek advice from ETFO?
Does it cause you to report this email communication to your principal?
Does it cause you to seek assistance from the guidance counselor or social worker?
Does it cause you to speak to the student with a colleague present to discuss boundaries?
Does this interaction raise no cause for concern?
Would you continue this type of communication with this student?
Answer:
In the example above, the first time you emailed or texted this student you may have officially started
down the “slippery slope” leading to boundary violations according to the Ontario College of Teachers and
its recent PROFESSIONAL ADVISORY ON THE USE OF ELECTRONIC COMMUNICATIONS AND SOCIAL MEDIA.
Every member of the College received a copy of the advisory in the June 2011 edition of Professionally
Speaking. It is also available on the College website.
ETFO continues to support the responsible use of social media as an excellent teaching tool, provided it
adheres to professional standards. ETFO warns its members that anything they post can be: forwarded,
taken out of context, copied, manipulated and impossible to remove from cyberspace. In the example
above, this overly casual communication may be misconstrued as inappropriate, and as a boundary
violation.
O “Friending” students; posting pictures of partying, or sending overly casual messages or
texts to students, parents or others may lead to professional difficulties that you may not
anticipate. While the use of technology has changed dramatically over time, the standards of
professionalism have not changed. Interactions must be respectful, courteous, professional and
boundaries must be maintained. Members are expected to be friendly, but not “friends” with
their students.
ETFO has seen an increase in cyberbullying by electronic media in the education community. Members
of ETFO can be the target of this. Sometimes members initiate careless electronic communication which
may have unintended, but grave professional consequences.
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SOME TIPS:
1. Communication with parents, students and other members of the education community is
best done verbally or face to face in a professional and structured manner.
2. Casual, off hand, joking remarks or expressions of support via electronic media are easily
misconstrued.
3. Pictures of you, chat discussions you initiate or participate in, and email or text messages
between you and others create a permanent record. Reflect on your electronic postings.
4. Advise friends and family not to post pictures of you on social media sites without first asking
for your consent.
5. Slow down. Don’t press “send” until you evaluate whether or not your postings, texts, emails
will be considered professional and appropriate in the education community.
6. You are not your students’ “friend”. You are their teacher and must maintain a professionally
appropriate relationship. If in doubt, call to find out.
ETFO has distributed a variety of publications on the topic of the appropriate professional use of
electronic communication. These are available on the ETFO website.
Videotaping in the Classroom
ETFO members videotaping themselves, their colleagues, or teacher candidates, in the classroom for
purposes of self-evaluation, or peer reflection, raises a number of potential issues. While ETFO recognizes
the potential value of using video as a means of seeking to improve, ETFO does not encourage members
to engage in this particular practice. It is fraught with risks for members and could lead to serious issues
down the road, including potential fines and/or discipline.
Privacy Concerns
Members have professional obligations to maintain the confidentiality of all personal information about
a student, teacher, or other individuals in their classroom. Videotaping in the classroom, where images of
students, teachers, and others may be captured raises a number of these privacy concerns.
Personal information regarding students, teachers, and others is largely private. Educational staff are
subject to an array of obligations concerning the collection, use, storage, disclosure, and disposal of
private and personal information. The Municipal Freedom of Information and Protection of Privacy
Act (MFIPPA) applies with respect to the personal information of students, teachers, and others. The
definition of “personal information” in MFIPPA is very broad and includes videotaped images.
The Ontario College of Teachers (OCT) and the College of Early Childhood Educators (CECE) have also
cautioned members to be mindful of the privacy of student personal information.
The privacy concerns of others who may be in the class (including EAs, parent helpers, etc.) must also be
considered.
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Consents
a) For Students
Prior to undertaking any videotaping which could involve students, ETFO members would need written
permission from parents and their school board. With respect to parents, that permission must take the
form of a consent form.
Parents must also receive notice that personal information about a student has been collected. The notice
must set out the purposes of the collection, contact details for someone who can answer questions about
the collection, and the legal authority for the collection.
b) For Teachers and Others
If teachers are videotaping other teachers, EAs, DECEs, or others, for whatever reason, they must ensure
that the individual captured on video also signs a consent form. The consent form should include the
express permission of the person being videotaped, restrictions on the uses to which the video will be
put, and information concerning how the videotape will be either stored and/or destroyed.
Video Storage
MFIPPA does not contain detailed language on the storage of personal information. However, MFIPPA
requires that school boards document and implement “reasonable measures to prevent unauthorized
access” to records containing personal information. Given this requirement, school boards should have
policies in place about the storage of personal information, and school staff should familiarize themselves
with these policies or, with the assistance of ETFO, request training on storage.
Storing video on a home computer, keeping the copy on a zip drive in your briefcase or at home, or
e-mailing it home to yourself to review may be inconsistent with board policies.
It should be noted that the disclosure rules under MFIPPA do not allow for disclosure through inadvertence
or error. Education staff should consider how videos that are in their possession at schools are stored: are
they accessible to other teachers or students in the classroom? Can other staff or visitors to the school
access them? If staff are unsure, they should seek direction from their school administrator.
If staff thinks that the school board has not implemented secure storage systems for personal information
at school, this could be raised through ETFO.
Liability
Under MFIPPA anyone who “wilfully” discloses personal information in contravention of the statute
is guilty of an offence, and may have to pay a fine of up to $5,000. These provisions apply not just to
school boards, but also to education staff. This means that education staff must be diligent in working to
understand what MFIPPA requires of them as they carry out their professional duties.
In addition, and as noted above, the disclosure rules under both statutes do not allow for disclosure
through inadvertence or error.
College of Teachers / College of Early Childhood Educators
In addition to raising a number of privacy concerns, videotaping a classroom and capturing images or
other information, even inadvertently, could be considered professional misconduct by both the OCT
and the CECE. Both Regulation 437/97 of the Ontario College of Teachers Act and Regulation 233/08 of the
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Early Childhood Educators Act define professional misconduct in a manner that could include conduct
related to videotaping in the classroom. The definition under both Regulations includes unauthorized
disclosure of personal information, disgraceful, dishonourable, or unprofessional act or omissions,
or conduct unbecoming a member, any of which could be triggered as a result of videotaping in the
classroom.
Board Policies / Protocols
Education staff should be aware of policies their school boards have in place concerning privacy of
personal information and what they require in terms of the collection, use, storage, disclosure, and
destruction of personal information concerning students, teachers, and others. Failure to comply may
lead to disciplinary consequences.
ETFO’s policy on information and communication technology reinforces many of the issues addressed in
this publication. It can be found on the ETFO website.
Recommendations
In light of the many sources of obligations around protecting the privacy of personal information of
students, teachers, and others, ETFO recommends avoiding the practice of members videotaping
themselves, colleagues, or teacher candidates in the classroom. However, if it is a common practice at
your board, ETFO recommends the following best practices:
O familiarize yourself with the policies governing your workplace;
O treat all information about students, teachers, and others as personal information deserving of
protection under the network of applicable legislation;
O be aware that school boards are likely to consider any information education staff create in the
performance of their duties to be the property of the board, not the member. Videos should
be deleted after they have been reviewed or should be maintained in a way to ensure privacy
and limited access. Members should be prepared for the possibility that access to such videos
likely will be granted to students or their parents if requested, or to other adults who have been
videotaped;
O if you are unsure about anything to do with videotaping, seek direction from your school
administration. If you have concerns about the direction you have been given, consult your ETFO
local office or staff in PRS; and
O consider whether there should be a request for training of staff more generally on these issues
from the school administrator or the school board’s information and privacy officer.
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Other Tips for New Members
CLASSROOM ADVICE:
E The Individual Education Plan (IEP) – What You Need to Know
E Classroom Management
E Elementary Progress Report Card and Elementary Provincial Report Card Continued
Implementation Update
E EQAO Testing
E Getting Started Checklists
E Occasional Teaching – Frequently Asked Questions (FAQs)
E Parent/Guardian Communication
E Preparing for an Occasional Teacher
SCHOOL ADVICE:
E New Teacher Induction Program (NTIP)
E Maintaining Professional Relationships Among All Educators
E Positive School Team
E Building and Maintaining Positive Professional Full-Day Kindergarten Team Relationships
PROFESSIONAL ADVICE:
E Allegations Involving CAS and/or Police – What to do if it happens to you
E Balancing Career and Personal Life
E A Member’s Duty to Report Under the Child and Family Services Act
E Professional Boundaries
E Professionalism and Ethics
E Sabrina’s Law – An Act to Protect Anaphylactic Pupils
E Tutoring and Conflict of Interest Guidelines for Members
E Volunteering
E PRS Matters Bulletins: Advice for Members
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CLASSROOM ADVICE:
The Individual Education Plan (IEP)
– What You Need to Know
IEPs are written plans describing the special education assistance provided to exceptional students and
how that assistance will be delivered. Ontario Regulation 181/98 requires that an IEP be developed for
every student identified as exceptional by an Identification, Placement and Review Committee (IPRC).
School boards may also prepare IEPs for students who have not been identified as exceptional but are
receiving accommodations and program modifications.
The principal is responsible for ensuring that an IEP is prepared within 30 school days after a student
has been placed in a special education program (a program based on and modified by the results of
continuous assessment and evaluation and that includes a plan containing specific objectives and an
outline of educational services) – for most students, this would occur at the beginning of the school year.
The principal must also take into consideration any recommendations made by the IPRC.
Every IEP must include:
• program goals;
• an outline of the special education services the student will receive;
• a statement about how the student’s progress will be reviewed; and
• a transition plan (if the student has no particular need of support during transitions, the
transition plan should state that no actions are required).
The IEP is the result of a collaborative effort among teachers, parents, the student, the school, and other
professionals involved with the student. Parents must be asked to sign the IEP and indicate whether they
were consulted during its development; parents are also entitled to receive a copy of the final IEP. The IEP
is kept in the Ontario Student Record (OSR), unless parents object in writing.
IEPs are reviewed at least once every formal reporting period. The Elementary Progress Report Card
introduced in the fall of 2010 represents one formal reporting period, and so the requirement for three
IEP reviews during the school year remains. Because the IEP is a working document, adjustments to its
program goals may be necessary throughout the school year; those adjustments should be noted and
significant changes should be shared with the parent.
The IEP Process – Tips for Teachers
y
Become familiar with IEP requirements in the IEP standards document, The Individual Education
Plan, A Resource Guide (2004). An electronic version is available through the Ontario Ministry of
Education website.
y
y
Review posted IEP samples developed by writing teams from across the province.
y
y
Ensure your principal has established, in a collaborative manner, clear roles and responsibilities
for staff members assisting in the development of the IEP.
Involve parents in the collaborative process as early as possible.
The IEP is a confidential document; use discretion when disseminating any information
contained in an IEP.
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y
y
y
Consult with the principal and teachers involved in the student’s program as often as necessary.
Communicate regularly with parents regarding the IEP and resources available to support the IEP.
Differences of opinion related to IEPs may arise between teachers or between teachers and
principals; express your opinion in a professional manner.
IEPs and Workload
Completion of IEPs can represent a significant time commitment. It is important for ETFO members to
establish strategies that keep their IEP workload manageable while ensuring that the needs of students
are being met.
y
y
Ask your principal for time during the instructional day to be trained on and complete IEPs.
An IEP should not commit to accommodations and alternative programs or services that cannot
be delivered. Keep the plan’s program goals achievable, reasonable, and manageable.
y
Although the decision to create a discretionary IEP lies with the principal, best practices cited by
the Ministry refer to a “team approach” on the part of teachers and principals with respect to the
development of IEPs. Think carefully about whether the degree of accommodation for a student
warrants the development of an IEP or can be met through the instructional techniques that
teachers normally employ in their classrooms (e.g., differentiated instruction).
y
Remember the “E” in IEP – you are responsible for the education plan of the student, not therapy
or medical plans.
y
Promptly report in writing to your principal any technical difficulties you encounter using webbased IEP tools.
y
y
Make arrangements with your principal to have school support personnel photocopy and file IEPs.
Refer to your local collective agreement as it may contain negotiated language specific to the
workload associated with the preparation of IEPs.
Classroom Management
The majority of discipline problems can be avoided or controlled by effective classroom management.
This includes clear daily routines, consistency, proper use of teaching strategies, and a well-prepared
curriculum. The following strategies should be kept in mind.
Plan and be Prepared
y
y
Have your curriculum effectively and appropriately planned for all levels of students.
Know when your units will start and when they will end. Dragging a unit on too long will hamper
the completion of the rest of the curriculum as well as lose student interest
y
Have your short and long-range plans written and available in your classroom for parents or
administrators who may request to see them or meet to discuss them.
y
Prepare your daybook at the very least one week in advance (recognizing that there may be
minor variations from day to day).
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y
Have written assessment and evaluation plans and results readily available in your classroom
for reference by students, parents, colleagues, and administrators. Should differences arise, your
material will provide support for your decisions.
y
Do NOT try to plan day-to-day. This kind of planning affects your curriculum, your flexibility, your
confidence, and your sense of readiness. This could also cause problems for you, an occasional
teacher, and your students if you are suddenly absent.
y
Prepare your materials well in advance (e.g., the previous afternoon), NOT before each class or
lesson. Time getting ready while students wait is time for inattention and offtask behaviour.
y
Assess student work promptly.
– When work is quickly evaluated and returned, students are able to see their progress
immediately and will be clear on your expectations about work completion and work habits
in your class.
– It will also allow you to evaluate student needs and modify the program if necessary, thus
preventing off-task behaviour due to a student’s inability to complete a task.
– Student performance will assist you in your planning for future lessons.
Establish Routines
y
Establish your classroom routines immediately in September. It is wise to develop these
expectations with the students to ensure appropriate student “buy-in.”
y
y
Be sure to consider the age/grade level(s) of your students.
y
y
y
Routines which work for younger students may cause behaviour problems in older students and
vice-versa.
Communicate your routines clearly to students, parents, teaching partners, and administrator(s).
Regularly review the success of your routines and make changes as necessary.
Remember to be as consistent as possible once routines are established.
Ask Yourself...
y
y
y
y
y
y
Are my routines logical and efficient?
Am I consistent with my routines?
Are my routines appropriate for all age/grade levels I teach?
What changes will I make?
Are my routines clearly communicated to my students? teaching partners? parents?
Are my routines fair and achievable by my students?
The above examples are only a few of the classroom management techniques. As a beginning teacher
you are not expected to know everything. Just remember that consistency is the key. Don’t hesitate to
ask an experienced teacher, the federation, or your administrator for advice. Teachers are happy to pass
on helpful information to other teachers.
Adapted from ETFO, A Teachers’ Guide to Planning and Programming
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Recommended Classroom Management Resources:
– Power Plays: Moving from Coping to Cooperation in your Classroom. Barrie Bennett, Peter
Smilanich, 2013.
– Class Interrupted: Strategies for Positive Behaviour. Avis Glaze, Ruth Mattingley, 2010.
– Classroom Management that Works. Robert J. Marzano, Jana S. Marzano and Debra Pickering,
2003.
– Creating the Dynamic Classroom – A Handbook for Teachers. Susan Schwartz and Mindy
Pollishuke, 2004.
– The First Days of School. Harry K. Wong and Rosemary T. Wong, 2009.
– The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning
Teachers. ETFO, 2011.
– With All Due Respect. Ronald Morrish, 2013.
– Beyond Discipline: From Compliance to Community. Alfie Kohn, 2006.
Elementary Progress Report Card and Elementary
Provincial Report Card Continued Implementation Update
(Growing Success Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, 2010)
Schools will continue to use the Elementary Progress Report Card between October 20 and November 20
of the school year. The progress report card is designed to show the development of a student’s learning
skills and work habits during the fall of the school year, as well as a student’s general progress and growth
in working towards the achievement of the curriculum expectations.
The first Elementary Provincial Report Card will be issued between January 20 and February 20. The
second Elementary Provincial Report Card will be issued at the end of the school year. Exact dates are
set by individual school boards. The Elementary Provincial Report Card is designed to show a student’s
achievement at two points in the school year. The first provincial report card will reflect the student’s
achievement from September to January/February of the school year. The second provincial report card
will reflect the student’s achievement from January/February to June of the school year.
The following guidelines will support members, protect against increased workload, and ensure
consistency from school to school across the province as the report cards are completed.
The ETFO Elementary Progress Report Card Guiding Principles:
1. The term “teachers’ professional judgement” is used consistently throughout the Growing Success
document. Teachers use their professional judgement to determine where a child is progressing in
the progress report card boxes. The teachers’ professional judgement should also be relied upon
to determine which subject areas to comment on in the “Strengths/Next Steps for Improvement”
comments boxes. Teachers do not need to comment on every subject or learning skill.
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“In the case of the Elementary Progress Report Cards, it is not necessary for teachers to comment on
all subjects/strands in the one space provided for comments.” Growing Success, page 64. (See Pages
98-99 of Growing Success, for Progress Report Templates.)
2. Completion of the progress report card should not be the sole responsibility of the homeroom
teacher. A process should be in place for all teachers who instruct a classroom to have the
opportunity to include comments on any report card if he/she requests to. A school based strategy
should be developed and in place. Ministry policy does not require teachers to enter comments for
all subjects/strands on the progress report card.
“The comment area on the progress report card is not subject specific. Teachers are to share this space
and, if possible, the electronic versions should facilitate the sharing. The position of the ministry is that
students benefit when teachers collaborate in the assessment of their work. In addition, it is alright
for one teacher to enter more comments than another. The comments do not need to line up with the
subjects and teachers do not need to enter comments for all subjects/ strands.” Growing Success,
Elementary and Secondary Report Cards: Q’s and A’s: Version # 4 – August 11, 2010.
3. Comments should be general rather than specific as it is the beginning of the year. “The comments
should describe in overall terms what students know and can do …” Growing Success, page 64.
4. The phrases “Progressing Very Well, Progressing Well, and Progressing with Difficulty” are
terms used on the Progress Report card and they are not meant to be directly aligned with the
achievement chart, letter grades, or percentage marks. The Progress Report Card uses these terms
to indicate early on in the school year areas of strength and possible areas for improvement in
student learning.
5. The inclusion of appropriate comments should be considered when “Progressing with Difficulty” is
checked off for a student.
6. Space for Board Information and Space Designated for Board on the progress report card is to be
completed by the school board, not the classroom teacher.
7. IEPs need to be created and in place within 30 school days of the start of the student’s program,
typically the first day of school. The IEP is to be reviewed and updated if changes are needed, for
the fall progress report card. It is unlikely that within a few weeks of completion of the initial IEP
there would be many changes to it. If upon review of the IEP there are no changes to it, then the
initial IEP is what will stand for the fall Elementary Progress Report Card.
Elementary Provincial Report Card Guiding Principles:
1. A letter grade or percentage mark does not have to be assigned along with the code “I”.
2. Teachers are expected to enter a grade for Social Studies and for Science and Technology on both
the January/February and June report cards. Teachers may indicate in the comments box which
strands are being reported on within each subject. It is mandatory that a grade be entered for
each subject at least once over both reporting periods. All of the strands in both Social Studies and
Science and Technology must be accounted for in instruction, assessment, and evaluation by the
end of the year.
3. Teachers are expected to enter a grade for both Health and Physical Education on both the
January/February and June report cards. It is mandatory that a grade be entered for each strand at
least once over both reporting periods.
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4. For Language, four strands are reported on in January/February and four strands in June. For
Mathematics, at least four strands are reported on January/February and at least four strands are
reported on in June. Each strand must be reported on at least once. For The Arts, at least three of
the subjects are reported on in January/February and at least three subjects are reported on in
June. Each subject is reported on at least once.
5. The development and inclusion of report cards for junior and senior kindergarten is still in the
consultation phase. The final edition of Growing Success will include policy related to Full-Day
Kindergarten.
Elementary Progress Report Card and Provincial Report Card Guiding Principles:
1. The term “personalized comments” does not mean that every student must have a different
comment. A well written and meaningful comment may apply to several students in the class.
2. Teachers are not required to completely fill the comment boxes; the comments should be based on
quality not quantity. Comments should follow the format of Strengths/Next Steps for Improvement
and be linked to the learning goals for students as opposed to curriculum expectations.
3. Comments may be written in full sentences or in point form. Individual boards and schools may
make decisions about this format.
4. The design of the progress card and the provincial report card is standard. The size and location of
boxes cannot be changed.
5. The six week rule regarding report card completion applies for all three formal reporting periods. In
the case where neither teacher has had the student for six weeks, support from administration, and
collaboration on behalf of the teachers is suggested.
Teachers should not be asked to do any additional written reporting to parents (formal or informal) other
than the progress report card and two provincial report cards.
Please discuss any concerns with your ETFO school steward or your ETFO local president so that the
federation can monitor the implementation of the new reporting system.
For further information contact your local ETFO president or Professional Relations staff in Protective
Services at 416-962-3836 or 1-888-838-3836.
Members are
advised to consult
professional
relations staff
(PRS) in protective
services at 416-9623836 or
1-888-838-3836 for
additional advice on
administering EQAO
tests.
EQAO Testing
Standardized testing is not new for students. For many years, elementary
and secondary students have taken part in testing at all levels -provincially,
nationally and internationally. Over the past ten years, the amount of testing
in our schools has increased. This is largely because successive governments have viewed standardized
tests as tools to monitor a few select variables.
EQAO Established
The government established the Education Quality and Accountability Office (EQAO) to:
O accomplish its mandate of designing new tests for grades 3, 6, 9, 10 in reading, writing and
mathematics;
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O manage the administration of these tests;
O report the results to the public; and
O collect data to help determine the effectiveness of Ontario’s education system.
From the onset, the tests raised levels of anxiety for students, parents, teachers and school boards.
Since its creation, the EQAO has faced criticism, particularly on the issues of security, timelines, and
validity of the tests. Despite this, each year it continues to assess elementary school students in grade 3
and grade 6 reading, writing and mathematics.
Tests Not a Reflection on Teacher Performance
It is important to note that students’ results on these tests are NOT a comment on teacher performance
in the classroom. While teachers in grades 3 and 6 may feel pressured to “deliver” high test results so that
their class, and school, scores well, ETFO urges its members not to succumb to this pressure. Poor test
scores are usually the result of multiple factors that are far beyond the teacher’s control.
EQAO Process Must Be Followed Properly
If the rules surrounding test administration are not followed, a teacher may be accused of improperly
administering the test, intervening or assisting students to influence test results, or even changing
students’ answers on the test. Such allegations, if proved, can result in severe disciplinary measures
against a teacher, and an allegation of professional misconduct at the Ontario College of Teachers.
Some cases have alleged that:
O The teacher erased answers and substituted the correct answers.
O The teacher provided students with inappropriate resource material.
O The teacher provided the students with the answers by writing information on the board.
O The teacher spoke to and inappropriately “coached” student answers.
O The teacher had received an advance copy of the real test and provided it as practice to the
students prior to the test.
The allegations were made because children told their parents about incidents surrounding the testing.
When the EQAO receives test results, it searches for “anomalous” results or problems. This could mean
similar wrong answers, similar erasures, or many identical right answers on problems that do not lend
themselves to the same answers. A suspicion of inappropriate application of the test may result in a
prolonged investigation by the EQAO and the school board involving the teacher’s actions.
Some Reminders about EQAO Testing
ETFO strongly advises members to:
O Read the material describing what you can and can’t do around the testing.
O Be sure you understand the directions on resource materials.
O Be sure you understand how the test is to be administered, and how materials are to be
safeguarded.
O Attend any seminars relating to test administration.
O Ask questions if you don’t understand your role and the role of students.
O Use the practice tests the EQAO provides to assist your students in understanding how to write
the tests.
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O Do not assist your students unless you are permitted to do so under EQAO’s direction, and be
clear about the assistance you may provide.
O Never change any students’ answers on an EQAO test.
O Never provide answers to students during testing.
Remember, these tests do not reflect on your performance as a teacher.
EQAO publishes a yearly Administration Guide available at http://www.eqao.com/pdf_e/12/PJe_Admin_
Guide_0612_web.pdf to provide direction and information to principals and teachers administering
the assessments in the primary and junior divisions in the spring. It provides a clear outline of do’s and
don’ts of administering the assessments. These guidelines should be followed closely.
ETFO Advisory on EQAO Marking in Effect
See the ETFO Advisory to Members on page 22 regarding EQAO marking.
Getting Started Checklists
What to prepare for the first day:
n Classroom layout:
E seating plan – arrangement of desks or tables to meet students’ needs and learning styles
E bulletin boards
E storage of materials
n Method for tracking:
E bus numbers and going-home routines
E textbooks and supplies
n Prepare:
E a first-day newsletter and/or monthly calendar
E some fun get-to-know-each-other activities
E a process for collaboratively establishing classroom rules
n Procedures:
E for taking attendance and reporting to the office
E for handing in assignments
E for passing out handouts and materials
n Process for receiving:
“Successful people
prepare themselves
daily for their work.
That is why they are
successful.”
E
E
E
E
parent correspondence (e.g., late and absent notes)
office correspondence (e.g., staff memos)
information (e.g., trip forms)
money (e.g., for pizza days)
n Routines:
E for entering and leaving the classroom, as a group, and individually for washroom breaks,
lunch, and recess
Haim Ginott
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What you should know about the physical layout of the school:
n map of school
n main office/secretary’s desk
n principal’s office
n your classroom
n staff room/workroom
n audio/visual equipment and copiers
n gym, computer lab, library
n staff washroom/student washroom
n general supply room
n custodian’s room
School Procedures you should know about:
n school arrival and dismissal times and attendance procedures for students, including late
arrivals
n opening-day activities (e.g., assembly)
n opening exercises
n school-wide rules
n paper and other supplies -what the school provides and where to find them
n classroom budgets, purchase orders, petty cash
n fire drills and other emergency procedures
n school keys, classroom keys & security system
n homework policy (for the school or district school board)
n parent volunteers
n schedules and timetable for gym, library, labs n expectations of secretarial and custodial
staff n supervision schedule and responsibilities
n educational support staff
n school calendar or handbook
n use and storage of Ontario Student Records (OSRs)
n student medical and physical procedures
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n safe schools/health and safety issues; reporting forms
n guidelines for referral to Children’s Aid Society
n school improvement or action plan
n process for getting support for special needs students
n occasional teachers – what materials to leave
n library resources – process for teachers and students to sign out materials
n field trips – school and board policies and procedures
n school council members and meeting schedule
n report card information (e.g., hardware and software requirements)
n student safety plans
n board policies regarding the safe use of technology
Adapted from ETFO, Professional Beginnings: An Induction Guide, 2002.
Occasional Teaching – Frequently Asked Questions (FAQs)
Should I take anything with me to the teaching assignment?
It is important for you to maintain the continuity of the classroom teacher’s academic program. This
is achieved by following the teacher’s lesson plans as closely as possible. However, you may arrive in
a classroom where it is not possible to implement the planned lessons for that day. In fact, if you were
called in with little warning, there may not be any lesson plans.
In order to ensure you are prepared to handle just about any situation, you need a “tote” full of materials
that may be used to enhance an activity, for time between activities, or to assist in creating a lesson.
These high-interest activities should be linked to the Ontario curriculum and provide students with
meaningful and purposeful learning experiences. You may want to keep three bags of materials; one for
each division: primary, junior and intermediate.
What do I do when I arrive at school?
O
O
O
O
Check in at the office to announce your arrival.
Introduce yourself to the school secretary and administration.
Pick up keys to the classroom.
Locate the classroom and other rooms you may need throughout the day. A school map may
be provided to you or there may be one in the classroom. Be sure to locate the staff room, the
workroom, and the staff washroom.
O Unlock the classroom door, find the daybook, and prepare for the day.
O Ask about student safety plans and if there is a Worker’s Safety Plan.
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Once I have familiarized myself with the lessons, what else should I do?
It is to your advantage to learn as much as possible about the school, the schedule, and the students. The
degree to which you are able to do this depends on the information the classroom teacher has left. Following
are some suggestions that may help you prepare for your assignment prior to the students’ arrival.
O Perform any tasks necessary to execute the lessons (e.g., photocopying, cutting, reading
information in a textbook).
O Find the seating plan; if there isn’t one, be prepared to make one.
O Familiarize yourself with school safety routines (e.g., fire drills), school timetable, yard duty
supervision schedule, and school discipline policy.
O Find a class list and prepare name tags.
O Review any behaviour plans and student safety plans that exist to ensure you will maintain
consistency for those students involved.
O Identify the names of students with high needs, allergies, and those requiring medications.
O It is a good idea to identify those students as soon as they enter the classroom.
O Review the in-school support program timetable (e.g., special education, ELL).
O Find out if you need to collect anything from the students (e.g. money, homework).
O Find out if there are any special events happening in the school (e.g., pizza day, special visitor).
How do I maintain classroom continuity?
Review the established classroom rules, routines, and expectations. Encourage students to take
ownership of their classroom by having them explain the rules and expectations to you.
Try to follow the rules and routines as closely as possible in order to maintain consistency for the students.
If you believe a temporary rule should be instituted, provide the students with an explanation for its
need. Students are more likely to adhere to a new rule when they understand why it is necessary. Rules
should be short, concise, and stated in a positive manner. It is helpful to write the rule on the blackboard
or to post it as a reminder. You may need to review rules and expectations several times during the day,
especially after high-energy activities such as recess or physical education class.
What should I do if I cannot find information about
lessons and established rules and routines?
If the minimal amount of information is not available from reviewing the daybook, you can ask the school
secretary and other staff; once the students arrive, you can ask them too. Students are particularly helpful
in answering your questions about classroom procedures around attendance, washroom use, collecting
money, etc. Helpful students are a valuable resource and will identify themselves quickly to you. Be sure
to use them.
What do I need to do at the end of the day?
At the end of the day, follow this useful checklist:
O ensure that students have completed their usual end-of-day activities (e.g., fill out planner,
homework review);
O distribute newsletters or notes that need to go home with the students;
O ask students to assist with tidying the room; and
O tell the students how much you enjoyed working with them.
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Once students have been dismissed, complete these tasks:
O finish tidying the room, if necessary;
O write a note to the classroom teacher;
O mark any work completed during the day;
O collect all your own teaching resources and personal effects;
O thank staff who assisted you during the day;
O check in at the office to return the classroom keys and to determine if the classroom teacher is
scheduled to return the next day;
O maintain confidentiality about the students and the school; and
O inform the office of any incidents or accidents that may require follow up.
What should I include in the note to the classroom teacher?
Classroom teachers need to know what happened during their absence and where to start when they
return. It is very helpful when a clear and detailed outline of the day is provided. The note to the classroom
teacher may include:
O anecdotal comments about the day and the students – be truthful but positive;
O a list of helpful students;
O a list of absent students;
O an explanation of what work was completed and what still needs to be finished;
O a review of material with which students had difficulty;
O an explanation of any disruptions to the day (e.g., unexpected assembly, fire drill);
O if you were unable to follow the prepared lesson plans, an explanation and a copy of the lesson
you gave; and your name and the date.
What is a positive classroom environment?
A positive classroom environment is a reflection of the sense of community between the students
and the teacher. It involves an understanding of and agreement with classroom rules and routines. It
incorporates the methods used to motivate students as well as the physical organization of furniture,
materials, and space. Basically, a positive environment is the good and welcome feeling you ought to get
when you walk into a classroom.
As an occasional teacher you cannot control the physical arrangement of the classroom and materials,
but you can foster a sense of community.
Why is a positive classroom environment so important
for an occasional teacher to establish?
Students become comfortable with established routines and the familiarity of their own classroom
teacher. The absence of their regular teacher can disrupt everything to which the students are accustomed.
This is especially evident when the arrival of an occasional teacher is unexpected. Students need to feel
welcome and comfortable in their own classroom and to have as much continuity as possible in their
everyday activities.
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How do I create a positive learning environment and
establish a respectful relationship with the class?
Successful occasional teachers have compiled the following tips for creating a positive learning
environment:
O Greet students at the door.
OSmile.
O Introduce yourself.
O Tell the students something about yourself.
O Explain why you are there.
O Allow students an opportunity to introduce themselves or each other.
O Allow students to take ownership of their classroom by asking them to explain the established
rules and routines.
O Try to adhere to these rules and routines as closely as possible.
O If a temporary rule or routine is required provide the students with a reason for its need; record it
on the board as a reminder.
O Treat each student with respect and dignity; it will be returned to you.
O Call each student by name (use name tags or cards).
O Be an active, attentive listener.
O Be fair and consistent.
O Maintain a confident composure.
O Encourage appropriate behaviour by acknowledging it.
O Do an icebreaker activity.
What can I do to encourage appropriate behaviour?
First and foremost, be proactive. Preventing discipline problems is easier and more effective than
responding to them. When a well-planned, stimulating learning environment is created, most behaviour
problems can be avoided. Student behaviour may appear to be more disorderly when an occasional
teacher is in the classroom because some students may take advantage of your lack of familiarity with
the rules and routines. In other words, they try to test the established limits.
How can I be proactive?
O Arrive early.
O Review lesson plans.
O Gather the necessary materials required for the lessons (e.g. photocopy a class set of
worksheets).
O Identify potential times for off-task misbehaviour, such as transitions or when work is completed.
Try to make transitions quickly and smoothly by planning ahead and knowing what comes next.
Also, have some prepared activities appropriate for the grade and/or division. These may include
puzzles, trivia, and word games. When students are busy and on-task, there is a lower rate of
misbehaviour.
O Check the daybook, calendar, or memos to see if there will be any alterations to the regular
school day (e.g. assemblies, drills).
O Write an outline of the day’s activities on the board for students to see.
O Locate a seating plan or be prepared to make one.
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O Familiarize yourself with students who have special needs (e.g. behaviour plans, medications).
This information should be in the daybook. If it isn’t, check with the school administration or
secretary.
O Review classroom rules, routines and expectations.
O At the start of class inform the students that the regular classroom rules, routines, and
expectations will be followed.
O Inform students about what you need them to do, rather than what they need to stop doing.
O Provide clear instructions before an activity begins, offering students an opportunity to ask
questions.
What does “professionalism” mean for an occasional teacher?
O
O
O
O
O
O
O
Be punctual.
Dress professionally.
Familiarize yourself with board policies.
Familiarize yourself with school and class routines and policies.
Be a role-model for how you want the students to conduct themselves.
Be flexible.
Be respectful.
Your collective agreement may identify specific items of information that each school should supply to
you. Many schools have occasional teacher packages outlining important information about the school
and individual classrooms; check to see if one is available for each school at which your work. Remember
to support the collective agreement by following its provisions.
If in doubt, contact the local.
Adapted from: ETFO, Head of the Class – Making it Work!, 2002.
Parent/Guardian Communication
Did you know
that most board
consultative staff,
coaches, facilitators,
and resource
support teachers are
ETFO members?
Parents/Guardians are your partners in the learning process. You need to establish a relationship
with them from the beginning days of school. There is evidence that when parents/guardians are involved
in their child’s education, achievement is enhanced. Involvement may include two-way communication,
assisting with homework and volunteering in the school.
O Communicate regularly about individual and class achievements.
O Invite parents/guardians to share their observations and insights about their child.
O Send home monthly newsletters outlining the learning topics, upcoming events and field trips.
O Provide tips on how parents/guardians can support student learning at home:
– reading to and with the student;
– playing games that require thinking and problem solving; and
– monitoring homework.
O Extend an invitation to parents to join in creating a successful learning experience for their child.
Meet-the-Teacher
Your first formal introduction to parents/guardians will be at a “Meet the Teacher” activity which is
usually held early in September. This is a time to introduce you, the curriculum and to begin to establish
a relationship with the parents/guardians.
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Many parents/guardians will be coming to “check you out.” Be prepared to instill confidence regarding
your instructional abilities. Share your relevant experiences and let your enthusiasm show. It is a good
idea to post relevant information for parents/guardians on chart paper and have a display of the text
series you will be using as well as the Ontario Curriculum for your grade(s) since you will likely get busy
talking with one family after another. Topics to address:
O Outline the topics you will cover during the year.
O Cover all relevant points.
O Include classroom routines, expectations for students, assessment/evaluation strategies and
homework policies.
O Identify how, when and where you can be reached.
O Share ideas about how the school and home can work together to support the child’s learning in
and out of school.
Successful Parent/Guardian Interviews
Did you know that most board consultative staff, coaches, facilitators, and resource support teachers are
ETFO members?
Before the Interview:
O Be aware of any family situations where parents/guardians may not have access to their children
and the information about their school progress (check the OSR for court orders regarding this).
O Determine how much time you will allow for each interview.
O Consider whether students will be involved in the interview.
O Consider the set-up of your room and the area for the interview.
O Provide translators if English is the second language.
O Practice your message if you perceive a conflict.
O Invite other staff to be present (resource teachers, principal, special education teacher) if it is
beneficial to the interview.
O Have forms on hand that require a parent’s/guardian’s signature.
O Be ready for questions about the child’s behaviour, ability level and achievement in certain
subjects.
O Have dated student work samples that show growth and needs.
O Make accommodations for physical disabilities.
O Arrange for chairs in the waiting area.
O Set up information in the waiting area with curriculum documents, school plan, samples of
student work.
During the Interview:
O Greet the parents/guardians at the door.
O Begin with a positive statement about the student and his/her involvement in the classroom.
O Listen to what the parents/guardians say.
O Ask if there is anything you should know that might impact on the child’s school work and life.
O Avoid the use of educational jargon which can create awkwardness for the parents/ guardians.
O Be specific in your comments about the student by giving examples of what you mean and
showing examples of student work.
O Ask for the opinions of the parents/guardians.
O Collaboratively develop goals and a course of action.
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O Summarize the discussion.
O End on a positive note.
After the Interview:
O Thank the parents/guardians and walk them to the door.
O Summarize the interview on the appropriate form.
O Follow up with whatever was decided in the interview.
O Keep your principal informed about student/parent/guardian concerns.
Adapted from ETFO, Classroom Beginnings, 2000.
Preparing for an Occasional Teacher
There will be days that you will be absent. In order to ensure that a quality education program
continues in your absence, advance preparation for an occasional teacher is necessary. Qualified
occasional teachers are ETFO members. They are professionals who can continue to implement your
regular program.
Many schools have specific expectations about preparing for an occasional teacher. Ask your administrator
about the process at your school.
Prepare an occasional teacher folder for use in your absence. Include enough detail for a teacher who
does not know your students, or your schedule. Suggestions to include in your folder:
O Class rules, routines, and expectations
O A class list, identifying special needs and health issues
O A seating plan
O A map of the school
O Supervision schedule and guidelines
O Fire and emergency procedures
O Daily and weekly schedule
O Timetable for student support
O Lessons and materials
O A “Where to Find” list (e.g., attendance book, art supplies, guided reading books, safe schools
reporting forms)
O Other staff information (e.g., names of administrators, teachers in the classroom next to yours)
O Other helpful information (e.g., structure of your literacy block, parent volunteer days)
SCHOOL ADVICE:
New Teacher Induction Program (NTIP)
Every district school board must provide a New Teacher Induction Program (NTIP) for certified new
teachers (including teachers trained out-of-province) who have been hired into permanent positions
(full-time or part-time). The NTIP must include the following components:
1. Orientation for new teachers by the school and school board;
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2. Professional development and training in specified areas;
3. Mentoring programs established by the school board and principals; and
4. Two teacher performance appraisals for each new teacher in the first year of teaching.
Successful completion of the NTIP will be noted on the new teachers’ Ontario College of Teachers
certificates and the public register.
If a new teacher moves to a different school board before completing the NTIP, the process will carry on
with the new school board. Information collected by the first school board in the context of the NTIP and
appraisal process will be forwarded to the new school board.
Boards are funded for and must include, their beginning teacher LTOs in the induction elements of
the NTIP (orientation, professional development and training, and mentorship). A beginning teacher
LTO is defined as a certified occasional teacher who is in his/her first long-term assignment, with that
assignment being 97 or more consecutive school days as a substitute of the same teacher.
Boards may use their NTIP funding to support second-year teachers in the NTIP. This will assist those
teachers who need or would like more than one year of support to gain proficiency in the role. It
is important to note that not all second-year teachers may wish or need to take part in another year
of supports. Participating in an additional year of NTIP supports is optional and is not related to the
requirements of the TPA.
Performance Appraisal of New Teachers
The Education Act and Regulations outline the process required for teacher evaluation. New teachers
must achieve two satisfactory performance appraisals within the first 24 months of teaching in order to
successfully complete the New Teacher Induction Program (NTIP).
As soon as two satisfactory appraisals are achieved, the NTIP is complete. The teacher is then placed on the
regular five-year evaluation cycle from that point onward. This may be as early as the second year of teaching.
If a new teacher receives a not satisfactory rating, the teacher has a chance to continue with the NTIP with
an enrichment plan and further appraisal. If a new teacher receives two not satisfactory ratings in the
course of the NTIP, the teacher may continue with the NTIP with an improvement plan established but
will be placed “on review.” A further not satisfactory appraisal may result in termination of employment
and notification to the College of Teachers.
A rating is not satisfactory if it is either “Development Needed” or “Unsatisfactory.”
Advice to New Members
If you are a new teacher, it is very important that you become familiar with the expectations and
components of the performance appraisal process. Many locals provide workshops on the TPA process.
You have the right to:
O know what standards of performance are expected of you;
O receive adequate feedback and opportunities for input;
O receive timely notice of concerns and assistance to improve;
O have the opportunity to work on the identified improvements;
O have a federation representative present at any meetings regarding the performance appraisal
process.
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You also have other rights as defined in your local collective agreement or entitlements arising out of
your school board’s policy or procedures on performance appraisals. If you are not in agreement with
the summative report of your performance and the evaluator is unwilling to change it, you may attach
a response to address what you believe to be inaccuracies, omissions or concerns about the evaluation
process. You should also consider contacting your ETFO local office or ETFO staff in professional relations
(PRS) for assistance with your response.
You will be asked to sign the report. Your signature is acknowledgment that you have received the report.
It does not constitute agreement with its contents.
Members can contact the Federation at any time throughout the process; however, if you receive an
unsatisfactory rating, it is very important that you contact the Federation as soon as possible for support
and advice. Even if it looks like you might be moving towards a “Development Needed” or “Unsatisfactory”,
you can contact ETFO for advice.
Mentorship
Mentoring programs are a necessary part of the NTIP. Experienced teachers may be asked to volunteer to
mentor new teachers.
Mentoring may be carried out in a number of different ways depending on the needs of the individual
new teacher. However, the key to any form of mentoring is the relationship between the people involved.
This relationship must maintain the professionalism demanded of our profession and should be built
on trust and respect. A mentor is not a supervisor or an evaluator. A mentor is a colleague, a coach, a
support, and a resource.
Mentors normally need training to be effective. The Ministry of Education has indicated that school
boards must include training as part of their mentoring programs. Some of the skills for which training
will be important concern the following: development of mentoring plans, consulting, coaching and
collaborating without supervising or evaluating; identifying resources to share; providing meaningful
feedback; elements of an effective mentoring relationship; effective and supportive mentoring;
communication skills; and maintaining confidentiality of the mentoring relationship.
If the mentoring relationship is not effective, it may be necessary to explore opportunities for new
mentoring partnerships. Teachers should consult the processes established under the school board’s
mentoring process for this or consult the Federation for advice.
Ministry of Education NTIP Resources
The Ministry of Education has produced two manuals regarding the NTIP:
O Induction Elements Manual 2010, and
O Teacher Performance Appraisal Technical Requirements Manual (2010)
There are other helpful resources available on the Ministry of Education NTIP website:
O Resource Handbooks for New Teachers, Mentors and Principals
O Resources to Support New Teachers Professional Development
O Individual NTIP Strategy Form and Board Plan
O Teacher Performance Appraisal System
O Frequently Asked Questions
They are all available at http://www.edu.gov.on.ca/eng/teacher/induction.html
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Maintaining Professional Relationships Among All Educators
Increasingly, the task of educating children and maintaining safe and effective schools is being
carried out by teams of education practitioners. In addition to full-time teachers, many schools
employ occasional teachers, educational assistants, early childhood educators, and a number of other
professionals including health professionals, community workers, and social workers. This plethora of
professionals, each of whom plays a vital role in the development and education of students, has given
rise to new concerns regarding the professional relationships within school communities. Professional
and respectful relationships among educators and other professionals is not only a necessary ingredient
for effective learning, it is also mandated by governmental, regulatory, and organizational policy.
Sources that establish the obligation to maintain respectful and professional relationships
The Ontario Human Rights Code and Occupational Health and Safety Act apply to all employees working
within Ontario schools. Both of these statutes prohibit workplace harassment, defined broadly as a course
of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome. This
includes bullying behaviour.
While the Human Rights Code prevents harassment that is based on one of the listed prohibited grounds
of discrimination, the Occupational Health and Safety Act prohibits all forms of harassment and requires
school boards to have specific policies setting this out.
For teachers and early childhood educators, both the Ontario College of Teachers Act and the Early
Childhood Educators Act prohibit conduct that is unbecoming a member. Violation of that requirement may
result in a finding of professional misconduct and could affect the ability of a teacher or early childhood
educator to practice in Ontario. In addition, the Ontario College of Teachers has a code of ethics and
standards of practice that apply to the relationship between teachers and other educators. The College
of Early Childhood Educators has recently approved its own code of ethics and standards of practice that
contain similar provisions regarding the requirement to treat colleagues and other professionals with
respect, trust, and integrity. ETFO represents teachers, early childhood educators, and other education
practitioners working in Ontario schools. The following provisions of the ETFO Constitution are directly
relevant to the issue of respectful professional relationships, and apply to all ETFO members:
Article VI. Code of Professional Conduct
6.1
A member shall:
6.1.6 strive to eliminate all forms of harassment between individuals in the educational
system;
6.1.7 endeavour to ensure equity and inclusiveness in the workplace; and
6.1.8 strive to achieve and maintain a high degree of professionalism and to uphold the
honour, dignity, and ethical standards of the teaching profession.
The Teaching Profession Act applies to all teachers and other members of the Ontario Teachers Federation
(OTF). The following provision is contained in a regulation established under the Teaching Profession Act:
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s.18(1) A member shall,
a) avoid interfering in an unwarranted manner between other teachers and pupils;
b) on making an adverse report on another member, furnish him with a written statement of the
report at the earliest possible time and not later than three days after making the report.
In addition to the rules, regulations, and policies listed above, each individual school and school board
will likely have its own standards that will apply to the professional relationship between co-workers.
Such policies will likely be enforceable as a condition of employment and breach of these policies could
lead to discipline.
What to do if there is a breakdown in the professional relationship between educators
Consistent with the requirements set out above, ETFO encourages all educators to treat each other with
mutual trust and respect, acknowledging that each has a unique and important role to play in student
learning and development.
ETFO members are encouraged to discuss, in a respectful manner, any professional relationship issues
that arise between them. If issues can’t be resolved, ask your local ETFO representative to help.
Mediation is also available through ETFO provincial office to help resolve colleague-to- colleague disputes.
ETFO’s Professional Relations staff possess relevant expertise in this area and can assist in working out a
reasonable and respectful working relationship.
These solutions should be sought early in order to avoid harassment complaints, human rights
complaints, grievances, and deteriorating working environments.
Positive School Team
Teachers – Support Personnel – Principals
Teachers, support personnel, and principals are all important to the school staff and student support
team. Establishing a professional relationship based on mutual respect and communication is essential.
The teacher, as instructional leader, is responsible for program planning, student assessment, and liaison
with parents. Support personnel are there to support and assist the teacher with these responsibilities.
Important Considerations for Developing a Positive Team:
E It is essential that the role of the teacher and the role of the support personnel be established
and clarified at the beginning of the professional relationship. This should be done between
the two and/or in consultation with other staff or the school administration depending on the
circumstances of the particular assignment.
E Role descriptions, responsibilities, and duties must be clearly defined and should be
communicated to the whole school team at the beginning of each school year to assist in
preventing
–overlap,
– communication problems,
– confusion or conflict regarding role description.
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E Expectations and protocols should also be clearly established. These should include:
– communication: with each other, with parents and students, with administration
– strategies for classroom management,
– the appropriate way to express concerns,
– conflict resolution,
–confidentiality,
– ethics and professionalism,
– use of non-violent crisis intervention and/or restraint procedures,
– administration of medication and emergency procedures.
Support Personnel
It is the policy of ETFO:
1. That paid support personnel be responsible to the principal of the school.
2. That the evaluation of support personnel be the responsibility of the principal and vice- principal.
3. That teachers and support personnel be provided additional preparation time within the students’
instructional day to plan and communicate.
4. That district school boards provide appropriate training for teachers and support personnel to
enhance the effectiveness of teachers and support personnel working together.
5. That district school boards provide appropriate training for support personnel that is relative to the
condition of his/her student(s).
Building and Maintaining Positive Professional
Full-Day Kindergarten Team Relationships
As of September 2014, Full-Day Kindergarten (FDK) will be fully implemented in Ontario. FDK classrooms
have a team of two educators who work collaboratively as partners to provide a full-day of learning for
four and five year olds.
DECEs (Designated Early Childhood Educators) are registered members of the College of Early Childhood
Educators (CECE) and are obligated to adhere to the Ethical and Professional Standards of Practice for
Early Childhood Educators.
The majority of DECEs in Ontario are members of one union, ETFO, CUPE, or OSSTF. Some DECEs are
still not represented by a union. FDK teachers are members of the Ontario College of Teachers (OCT) and
governed by their Ethical Standards and Standards of Practice and are members of ETFO or OECTA. DECE
and Teacher collective agreements differ from local to local and as such can create misunderstandings.
These misunderstandings can be avoided if each one understands the collective agreement language
and entitlements.
FDK is a unique partnership. Here are some strategies and suggestions for you to consider to help build a
positive and professional working relationship with your partner:
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Building the Relationship
O Find out what each person brings to the partnership and get to know each other’s strengths.
O Understand and share personal philosophies about learning in the early years.
O Agree to have a strong commitment to maintaining a respectful professional relationship
with the students’ best interest as the central focus.
O Remember that building a relationship takes time; you are working together to build a
trusting, professional, and mutually respectful relationship.
Continually Communicating
O Time to talk and collaborate is key. Set ground rules for when, where, and how you will
communicate to ensure you respect each other’s needs and time outside working hours.
O Be proactive, before conflict happens, decide together how you will share concerns with each
other.
O If potential conflict situations arise, make sure communication takes place away from
students, their families, and other colleagues.
Remember… Conflict can be good. Dialoguing together can encourage discussions. Explore new
ideas and thinking as you share your experiences from different backgrounds and situations.
If problems arise, how can you resolve them?
1. Talk with each other first. If you have a concern, go to your partner directly. Follow the ground
rules that you set as a team.
2. Remember, the purpose is to move forward, make sure you have this goal in mind.
3. Presume positive intentions.
4. Be concise, state your concern, its effect on you, and what you wish to change.
5. Listen to the other person’s perspective. One person speaks at a time, avoid interrupting.
6. Stay calm despite what the other may say and avoid personalizing the situation.
7. Be willing to compromise.
8. Conclude the meeting with a specific plan for improved communication.
Things to keep in mind:
O Focus on the issue and stick to the message.
O Choose words carefully. Avoid such words as: don’t, should, ought, always, ever, must, and
you.
O Avoid blame, insults, put-downs, giving advice, being evaluative, or gossiping.
O Seek to understand.
O Focus your language statements on how the situation is affecting you and your ability to do
good work for the students and the school community.
O Never undermine your partner in front of students, parents or other educators, either
through your words, facial expressions or body language.
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Available Resources and Supports for Conflict Resolution
Know who your local ETFO president is and make contact with them. Teacher and DECE local presidents
meet regularly and work together on an ongoing basis to support members and provide advice with
problem solving and mediation if necessary.
Your locals are there to support you in the following ways:
O Providing professional advice to support its members;
O Sharing what resources are available to you;
O Providing advice and guidance on how to approach the situation;
O Coaching you through your initial discussion;
O Brainstorming strategies you can put in place as team members;
O Offering clarification to any entitlements or limitations under your collective agreement(s);
O If necessary, facilitating conversations with you and your FDK partner; and
O Connecting you with ETFO Provincial PRS staff for support.
Before going to your principal, connect with your ETFO president or ETFO Provincial PRS staff to seek
advice. They may suggest speaking with your administrator as a team and can offer support on how to
approach the situation.
ETFO Member Rights and Responsibilities
ETFO represents teachers, early childhood educators, and other education workers in Ontario schools. The
following provisions of the ETFO Constitution are directly relevant to the issue of respectful professional
relationships, and apply to all ETFO members:
Article VI: Code of Professional Conduct
6.1 A member shall:
system;
In addition to the rights and responsibilities, each individual school board will have Respectful Workplace
policies and will have its own standards that apply to the professional relationship between co-workers.
Make sure you are familiar with your school board’s policies and procedures.
Remember, working together, communicating, and being respectful of each other’s experiences are key
to building and maintaining positive and professional relationships in FDK.
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PROFESSIONAL ADVICE:
Allegations Involving CAS and-or Police
— What to do if it happens to you
Has someone made an allegation against you?
O Even allegations that appear to you to be frivolous or entirely false can result in CAS and/or
criminal investigations. Many can also result in discipline by your school board and complaints
to the Ontario College of Teachers or College of Early Childhood Educators.
O At the first hint of a problem involving any allegation that could potentially lead to a criminal
charge or investigation by CAS, you should immediately contact the provincial office of ETFO.
DURING OFFICE HOURS
If you are contacted by the police or the Children’s Aid Society
(CAS) regarding an allegation made against you:
O DO NOT participate in or consent to an interview.
O Make no statement to anyone including administration regarding the allegation or charges.
O Say, “I am willing to co-operate but I am unable to comment until I contact my Federation and
legal counsel.”
O Get the name, title and contact information for the police officer or CAS worker who has
contacted you.
O Call Professional Relations Services (PRS) at 1-888-838-3836 or 416-962-3836 and state that your
call is urgent.
You will be put in touch with the Professional Relations Services (PRS) counsellor on call who will provide
you with the necessary assistance, including legal counsel if appropriate.
“AFTER HOURS” EMERGENCY LEGAL ASSISTANCE
What is an emergency?
O Police are on the scene or on the way.
O You are facing criminal charges for an alleged criminal offense directly related to the performance
of your professional duties.
O You are at risk of being arrested and/or incarcerated.
What to do?
CALL: 1-888-838-3836 OR 416-962-3836
After Hours:
O A voice message will provide the necessary instructions to put your call through to an operator.
You will be asked a few important questions.
O Where appropriate, a criminal lawyer will be contacted and you will be connected immediately.
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Working with School Staff
O When a member is accused of abuse or assault and is either reassigned or placed on leave by
the school board, the school steward may be called upon to reassure staff colleagues that due
process is being served and that the Federation is assisting the member.
O It is the responsibility of the principal, on behalf of the school board, to provide staff with specific
advice for responding to student, parent and media enquiries relating to the colleague who is
being investigated or accused of a criminal offense.
O You should refrain from providing any comments on the situation and should instead direct any
such enquiries to the school principal.
O If you are contacted by anyone as a potential witness to the alleged conduct, you should contact
PRS for advice.
Supporting Your Colleague
O The stress factors on a member facing allegations are enormous and should not be
underestimated.
O If possible, staff should attempt to maintain regular communications with the member; this
will help reduce the acute sense of isolation and despair, especially if the colleague has been
suspended.
O Your colleague will have been advised not to make any statements about the allegations or
the circumstances surrounding their case and you should be careful not to ask him or her any
questions about the case or otherwise encourage a discussion about it. Making such statements,
even in confidence, could be detrimental to your colleague’s case.
O If your colleague has not yet contacted PRS for assistance, you should urge them to do so
immediately.
STAFF IN PROFESSIONAL RELATIONS (PRS) CAN BE REACHED AT 416-962-3836 OR
1-888-838-3836 SEE ALSO ETFO’S WEBSITE – ADVICE FOR MEMBERS
Balancing Career and Personal Life
Balancing Your Life
If you are
experiencing
difficulties and
need to talk
to someone in
confidence call
ETFO staff in
professional
relations at 416962-3836 or 1-888838-3836.
In your first few years of teaching you will be very concerned with giving your students every opportunity
to succeed. To do this well sometimes you have to take a step back and remember that you have to take
care of yourself so that you can give your best for your students.
Lack of time is a major concern of new teachers. As educators, we must learn strategies to manage time.
We must determine what is important in our lives and plan accordingly. Although things may get hectic,
remember to take time for yourself – to eat properly and get rest, to enjoy hobbies, friends, and interests
outside of your work. Only you will know what techniques work for you, but here are some suggestions
to help you maintain your balance and wellbeing:
O Eat well balanced meals.
O Get enough sleep.
O Call a friend or family member to talk.
O Take time to do something you enjoy doing.
O Practice saying the word “no.”
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O
O
O
O
O
O
Remember that everything doesn’t have to be perfect.
Realize the in-basket will never be empty.
Write down the funny things your students say. Look at them when you’re feeling stressed.
Keep a file of positive notes, cards, and letters. Review them regularly.
Laugh often.
Write down why you wanted to become a teacher in the first place and read it to yourself if you
start to question your choice.
Managing Your Time Effectively:
O Prioritize – You need to know what matters to you.
O Simplify – It doesn’t have to be picture perfect, at home or at work.
O Plan – Create a schedule that is reasonable. Remember that your schedule is to help you, not
make you its slave. If it’s not done, it’s okay!
O Make choices – Balance chores you like with those you don’t. Don’t turn leisure activities into
chores.
O Eliminate – Give up something and schedule a “free night” or “free day”, at least one day a week.
O Get help – Use your support systems! This might include family, friends, colleagues, federation
support, agencies, etc.
O Delegate – Consider how chores/responsibilities can be balanced among each family member or,
at work, delegated to students and colleagues. Delegating often requires teaching others initially
and backing off when it is not done. Make sure that you are not taking on responsibilities that are
not yours.
O Delay – It’s okay ... everything doesn’t have to be done immediately!
Manage Your Work Effectively
Understanding that the teacher’s work is never completely finished and that we could fill every minute of
every day with something for our job, helps us to plan and make decisions about what is most important.
Here are some tips to help keep you on track and confident that you are managing your work effectively:
O Maintain plans for units, daily work, and other tasks.
O Keep assessment and evaluation records in one place.
O Avoid spending too much time making everything look “cute.”
O Let students take an active role in creating bulletin boards, organizing math/art materials, etc.
O Return student work as quickly as possible.
O Tackle one task at a time and then move on. Don’t become overwhelmed.
O Don’t mark every single piece of work for everything. Select key performance examples that
support the curriculum to include an assessment picture of each student. Tests should always be
graded and returned.
O Use assessment checklists/rubrics to assist in student, self, and peer review of the work before
you mark it.
O Use a daily agenda posted for student and personal use.
O Outline your week. Use a calendar and chart overview to assist organization.
O Prepare copied materials several days or weeks ahead. Place items in a folder marked for the day
of the week.
O Plan! Plan! Plan!
O Maintain a “To Do” folder with items that need to be completed right away
O Work smarter – PLAN, PRIORITIZE, DO.
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O Use planning times effectively – beware of time wasters.
O Keep parents informed by using class newsletters and/or calendars. This saves a lot of time in the
long run.
O Simplify what you can.
O Prepare open-ended work for students that meet a range of abilities.
O Remember if students can finish work faster than it took you to create it, you’re doing something
wrong.
Adapted from ETFO, After the Chalk Dust Settles, 2000.
A Member’s Duty to Report under the
Child and Family Services Act
Section 72(1) of the Child and Family Services Act (CFSA) requires “a person who performs professional or
official duties with respect to children” to report any reasonable grounds to suspect that a child under
their care is at risk of harm, abuse, neglect, etc. There are a number of situations and types of harm
that are mentioned in the Act. These are detailed below. A failure to report can lead to conviction of a
provincial offence, and a fine, as well as an investigation at the Ontario College of Teachers.
What kinds of situations trigger a member’s Duty to Report?
Section 72(1) of the CFSA describes the following situations:
1. The child has suffered physical harm, inflicted by the person having charge of the child or caused
by or resulting from that person’s:
i. failure to adequately care for, provide for, supervise or protect the child; or
ii. pattern of neglect in caring for, providing for, supervising or protecting the child.
2. There is a risk that the child is likely to suffer physical harm inflicted by the person having charge of
the child or caused by or resulting from that person’s:
i. failure to adequately care for, provide for, supervise or protect the child; or
ii. pattern of neglect in caring for, providing for, supervising or protecting the child.
3. The child has been sexually molested or sexually exploited, by the person having charge of the
child or by another person where the person having charge of the child knows or should know of
the possibility of sexual molestation or sexual exploitation and fails to protect the child.
4. There is a risk that the child is likely to be sexually molested or sexually exploited as described in
paragraph #3 above.
5. The child requires medical treatment to cure, prevent or alleviate physical harm or suffering
and the child’s parent or the person having charge of the child does not provide, or refuses or is
unavailable or unable to consent to, the treatment.
6. The child has suffered emotional harm, demonstrated by serious:
i.anxiety;
ii.depression;
iii.withdrawal;
iv. self-destructive or aggressive behaviour; or
v. delayed development;
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vi. and there are reasonable grounds to believe that the emotional harm suffered by the child
results from the actions, failure to act or pattern of neglect on the part of the child’s parent or
the person having charge of the child.
7. The child has suffered emotional harm of the kind described in #6 above and the child’s parent or
the person having charge of the child does not provide, or refuses or is unavailable or unable to
consent to, services or treatment to remedy or alleviate the harm.
8. There is a risk that the child is likely to suffer emotional harm of the kind described in #6 above
resulting from the actions, failure to act or pattern of neglect on the part of the child’s parent or the
person having charge of the child.
9. There is a risk that the child is likely to suffer emotional harm of the kind described in #6 above and
that the child’s parent or the person having charge of the child does not provide, or refuses or is
unavailable or unable to consent to, services or treatment to prevent the harm.
10. The child suffers from a mental, emotional or developmental condition that, if not remedied, could
seriously impair the child’s development and the child’s parent or the person having charge of the
child does not provide, or refuses or is unavailable or unable to consent to, treatment to remedy or
alleviate the condition.
11 The child has been abandoned, the child’s parent has died or is unavailable to exercise his or
her custodial rights over the child and has not made adequate provision for the child’s care and
custody, or the child is in a residential placement and the parent refuses or is unable or unwilling to
resume the child’s care and custody.
12. The child is less than 12 years old and has killed or seriously injured another person or caused
serious damage to another person’s property, services or treatment are necessary to prevent a
recurrence and the child’s parent or the person having charge of the child does not provide, or
refuses or is unavailable or unable to consent to, those services or treatment.
13. The child is less than 12 years old and has on more than one occasion injured another person or
caused loss or damage to another person’s property, with the encouragement of the person having
charge of the child or because of that person’s failure or inability to supervise the child adequately.
A member does not need to be sure that any of the situations above is taking place. The member needs
only “reasonable grounds to suspect” that one of the events has occurred.
Members are professionals who deal with children on a daily basis and are alert to many cues from them.
Students may also disclose information to members which they don’t disclose to other people. If you are
unsure whether you should call CAS, call your local ETFO president or Professional Relations staff (PRS).
What kind of reporting is required?
A member must:
O Report directly to a children’s aid society any reasonable grounds of suspicion of harm or risk of
harm to a child. This reporting can be done verbally or in writing, but must be done personally/
directly by the member to the CAS. A member cannot rely on his or her report to a principal,
police, or school board to satisfy this duty;
O Continue to report any new grounds to suspect. The duty is ongoing – each new fact or
suspicion creates a new duty to report. A member cannot rely on his or her previous report about
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a child to cover all problems that a member suspects about that child’s health, safety, or risk of
harm.
What happens if a member fails to make a report to a Children’s Aid Society?
It is a provincial offence for a member to fail to report. If convicted, this can lead to a fine of up to
$1000. In order to be found guilty, the failure to report must concern information or suspicions that a
member learned of through his or her professional duties, and does not apply to volunteering or work
outside of his or her role as a member, according to the courts of Ontario. It does not normally involve
information learned outside of teaching, off duty.
It is also a breach of a member’s professional obligations to fail to report to the CAS. Failing to report
can lead to a complaint under the Ontario College of Teachers Act Regulation 437/97 – Professional
Misconduct states that it is professional misconduct to fail a duty under the CFSA. This includes failing
the duty to report. Consequences for a teacher could include a variety of penalties under the College of
Teachers’ Act, depending on the circumstances of the failure to report.
Bill 157 – Keeping Our Kids Safe at School Act
Bill 157 also obligates members who become aware that a pupil of a school of the board may have
engaged in an activity described in subsection 306(1) or 310(1) of the Education Act (suspension and
expulsion offences) shall, as soon as reasonably possible, report to the principal about the matter.
Professional Boundaries
Failure to understand professional boundaries can lead any member to make serious mistakes
career threatening ones – in the management of teacher-student relationships.
Any act of professional misconduct can lead to disciplinary measures being taken by the Ontario College
of Teachers (OCT). Even an unfounded allegation of professional misconduct could be permanently
damaging to a teacher, to the teacher’s family, and to the profession.
Professional Boundaries Defined
If you have any
questions or
concerns about your
ethical obligations,
or are considering
filing an adverse
report about
colleague and want
to discuss it, contact
staff in professional
relations (PRS) at
416-962-3836 or
1-888-838-3836.
The term “Professional Boundaries” is not easily defined. When teachers were asked how they understood
the term, ETFO learned that it can mean different things to different people. Some common responses
were –
O violation of the position of trust;
O abuse of power in a teacher’s relationship with a child; and
O teachers using their relationship to meet their own needs instead of the needs of their students.
The most extreme form of boundary violation is that of sexual abuse against a student. Sexual abuse
represents the ultimate breach of the trust placed on a teacher.
The Onus is On the Teacher
Teachers are responsible for recognizing in themselves whether they are “at risk” of crossing boundaries
and, if they are, the issue must be addressed. This makes the issue an important and potentially
dangerous one for teachers.
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Teachers have a responsibility to address this issue when they witness a colleague who may be crossing
boundaries. In serious situations, reporting suspicion of child abuse may be required.
What Places Teachers at the Highest Risk?
Insufficient training: Teachers insufficiently trained in their roles can become too personally involved
with students. This can lead to actual or alleged sexual misconduct.
Ignorance of the law: There is no excuse for being ignorant of the law. Teachers need to be informed
about legal liability and the standards of the Ontario College of Teachers (OCT).
Unacceptable Behaviours
In general, activities which take a teacher beyond the expectations of the employer could easily qualify
as boundary violations. These include:
O becoming too personally involved with students – friend, confidant, surrogate parent;
O seeing students in private or non-school settings;
O writing or exchanging notes, letters or emails;
O serving as a confidant with regard to a student’s decision about his/her personal issues;
O giving gifts or money to students;
O inviting students to one’s home or cottage;
O having students stay overnight in one’s home/cottage;
O driving individual students to or from school;
O giving one student undue attention;
O being alone with a student with the exception of an emergency situation;
O sharing your personal problems with students;
O sharing personal information about a student with a third party; and
O initiating physical contact.
Protective Strategies
The best way for members to protect themselves is to follow that old adage “an ounce of prevention
is worth a pound of cure.” Teachers must be ever vigilant of situations that place them in vulnerable
positions.
As a teacher, do you protect yourself by:
O learning about the law and your liability as a teacher?
O teaching with your classroom door open?
O having another adult present when attending to the personal needs of special needs students?
O complimenting or commending students without “hugging” or “touching” them?
O reporting any reasonable suspicion of child abuse to proper authorities?*
*All members of ETFO have a statutory obligation under the Child and Family Services Act
to personally report to the Children’s Aid Society (CAS) when “a child is or may be in need of
protection.”
O clarifying procedures with your principal regarding potentially threatening situations?
O getting parents’ and principals’ approval regarding all activities off school property?
O letting students know when they are overstepping your personal boundaries?
O seeking input from colleagues or other professionals if unsure of the appropriateness of your
actions or plans?
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Remember ... a caring professional relationship always helps a student to learn. But this relationship has
boundaries of time, place, purpose and activity.
Members are advised to consult their local president or professional relations staff (PRS) in protective
services at 416-962-3836 or 1-888-838-3836 for additional advice.
Professionalism and Ethics
Regulation made under the Teaching Profession Act – Ontario Teachers’ Federation
Section 18 (1) (b) of the regulation made under the Teaching Profession Act states that a member shall,
“on making an adverse report on another member furnish him (her) with a written statement of the
report at the earliest possible time and not later than three days after making the report.”
What is meant by an “Adverse Report?”
An adverse report is a negative report made about a member to an individual in a supervisory position who
has authority to impose discipline or work sanctions against the member, or to make recommendations
for discipline or work sanctions. The report may be verbal or in writing, and will contain criticisms of the
member’s performance and/or conduct.
An adverse report is NOT idle gossip or nasty, pejorative comments made amongst colleagues.
Does this include principals and vice-principals?
Principals and vice-principals are not members of the Ontario Teachers’ Federation and therefore Section
18 (1) (b) does not apply to them.
However, members are advised that it is inappropriate to make adverse comments about principals and
vice-principals.
Ontario College of Teachers
Principals and vice-principals are members of the Ontario College of Teachers. A principal or vice-principal
could make a complaint of professional misconduct concerning another member of the College if they
believe that a member has not acted ethically.
Does Section 18 (1) (b) apply to teachers in their role as parents?
For more information
regarding members’
rights and obligations
call ETFO staff in
professional relations
at 416-962-3836 or
1-888-838-3836.
Yes, if members, who have parental concerns about their child’s teacher, make an adverse report about
the teacher to the principal, the parent/teacher would have to inform the teacher in writing within
72 hours as required in Section 18 (1) (b) of the Regulation made under the Teaching Profession Act.
If members have concerns they should go to the teacher to discuss whatever concern exists. This is
what members would expect any parent to do first, rather than going to the principal. It may be that
the concerns can be cleared up at this point. If not, the option of going to the principal still exists, but
the substance of the conversation must be provided in writing within three days, assuming that this
conversation is critical of the teacher. It would also be appropriate for members to inform a colleague if
they intend to discuss matters further with the principal. It is also possible to include the teacher in the
meeting with the principal.
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Are there any exceptions to the Section 18 (1) (b) obligation?
If you have any questions or concerns about your ethical obligations, or are considering filing an adverse
report about colleague and want to discuss it, contact staff in professional relations (PRS) at 416-9623836 or 1-888-838-3836.
Yes. The Student Protection Act 2002 added a new subsection (2) to Section 12 of the Teaching Profession
Act ...” a member who makes an adverse report about another member respecting suspected sexual
abuse of a student by that other member need NOT provide him or her with a copy of the report or with
any information about the report.”
This makes it clear that the obligation to notify another teacher in writing of an adverse report does not
apply to allegations of sexual abuse of students.
What to do?
If you have reason to believe that a colleague has made an adverse report about you and has not informed
you of this within 72 hours, consider:
O speaking to the teacher about your concerns; and
O speaking to professional relations staff (PRS) for advice.
Professionalism is at the core of our being as teachers. Professionals support each other and
approach problems with the attitude that they can work together to solve their concerns. Maintaining
professionalism should be foremost in the way you conduct yourself in the workplace.
Sabrina’s Law – An Act to Protect Anaphylactic Pupils
Administering an epinephrine autoinjector (e.g., the EpiPen®, Twinject®) could save a life. Failure to
do so could result in serious illness or death. Members of ETFO must know their rights and responsibilities
with regard to administering autoinjectors.
Sabrina’s Law
Sabrina’s Law, an Act to Protect Anaphylactic Pupils, was named after a student who died of anaphylactic
shock following exposure in her school.
Members are
advised to consult
professional
relations staff in
protective services
at 416-962-3836 or
1-888-838-3836 for
additional advice if
concerned about a
possible conflict of
This law came into effect in 2006. It protects students with life threatening allergies. It requires all school
boards to establish and maintain an anaphylactic policy, which must include strategies to reduce risk of
exposure to anaphylactic causative agents in classrooms and common school areas.
E The school board must develop a communication plan to share information on life threatening
allergies with parents, pupils, and employees. This plan should include information on the
symptoms of anaphylactic shock.
E The school board must provide training on dealing with life threatening allergies for all
employees who are in regular contact with students.
E The school board must ensure there is a storage plan for autoinjectors, and that there is a plan
for using them in emergency situations.
interest.
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Individual Plans (IPs)
Principals are required to develop individual plans (IPs) for students with anaphylactic allergies. The
IP must inform employees who are in direct contact with the student of the type of allergy, monitoring,
avoidance strategies, and appropriate treatment.
The IP must also include readily accessible emergency procedures and storage for autoinjectors.
What Members Should Know About Autoinjectors
Members should be informed of:
O their school board’s and principal’s policies on anaphylaxis;
O which students in the school are susceptible to an anaphylactic reaction, and which
allergies are known for each student; and
O anyone pre-authorized to administer the autoinjector.
Members should also know that:
O the autoinjector is easy to administer;
O the autoinjector does not pose a health risk to students, even if it is administered
unnecessarily;
O the autoinjector can be self-administered, but it should generally be done by, or with
the assistance of, an adult because the onset of anaphylaxis can be debilitating; and
that
O Sabrina’s Law provides immunity from lawsuits for any act done in good faith in
response to an anaphylactic reaction.
Members’ Legal Obligations with Regard to
Administering Epinephrine Autoinjectors
E Members have a common law duty of care to take all reasonable steps to ensure the safety of
students. Failure to do so could result in a charge of negligence.
E A member might be the subject of a criminal investigation if the failure or refusal to administer
an epinephrine autoinjector was considered criminally negligent or a failure to provide the
necessities of life.
E Section 20(g) (Duties of Teachers) of Regulation 298 under the Education Act requires teachers to
ensure that all reasonable safety procedures are carried out in courses and activities for which
the teacher is responsible. These include positive steps that a reasonable parent would take to
safeguard the health and safety of students.
E Collective agreements may have provisions limiting a member’s responsibility for performing
medical procedures of any sort, but in an emergency situation the member may have to
administer the epinephrine autoinjector because of the life threatening nature of anaphylaxis.
Human Rights Code
If the student is identified as having a disability under the Human Rights Code, the school board must
accommodate a student’s susceptibility to anaphylaxis. Not to do so would be considered discriminatory.
For more information on epinephrine autoinjectors including videos on how to administer, go to:
www.epipen.ca; or www.twinject.ca
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Tutoring and Conflict of Interest Guidelines for Members
Members often ask whether they can engage in private tutoring on their own time. ETFO has publicly
opposed referring students in publicly funded schools to private education providers. ETFO believes that
all students in the public system should have access to the resources, services, and supports they need
to succeed.
OTF’s Tutoring Policy
Members should know the Ontario Teachers’ Federation (OTF) policy on tutoring:
O Teachers must not tutor their own students for remuneration.
O The teacher should consult the student’s regular teacher.
O The teacher will be in violation of the Code of Ethics if he or she makes adverse comments about
the student’s regular teacher, or if the teacher interferes in an unwarranted manner between the
student and the student’s regular teacher.
Conflict of Interest
Teachers are bound by the Professional Misconduct Regulation 437/97 under the Ontario College of
Teachers Act. Section 26 states that a teacher is guilty of professional misconduct when practising the
profession while in a conflict of interest.
Public servants, such as teachers, are held to higher standards than other employees in conflict of interest
situations. Teachers should be guided by the following rules, which apply to public servants:
Guidelines for Members
ETFO has developed specific guidelines for members:
O Find out whether the board has a policy on tutoring and follow it. If a teacher breaches the policy,
he or she may be disciplined and/or reported to the College of Teachers.
O Private tutoring should not take place on school property or during the instructional day.
O Members should not advertise private tutoring through connections at the school, through
school or board publications, or through the board’s computer network.
O Regular communication should occur with the student’s own teacher so as not to work at cross
purposes or outside the regular classroom curriculum.
O Members tutor students at their own risk, and may not be eligible for ETFO support should
problems arise from the private tutoring situation.
O Members must not advance their own agendas, financial or otherwise, in ways that might
prejudice their employer’s interests or reputation.
O Members must not use information that is unavailable to the general public, and to which they
have access because of their official duties, for private gain.
O Members must not place themselves in situations where their judgement could, even
unconsciously, be affected by their private business.
O Members’ interest in their private financial affairs must not clash, or appear to clash, with the
employer’s interests.
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Volunteering
To Volunteer or Not?
Volunteering during the Instructional Day
There are a number of circumstances in which ETFO members may feel they should volunteer in schools.
Many members volunteer in classroom settings before beginning to teach in hopes of securing a spot
in Teacher Education Programs. ETFO members working on a part-time or occasional basis may feel
volunteer work will improve their chances of being hired for full-time, permanent contracts, longterm occasional work, or work as an Educational Assistant (EA), Designated Early Childhood Educator
(DECE), Professional Support Worker (PSP), or Educational Support Personnel (ESP). Others may have
been absent for various reasons and may wish to volunteer as part of a return to work, or as a way to
reintroduce themselves to the school setting.
Professional Liability
Professionally, any member volunteering services must be aware of their ongoing obligations and accountability to the College to which they belong. Whether you are a member of the College of Teachers or the
College of Early Childhood Educators, you could potentially be at risk if an allegation or complaint is made.
Whether your volunteer activity involves contact with students, parents, colleagues, or other members of the
school community, you are at risk of being the subject of complaints about your conduct. If you are working
in a school in a paid capacity and are also volunteering in that school, the distinction between your paid
and unpaid work may not be understood by other members of the school community: they may see you as
teacher or DECE, no matter what your arrangement is with the school board. They will expect the same level of
professionalism regardless of the duties you perform: it is likely that your College will also share the same view.
It is important to remember that the Child and Family Services Act does not clearly distinguish between paid
or volunteer activities when it comes to the duty to report suspicion of harm or risk of harm. This statutory
duty rests generally with any person who performs professional or official duties with respect to children.
Ongoing Risk and Limited Protection
Members volunteering for school boards must recognize that they have ongoing risks when volunteering
with limited protection.
The protections and entitlements negotiated for ETFO members generally only apply to paid positions,
not to volunteer activities. An exception to this may occur where the volunteer work arises through a
medical accommodation process agreed upon between the union and the employer.
The legal assistance provided by ETFO in College, CAS, civil, and criminal matters is generally limited to
complaints arising in the course of performing employment duties. You are not covered for issues arising
during volunteer activities outside your professional obligations.
Entitlement to benefits under the Workplace Safety and Insurance Act may also limit your activities. Your
employer only pays premiums for employees based on payroll: injuries arising from volunteer activities
may not provide entitlements under the Act. For example, if you are working in a part-time assignment
and you volunteer for a skating event or a skiing trip during unpaid time, you may not be covered by
WSIB. The injury could prevent you from working and limit your ability to secure a full time permanent
contract or a long term occasional assignment.
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What is your role in the school?
Confusion about your role may put you and your colleagues at risk of liability as well. If you have a partial
assignment in your school and also work in a volunteer capacity, you have to be careful about your role
while in that volunteer portion. For example, while in the school as a volunteer, you should not agree to
cover a colleague’s class or let your colleague leave the class under your supervision. It is important that
your colleagues recognize that you are not acting as a teacher in the school in the time period when you
are actually volunteering.
Working for no pay?
Working for no pay is not something ETFO views to be in a member’s best interest. Your professional
services are valuable to the employer and the education community. Work should be compensated.
If work performed by volunteers is work of bargaining unit employees, then performing such work
voluntarily may be depriving colleagues of paid work and may be contrary to one or more collective
agreements. Other bargaining units outside ETFO may have specific language around not volunteering.
Collective agreement rights may be an issue where a teacher volunteers to teach, a DECE volunteers to
perform a DECE role, or a volunteer does the work of an educational assistant or CYW.
TIPS
If you do decide to volunteer for your employer or another school board, there are several tips that
you should bear in mind:
O Volunteering in a school setting is by choice and members should not be coerced or
pressured by promises of full-time work.
O There should be a formal written plan in place clarifying the scope of your volunteer role.
O The hours of the volunteer work should be formalized.
O If you are not being paid as a classroom teacher, DECE, EA, PSP, or ESP, you should not
be taking on the responsibilities of that position. The classroom teacher must have all
responsibility for planning, supervision, discipline, assessment, communications with
parents, and teaching.
O All parties should be aware of the limitations you have in your volunteer capacity: this
includes staff colleagues, students, and parents: It must be clear that you are attending in
a volunteer capacity.
O Continue to conduct yourself professionally. Maintain boundaries. Maintain reliable,
diligent and professional work habits. Maintain positive, professional relationships
with staff. Recognize that you are in an employment environment. If you would not do
something as a teacher or DECE, don’t do it as a volunteer.
O Minimize your involvement in activities that will expose you to risk of injury or liability for
which you have no or limited coverage.
O Ensure that the volunteer placement is limited.
O Be sure to notify the school administration when participating in a field trip or event
outside your paid assignment.
You can also refer to the ETFO Reference Book “Volunteering in the Worksite” Policy Statement
77.0. for additional information re volunteering.
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PRS Matters Bulletins: Advice for Members
PRS (Professional Relations Services) Matters Bulletins are articles about issues relating to your
rights and responsibilities. They are designed to keep members informed on a variety of important legal
and professional issues. The most relevant bulletins have been adapted for the Tips for New Members
section of this book. Look for new bulletins in the Steward mailings that come to your school. They are
also available on the ETFO website. Go to www.etfo.ca 4 Advice for Members 4 PRS Matters Bulletins.
E A Member’s Duty to Report under the Child
and Family Services Act
E Epipen Fact Sheet – Sabrina’s Law E EQAO
Testing – Advice to Members
E Allegations involving CAS and/or Police - What
to do if it happens to you
E FDK Team Relationships
E Allegations of Sexual Misconduct
E Anger in the Workplace
E Annual Learning Plan – Advice to Members
E Fifths Disease and You
E Health and Safety – The 3Rs
E Members as Witnesses in Court Proceedings
E Assertive versus Aggressive Behaviour
E Implementation of the Elementary Progress
Report Card
E Attitude – It’s Everything
E Individual Education Plan Advice to Members
E Bill 13 – Accepting Schools Act
E Making an Adverse Report on Another
Member
E Bill 157 – Keeping our Kids Safe at School Act
E Bill 168 Protects Educational Personnel from
Violence and Harassment in the Workplace
E Changes to the Safe Schools Act (Bill 212)
Criminal Allegations or Charges
E Maintaining Professional Relationships
among all Educators
E Member Mental Health
E Members as Witnesses in Court Proceedings
E Class Building
E Money in Schools
E Criminal Background Checks
E New Teacher Induction Program (NTIP)
E Dealing with Conflict
E Notice of Resignation
E Defamatory Websites and Social Networking
Pages
E Other Teaching Roles – Are You Protected
E Ontario Human Rights Code
E Documentation and Personal Information
Concerning Students
E Overnight School Trips
E Electronic Communications
E Policy and Program Memorandum 155 –
Diagnostic Assessment
E Electronic Communication and Social Media
Advice to Members
E Elementary Progress Report Card and
Elementary Provincial Report Card Continued
Implementation Update
E Employment Insurance Benefits
E Practicing Caution – Guidelines for Electronic
Communications
E Pregnancy and Parental Leaves
E Pregnancy – Parental Leave
E Professional Boundaries
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E Professional Learning Communities
EThe Student Protection Act
E Professionalism and Ethics
E Tutoring and Conflict of Interest Guidelines
for Members
E Reporting Workplace Accidents
E Requests for Medical Information
E Resolving Staff-Principal Concerns
E Revised Teacher Performance Appraisal
E Safe Schools Teams One Year Later – Any
Progress?
E Use of Member’s Own Vehicle
E Use of Restraint
E Voluntary Extracurricular Activities
EVolunteering
E Videotaping in the Classroom
E Student/Parent Custody Issues
E Working with Support
E Teacher Performance Appraisal for
Experienced Teachers – Advice to Members
E Personnel Workplace Accommodations
E Teacher Performance Appraisal for
Experienced Teachers – Overview of the
Process
E Workplace Harassment and Bullying
E Workplace Safety and Insurance Board
E Teacher Workload – Juggling the Increasing
Demands of the job
E Teachers Acting in Advisory Roles
E The Different Roles of Teachers
E The Hidden Dangers of Electronic
Communications
E The Special Education Teacher and Student
Aggression
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ETFO Membership:
Rights and Responsibilities
As a teacher, occasional teacher, or DECE working in the elementary panel of a public district school
board or school authority, or as an education worker in a bargaining unit for which ETFO holds bargaining
rights, you are an active member of the federation. Your membership brings many benefits as well as
responsibilities. These are outlined in the ETFO Constitution.
Rights and Privileges of Membership
(Article V ETFO Constitution)
SECTION 1 – Rights and Privileges of Active Membership
5.1.1 An active member shall have full rights, privileges and responsibilities of membership in
the Federation unless limited by disciplinary action taken in accordance with Article VII:
Disciplinary Procedures.
5.1.2 The rights of an active member shall be:
5.1.2.1 to attend, participate and vote at meetings of the local;
5.1.2.2 to attend meetings of the Representative Council and the Annual Meeting;
5.1.2.3 to lodge a complaint against another member, through the Federation, in
accordance with Article VII: Disciplinary Procedures;
5.1. 2.4to request Federation support, through the grievance arbitration process;
5.1.2.5 to request Federation support for employment-related matters including:
5.1.2.5.1 termination or resignation of employment;
5.1. 2.5.2 protection from being slandered, libeled, or harassed in any form; and
5.1.2.5.3 protection from fraudulent or malicious allegations or charges;
5.1.2.6 to request Federation support in any problem directly related to professional duties;
5.1. 2.7to request Federation support in an investigatory or disciplinary procedure
undertaken by the College of Teachers;
5.1.2.8 to request Federation support for employment-related matters which are alleged
to have occurred when the individual was a member of the Federation or its
predecessors; and
5.1. 2.9to approve, after duly-called information meetings, the commencement and
conclusion of any provincial job action by an all-member vote.
5.1.3 An active member who accepts a position as a temporary or acting principal/viceprincipal
which involves any responsibility for the evaluation and/or disciplining of other members,
shall have the rights, privileges, and responsibilities of membership suspended for the
duration of the appointment.
5.1.4 An active member who accepts a position as a temporary or acting principal/vice-principal
may not also be the workplace steward for the duration of the appointment.
5.1.5 To approve any provincial collecting bargaining framework agreement through an
all-member vote after duly called information meetings.
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Code of Professional Conduct (Article VI ETFO Constitution)
Within the ETFO Constitution is the Code of Professional Conduct. This Code outlines your obligations
within the Federation. As a member of ETFO you are expected to adhere to these obligations.
Why is the Code of Professional Conduct important?
A Code of Professional Conduct is a framework that informs and guides your actions in relation to your
colleagues, your Union and your profession.
The Federation can best accomplish its objects when individual members adhere to the Code of
Professional Conduct. Respecting the Code helps ETFO work on your behalf to improve working
conditions, to advance the profession and to ensure a professional working environment. We all benefit
from this individual responsibility within collective action.
A strong union for teachers and education workers is vital to quality education in the province.
6.1
A member shall:
6.1.1 recognize the Federation as the official voice of all the active members of the
Federation;
6.1.2 adhere to the Constitution, Bylaws, and Directives of the Federation;
6.1.3 support collective bargaining initiatives, including a strike authorized by the
Executive;
6.1.4 refrain from undertaking or supporting actions which undermine established
bargaining procedures;
6.1.5 honour the terms of the collective agreement;
system;
6.2
A member who is representing ETFO on the local executive and/or the Executive shall, in
addition to 6.1:
honour, dignity, and ethical standards of the Elementary Teachers’ Federation of
Ontario.
What happens if I violate the Code?
As a member of a union, it is essential that you understand the importance of the Code of Professional
Conduct and adhere to your responsibilities in order to reinforce the strength of the collective.
ETFO employs the principles of due process and natural justice in investigating alleged violations of the
Code. Complaints must be submitted, in writing, to the General Secretary. The procedure for investigating
formal complaints is outlined in Article VII of the ETFO Constitution.
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ETFO may implement a range of sanctions for a breach of the Code that may include, but are not limited
to:
O Letter of Concern or Discipline
O Publication of the member’s name in a Federation document
O Denial of services for a specific period of time
O Suspension of the right to hold office locally or provincially for a specific period of time
O Monetary fines
Disciplinary Procedures (Article VII ETFO Constitution)
7.1
A complaint alleging violation of the Code of Professional Conduct shall be submitted by
a member, in writing, to the general secretary of the Federation within 60 calendar days
of the date of the alleged violation or within 60 calendar days of when a member ought
reasonably to have become aware of the violation.
7.2
The complaint shall state the facts and shall indicate that a copy has been provided to the
member about whom the complaint has been lodged.
7.3
The general secretary, or designate, shall investigate the complaint and report with
recommendations for further action to the Professional Relations and Discipline
Committee.
7.3.1 Should the general secretary, or designate, after investigation, deem that a
complaint against a member is vexatious, frivolous, or an abuse of process, the
full- time released officers of the Federation will be informed of the complaint, the
course of the investigation, and the rationale or reason for dismissal.
7.4
The Professional Relations and Discipline Committee shall consider complaints referred
to the committee by the general secretary and report with recommendations to the
Executive.
7.5
The Executive shall determine the discipline to be enacted.
7.6
The principles of natural justice shall be followed in the disciplinary proceedings.
7.7
Members deemed to be in non-support during a job action may be subject to disciplinary
procedures that include the possibility of a monetary fine of up to $500 per day.
7.8
Members found to be in violation of Article VI, Code of Professional Conduct, shall be
subject to a range of sanctions that may include, but is not limited to, publication of name
in a Federation publication, suspension of the right to hold office in the Federation, and
suspension of Federation services except those required by law.
This is what your
membership means
on paper.
But what does
your membership
mean for you in
your everyday life
as an employee
who deserves a
healthy working
environment and
good working
conditions, as a
professional who
strives for continued
growth, and as
a citizen in the
broader society
who wants to build
a better and safer
world? Look at
ETFO programs
and services for the
answer.
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ETFO: The Provincial Organization
ETFO on the Web
www.etfo.ca is your entry to up-to-date information about what is going on in and around ETFO. Sections
allow you to find out important information on:
O the organization of ETFO, including the Executive, the staff, committees, ETFO priorities, and
ETFO awards;
O the latest information concerning collective bargaining;
O being a new member of ETFO;
O education issues, such as teacher testing, privatization of education, and education funding;
O equity initiatives, such as homophobia, anti-racist education, and women’s issues;
O a variety of important legal and professional issues impacting on education workers in
Professional Relations (PRS) Matters bulletins and webcasts;
O how to access related ETFO websites, such as www.earlylearningcentral.ca, a website for primary
educators, www.heartandart.ca, a website for beginning teachers, and www.etfo-aq.ca, a site to
access information about ETFO’s AQ courses;
O links to all of ETFO’s locals;
O links to ETFO’s Facebook page, Twitter account, and YouTube channel where you can follow us
and receive regular updates from your federation;
O advice for members, including advisories responding to various government and agency
initiatives;
O the latest ETFO news releases, newsletters, magazines, and briefs to government;
O political action, including Queen’s Park Highlights, and a political action questionnaire;
O a database of resources for educators containing lesson plans, activities, units and blackline
masters;
O an e-newsletter you can subscribe to so that you receive all the latest information from your
federation;
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O multimedia content, including regular video addresses from the President, webcasts, and photo
albums;
O professional development information, including courses, workshops, and conferences from
ETFO; and
O information on how to purchase ETFO publications and curriculum resources from shopETFO.
All of the information you need to be an active member in ETFO is on the website.
The Annual Meeting
The Annual Meeting of ETFO is held in August each year. Your local has a minimum of two voting delegates
to this meeting as well as additional delegates calculated on the basis of one per every one hundred and
twenty members of the local. The local may also send alternate delegates and observers to the meeting.
The Annual Meeting ratifies the priorities of the organization, elects the Executive, approves the budget
and fees, amends the Constitution, votes on resolutions, and fulfills a variety of other responsibilities.
Representative Council
The Representative Council is composed of the president of each local and additional representatives
based on the size of the local. The Council meets three times a year and is responsible for reviewing
the proposed annual budget, recommending policy to the Executive or Annual Meeting, recommending
actions to the Executive, approving ETFO’s bargaining goals, and other activities.
“Any weakening in
universal public
education can only
be a weakening of
democracy.”
John Ralston Saul
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Standing Committees
ETFO has a number of Standing Committees:
O Aboriginal Education
O Annual Meeting
O Anti-Racist Education
OArts
OAwards
O Collective Bargaining
O Disability Issues
O Early Years
O Education Support Personnel/
Professional Support Personnel
OEnvironmental
O French as a Second Language
•O Human Rights
O Intermediate Division
O International Assistance
OLabour
O Lesbian, Gay, Bisexual, Transgender Members
O Men’s Focus
O New Members
O Occasional Teacher
O Occupational Health and Safety
OPension
O Political Action
O Professional Development/ Curriculum
O Professional Relations and Discipline
O Special Education
O Status of Women
O Teacher Education/Faculty Liaison
The members of these committees are appointed provincially and they meet during the year to provide
the perspective of the member and advice on Federation initiatives and programs, as well as make
recommendations to the Executive. To apply for a standing committee, complete the application form
available on the website www.etfo.ca.
Awards
Every year ETFO recognizes member achievements and assists with academic studies. In addition,
ETFO recognizes activities and programs at the local level, distinguished academic achievements,
and outstanding contributions to education and this federation by its members and others. Bursaries
are available to assist with continuing education including additional qualification courses as well as
scholarships to assist with post graduate studies.
“Tell me, I forget.
Show me, and I may
not remember.
Involve me, and I
understand.”
Native American Saying
The following program of special honours and awards is administered by the Awards Committee on behalf
of ETFO and its members. Deadline dates for the various awards are February 1, and April 30 of each year.
For more detailed information or to obtain an application form go to www.etfo.ca. In the “About ETFO”
Awards and Scholarships” section of the main page you will find descriptions, criteria, and application
forms for all of the following awards.
O Aboriginal Women in Education (Women’s Program)
O Anti-Bias Curriculum Development Award
O Arts and Culture Award
O Bev Saskoley Anti-Racist Scholarship
O Children’s Literature Award
O Curriculum Development Award
O Curriculum Development Award (Women’s Program)
O Doctoral Scholarships
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O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
Doctoral Scholarships (Women’s Program)
Environmental Education Award
ETFO Bursaries (for persons with a disability, visible minorities, Aboriginal persons, LGBT)
ETFO Bursaries (for persons with a disability, visible minorities, Aboriginal persons, LBT –
Women’s Program)
ETFO Bursaries (for sons and daughters of ETFO members)
ETFO Member Bursary
Faculty of Education Awards
Honourary Life Membership
Humanitarian Award for a Non-ETFO Member
Humanitarian Award for an ETFO Member
Master’s Scholarships
Master’s Scholarships (Women’s Program)
Member Engagement Award
Multi-Media Award
Multi-Media Award (Women’s Program)
Native as a Second Language (NSL) Bursary
Outstanding Role Model for Women (Women’s Program)
Rainbow Visions Award
Women Who Develop Special Projects in Science and Technology (Women’s Program)
Women Working in Social Activism on behalf of Women and Children (Women’s Program)
Women’s Studies Scholarship
Writer’s Award
Writer’s Award (Women’s Program)
“The mediocre
teacher tells. The
good teacher
explains. The
superior teacher
demonstrates.
The great teacher
inspires.”
William Arthur Ward
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90
ETFO and the Labour Movement
ETFO is the largest teachers’ organization affiliated to the Canadian
Labour Congress (CLC) and the Ontario Federation of Labour (OFL).
The CLC is the largest democratic and popular organization in Canada
with over three million members. The CLC brings together Canada’s national and international unions,
the provincial and territorial federations of labour, and 130 district labour councils. Most national and
international unions in Canada belong to the Congress.
The Ontario Federation of Labour is the umbrella organization for the labour
movement in Ontario and represents 700,000 unionized workers. Because
of its size, ETFO is represented on the Executive Board of the OFL by two
representatives.
The majority of the members of both the CLC and the OFL are public sector workers and both
organizations are strong advocates on behalf of these workers and public services. ETFO membership
in these organizations ensures that issues of concern to ETFO members are included in all discussions.
Our membership in these organizations gives ETFO access to labour research and programs; links ETFO
with other organized workers, many of whom are parents of the children we teach; involves ETFO in the
social justice campaigns the labour movement undertakes; and strengthens the voice of all those who
defend public education and public services.
A number of ETFO locals are affiliated to labour councils in their communities. Find out if your local is one
of them and see how you can get involved.
For more information go to www.clc-ctc.ca and www.ofl.ca.
“The best case for
public education
has always been
that it is a common
good. Everyone,
ultimately, has
a stake in the
caliber of schools,
and education is
everyone’s business.”
Michael Fullan
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ETFO Provincial: Services Areas
For administrative purposes ETFO programs are organized into five service areas - Equity and Women’s
Services, Communications and Political Action, Professional Development/Learning, Professional
Relations Services, and Collective Bargaining. What follows are brief descriptions of the major programs
and services offered to members.
Equity and Women’s Services (EWS)
ETFO is a leader among education unions on equity issues, particularly in its support for women’s
participation and leadership. There are designated positions for women on the ETFO Executive (5 of
14 positions), and constitutional guarantees that programs for women will be provided, with funding
allocated for this purpose. These programs offer direct services to women members through courses,
workshops, awards, and publications. Funding is also available to establish provincial and local
partnerships with other organizations and to support groups that advance the status of women and
women’s issues in society.
ETFO’s equity and women’s programs are offered in the context of the Federation’s constitutional object
“to foster a climate of social justice in Ontario and continue a leadership role in such areas as antipoverty, non-violence, and equity,” and in the spirit of the statement and definition of equity adopted by
the ETFO Executive:
It is the goal of the Elementary Teachers’ Federation of Ontario to work with others to create
schools, communities and a society free from all forms of individual and systemic discrimination.
To further this goal, ETFO defines equity as fairness achieved through proactive measures which
result in equality, promote diversity, foster respect and dignity for all.
“Inclusive education
seeks to provide
a welcoming
environment for
all students, not
by ignoring gender,
race, disability, or
sexual identities,
but by recognizing
and validating
difference.”
Heather-Jane
Work incorporating these principles spans all service areas of ETFO. The particular issues of women
members, Aboriginal members, racialized members, members with disabilities, and lesbian, gay,
bisexual, and transgender members are included in women’s programs, addressed through standing
committees, and explored through a range of other equity programs. Issues of poverty and classism are
addressed throughout.
Some of the ongoing programs and initiatives offered through Equity and Women’s Services include:
O An annual women’s leadership conference, ... and still we rise, held in February;
O Leaders for Tomorrow: leadership training for diverse women;
O Workshops for teachers addressing a variety of equity issues including in-service sessions for the
ETFO social justice focused curriculum resources;
O Workshops on disabilities and accommodation issues offered to locals;
O Workshops on confronting homophobia, and other exclusionary practices;
O Introduction of equity issues to pre-service teachers;
O Sisters in the struggle: Six day advanced leadership training for women leaders.
Robertson
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O Partnerships with the Ontario Association of Interval and Transition Houses (OAITH), Workers
Action Centre, Springtide Resources, Centre Ontarien de Prevention des Agressions (COPA), and
other community groups;
O Support for the collaboration between local members and women’s initiatives in their
communities;
O Participation in the Ontario Federation of Labour (OFL) and the Canadian Labour Congress (CLC)
equity committees and events;
O Work at the local level including training on equity, classism, and social justice issues;
O Partnerships with organizations addressing international human rights issues and initiatives;
O Participation in Pride Day parades and events;
O Participation in International Women’s Day and special events for women;
O Anti-violence programs and workshops offered at the provincial and local levels;
O Outreach to members from designated groups to increase their involvement in ETFO;
O Curriculum resources, pamphlets, and publications addressing broad-based equity issues;
O A multi-session program for new women members to encourage participation in ETFO.
Watch for additional information on these programs and others from local presidents, ETFO stewards,
local status of women chairs, ETFO publications, the Equity section on the ETFO website, and in Voice.
Be sure to check shopETFO for a variety of inclusive curriculum resources ready for classroom use. Equity
and Women’s Services also publishes a brochure each year outlining current programs and services.
Communications and
Political Action (CPA)
A strong, active membership is built on an
informed membership. ETFO keeps members
informed in a number of ways. Communications
and Political Action Services is responsible for the
Voice magazine, the member e-newsletter, Queen’s
Park Highlights, videos, management of the
website content, and a number of listservs aimed
at keeping members informed of current events
and political issues.
The work of the service area engages members
through online participation on the ETFO Facebook
pages, online campaigns, Twitter, and through
attendance at conferences and training workshops
designed to support member political action and
leadership work.
The service area work also furthers members’
interests in the public domain and at the Ontario
legislature through media relations, public
relations, and government relations.
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ETFO Voice
The print publication of ETFO Voice includes a range of visually appealing
feature stories, curriculum resources, idea and research articles, reviews,
and news items about federation activities. The magazine is organized
around engaging themes, and offers a place for members to share teaching
and learning ideas with each other, and to enhance their knowledge of best
classroom practices, helpful resources, and new ideas in education. The
magazine is published quarterly.
VOL. 16, NO. 4 | sUMMer 2014
CARNIVAL
IN THE
CLASSROOM
+
Faceless doll
project
teacHING For
socIal jUstIce
cHaNGING tHe
coNVersatIoN
aBoUt taXes
W
O
IS ME
SU N
E ’S
93
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 1
The online magazine continues to increase in
popularity. Etfovoice.ca publishes online-only
articles and reviews, as well as items from the print
publication. The online magazine format allows
educators to tap into the power of social and online
media through the sharing of articles through trustbased networks and engagement with content
through posting comments. This past year, a digital
archive was created so that all articles are now
searchable.
The best way to stay in touch with the magazine
is to “like” the Voice Facebook page at facebook.
com/ETFOVoice. The Facebook page allows for
up-to-date information about newly released
articles, resources, and reviews, as well as writing
opportunities and contests.
Political Action
ETFO maintains a list of political action contacts in each local to keep them informed about activities at
Queen’s Park – those of the government and of the opposition parties. Members are informed e-mail.
ETFO also coordinates all-local and all-member campaigns to advance public education. Position papers,
fact sheets, and other resource material supporting the federation’s policies are posted on-line. Check
out the ETFO website at www.etfo.ca. Politically active members are also encouraged to join their local’s
political action committee.
ETFO members who are active in a provincial or federal party have access to financial support to attend
conventions and conferences of the main political parties. The ETFO Political Convention Subsidy
provides up to $500 to cover the expenses of members who attend these political meetings. The
guidelines for accessing the subsidy are available in the Action and Advocacy section of the ETFO website
on the Political Action page.
Professional Development/Learning
Increasing accountability demands, the focus on data – driven instruction, teacher inquiry and a shift
to increased collaboration at the school level have placed a new emphasis on teacher learning and
leadership. ETFO has responded to this challenge by offering a wide variety of professional learning
opportunities delivered in multiple formats, times, and locations. ETFO professional learning activities
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respect sound principles of effective professional learning: are practical yet grounded in theory and
best practice, integrate the acquisition of new skills and prior learning, are self- directed, and provide
opportunities for collaboration, networking, reflection, and feedback. Our high-quality curriculum
resources are developed by our members who understand the realities of our classrooms.
O
ETFO is a provider of over 70 online interactive practical and engaging Additional Qualification
courses that are facilitated by knowledgeable and experienced instructors. In addition, ETFO also
provides many onsite AQ courses (e.g., Kindergarten, Special Education). Destination AQs, which
are unique learning experiences, that combine online learning prior to leaving home with face-toface learning in various countries, are a way of integrating learning and travel. More information
may be found at www.etfo-aq.ca.
O The ETFO Summer Academy Program offers members a wide variety of three-day courses across
the province throughout July and August. These motivating and refreshing courses provide
teachers with opportunities for ongoing professional growth and collegial networking.
O ETFO Book Clubs provide an excellent opportunity to enhance professional knowledge and
practice. There are 29 book club resources available for interested locals.
O Local curriculum workshops and ICT courses are offered in cooperation with ETFO locals and
school boards.
O Every year both a Financial Management and an Information Communication Technology
Conferences are offered. These conferences provide members with current information and
learning to support both their professional and personal lives.
O ETFO Presenters on the Road Program offers a variety of workshops developed by members for
members and delivered throughout the province. Your ETFO local makes this happen.
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O ETFO also offers numerous workshops and annual conferences. Additional information about all
these programs, dates, and locations can be found on our website www.etfo.ca. Check out the
online calendar of events. Your ETFO steward receives regular mailings with application forms
for many programs. Your local professional learning chair is an important source of information
as is your local president. Additionally, these professional learning activities are highlighted in
the ETFO electronic newsletter and on Twitter (@etfopd and @etfonews). You can sign up for this
newsletter at the ETFO website.
Professional Relations Services (PRS)
During the course of your career you may experience professional difficulties that cannot be addressed or
resolved through the collective agreement. Working in the education system is more challenging today
than it has ever been. Teachers and education workers have complex and varying roles in a litigious
climate during a time of continual change and ongoing challenges.
ETFO professional relations staff provide information, advice, support, and intervention for members
who are experiencing professional difficulties covering a broad range of issues.
A 24-hour
emergency
assistance line
is available to
members facing
criminal allegations
related to their
profession.
For advice or
assistance in any of
these areas, contact
ETFO professional
relations staff (PRS)
at 416-962-3836 or
toll free:
1-888-838-3836.
All information
shared by a member
with professional
relations staff is
held in confidence.
Staff in professional relations will advise you of your rights and responsibilities in matters such as:
O difficulties with students, staff, parents, administration;
O ethics and professionalism;
O performance appraisals;
O Ontario College of Teachers/College of Early Childhood Educators complaints;
O Criminal or CAS related allegations;
O conflict resolution;
O Employment Insurance;
O harassment and discrimination;
O human rights issues;
O long term disability;
O resignation and termination;
O stress and sick leave; and
O Workplace Safety and Insurance Board (WSIB).
This service is confidential and no action would be taken without the knowledge and consent of the
member.
Collective Bargaining
ETFO is the bargaining agent for all ETFO bargaining units.
ETFO collective bargaining staff provide direct assistance to your local, as well as all other locals, to help
you achieve and maintain strong collective agreements. They provide assistance with preparation of
preliminary proposals for improvements to your collective agreement as well as;
O ongoing advice on strategies and bargaining positions;
O assistance at the bargaining table;
O training of local presidents and negotiators at regional and provincial conferences;
O assistance in contract enforcement including the processing of grievances;
O access to legal advice through staff; and
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O production of resource documents, statistical and clausal analyses, trends in negotiations, and
other materials relevant to bargaining.
Collective agreements provide rights, entitlements, and protection against arbitrary treatment. The
following are a few items which would not be there without collective bargaining:
Your Salary
It is not set by law. In fact, teachers are exempt from the law which provides minimum wage protection
to most other workers in this province. The fact that your salary rises each year, and that there is an
experience grid which causes it to rise even further in your first ten or so years of teaching, is due to
collective bargaining.
Your Insured Benefits
The coverage you receive for prescription glasses, prescription drugs, dental services, hearing aids, and
semi-private hospital room care is negotiated at the bargaining table. So, too, are your life insurance
policy and your long-term disability coverage.
Your Workday
The general framework in the Education Act with respect to school day and student instructional
time leaves wide scope for collective bargaining. Therefore, your collective agreement can cover the
instructional day, preparation time, supervision time, and an overall limit to the working day.
Your Work Assignment
For teachers, transfer, seniority, and lay-off
provisions are all subject to collective bargaining.
So, too, are the rights of part-time teachers. For
occasional teachers, the size of the call-out list,
the right to remain on the list, the system of callout, and the posting and allocation of long- term
positions are all bargainable items.
Your Peace of Mind
One of the most important parts of your collective
agreement is your “just cause” clause. Without
it, your job tenure would be much less secure
and your employer would be able to discharge or
discipline you far more easily.
Collective Bargaining – An
Evolving Process
Collective bargaining is an ongoing process which
continually evolves, gaining more protections
and better working conditions for educators over
time. Each and every ETFO member has a stake in
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reading and understanding the agreement, and in supporting the local bargaining process. Collective
bargaining protects your rights as an educator. Read your collective agreement today.
ETFO Leadership Development
In addition to maintaining strong links between the provincial organization and the locals, ETFO works
to foster a strong active membership and an effective leadership through a variety
of services and programs.
O ETFO runs a unique program for local leaders called Union School. This
intensive year-long program assists local leaders in developing more
inclusive and engaging leadership skills. Participants complete a variety of
readings, assignments, and on-line activities in an effort to become the
dynamic, proactive leaders of tomorrow.
O The ETFO video Voices of the Union, available from your local, shows new as well as experienced
ETFO members discussing the value of the union and the opportunities for involvement. The
pamphlet Workplace Protection + Professional Development +Social Activism = ETFO provides
more information about ETFO and opportunities for involvement.
O The fall leadership training gives local elected leaders opportunities to hone their skills and
increase their knowledge of education issues.
O ETFO offers stewards a variety of workshops on communications, rights and responsibilities,
collective bargaining, equity issues, conflict resolution, and many more.
O Workshops specifically designed for the teacher representatives on school councils assist them to
advance the cause of education with parents and the broader community.
O ETFO offers specific programs designed to assist members of designated groups seek leadership
positions within the union. Offered by ETFO’s Equity and Women’s Services department, these
powerful sessions are designed to assist those members who might otherwise encounter barriers
to leadership positions.
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Who’s Who in Education
YOUR UNION – ETFO
As has been outlined, ETFO is your professional organization. A strong union of over 76,000 teachers,
occasional teachers and education workers, ETFO speaks for its members and makes sure their voices are
heard.
ETFO protects teachers’ rights, provides professional development, promotes the profession and the
cause of education and works for social justice.
PUBLIC DISTRICT SCHOOL BOARDS AND OPSBA
There are 31 public district school boards in Ontario. These district school boards are the employers for
the teachers in the province’s public schools. See the map of Ontario in the All About ETFO section of this
resource for the alignment of locals and district school boards.
As the employer, the district school board negotiates the collective agreement with its teachers. The
district school board is responsible to the Ministry of Education to implement Ministry policies and
legislation regarding the teachers and pupils of Ontario.
The Ontario Public School Boards’ Association (OPSBA) is an organization that represents public district
school boards and public school authorities across Ontario. The Association advocates on behalf of
the interests and needs of the public school system in Ontario. OPSBA is called on by the provincial
government for input and advice on legislation and the impact of government policy directions.
ONTARIO MINISTRY OF EDUCATION
The Ontario Ministry of Education is responsible for establishing the policies and regulations and drafting
legislation which govern education in the province.
Through its policies, the Ministry establishes the curriculum that is to be taught and sets the regulations
for teacher evaluations and pupil testing. As Ministry guidelines are set, they are communicated to the
district school boards that are responsible for their implementation.
THE ONTARIO COLLEGE OF TEACHERS (OCT)
The Ontario College of Teachers Act gives the College the authority to regulate the profession and govern
the conduct of its members, including teachers, principals, and most supervisory officers in the school
system.
Membership in the College is a requirement for those who wish to maintain their teacher certification in
Ontario.
Membership is open to anyone qualified to teach in Ontario including:
O teachers in public and private schools;
O occasional teachers;
O university professors and college instructors; and
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O qualified teachers working in government, federations, and the private sector.
All teacher and occasional teacher members must be certified with the College before they are eligible to
teach in a classroom in Ontario. Accordingly, members are required to pay an annual fee to ensure that
they remain in “good standing” with the College.
If a member fails to maintain active membership in the College, their certificate of qualification will be
suspended.
As part of its mandate, the Ontario College of Teachers investigates complaints against members and
deals with discipline and fitness to practise issues.
The College’s Professional Misconduct Regulation outlines numerous examples of conduct that may lead
to the investigation of a member. A few of these are as follows:
O failing to maintain the standards of the profession;
O abusing a student physically,
O abusing a student sexually,
O abusing a student verbally,
O abusing a student psychologically or emotionally,
O failing to keep records as required by his or her professional duties;
O failing to comply with the Education Act or the regulations made under the Act·
O conduct unbecoming a member;
O failing to co-operate in a College investigation.
It is important that all members are aware of this regulation and the impact it may have on their
professional lives. Please refer to the College website www.oct.ca to access this regulation in its entirety.
Complaint Against You?
If you are contacted by the College and advised that a complaint has been made against you:
O listen to what the College staff is advising you about the complaint.
O ask questions to clarify, if necessary.
O DO NOT make any statement or respond to questions related to the complaint itself.
O you will receive a copy of the complaint along with the investigation procedures in the mail after
they make the telephone contact.
O contact ETFO staff in Professional Relations Services immediately.
Contemplating a Complaint Against a Teacher?
O Members are advised to contact ETFO BEFORE making a complaint to the College about another
member of the College.
O Every member of the Ontario Teachers’ Federation is bound by the Code of Ethics, in particular
Section 18 (1) (b) of the regulation under the Teaching Profession Act which states that
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A member shall, on making an adverse report on another member, furnish him with a written
statement of the report at the earliest possible time and not later than three days after making the
report
(Note: A member that makes an adverse report about another member respecting suspected sexual
abuse of a student by that other member need not provide him or her with a copy of the report or with any
information about the report)
COLLEGE OF EARLY CHILDHOOD EDUCATORS
The College of Early Childhood Educators (the College) is a professional self-regulatory body for early
childhood educators focused on quality and standards in the practice of early childhood education. It is
the first self-regulatory college for early childhood educators in Canada.
The duties of the College of Early Childhood Educators include:
O Setting registration requirements to ensure that only qualified and competent individuals are
registered as members;
O Maintaining a public register of early childhood educators;
O Establishing a code of ethics and standards of practice for early childhood educators;
O Investigating complaints from the public about the conduct of its members and, if necessary,
disciplining members;
O Setting standards of practice that all early childhood educators are accountable to meet; and
O Assuring parents that members of the College will be held accountable for providing a high
standard of care and early education for children.
QUALIFICATIONS EVALUATION COUNCIL OF ONTARIO (QECO)
QECO was founded in 1969 by OECTA, ETFO and AEFO to provide, and to objectively administer, the
evaluation of teacher qualifications for salary purposes. Under Program 5, QECO provides a consistent
plan for teacher salary recognition when specific academic and professional requirements are achieved.
The QECO program of evaluation for salary purposes is unique since it is negotiated by teachers and their
boards for inclusion in local collective agreements. Teachers’ qualifications are assessed and a QECO
Statement of Evaluation is provided. QECO Statements of Evaluation are accepted by school boards
in Ontario for salary category placement purposes. The salaries teachers are paid is a matter which is
negotiated between teacher bargaining units and their board.
A QECO evaluation may result in one of four category placements: Category A1 through Category A4.
After receiving a QECO Statement of Evaluation, it is the teacher’s responsibility to submit it to the school
board for appropriate salary category placement. ETFO members need to be aware of their board’s policy
around QECO deadlines and to apply early for an evaluation, since the onus is on the teacher to ensure
he or she meets those deadlines.
It is important for teachers to keep QECO apprised of any additions to their qualifications. They must do this
by formally completing a QECO application. Members are also reminded to apply regularly for upgrading
advice that will assist them toward the most expedient route to reach their next QECO salary category.
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Application forms are available on the QECO website (www.qeco.on.ca). Completed applications should
be mailed to QECO and should include the following:
O A copy of your Certification of Qualification (a copy printed from the Ontario College of Teachers
website is acceptable – www.oct.ca);
O Proof of employment (e.g., pay stub, letter of employment);
O Official university transcripts;
O Complete documentation for every course taken.
QECO can only process a request after receiving a complete application. There is an average 12week turnaround time for QECO applications accompanied by complete and accurate supporting
documentation.
Helpful Tip
QECO applications may be processed more quickly if you ensure all documents, including
official university transcripts, are delivered in one package to QECO. While QECO accepts
official transcripts submitted directly from universities, waiting for their delivery may slow the
evaluation process.
Qualifications and Evaluation Council of Ontario
1300 Yonge Street, Suite 308 Toronto ON M4T 1X3
Toronto: (416) 323-1969
Toll Free in Ontario: 1 (800) 385-1030
Website: www.qeco.on.ca
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Other Important Information for
New Members
This section contains more details on specific topics that will be important for you to know throughout
your career in education. The information will also help you to make the transition from new member to
experienced member.
Duties of Teachers
The Education Act is the core statute governing elementary and secondary education in the province of
Ontario. In addition to the Education Act, other statutes and regulations exist to further expand upon the
various legal requirements for educators in Ontario. Section 264 of the Education Act and Regulation 298
clearly delineate the duties of a teacher and a temporary teacher.
Excerpts from the Education Act, Section 264
(1) It is the duty of a teacher and a temporary teacher,
a) to teach diligently and faithfully the classes or subjects assigned to the teacher by the
principal;
b) to encourage the pupils in the pursuit of learning;
c) to inculcate by precept and example respect for religion and the principles of
JudaeoChristian morality and the highest regard for truth, justice, loyalty, love of country,
humanity, benevolence, sobriety, industry, frugality, purity, temperance and all other
virtues;
d) to assist in developing co-operation and co-ordination of effort among the members of the
staff of the school;
e) to maintain, under the direction of the principal, proper order and discipline in the
teacher’s classroom and while on duty in the school and on the school ground;
f) in instruction and in all communications with the pupils in regard to discipline and the
management of the school;
i) to use the English language, except where it is impractical to do so by reason of the
pupil not understanding English, and except in respect of instruction in a language
other than English when such other language is being taught as one of the subjects in
the course of study, or
ii) to use the French language in schools or classes in which French is the language of instruction except where it is impractical to do so by reason of the pupil not understanding French, and except in respect of instruction in a language other than French when
such other language is being taught as one of the subjects in the course of study;
g) to conduct the teacher’s class in accordance with a timetable which shall be accessible to
pupils and to the principal and supervisory officers;
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h) to participate in professional activity days as designated by the board under the
regulations;
i) to notify such person as is designated by the board if the teacher is to be absent from
school and the reason therefor;
j) to deliver the register, the school key and other school property in the teacher’s possession
to the board on demand, or when the teacher’s agreement with the board has expired, or
when for any reason the teacher’s employment has ceased; and
k) to use and permit to be used as a textbook in a class that he or she teaches in an elementary
or a secondary school,
i) in a subject area for which textbooks are approved by the Minister, only textbooks that
are approved by the Minister, and
ii) in all subject areas, only textbooks that are approved by the board.
l) to perform all duties assigned in accordance with the Act and regulations.
Excerpts from Regulation 298, Section 20
In addition to the duties assigned to the teacher under the Act and by the board, a teacher shall,
a) be responsible for effective instruction, training and evaluation of the progress of pupils in
the subjects assigned to the teacher and for the management of the class or classes, and
report to the principal on the progress of pupils on request;
b) carry out the supervisory duties and instructional program assigned to the teacher by the
principal and supply such information related thereto as the principal may require;
c) where the board has appointed teachers under section 14 or 17, co-operate fully with such
teachers and with the principal in all matters related to the instruction of pupils;
d) unless otherwise assigned by the principal, be present in the classroom or teaching area
and ensure that the classroom or teaching area is ready for the reception of pupils at least
e) fifteen minutes before the commencement of classes in the school in the morning and, where
applicable, five minutes before the commencement of classes in the school in the afternoon;
f) assist the principal in maintaining close co-operation with the community;
g) prepare for use in the teacher’s class or classes such teaching plans and outlines as are
required by the principal and the appropriate supervisory officer and submit the plans
and outlines to the principal or the appropriate supervisory officer, as the case may be, on
request;
h) ensure that all reasonable safety procedures are carried out in courses and activities for
which the teacher is responsible;
i) co-operate with the principal and other teachers to establish and maintain consistent
disciplinary practices in the school;
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j) ensure that report cards are fully and properly completed and processed in accordance
with the guides known in English as *Guide to the Provincial Report Card, Grades 1-8 and
Guide to the Provincial Report Card, Grades 9-12, and in French as Guide d’utilisation
du bulletin scolaire de l’Ontario de la 1re à la 8e année and Guide du bulletin scolaire de
l’Ontario de la 9e à la 12e année, as the case may be, both available electronically through
a link in the document known in English as Ontario School Record (OSR) Guideline, 2000
and in French as Dossier scolaire de l’Ontario Guide, 2000, online at:
www.edu.gov.on.ca/eng/document/curricul/osr/osr.html; or
www.edu.gov.on.ca/fre/document/curricul/osr/osrf.html;
*Beginning in September 2010, assessment, evaluation, and reporting in Ontario schools
will be based on the policies and practices described in the document Growing Success:
Assessment, Evaluation and Reporting in Ontario’s Schools, First Edition Covering Grades 1
to 12 found online at: www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
k)co-operate and assist in the administration of tests under the Education Quality and
Accountability Office Act, 1996;
l) participate in regular meetings with pupils’ parents or guardians;
m)perform duties as assigned by the principal in relation to co-operative placements of pupils;
and
n) perform duties normally associated with the graduation of pupils.
CRIMINAL ALLEGATIONS
Legal Assistance for Members
The federation provides legal assistance to defend members against allegations that are related to the
member’s employment responsibilities.
1. If you are contacted by the police or the Children’s Aid Society (CAS) regarding an allegation against you
2. DO NOT participate in or consent to an interview. Do not provide a written statement or account of
what occurred to anyone before consulting ETFO.
3. Make no statement (verbal or written) to anyone including administration regarding the
allegations/charges.
4. Say “I’m willing to co-operate but I am unable to comment until I contact the federation and legal
counsel.”
5. Call ETFO staff in professional relations (PRS) at 1-888-838-3836 (416-962-3836) and state that your
call is urgent.
“After Hours” Emergency Legal Assistance
If you require emergency legal assistance outside of ETFO office hours a voice message will provide you
with the necessary instructions to reach an operator. The operator will ask you a few questions and will
contact a criminal lawyer, if appropriate.
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What is an emergency?
O Police are on the scene or on the way.
O You are at risk of being arrested/incarcerated.
O You are facing criminal charges for an alleged criminal offence that arises directly from your
employment responsibilities.
CHILD ABUSE
All members of ETFO have a statutory obligation under the Child and Family Services Act to personally
report to the Children’s Aid Society (CAS) when «a child is or may be in need of protection.” Such a need
may arise as a result of physical, sexual, or emotional abuse or neglect. The failure of a member to report
suspected child abuse or a pattern of neglect could result in charges under the Act with a fine, upon
conviction, of up to $1,000.
It should be noted that, in addition to charges under the Act, a member may face the possibility of legal
action for failure to report suspected abuse or pattern of neglect situations.
The Statutory Obligation to Report Suspected Child Abuse
1. Applies to every person who performs professional or official duties with respect to a child,
including teachers, principals, supervisory officers, and members of the support staff.
2. Arises if there are “reasonable” grounds to suspect a pattern of neglect or abuse or the risk of
neglect or abuse regardless of whether one believes the information.
3. Requires a report to be made directly to the local CAS, not through the principal or vice-principal.
4. Protects the informant from future liability.
PARENT CONCERNS
Parent concerns must be acknowledged and addressed at the school level. If parents believe they have
been ignored they may take further action, which could escalate the situation.
If you are made aware of a parent complaint other than an allegation of assault or abuse, you should
contact the parent directly or arrange for you, the parent, and the principal to meet to discuss the
problem.
Depending on the seriousness of the situation, the principal may wish to facilitate the discussion between
you and the parent. Every effort should be made to reach an
understanding and a positive outcome for all concerned – parent, member, and principal.
Every situation will need careful consideration of what is the most appropriate way of dealing with
the complaint. ETFO staff in professional relations can assist you with strategies and resources for
responding to parent concerns. The ETFO resource entitled Parent-Teacher Relationships: Putting the
Pieces Together addresses a variety of issues including establishing positive relationships with parents,
conflict management, parent harassment, and more. This resource is available for purchase through
shopETFO.
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The Ontario Human Rights Code
The Ontario Human Rights Code sets out every person’s right to equal treatment with respect to
employment without discrimination because of race, ancestry, place of origin, colour, ethnic origin,
citizenship, creed, sex (including pregnancy), sexual orientation, gender identity, gender expression, age,
record of offences, marital status, same-sex partnership status, family status, or disability.
The Code also sets out every person’s right to equal treatment without discrimination related to
prohibited grounds with respect to services, membership in a trade union, occupational association or
self-governing profession, contracts, and accommodation.
Harassment
Harassment is a form of discrimination encompassing a wide range of comment or conduct, and
is prohibited under the Ontario Human Rights Code. Section 10 of the Code defines harassment as
“engaging in a course of vexatious comment or conduct that is known or ought reasonably to be known to
be unwelcome.” The Code also ensures that every person who is an employee has a right to freedom from
harassment in the work place because of race, ancestry, place of origin, colour, ethnic origin, citizenship,
creed, sex, sexual orientation, gender identity, gender expression, age, record of offences, marital status,
family status, or disability.
Examples of behaviour that have been found to constitute harassment include:
O remarks or jokes about race, religion, sexuality, disability, etc.;
O verbal threats, intimidation, abuse;
O displaying offensive pictures or posters;
O subjecting an individual to pranks, practical jokes, or ridicule; and
O physical assault.
It is important to distinguish between harassment on the basis of a prohibited ground and general
unpleasant treatment in the workplace. The latter is not covered by the Ontario Human Rights Code.
However, if a board policy or your collective agreement goes beyond the prohibited grounds set out in
the Code, other types of harassment may be addressed through the grievance procedure. For example, a
board policy or collective agreement could prohibit personal harassment, or abuse of authority.
While many members may feel “harassed” by their principals when they are overly scrutinized or given
onerous workloads, harassment in this form is not covered by the Code and can be more difficult to
prove. Contact ETFO staff in professional relations to discuss possible solutions for resolving these types
of situations.
Duty to Accommodate
The right to equal treatment is accompanied by the “duty to accommodate” with respect to prohibited
grounds under the Ontario Human Rights Code. Employers, for example, must take steps to eliminate the
consequences of any general workplace practices or rules that have the effect of being discriminatory. In
other words, an employer’s obligation to treat employees in a non- discriminatory fashion will not necessarily
mean treating them the same. Special equipment may need to be provided for an employee with a disability.
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A pregnant employee may need a temporary reassignment better suited to her physical condition. The
religious beliefs of an employee may give rise to the need for flexibility around scheduling or dress codes.
In fulfilling its duty to accommodate under the Human Rights Code, an employer must do whatever it
can, short of causing undue hardship. In assessing what constitutes undue hardship, the cost, and health
and safety requirements are factors to be considered.
However, the threshold is high, and the legal test of undue hardship means much more than inconvenience.
There must be a real question as to whether the measure taken to accommodate would affect the viability
of some or all of the employer’s business.
If you are pursuing an accommodation, you should speak with your ETFO local to find out more about
the process in your board.
Human Rights Code Complaints
Complaints may be brought under the Ontario Human Rights Code to the Human Rights Tribunal of
Ontario as “applications” if it falls under one of the grounds in the Code. The Tribunal may decide not to
hold a hearing if they determine that a grievance has already “appropriately dealt with the substance of
an application”.
LONG TERM DISABILITY
Long Term Disability (LTD) coverage is available to members through group insurance benefits negotiated
into your local collective agreement. This benefit is meant as an income replacement plan and protects
your pension plan contributions in the event of an illness or injury that extends beyond your sick leave
protection.
Members must meet the terms of the LTD contract to qualify for benefits. If you need to file a claim or are
having difficulty getting your claim accepted, your local ETFO office or school board personnel will be
able to assist you. If you are insured with the Ontario Teachers’ Insurance Plan (OTIP), staff at OTIP can
also assist you with your claim. ETFO staff may become involved when an appeal of a denied claim has
been turned down.
Please see ETFO’s resource booklet, “A Members Guide to LTD” at www.etfo.ca for additional information.
Specific guidelines have been established by the ETFO Executive that outlines the type of assistance that
may be provided by ETFO when an appeal of a denied claim has been unsuccessful.
WORKPLACE SAFETY AND INSURANCE BOARD
All accidents/injuries that occur on the worksite or that arise out of and in the course of employment, no
matter how trivial, should be reported to the employer.
A WSIB claim should be filed if there is lost time or medical treatment was/is required as a result of a
workplace accident. If you are injured at work you may qualify for benefits from the Workplace Safety
and Insurance Board (WSIB).
Please see ETFO’s resource booklet, “A Members Guide to the WSIB” at www.etfo.ca for additional
information. ETFO staff may become involved when a WSIB claim has been denied. Specific guidelines
have been established by the ETFO Executive that outlines the type of assistance that may be provided
by ETFO when a claim has been denied.
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Health
Safety
OCCUPATIONAL HEALTH AND SAFETY
When working conditions are healthy and safe, ETFO members are free to be at their professional best.
Clean and fresh indoor air, protection from violence in the workplace, and well maintained schools are
important factors in our wellbeing.
School boards have a legal duty to provide information, instruction and training about working safely.
The school board and the principal have a duty to inform educators about potential or actual hazards in
the workplace. Both the school board and the principal are required to take every precaution reasonable
to protect educators from workplace hazards. Educators have duties too. For example, when we know
about a hazard, we must report it to our supervisor. In turn, the school board or the principal must
investigate and deal with the report. The outcome of the investigation might result in a new safety plan,
an improved procedure, or additional training.
These duties are among many prescribed in Ontario’s Occupational Health and Safety Act, (OHSA). The
main purpose of the Act is to protect everyone in the workplace from health and safety hazards on the job.
The Act sets out the duties for school boards, supervisors such as the principal, and everyone who works for
the school board. Some of these duties include requirements for programs and policies on subjects such as
workplace violence and harassment. The Act sets out rules for enforcement of the law when duties are not
met. Also described are the duties and powers of the Joint Health and Safety Committee (JHSC). The JHSC
is where worker and management representatives meet to deal with workplace risks and hazards.
“Good schools, like
good families,
celebrate and
cherish diversity.”
Deborah Meier
The OHSA is the cornerstone of the legal framework that protects educators in the workplace. The
Education Act and the Workplace Safety and Insurance Act are two examples of laws that also contribute
to educator safety. There are also number of legal regulations that affect our working conditions on
subjects such as construction, asbestos and other hazardous materials.
Sometimes, reporting workplace hazards or trying to get more information about concerns can be a lot
of hard work. As a first step, it’s important to report potential or actual hazards and concerns to your
principal. Activate ETFO’s health and safety network to support you. Get support from your ETFO Local
health and safety representative and your steward. Get advice from your ETFO Local president. Your
president can contact ETFO Provincial for expert health and safety advice.
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If you would like to become more involved in occupational health and safety, there are plenty of
opportunities. You could consider being a health and safety representative in your school. Maybe you would
like to serve on a Joint Health and Safety Committee. Even if you would simply like to know more about
your rights and duties, ETFO offers health and safety workshops, training and resources to meet your needs.
PENSIONS
ETFO members with teacher qualifications are members of the Ontario Teachers’ Pension Plan (OTPP).
Other ETFO members become members of Ontario Municipal Employees Retirement System (OMERS) when
eligible. You are never too young to care about your pension plan or to learn what benefits accrue to you.
ETFO, through OTF, participates in the joint sponsorship of the OTPP with the Ontario government.
Through that partnership ETFO works to ensure that the interests of our members are protected as the
plan is administered, and when plan changes are negotiated. Both OTPP and OMERS provide members
with secure online access to their pension information. Instructions can be found on their websites. OTPP
calls this iAccess Web, OMERS calls it myOMERS.
Ontario Teachers’ Pension Plan (OTPP)
5650 Yonge Street, Suite 300 Toronto, ON, M2M 4H5
Tel: (416) 226-2700
1-800-668-0105 (toll free)
Fax:(416) 730-7807
1-800-949-8208 (toll free)
E-mail: [email protected]
Website: www.otpp.com
Ontario Municipal Employees Retirement System (OMERS)
One University Avenue, Suite 800 Toronto, ON, M5J 2P1
Tel: (416) 369-0813
1-800-387-0813 (toll free)
Fax:(416) 369-9704
1-800-369-9704 (toll free)
E-mail: [email protected]
Website: www.omers.com
Have your social insurance or pension membership number available to use when making inquiries
by mail or telephone.
ETFO provides workshops through our locals about pensions and retirement planning.
EMPLOYMENT INSURANCE
Many members (occasional teachers, DECEs, educational assistants, PSPs, ESPs) are employed by their
boards for fewer than 12 months a year. As a result, they are laid off from their positions at different times
during the year. These members are entitled to apply for Employment Insurance (EI) benefits from Service
Canada. Contract teachers are typically precluded by regulation, from collecting regular employment
insurance benefits.
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The hours that you work and for which you are paid are accumulated toward eligibility for EI benefits.
Eligibility is calculated by the information provided on the Record of Employment (ROE) prepared by the
district school board after your last day worked. It is important to request a copy of the ROE and check
the information carefully to ensure that it is accurate.
The total hours worked is critical for determining eligibility. The Service Canada website states that most
people will need between 420 and 700 insurable hours of work within the last 52 weeks, or since the
start of their last claim, whichever is shorter. The number of hours required is also dependent on the
unemployment rate in their region. However, if you are in the work force for the first time you will require
a minimum of 910 hours in the last 52 weeks to qualify. Please check with the nearest Service Canada
office to determine the specific requirements in your area.
There is a 2-week waiting period for benefits. The basic benefit rate is 55% of the claimant’s average
insured earnings to a maximum dollar figure which changes from year to year. Your EI payment is a
taxable income, meaning federal and provincial taxes will be deducted. Claimants may work while on a
claim for regular benefits. However, 50% of each dollar earned will be deducted from the benefit up to a
threshold of 90% of weekly insured earnings used to calculate the benefit amount. After this, earnings are
deducted on a dollar for dollar basis. The number of weeks for which benefits are payable is based on the
claimant’s hours worked and the regional unemployment rate. The maximum is 50 weeks.
To facilitate claims, members are encouraged to apply for EI benefits online at the Service Canada website
at www.servicecanada.gc.ca.
EMPLOYMENT INSURANCE – MATERNITY AND PARENTAL BENEFITS
In order to be eligible for maternity and parental benefits, the EI Act requires that you work a minimum
of 600 hours during the 52-week qualifying period preceding the claim. Service Canada will provide
maternity benefits to a birth mother for a period of 15 weeks after a 2-week waiting period. A claim for
maternity benefits may begin up to 8 weeks before the child is born.
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Parental benefits are available to a birth or adoptive mother or spouse/partner for a period of 35
weeks. The benefits can be accessed by one parent or shared. A claim for parental benefits must start
no later than 52 weeks after the baby is born. A birth mother’s claim for parental leave must follow her
maternity leave claim.
To facilitate claims, members are encouraged to apply for EI benefits online at the Service Canada
website at www.servicecanada.gc.ca.
For more information, check the Service Canada website at: www.servicecanada.gc.ca. or visit your
local Service Canada office for the publication Employment Insurance: Maternity, Parental and
Sickness Benefits. You may also wish to download a copy of the ETFO resource Pregnancy and Parental
Leave - A Guide to Rights and Responsibilities from the ETFO website. This bilingual resource contains
helpful information for members preparing for the birth or adoption of a child.
A MEMBER’S GUIDE TO PREGNANCY AND PARENTAL LEAVE
The new ETFO booklet sets out a general guide to member rights and responsibilities under the
Employment Standards Act, the Employment Insurance Act and Collective Agreement entitlements.
It is available at http://www.etfo.ca/adviceformembers/pregnancyparental/pages/default.aspx in both
PDF and RTF formats.
The chart on the following page highlights the benefits available through federal legislation (i.e.
payment of Employment Insurance) and through Ontario provincial legislation (i.e. right to leave of
absence). You should also check your collective agreement to see what other benefits apply such as
Supplementary Employment Benefits (SEB) plan payments or conditions for extended leaves.
Teachers continue to contribute to the Ontario Teachers’ Pension Plan during statutory leaves unless
they sign a waiver giving up this right.
ln Conclusion
We hope you found this introduction to ETFO, its programs, and its services a useful guide as a new
member. Remember, ETFO is your protective and professional organization. Make sure you are in the
picture.
We welcome you, we look forward to working with you, and we invite you to make the most of your
membership.
We are as close as your telephone, or your internet connection.
136 Isabella Street Toronto, Ontario M4Y 0B5
Telephone: 416-962-3836
Toll-free: 1-888-838-3836
Fax: 416-642-2424
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WELCOME TO THE
2014-2015
FEDERAL – EMPLOYMENT INSURANCE (EI)
ONTARIO EMPLOYMENT STANDARDS ACT
Maternity and Parental Benefits
Right to Leave of Absence
PREGNANCY
• 2 weeks unpaid waiting period (most
district school boards pay Supplementary
Employment Benefits (SEB) for this period)
• 15 weeks of El benefits paid
• no benefits earlier than 8 weeks before
birth or later than 17 weeks after birth
• up to 17 weeks
• may begin no earlier than 17 weeks
before expected date of delivery
• must provide employer with 2 weeks written
notice of the date the leave is to begin
• must provide a certificate from a legally qualified
practitioner stating expected birth date
PARENTAL
• 35 weeks of El benefits are available
• they may be claimed by a birth or adoptive parent
caring for a child or shared between two parents
• no benefits later than 52 weeks after birth or
after the child comes into the parent’s care
• no second waiting period if leave is
shared between two parents
• up to 35 weeks for birth mother or 37 weeks for
second birth parent or two adoptive parents
• birth mother’s leave must follow pregnancy leave
• other parents must begin leave no later than 52 weeks
after the child is born or comes into the parent’s care
CONDITIONS
Pregnancy and parental benefits are
known as Special Benefits
• must have accumulated 600 hours of
insurable earnings in the last 52 weeks
(can be with different employers)
• the average weekly earnings calculation
will be based on the 26 week period
preceding the filing of the claim
• maximum of 50 weeks of combined maternity
and parental benefits in a 52 week period
• must have been employed for at least
13 weeks by the same employer
• must give 2 weeks notice before the leave
• must give 4 weeks notice to change the end
date of the leave (except in cases where there
are complications in the pregnancy)
• employers must continue to pay their share of benefits
• seniority and service credit continue
to accumulate during leave
• redundancy cannot take effect during leave
• reinstatement to position held before
leave, if it still exists (refer to collective
agreement for additional information)
• parent means a birth parent, adoptive parent, and
a person in a relationship of some permanence
with the birth or adoptive parent who intends
• to treat the child as his or her own
There are exceptions to some of these rules if the expectant mother is ill or the baby is hospitalized.
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WELCOME TO THE
2014-2015
Appendix
A Teacher’s Pledge
I am a teacher –
I am an instructor, a listener, a caregiver and a coach. In order to give of myself, I need to value
myself …
I have the responsibility, ability and power to create a safe, supportive learning environment for my
students and myself.
I am part of a universal profession that gives, shares and reaches out to the future of the world.
I am a teacher –
I am strong and a person of worth.
My students and I have the right to a workplace that is free from discrimination and harassment.
My working conditions should be guaranteed and fair as they are students’ learning conditions too.
I believe in human rights and the universal right of all children to a quality education regardless of
their birthright.
I am a teacher –
I am a motivator, a mender of hurt feelings and a problem solver.
I need time to develop the skills of a teacher, as well as time for me.
Time to rejoice, renew and celebrate my professional contribution and the daily miracles I
experience in my classroom.
I need time to rejuvenate and to connect with my colleagues, my family, my friends and myself.
I am a teacher –
I try my best to model respect, humanity, kindness and honesty. I am not perfect, I make mistakes.
I am a human being with needs and feelings that count.
My needs, my wishes, my dreams and my hopes are important. I have chosen my profession to make
a difference in the world.
I am a teacher –
I do make a difference!
Source: Jan Moxey and Susan Thede, ETFO Staff, After the Chalk Dust Settles, 2000.
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WELCOME TO THE
2014-2015
Glossary of Acronyms used in Education
AECEO Association of Early Childhood Educators
LGBTQ
Ontario
AEFO
Lesbian, Gay, Bisexual, Transgendered,
Questioning or Queer.
l’Association des enseignantes et des
LNS
Literacy and Numeracy Secretariat
enseignants franco-ontariens
LTD
Long Term Disability
ALP
Annual Learning Plan
LTO
Long Term Occasional
AQ
Additional Qualification
MOE
Ministry of Education
ASCD
Association for Supervision and Curriculum
NEA
National Education Association
New Teacher Induction Program
Development
NTIP
CAS
Children’s Aid Society
OCBCC Ontario Coalition for Better Child Care
CBC
Collective Bargaining Committee
OCT
Ontario College of Teachers
CEA
Canadian Education Association
OECTA
Ontario English Catholic Teachers’ Association
CEC
Council for Exceptional Children
OFHSA Ontario Federation of Home and School
CFSA
Child and Family Services Act
CLC
Canadian Labour Congress
OFL
Ontario Federation of Labour
COQ
Certificate of Qualification
OHRC
Ontario Human Rights Commission
CPP
Canada Pension Plan
OPC
Ontario Principals’ Council
CSBA
Canadian School Boards’ Association
OPSBA Ontario Public School Boards’ Association
CSC
Curriculum Services Canada
OPSEU Ontario Public Service Employees’ Union
CTF
Canadian Teachers’ Federation
OSR
Ontario Student Record
CUPE
Canadian Union of Public Employees
OSSTF
Ontario Secondary School Teachers’
DECE
Designated Early Childhood Educator
DSB
District School Board
OT
Occasional Teacher
EA
Education Act
OTF
Ontario Teachers’ Federation
EA
Educational Assistant
OTIP
Ontario Teachers’ Insurance Plan
EAP
Employee Assistance Program
OTPP
Ontario Teachers’ Pension Plan
ECE
Early Childhood Educator
PAR
Position of added responsibility
EI
Education International
PLC
Professional Learning Community
EI
Employment Insurance
PQP
Principal’s Qualification Program
ELP
Early Learning Program
PRS
Professional Relations Services
ELL
English Language Learner (formerly ESD)
PSP
Professional Support Personnel
EQAO
Education Quality and Accountability Office
PTR
Pupil Teacher Ratio
ESP
Education Support Personnel
QECO
Qualifications Evaluation Council of Ontario
ETFO
ROE
Record of Employment
FI
French Immersion
RTO
Retired Teachers of Ontario
FSL
French as a Second Language
RTW
Return to Work
FNMI
First Nations, Métis and Inuit
SEB
Supplementary Employment Benefits
FTE
Full-time Equivalent
SO
Supervisory Officer
IEP
Individual Education Plan
SOE
Superintendent of Education
IPs
Individual Plans (for students with
TPA
Teacher Performance Appraisal
anaphylactic allergies)
TVO
Television Ontario
Identification, Placement, and Review
WHMIS Workplace Hazardous Materials Information
IPRC
Associations
Federation
Committee
LEAF
Legal Education and Action Fund
System
WSIB
Workplace Safety and Insurance Board
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WELCOME TO THE
2014-2015
Notes
CONTENTS
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136 Isabella Street
Toronto, ON M4Y 0B5
Phone: 416-962-3836
Toll Free: 1-888-838-3836
Fax: 416-642-2424
CONTENTS

Welcome To ETFO - The Elementary Teachers` Federation of Ontario

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