1 T LIN 20 EN ON M LEMBLE AG PP ILA SUAVA
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FEBRUARY 2017
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GIVING VOICE TO THE VOICELESS
BRIDGING THE GAPS
FIGHTING POVERTY AND INVESTING IN EDUCATION
SUPPORTING GENDER DIVERSITY IN THE CLASSROOM CHAMPIONING WOMEN’S RIGHTS
PLUS:
What you need to know about LTD What the BCTF decision means for Ontario teachers Coding in the classroom
Spring 2017 REGISTRATION CLOSES ....................... March 17, 2017 COURSES START ...................................... April 3, 2017 COURSES END ....................................... June 16, 2017
Summer 2017 REGISTRATION OPENS ............................. April 6, 2017 REGISTRATION CLOSES ........................... June 2, 2017 COURSES START ....................................... July 4, 2017 COURSES END ......................................... July 28, 2017
OECTA AQ modules let you take a course one module (or section) at a time – that means a smaller time commitment and less workload.
CLOSING DATES WILL BE EXTENDED IF SPACES ARE STILL AVAILABLE
You can complete just one module as professional development, or take them all within two years to receive a full AQ credit...the choice is yours.
Co-operative Education Part I
Mathematics (also available as modules for Part I)
English as a Second Language
Reading (also available as modules for Part I)
French as a Second Language (all 3 parts
Religious Education (also available as modules
Guidance and Career Education
Special Education
Guidance Specialist
Teaching Students with Communication Needs Autism (also available as modules)
now available online)
Integration of Information and Computer Technology in Instruction (also available as
modules for Part I)
Kindergarten
for Part II)
Student Assessment and Evaluation (also available as modules)
Teaching Combined Grades (also available as
modules)
Librarianship
Writing A limited number of $450 AQ subsidies are available for ALL Math, Kindergarten and Technology (ICT) courses.
ORDER ONE TO FIT YOUR NEEDS
catholicteachers.ca
C O N T E N T S/F E B 2017
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INBOX 4 PRESIDENT’S MESSAGE 5
UP FRONT
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OECTA INDEX / CALENDAR
7 EVENTS
FEATURES
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9 YOUR CANADIAN TEACHERS’ FEDERATION The national voice of Catholic teachers By Heather Smith 10
BRIDGING THE GAPS
By Mark Tagliaferri
Education priorities and the 2017-18 Ontario budget
12 SUPPORTING GENDER DIVERSITY IN THE CLASSROOM Partnership between Egale and OECTA provides tools for safer schools By Alyx Duffy 15
AN INSIDE LOOK AT THE LEGISLATION COMMITTEE By Diana Corazza
TEACHERS AID 16 PROFESSIONAL LEARNING The Association’s Religious Education courses have a rich history By Claire Laughlin
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17 LEGAL BRIEF BC teachers score a resounding victory at the Supreme Court By Charlene Theodore 18 TEACHER ADVISOR What you need to know about your long-term disability coverage By Mary Lachapelle 19 INSIGHT Detox your life By Michelle Despault 20 PROFESSIONAL DEVELOPMENT Technology = Pasta? By Anthony Carabache 21 CATHOLIC CONNECTION A love letter from God By Shannon Duguay
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PEOPLE WORTH WATCHING 22 COMMON HEROES By Dan de Souza 23 A VOICE FOR THE VOICELESS Michele Pawlak and the purpose of unions By Mark Tagliaferri
VIEWPOINT 24 LIVING FOR A LIVING Is a basic income the silver bullet in the war on poverty? By Adam Lemieux 27 MUCH ADO ABOUT CODING By Anthony Carabache
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28 THE PRICE OF THE FREE MARKET Education and the looming threat of privatization By Mark Tagliaferri
INBOX
PRESIDENT’S MESSAGE Happy New Year! By now you are settled back into your classrooms following what was hopefully a restful and joyous Christmas season. We have entered what is likely the busiest season at the Provincial Office, as planning and preparation for the upcoming Annual General Meeting (AGM) is well underway. It always strikes me as a miracle of sorts that our 63-person provincial staff is able to ensure the ongoing work of our 45,000-member Association – that’s everything from contract negotiations, grievances, arbitrations, government relations and public affairs, counseling members, Ontario College of Teachers relations, managing Children’s Aid Society cases, and the list goes on – all while planning and executing our three-day, 800-person AGM each year. Every year, members from across the province take time out of their March Break to execute their democratic rights and fulfil key duties of our Association. Delegates spend three full days discussing, debating, and voting on policies, initiatives, goals, and directives. This year’s AGM, in particular, will be integral to the future of OECTA. You know from my messages, as well as the General Secretary’s feature in the last issue of @OECTA, that we are in a financially vulnerable situation that has led to hundreds of thousands of dollars in cuts to member services, leaving our publicly funded Catholic education system open to further threats. It is my hope that when delegates come together at the upcoming AGM, they will express their democratic voices and rights to adequately and appropriately fund this Association. In line with our financial needs and based on the advice of OECTA’s Finance Committee, the Provincial Executive has put forward a resolution to the AGM seeking an increase to our current membership fee that will bring it from $1,000 to $1,097. As part of this proposed fee increase, the variable fee of 0.13 per cent of grid salary would continue to be directed to the Reserve Fund, as well as 0.12 per cent of grid salary to the Membership Protection Fund. It is, however, important to note that this proposed fee increase does not even begin to restore any of the cuts that have been made over the course of the past year. It will simply aid in addressing the current deficit in the Association’s General Fund, as well as the longer-term liabilities of the Association – both of which we are financially responsible to adequately fund. I am grateful to the members of the Provincial Executive and the many local leaders who have been advocating for OECTA’s financial needs over the course of the past several months, and I am proud of the positive momentum we are building. I ask that in the lead-up to AGM, all members continue to keep the financial needs of OECTA, and our values and goals as Catholic teachers, at the heart of our discussions. I look forward to meeting with many of you at the upcoming AGM. And to all those not in attendance, I wish you a safe and deserving March Break.
Michelle Despault Editor Adam Lemieux Associate Editor Mark Tagliaferri Writer/Researcher Fernanda Monteiro Production Anna Anezyris Advertising EDITORIAL BOARD Ann Hawkins President Liz Stuart First Vice-President Marshall Jarvis General Secretary David Church Deputy General Secretary Carley Desjardins Executive Resource Assistant
@OECTA is published five times during the school year. Opinions and ideas expressed in @OECTA are not necessarily those of the Ontario English Catholic Teachers’ Association. @OECTA is a member of the Canadian Educational Press Association, and the Canadian Association of Labour Media. Return undelivered Canadian addresses to: Ontario English Catholic Teachers’ Association, 65 St. Clair Avenue East, Toronto, ON M4T 2Y8 PHONE 416-925-2493 TOLL-FREE 1-800-268-7230 FAX 416-925-7764 catholicteachers.ca Publication Mail Agreement No. 0040062510 Account No. 0001681016
Cover: Students at St. Brendan CES in Stouffville.
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INBOX
UP FRONT TAKE AN AQ COURSE THIS SPRING
Registration for OECTA’s spring AQ session is now open! Register by March 17 for courses that run from April 3 to June 16. Check out the full AQ course menu on the inside cover ad or visit the AQ section at catholicteachers.ca. Subsidies are available for Kindergarten, Information Technology, Mathematics full AQ courses, as well as Math modules (Primary/Junior Part 1). DESIGN THE OECTA CHRISTMAS CARD
Do you have an artistic side? OECTA is looking for season-themed art to use on our 2017 Christmas card. The winning entry will grace the cover of @OECTA next December and be the official card sent out by the Association to stakeholders. Submit an original, two-dimensional piece of finished art (photograph, sketch, collage, or painting) to OECTA’s Communications department by April 1. Entries can be received in hard copy or digitally (at least 300dpi). Send your submission to OECTA, 65 St. Clair Avenue East, Suite 400, Toronto, M4T 2Y8, attention: Communications Department, or by email to contact@catholicteachers.ca. Please include your unit and contact information with your entry. ACKNOWLEDGE A GREAT TEACHER
Do you know an outstanding teacher? Why not nominate them for an OTIP/OTF Teaching award? These awards recognize teachers who inspire students, colleagues, and parents in the publicly funded education system in Ontario. Anyone can nominate a teacher in one of three categories: elementary, secondary, or a beginning teacher in the first five years of teaching. Winners receive $1,000 and a Certificate of Recognition for both themselves and their schools. Nominations close March 31. Visit teachingawards.ca for more information. RECOGNIZE YOUR SCHOOL
Applications for each award are due by April 3. More information on each award, including application forms, can be found at cefontario.ca. JOIN A PROVINCIAL COMMITTEE
OECTA standing committees provide opportunities for teachers to contribute their expertise, be creative, and develop new interests, while serving the needs of Association members. Applications for membership on 2017-18 committees will be accepted online at catholicteachers.ca from March 15 to May 1. Committee appointments are made by the Provincial Executive and take effect July 1. For a full list of current committees, and their mandates and members, visit the Leadership Opportunities section, under For Your Career, at catholicteachers.ca. SHARE YOUR COMMUNICATIONS SUCESSES
April 1 is the deadline to enter your unit’s publications and communication projects to be considered for an OECTA Communications Award. There are several categories to recognize outstanding communications by units. Share your good work and highlight your unit’s efforts. For more information, visit the Awards section, under For Your Benefit, at catholicteachers.ca. French and International Languages Teachers: Join us for outstanding professional learning at the
Ontario Modern Language Teachers’ Association (OMLTA)
The Catholic Education Foundation of Ontario (CEFO) recognizes the outstanding work of Ontario’s Catholic elementary and secondary schools through three awards: The Michael Monk Award honours a Catholic elementary or secondary school that has led the way by implementing exemplary innovative program(s) to improve the learning of their students. The award is $4,000 and is co-sponsored by OECTA. The R. J. McCarthy Award provides grants of up to $1,000 to Catholic elementary schools, to support school initiatives that improve, develop, and enhance aspects of Catholic education that contribute to the whole person. The Michael Carty Award provides grants of up to $2,000 to Catholic elementary or secondary schools, to support initiatives that improve, develop, and enhance aspects of Catholic education that contribute to the whole person.
Friday, March 31Saturday, April 1, 2017 Delta Hotels by Marriott 655 Dixon Road, Toronto
For full details and to register, please visit www.omlta.org
INBOX
OECTA INDEX By Mark Tagliaferri
This past December, the Organisation for Economic Co-operation and Development (OECD) released results from its 2015 edition of the Programme for International Student Assessment (PISA). Administered every three years since 2000, PISA assesses the skills and knowledge of 15-year-olds from around the world, using a two-hour handwritten test in three core learning areas: reading, science, and mathematics. The scores are weighted and the OECD number represents the average, with participating countries receiving scores relative to that OECD average. The 2015 version saw more than half a million students, from 72 countries, participate. This included a total of 20,000 Canadian students, from all 10 provinces. Nationally, results were superb. Of all participating countries, Canada ranked 2nd in reading, 7th in science, and 10th in math. At the jurisdictional level, Canadian provinces fared exceptionally well. In reading, four provinces, including Ontario, were in the Top 5 in the world. Results were also strong in science, with Alberta, BC, and Quebec all cracking the Top 5, and Ontario just missing the Top 10, at 11th. Although math was the weakest of the three focus areas, results were still strong. Far from the “crisis” we have seen portrayed in the news, four provinces finished in Top 20. Overall, the PISA results confirmed Canada as having some of the top-performing provincial education systems in the world. Below are some key figures and results from PISA 2015.
C ALENDAR
FEBRUARY Black History Month Winter Council of Presidents Meeting February 1-3
1 Billion Rising February 14
Family Day February 20
World Day of Social Justice February 20
Pink Shirt Day February 22
MARCH International Women’s Day March 8
Annual General Meeting March 11-13
Spring AQ Registration Closes March 17
Earth Hour (8:30 - 9:30pm) March 25
APRIL Scholarships & Fellowships Application Deadline April 1
Spring AQ Courses Start April 3
Day of Pink April 12
Good Friday April 14
Easter Monday April 17
Earth Day Mark Tagliaferri is Writer/Researcher in the Communications and Government Relations departments at the OECTA Provincial Office.
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April 22
Day of Mourning April 28
INBOX
EVENTS DEFENDING RETIREMENT SECURITY
CATHOLIC TEACHERS HELP HAITI
During the 2015 federal election campaign, the Liberal Party campaigned on a promise to consult with workers, unions, and pensioners, and to enact measures that would protect and strengthen retirement security for Canadians. Once in government, they moved quickly to act on this promise, convening a meeting of provincial leaders to hash out agreement on enhancements to the Canada Pension Plan.
Late September and early October are always known as “hurricane season” for residents of the southeastern United States and the Caribbean, but this season was especially dangerous, with Hurricane Matthew battering Haiti, Cuba, and the Bahamas, as well as the coasts of Florida, Georgia, and the Carolinas. Southwest Haiti was particularly hard-hit by the “category 5” storm, which had winds blowing in excess of 260 kilometres per hour.
So it was with some shock that we learned they had followed up this success by quietly introducing Bill C-27, An Act to Amend the Pension Benefits Standards Act, 1985. Bill C-27 would permit employers in the federally regulated private sector and Crown corporations to convert existing defined benefit pension plans to so-called targeted benefit plans, with the consent of individual employees. While a relatively small number of workers would be immediately impacted, the precedent set by this bill would be monumental. Permitting employers to single out individual workers to forfeit the pension benefits that they have already earned, and creating scenarios where long-term retirement savings are converted to short-term gains, only benefits the employer. Employees will be left vulnerable to employers who want to back out of their pension commitments, which will create confusion and division among workers and diminish the vitality of the employees’ pension plan. Once such a scenario is established at the federal level, it is highly likely that similar legislation will eventually be introduced at the provincial level. Since learning about the legislation, the Canadian Labour Congress (CLC) and its affiliates have launched a determined effort to have the bill withdrawn. In a letter to Finance Minister Bill Morneau, CLC President Hassan Yussuff pointed out that the bill “was announced without consultation or advance notice,” and called it a “betrayal of the legal rights and protections of plan members.” OECTA President Ann Hawkins has also written to the minister to criticize the content of the legislation and the process by which it was unveiled, as have several unit presidents and individual members. On February 7, CLC representatives stepped up the pressure with a concerted lobby of members of parliament. Teachers understand the value of defined benefit pension plans to individuals and their families, as well as communities at-large. By providing predictable, adequate levels of income, defined benefit plans ensure retirement security for pensioners, while enabling spending on goods and services that fuel our economy. Your Association understands the implications of this legislation, and will continue to be actively involved in letting the government know that they have no mandate to go down this road.
Realizing the extent of the devastation and the duty of Catholic teachers to help those in dire need, the OECTA Provincial Executive moved quickly to approve a donation of $10,000 to Medicins Sans Frontières/Doctors Without Borders (MSF), a well-trusted aid agency that has long been established on the ground in Haiti. The donation helped MSF provide medical care and anti-cholera treatments, clean water, hygiene kits, reconstruction supplies, and cookware. There are still thousands of Haitians without adequate shelter, food, and potable water, but the efforts of MSF and others have been successful in averting what was anticipated to be a widespread cholera epidemic.
Since September, the Association has also provided donations to the following organizations:
• Victims of Violence – Canadian Centre for Missing Children • The Jesuit Development Office • Workers Arts and Heritage Centre • Forum on Theology and Education • Ontario Coalition of Black Trade Unionists • Equal Voice – Daughters of the Vote • Operation Christmas Cheer • Indspire
FEBRUARY 2017 |
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INBOX
SAVING LIVES, PROTECTING JOBS
WOMEN’S MARCH
The continued prevalence of sexual and domestic violence in our society is dismaying. By some estimates, up to half of all Canadian women will experience at least one incident of physical or sexual assault in their lifetime. The effects on individuals, families, and communities can be devastating.
The ascension of Donald Trump to the US presidency has been met with shock and disappointment. His vulgarity, inhumanity, and all-around lack of common decency are completely incompatible with a position of leadership and trust. Nowhere are these traits more evident than in his attitudes toward women. His blatant misogyny, which includes openly boasting about sexual assault, should repel us all.
It is not difficult to express our opposition to violence, but we often overlook the struggles faced by survivors in the aftermath of an assault, as well as the risks and obstacles involved in breaking away from an abusive relationship. Bill 26, which was introduced in the Ontario legislature by Peggy Sattler of the New Democratic Party, aims to make things at least a bit easier, by helping to protect survivors’ jobs while they take the necessary steps to recover. The legislation includes mandatory training for employers to recognize the signs and impacts of sexual and domestic violence, and would provide 10 days of paid leave as well as unpaid time off for survivors to see a doctor, attend a crisis centre, find a place to live, get counselling, or go to court. Known as the Domestic and Sexual Violence Workplace Leave, Accommodation and Training Act, 2016, it would be just the second law of its kind in Canada. The Ontario Federation of Labour and its affiliates, including your Association, have been gathering support for the bill and encouraging members of provincial parliament (MPPs) to get it passed without delay. In November, OECTA President Ann Hawkins and other labour leaders were joined by survivors of sexual and domestic violence at a meeting with Premier Kathleen Wynne, Kevin Flynn, Minister of Labour, and Tracy MacCharles, Minister Responsible for Women’s Issues. Although it is not common for the government to support legislation brought forward by a member of an opposition party, it was clear to all involved that this is an issue everyone should get behind. The bill unanimously passed second reading debate in October, and has now been referred to the Standing Committee on the Legislative Assembly for further consideration. However, there is still work to do to ensure it becomes law. Visit www.ofl.ca and sign the petition, or contact your local MPP directly, to let legislators know that Ontarians place a high priority on saving lives and protecting jobs.
The threats that Trump, his cabinet appointees, and a Republican Congress pose to women the world over are very real. The policies they will look to implement will threaten women’s health, safety, and incomes, and the overall worldview they espouse will undermine decades of advocacy and struggle. But if the global turnout on January 21 is any indication, there will be no shortage of resistance. What began as a few individuals sending Facebook invitations to their friends quickly cascaded into an international event. The Women’s March on Washington turned out to be the largest single-day demonstration ever in the United States. Another 400 marches were held elsewhere in the US, in addition to more than 150 marches in cities around the world. In Toronto, OECTA President Ann Hawkins and First VicePresident Liz Stuart joined with other Catholic teachers, labour leaders, community groups, individuals, and families to send a message that women’s rights are human rights. OECTA members also participated in other local events, while others expressed solidarity using social media. With gender-based violence, wage gaps, and stereotypes still plaguing our society, we have a long way to go to reach equality. We certainly cannot afford to step back. The election of Donald Trump promises little in the way of positivity, but he may have inadvertently galvanized an enduring movement.
CLASSIFIED ADS TEACH IN CHINA FOR 2 OR 4 WEEKS IN JULY 2017. Interested? Check us out at www.china-connection.ca THE BULLY AND THE PURPLE PANTS – A DYNAMIC SCHOOL ASSEMBLY. Award-winning songs are combined with motivational speaking to provide students with effective strategies for dealing with bullies. Hundreds of schools across Canada have experienced this fabulous presentation! Call 519-655-2379 or visit www.paulbehnke.on.ca for complete details. Acceptance of advertisements in @OECTA neither endorses nor warranties any products or services. We welcome ads for teacher resources, travel, and teaching overseas. Personal ads are not accepted. Rate: $50 for the first 25 words and $3 per word thereafter.
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Women’s March in Toronto, January 21, 2017
FEATURE
YOUR CANADIAN TEACHERS’ FEDERATION The national voice of Catholic teachers By Heather Smith
Founded in 1920, the Canadian Teachers’ Federation is a national alliance of provincial and territorial teacher organizations – including the Ontario English Catholic Teachers’ Association (OECTA) – that represent over 231,000 elementary and secondary school teachers across Canada. Globally, CTF is affiliated with Education International (EI) and is the voice of teachers and other education employees across the globe. A federation of 396 associations and unions in 171 countries and territories, EI represents some 32.5 million educators and support professionals in education institutions from early childhood to university. As the bilingual voice for the teaching profession in Canada, CTF leads a national vision for quality publicly funded public education. Through its advocacy activities, CTF tells the story of teachers and students – about their challenges and successes in our schools – and lobbies for measures to help every student reach their full potential. Although the responsibility for education lies with the provinces and territories, federal issues such as child poverty, child and youth mental health, safe and caring schools, trade agreements, and more, need to be addressed at the federal level. This is where CTF steps in to raise the teacher voice. CTF provides a national forum for OECTA and other CTF member organizations to come together, discuss, and map the way forward in supporting public education through policy development, research and analysis, advocacy, and programs. CTF monitors and analyzes trends and emerging issues in education, such as privatization and commercialization in public education, as well as trade agreements and federal legislation. In co-operation with member organizations, CTF regularly
takes the teachers’ pulse on social and professional issues via national surveys and focus groups. This research and information then informs policy and advocacy at the national level. For example, in the months leading up to the 2015 federal election, CTF mounted a national advocacy campaign “Hear My Voice,” based on the results of a national survey showing 95 per cent of teachers wanted federal attention on the issue of children and youth mental health. Since the federal election, the doors of communication have re-opened between the new federal government and the Canadian Teachers’ Federation, resulting in more federal attention and dialogue on issues affecting our students and classrooms. CTF and member organizations can manifest solidarity in various ways should OECTA face government interference, unfair negotiation tactics, and other actions interfering with labour rights. If needed, OECTA can access the CTF Teachers’ Defence Fund, which can be used to support strike activity and/or to fund legal costs incurred in addressing issues of national interest. The fund and the collective solidarity of 231,000 teachers have been mobilized to assist and support teachers in their struggles. Teacher solidarity benefits not only teachers but also students, parents, and public education.
body of teachers is funded by member organizations at the rate of $28.30 per teacher, per year. To find out more about CTF, subscribe to receive our quarterly e-magazine Perspectives, and news releases. Check out our online publications catalogue where you can find classroom resources on Truth and Reconciliation, Youth Mental Health, Child Poverty, Social Justice issues, and more! Heather Smith, president of the Canadian Teachers’ Federation from 2015 to July 2017, has taught for 32 years at the elementary level, all in New Brunswick, with her teaching duties primarily split between Kindergarten and Grade 4.
CTF also works with our partners throughout society to move forward on women’s rights, Indigenous issues, social justice, labour rights, sexual and gender minorities, and human rights, just to name a few. Based in Ottawa, CTF is governed by a Board of Directors and Executive Committee. Policies, priorities, and budgets are adopted by delegates to the Annual General Meeting. The national
Heather Smith addresses the 2016 OECTA Annual General Meeting.
FEATURE
BRIDGING THE GAPS
Education priorities and the 2017-18 Ontario budget By Mark Tagliaferri
D
uring her re-election campaign in 2014, Premier Kathleen Wynne was clear: “Our plan is about supporting communities, and making the investments that are necessary in order for us to provide the services and protections that people in our communities need. That’s what governments exist to do, and that’s the plan we’re putting forward.” Nearly two years later, in its report on employment, income equality, and social spending, the Ontario Common Front came to a very different conclusion: “Decades of cutbacks on social programs have left… [Ontario] with the lowest levels of public service spending per capita in the entire country.” It is often said that you campaign in poetry, but govern in prose. However, placed side-by-side, these two statements lay bare the stark contrast between rhetoric and reality; between the Liberal Party’s campaign promise to invest heavily in public services, and a reality that has seen the government boast about balancing the budget, at the expense of social programs and services. The 2017-18 budget, scheduled for March, provides the government an opportunity to fulfil its mandate. In this, there are several areas that pertain directly to education, which must be addressed. Ontario’s system of public education is widely considered one of the most successful and high-performing in the world, and in 2015, five-year graduation rates reached the highest point in the province’s history. Ontario’s teachers and education workers are rightly proud of these achievements. But we must not be complacent, as there are several key areas that require attention, and investment. The government must continue to support and invest in Ontario’s four publicly funded school systems. In recent years, there have been renewed calls to dismantle the Catholic education system. Almost always, these are based on claims that amalgamation would save the province significant amounts of money (some say up to a billion dollars per year). We must remain clear: there is absolutely no evidence to support these claims. In fact, the opposite is true. With the majority of funding being per-pupil, and tied to enrolment, countless studies conclude that amalgamation produces almost no long-term savings. What’s worse, as we learned from the Harris government in 1998, the process can end up costing taxpayers billions of dollars in additional “transition costs.”
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Ultimately, the only way to save money would be to close hundreds of schools. Not only would this impact students and destroy the livelihoods of hundreds of thousands of education workers, but also it would directly contradict the government’s promise to fund social infrastructure. Catholic schools are fully integrated into the fabric of Ontario society, and reflect Ontario’s rich cultural diversity. We must all continue to voice our support for Catholic education, to ensure that all students have the opportunity to realize their full potential. In many ways, the well-being of the education system depends on the well-being of students. Recently, this concept has taken on a more all-encompassing definition, and now includes cognitive, emotional, and social needs, along with physical well-being. The government has taken some steps in recent years to address these issues, such as by instituting the Mental Health ASSIST program. Yet, young people remain the least likely to seek or access adequate care. In order for elementary and secondary schools to properly support students with emerging or existing mental health needs, the government must ensure that schools are adequately funded, prepared, and resourced. Funding increases should also be directed toward special education programs. Across Ontario schools, 22 per cent of students receive some form of assistance from special education departments. Unfortunately, these students are often forced to wait months, and in some cases even years to be assessed by the Identification, Placement, and Review Committee (IPRC). This is unacceptable, as is the persistent issue of the student-to-special education teacher ratio, which reached 37:1 in 2015. The government must adequately fund special education; it should also include transparency and accountability measures to ensure that money prescribed for various functions is allocated in the most effective and efficient manner. Taking these steps will help bridge the gaps in the current system. The concept of educational gaps is perhaps nowhere more evident than in discussions of First Nations, Métis, and Inuit (FNMI) students. FNMI students continue to lag behind their non-Indigenous counterparts in literacy and achievement, which translates into significantly lower employment rates among 2554 year olds. This problem is not isolated to on-reserve schools. In reality, 82 per cent of FNMI students attend a provincially funded school, with 92 per cent of elementary, and 96 per cent of secondary schools having Aboriginal students.
“Decades of cutbacks on social programs have left… [Ontario] with the lowest levels of public service spending per capita in the entire country.” Advocates have pointed out the detrimental effects of “intergenerational trauma” on FMNI students. If we are to truly confront this issue, we must also deal with its corollary: intergenerational apathy amongst non-Indigenous populations. One of the more successful ways to promote cultural understanding is through “indigenizing” curriculum. Doing so has quantifiable benefits for FNMI students, but also contributes to broadening knowledge among the non-Indigenous student population. Part of this is about ensuring that FNMI students have the proper supports, but it also requires substantial investment into the professional development of certified teachers. Although PD learning opportunities can take many forms, they all serve to build teachers’ capacity to integrate FNMI education in an ageand grade-appropriate manner.
government must ensure accessible, affordable, high quality child care and early learning opportunities for all children. This will not be achieved if “bottom-line” economics is the driving force. For-profit child care is associated with a lower quality of early childhood education and care, and lower wages for staff. If the government is serious about its promise to invest in Ontario’s future, it will invest in a publicly funded model, led by qualified and well-compensated professionals.
The role of teachers in supporting student learning calls to mind the broader importance of focusing on the classroom. The tendency in recent years toward administrative bloat, the hiring of thirdparties to address issues such as attendance management, and the overreliance on mass standardized testing is reflective of an unhelpful, top-down approach to education. Teachers must be at the centre of students’ learning experience. To ensure this, funding must be allocated to teacher-directed and teacher-led initiatives. This is the best way to ensure that students and teachers receive the support they need.
The multifaceted role that Catholic teachers play overlaps with a number of issues that will likely feature prominently in the budget. Issues such as fighting poverty and inequality, empowering youth, and ensuring a prosperous society can all be traced back to robust investments in education. That is why, on January 18, OECTA President Ann Hawkins presented a series of recommendations to the Standing Committee on Finance and Economic Affairs, as part of the government’s prebudget consultations. Our full pre-budget brief is available at catholicteachers.ca. Ultimately, if we as a society are to reach our full potential, we must make a concerted effort to break down the social and financial barriers that many citizens continue to face. Investing in education and other public goods will ensure that all Ontarians have the best chance to succeed in life. The provincial budget must honour the government’s promises, and make bold investments in Ontario’s future.
Finally, in these discussions, we must not forget our youngest learners. The government’s promise to add 100,000 child care spaces over the next five years is welcome. However, the
Mark Tagliaferri is Writer/Researcher in the Communications and Government Relations departments at the OECTA Provincial Office.
Trends in Ontario Public Service Spending $140,000
Actual program spending
Required spending to maintain 2011-12 levels
$135,000
$ Millions
$130,000 $125,000
$120,000 $115,000 $110,000 $105.000 $100,000
2013-14
2014-15
2015-16
2016-17*
2017-18*
2018-19* *Forecasted
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FEATURE
SUPPORTING GENDER DIVERSITY IN THE CLASSROOM Partnership between Egale and OECTA provides tools for safer schools By Alyx Duffy
Trans – what does this word mean to you? Have you met anyone who identifies this way? What about Transgender, Genderqueer, or Gender Diverse? For many, these words may seem unfamiliar or confusing, but it’s almost certain that during your career as an Ontario Catholic teacher you’ve taught a student, or worked alongside colleagues, who could use these words to identify their gender identity.
Understanding the meaning of terms like these is one element of Draw the Line – Against Transphobic Violence, a public education project offering resources to educators and students on how to intervene in instances of sexual and transphobic violence, with the ultimate goal of creating safer and more inclusive school communities. With Draw the Line lesson plans, resource guides, and workshops available now to OECTA members, the tools for change are literally a few keystrokes away at DTL.Egale.ca. Draw the Line – Against Transphobic Violence (or DTL – ATV) is a project of Egale Canada Human Rights Trust,
Canada’s LGBTQ human rights organization, and is funded by the Ontario Women’s Directorate as part of the Draw the Line Campaign. At the root of the project is a need to encourage youth engagement and build their capacity to intervene effectively in instances of sexual and transphobic violence that occur at staggering rates in Canadian schools. Egale’s 2011 report Every Class in Every School showed that 90 per cent of trans secondary students reported hearing transphobic comments daily or weekly from other students, while 23 per cent heard the same from their teachers. Furthermore, almost three-quarters (74 per cent) of trans students reported being verbally harassed about their gender expression, and 25 per cent reported physical harassment because of being LGBTQ. While the impact of violence and discrimination on trans students is multi-fold, it’s
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DTL – ATV materials are available for free download via DTL.Egale.ca. Please note that these materials are for your personal use only. You must have written permission from your school administration to use them in the classroom.
telling that 15 per cent reported skipping school for more than 10 days because of feeling unsafe. Extensive and ongoing commitments are required from all within the education sector to help address these trends and create safer and more inclusive schools. Since 2012, OECTA has been in partnership with Egale to provide provincewide training on LGBTQ inclusion through a workshop called “Reaching Every Student: Building Safer and Accepting School Environments for LGBTQ Students in Catholic Schools.” This highly successful project has worked with nearly every local OECTA unit, as well as numerous Catholic school boards and faculties of education with a Catholic stream. Egale is now rolling out a new set of resources, which will become available in all publicly funded schools in Ontario. The DTL – ATV project offers a suite of tools to help bring discussion around gender identity
LEARNING THE LINGO into the classroom. A series of everyday scenarios will be presented in print and web video, which encourage viewers to consider and discuss their understanding of transphobic and sexual violence, while also providing them with information with which they can intervene in such instances. These scenarios are then integrated into four lesson plans for Grade 9-11 classrooms, which focus on promoting discussion and building students’ capacity to act as allies to trans and gender diverse students in the school and community at large. Finally, the project includes a half-hour documentary film for educators, which focuses on the experiences of five trans women living in Ontario while also explaining the basics of trans identity. Passionate educators committed to reflecting the full diversity of their communities in a nurturing and supportive classroom environment are at the core of safer schools work. Both Egale and OECTA are happy to support these educators, and anyone interested in creating safer schools for trans, gender diverse and LGBTQ students.
DTL – ATV materials are available for free download via DTL.Egale.ca, and will be mailed to one representative in each of Ontario’s Catholic secondary schools. For information on workshops for students and educators, contact training@egale.ca.
Trans – Often used as an umbrella term to encompass a variety of gender-diverse identities, including transgender, transsexual, and genderqueer. Some people may identify with these or other specific terms, but not with the term trans. Similarly, some people may identify as trans, but not with other terms under the trans umbrella.
Transgender – A person who does not identify either
fully or in part with the gender associated with the sex assigned to them at birth - often used as an umbrella term to represent a wide range of gender identities and expressions.
Genderqueer – A person whose gender identity and/ or expression may not correspond with social and cultural gender expectations. Individuals who identify as genderqueer may move between genders, identify with multiple genders, or reject the gender binary or gender altogether.
Gender Diverse - An umbrella term for gender identities and/or expressions that differ from cultural or societal expectations based on assigned sex.
Transphobia - Fear and/or hatred of any transgression of perceived gender norms, often exhibited by namecalling, bullying, exclusion, prejudice, discrimination, or acts of violence. Anyone who is trans and/or gender diverse (or perceived to be) can be the target of transphobia.
Alyx Duffy is a Facilitator and Youth Program Coordinator at Egale Canada Human Right Trust. Alyx co-ordinates the Draw the Line – Against Transphobic Violence project while also supporting youth, educators, and families in creating safer school communities across the country.
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FEATURE
AN INSIDE LOOK AT THE LEGISLATION COMMITTEE By Diana Corazza
Once again, it is time to start thinking about the future of OECTA, and carving its path. We must be sure to get it right, so that we can maintain a strong and vibrant Association. Every year, starting in early November, units across the province turn their focus toward the upcoming Annual General Meeting (AGM), which traditionally takes place at the beginning of March Break. The AGM is an opportunity for members, through their unit’s delegates, to express their will about how the Association is governed. Resolutions are submitted by units, committees, or the Provincial Executive, and they are then debated and voted on at the AGM. Before hitting the floor, all resolutions go to the Legislation Committee, of which I am privileged to have the opportunity to serve as chair. This committee, which may not be well known to the general membership, plays an integral role in processing resolutions. We are entrusted with the responsibility to study and report on all matters pertaining to the constitution, by-laws, policies, and procedures of the Association, and to submit such matters to the AGM. The most important of the committee’s roles is to review all resolutions received, and to prepare a list of those eligible for consideration to the AGM. As one can imagine, this can be a very time-consuming task, one which requires committee members to cross-reference all of the proposed resolutions with existing provisions in the Handbook, and to ensure that any change approved at AGM is reflected in all relevant sections of the Handbook. This is very much a two-way road, as committee members heighten their knowledge and expertise of the Handbook. It is also very rewarding, as every single resolution submitted reflects the direction in which at least some segment of the membership wants to take the Association. We spend a lot of time considering how best to continue serving the members in
a manner that is transparent, progressive, and meets the needs of the Association. The process of reviewing resolutions begins in early December. Over the course of two days, all committee members review each and every resolution, to ensure that they are properly worded, and that references to relevant sections of the Handbook are accurate. In addition, the committee is responsible for ensuring that all resolutions and their rationales make sense, and that any duplicate submissions are combined. Those that require amendments and clarifications are sent back to their sponsoring units. The committee meets for another two days in early January, to further review resolutions. We then commence the process of numbering resolutions as they would appear in the AGM Supplement, which is the book containing all resolutions that might come to the floor at AGM. When all of this is completed, the AGM Supplement is prepared, sent for publication, and made available to every member. It is our duty to ensure that the membership has sufficient time to review resolutions and prepare to debate the future of our Association. Given the committee’s focus on our constitution and governance, serving on it is a rewarding way to not only serve the membership, but also to gain a greater understanding of how our Association functions. I look forward to seeing the fruits of our labour, as members come together in March to demonstrate democracy in action. Dianna Corazza is a member of York Unit and currently serves as Chair of the Legislation Committee.
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PROFESSIONAL LEARNING
TEACHERS AID
FOSTERING FAITH The Association’s Religious Education courses have a rich history By Claire Laughlin
There is a rich history associated with our Religious Education courses that precedes the concept of Additional Qualification courses. At the heart of this long history are Catholic teachers dedicated to their own faith development.
are directly involved with Religious Education instruction in classrooms or school board support roles. All have qualifications and tremendous expertise in the field of Religious Education. Most also have Master’s-level theological backgrounds.
The Association started offering religion courses in 1969. At the outset, the courses were a tiny seed of professional development, with only 46 participants. The courses began through the efforts of then Executive Director Mary Babcock, and in their infancy were run by the sisters of Notre Dame. As the courses expanded, Religious Education co-ordinators, consultants, and administrators joined the instructor roster comprised of sisters, some brothers, and a few priests. Today, all instructors are OECTA members who
While our Religious Education courses may have started as a little seed, they have blossomed into an integral part of the Association’s service to members and Catholic education. The original course was divided into two parts in the summer of 1970, and became three parts in the summer of 1971. Within the first five years, the courses were being offered in two sessions per year, with close to 4,000 teachers participating. By 1984, the numbers had exploded to almost 13,000. By the end of the summer session in 2012, almost 87,000 Catholic teachers had taken OECTA Religious Education courses. An important facet of our approach to Religious Education is the strong, sustained partnership between OECTA and the Ontario Catholic School Trustees’ Association (OCSTA). This partnership is reflected most directly in the face-to-face courses, which are run by local OECTA members, in central board sites. In the past few years, we have also started delivering online courses for individual board participants. The two partners, along with the Institute for Catholic Education and the Association of Catholic Bishops of Ontario, continue to monitor and manage course development and renewal, as well as the process to select instructors and course directors. OECTA Religious Education courses have continuously evolved, meeting
current standards while offering teachers enhanced opportunities to develop their faith and improve their practice. Since 1990, the courses have been offered at 30 sites across the province, including partnerships with three universities. These partnerships enable teachers to enrol in courses for university credit. Recently, the Ontario College of Teachers updated the Religious Education course titles and guidelines. As a result OECTA’s courses have been completely revamped. If you have already completed your Part 1 course, consider enrolling in another OECTA Religious Education in Catholic Schools AQ course to enhance your faith development. Haven’t done the Part 1 course yet? Jump in! You will benefit from both our rich history and our dynamic, newly revised courses.
Claire Laughlin is a member of the Professional Development department at the OECTA Provincial Office.
Go to catholicteachers.ca, under For Your Career, to access all of the information about OECTA AQ courses and Modules and to enrol.
LEGAL BRIEF
TEACHERS AID
JUSTICE AT LAST
BC teachers score a resounding victory at the Supreme Court By Charlene Theodore
Christmas came early last year for members of the British Columbia Teachers’ Federation (BCTF). The union, which represents 41,000 public school teachers in BC, was on the winning side of a landmark Supreme Court decision on class size, an issue that affects teachers and students across the country. The decision had not been expected until spring of 2017, but it was delivered by the Supreme Court justices in November of last year. What is the decision about?
In 2002, the BC government passed Bill 28. This law invalidated the sections of the existing collective agreement that allowed for negotiating class size, and imposed a restriction on future negotiations on class size. Given the dramatic impact on the collective bargaining process and teachers’ working conditions, the BCTF sued the government, setting off a lengthy court process. In 2011, the BC Supreme Court deemed Bill 28 unconstitutional, as it violated the teachers’ right to freedom of association. To put it plainly, the court said a party cannot enter into good faith negotiations, reach an agreement, and then legislate away provisions of that agreement. The court gave the government one year to remedy the problem.
PHOTO: B.C. teachers strike, June 2014 / Huffington Post Canada
The next year, bargaining broke down and the teachers went on strike. In response, the government passed another law, the Education Improvement Act. In the ensuing year, the BC government and BCTF engaged in consultations relating to the overturned legislation and options going forward. Teachers and school boards also engaged in collective bargaining, but, unable to reach an agreement, the BCTF went on strike once again. In response, the government passed Bill 22, which rendered invalid every term of the collective agreement allowing for negotiation of class size and
ratios, as well as teacher staffing loads. Sound familiar? It was this second piece of legislation that brought both parties before the country’s highest court. After a three-hour hearing, the judges delivered a rare ruling “from the bench” – meaning they saw no need to reserve their decision so they could deliberate further. The government was found to have merely substituted one unconstitutional bill for another, without negotiating in good faith. What does this mean?
As a result of the decision, the BC government will be providing retroactive funding and resources to address class size, workload, and hiring. An interim deal, which will see the government add $50 million to the education budget to hire 1,000 new teachers, was announced in early January. The decision could also have far-reaching implications for teachers and other union members across the country. The Supreme Court has delivered a solid affirmation regarding the scope of the Charter protection of freedom of association, and the right to engage in free and fair collective bargaining on issues related to working conditions. For teachers, this means an explicit recognition that things like class size and composition are not merely matters of “public policy,” as the BC government tried to claim. As teachers in Ontario move forward with the new provincial-level bargaining structure, we can be confident that we will continue to be consulted on these issues. Charlene Theodore is in-house Legal Counsel at the OECTA Provincial Office.
TEACHER ADVISOR
TEACHERS AID
WHAT YOU NEED TO KNOW ABOUT YOUR LONG-TERM DISABILITY COVERAGE By Mary Lachapelle
Long-term disability (LTD) insurance, which protects your earning ability if you are unable to work because of injury or illness, is one of the most valuable group benefits. Your OECTA group benefits plan is customized to provide the disability coverage you need, as cost-effectively as possible. As a member, you are automatically enrolled in the OECTA provincial LTD plan. Like most insurance, your LTD coverage is likely not something you think about until it is needed. However, there are a few things you need to be aware of: 1. Your LTD premiums will increase as of March 1, 2017
The premium rate will move from 1.33 per cent to 1.39 percent of salary. For a member with an annual salary of $55,583, this will mean a monthly increase of $2.77. For a member with an annual salary of $96,106, this will mean a monthly increase of $4.81.
The rate increase is necessitated by the increase in LTD claims over the past few years – most especially in the area of mental health due to stress. 2. You have the option to discontinue your coverage while on a leave of absence
While on leave of absence, you have two options: • Maintain your LTD coverage by continuing to pay your premiums. • Discontinue your LTD coverage by ceasing your premium payments. When you return to work your coverage will be reinstalled and you will be subject to a pre-existing condition clause. MAINTAINING YOUR COVERAGE
If you choose to maintain your LTD coverage and you become disabled while on leave, you are eligible to apply for LTD benefits. There will be no break in your coverage and you will not be subject to a pre-existing condition clause upon your return to work.
If you become disabled while on leave, you will not be eligible for LTD benefits. Upon your return to work, your coverage will be reinstated and you will be subject to a pre-existing condition clause if you become disabled within 12 months from the date of reinstatement. What is a pre-existing condition? This is a disability arising from illness or injury for which you obtained medical care during the 90-day period before you become re-insured.
There are three scenarios in which your LTD coverage can or should be terminated.
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i. If you are eligible for a 66 per cent unreduced service pension – or will be within the later of either: the next 100 working days, or the expiration of your sick leave credits – you are NO LONGER eligible for LTD coverage and you should terminate your premium payments. Note: to qualify for a 66 per cent unreduced pension, you must meet the above criteria with 33 years of credited service. @ OECTA
ii. If you have reached the end of the month in which you turned 65, or you will reach the end of the month in which you will turn 65 within the later of either: the next 100 working days, or the expiration of your sick leave credits, you are NO LONGER eligible for LTD coverage and should terminate your premium payments.
iii. If your retirement date is within the next 100 working days, and you have notified both the Ontario Teachers’ Pension Plan and your school board, you MAY terminate your LTD coverage at this time (and cancel your premium payments). You can also choose to continue your LTD coverage until the date of your retirement, in which case you will be eligible to make a claim if you become disabled prior to this date.
If you find yourself in scenario (i) or (ii), there is no reason to continue to pay into the LTD plan, as you are no longer eligible to receive LTD benefits. The onus is on YOU to communicate the termination of your payments to OTIP through your local unit office. If you did not realize your payments have continued after your eligibility has ceased, contact your local unit office immediately. (For members in London, Dufferin-Peel, and Huron-Superior boards, this does not apply to you.) You might have sound reasons for cancelling your LTD coverage and discontinuing your premium payments, but you should carefully consider your options. You likely do not want to be in a situation where you are unable to work and are not receiving sufficient income. Also note that coverage cannot be cancelled retroactively.
DISCONTINUING YOUR COVERAGE
3. When your LTD coverage terminates
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Highlights of your LTD Plan / Coverage
• Participation is mandatory for all members hired after September 1, 2013 • The waiting period to receive LTD benefits is the later of 100 working days or expiration of sick leave • Your benefit level is 55 per cent of gross monthly earnings • Your benefit is not taxable • Your benefit will receive a cost of living increase based on the Consumer Price Index to a maximum of 2 per cent starting in January after two years on LTD • Your LTD includes access to OTIP’s Carepath and Feeling Better Now programs For more information on you LTD benefits and forms, visit the Benefits and Leave Provisions section in the Members’ Area at catholicteachers.ca Mary Lachapelle is a member of the Counselling and Member Services department at the OECTA Provincial Office.
INSIGHT
TEACHERS AID
DETOX YOUR LIFE By Michelle Despault
According to an Ipsos poll from last year, 30 per cent of Canadians make New Year’s resolutions. The specific areas in which we resolve to think or behave differently are unique to each of us, but there are some general trends. According to Ipsos, the top five resolutions for Canadians are: 1. Living a healthier lifestyle 2. Focusing on the positives 3. Spending more time with family
and friends 4. Being true to one’s self 5. Learning something new
We also differ in our determination and resolve in keeping our resolutions. Six per cent of us will break our resolutions right after we make them. However, about 27 per cent will maintain their new behaviours, attitudes, or ways of being throughout the year. It’s interesting that when we undertake this exercise of looking at our lives and making resolutions, our starting point is generally feelings of lack or scarcity. We aren’t happy (or as happy as we would like to be), we aren’t fit enough, we could be more [insert your resolution here]. We rarely look at our lives and feel proud of how far we have come. We are conditioned to be predominantly present to what’s missing in our lives. As I was thinking about 2017 and what I wanted to create for myself, I realized
that everything I was thinking about – losing weight, improving my family’s financial health, and hoping for better physical health for my friends and family – all boiled down to one thing: joy. So many of the endeavours we undertake are really in the pursuit of more joy or happiness in our lives. We believe that losing weight, taking up a hobby or activity, getting out for date night more often, or even paying off our mortgage, will increase the level of happiness and satisfaction we have in our lives. And it might! Or it might not. I make the same resolution every year: I want to reduce my consumption of Starbucks beverages, in an effort to spare my waistline and my pocketbook, and to prove that I can meet the challenge I have set. But every year, this resolution is broken just a few days after the start of the new year. Why? Because I don’t really want to give this up. I enjoy it tremendously; it brings me joy. What doesn’t bring me joy is how I will then berate myself for not having the willpower to follow through on my resolution. So this year I am taking a different approach. I am going to focus on creating and being present to the joy in my life. And to start, I am going to “detox” my life. I am undertaking a process of identifying and removing from my life anything that is not giving me access to joy. I was inspired by Marie Kondo’s book, The Life-Changing Magic of Tidying
Up: The Japanese Art of De-cluttering and Organizing. In the book, while specifically talking about the home environment, Marie challenges readers to look at everything we have with a new lens, asking ourselves, “Does this bring me joy?” If the answer is no, then the thing should go. I am expanding this notion to all areas of my life and looking at where I can eliminate or reduce anything that does not serve me. Whether it be decorative knick-knacks that are, in reality, just clutter in my home, or habits like bingewatching Netflix, or people who are not champions for me to be the biggest and best expression of myself – it’s all up for grabs! It’s not going to be easy. It will require being really honest with myself, genuinely exploring other alternatives, and dealing with all the people in my life who won’t understand. It’s also going to take a fundamental shift in mindset. All those nasty thoughts we tell ourselves about how we can’t have or afford what we want, or that we’re not worth it? Those are all going as well! If it doesn’t bring me joy, or isn’t helping me and my family have the things we say we want, then it’s going. Take a look for yourself – could your life use a little detox, to help you move toward your goals this year? Michelle Despault is Director in the Communications department at the OECTA Provincial Office.
PHOTO: @ wong yu liang / Shutterstock.com
The start of a new year, whether it is a calendar year or a school year, is an exciting time to renew and refresh. It’s a natural time for us to take stock of our lives and our dreams, and to ask ourselves what we want to be, do, or have. We examine our past year and consider our progress toward our goals. In an attempt to get us closer to our goals, many of us resolve to do things differently. This is why the start of every new year is rife with resolutions from people who want to be healthier, wealthier, happier, more successful, and more connected to others.
PROFESSIONAL DEVELOPMENT
TEACHERS AID
TECHNOLOGY = PASTA? By Anthony Carabache
Have you ever thought about pasta? Have you ever thought about how many types of pasta there are in the world? Have you thought about how pasta, in all its forms, is made, marketed, and sold?
First, take a look at how Google (G-Suite) is suggesting that teachers use their services in the classroom:
If you have considered any of these ideas at length, this last question is the real kicker: Have you ever wondered if, how, or why all pasta tastes the same? So what’s with all the variations? I am not Italian, but I did grow up in a house that had pasta for dinner more often than not, and my friends of Italian descent always took the time to explain how the different shapes of pasta all had different functions: some shapes keep the sauce on, some are used for stuffing, some are flat for layering, and so on. I’ve always enjoyed pasta immensely, but standing in the grocery store aisle for 15 minutes trying to figure out which shape is going to end up on my plate is far too taxing, so I usually give up, close my eyes, pick one, and live with it. It is nothing less than amazing that flour, egg, salt, and water could produce so much mind-numbing choice. This is why pasta provides the absolute perfect comparison to technology in the classroom. The applications and software that are being relentlessly marketed to teachers around the world have ultimately been designed to attract and distract. They attract you with flawless graphics and countless frills (“Did you know you could do this?!”), then distract you from what you were born to do – teach!
https://support.google.com/edu/classroom/answer/6020260?hl=en
Second, let’s look at Microsoft’s suggested workflow in the classroom:
If you do a little research (and not to worry, I’ve done it for you), you will find that when it comes down to it, all technology in the classroom falls under four basic categories. 1. Workflow Tools – Short Pasta 2. Creation Tools – Flat Pasta 3. Documentation Tools – Stuffed Pasta 4. Interactive Tools – Long Pasta
See? Pasta. I can easily prove my point using a few of the biggest brands, which are begging educators to use their services. Let’s look at classroom workflow tools using Google, Microsoft and Desire2Learn. Three different companies with three different services… or are they? 20
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https://blogs.microsoft.com/firehose/2015/01/20/new-office-365-andmoodle-integration/#sm.00000q8t0nzkb3d8qx5zjz0m05jjs
PHOTO: @ Chyzh Galyna / Shutterstock.com
Finally, here is Desire2Learn’s workflow for the modern classroom:
TEACHERS AID
CATHOLIC CONNECTION
A LOVE LETTER FROM GOD A reflection on Paul’s letter to the Corinthians By Shannon Duguay
Love is the greatest of all gifts. It is what we were created for: to love and be loved. But when did it become awkward to expect, or even easily accept love? As we listen to gospel messages about love, we often respond as if it were a set of directions – be patient, be kind, don’t boast or act jealously, bear all things, find joy in truth. These are important messages; however, it is just as important to let yourself be loved! It is understandable that Paul’s first letter to the Corinthians (13:4-13) is so often read at weddings, as it offers deep insight into the nature of love; the sort of love we hope to have with our partner, the kind of love that can only come from knowing and being known. It is our greatest longing to be fully known and, even in our imperfection, loved.
It only takes a few seconds to come to the realization that they all provide the same service. Bells and whistles aside, in your first year of use, you will only take advantage of 20 to 30 per cent of the application’s full capability anyway. So why worry? Pick one, give yourself time, and master it. Take a moment to really look at the categories of technology listed above, and group as many of the apps and software that you know in the appropriate categories. Sure, there will be a few outliers, but it should quickly become clear that for the most part, pasta is pasta until you add the sauce.
What if the letter is also supposed to let us know how to be loved, or how others are trying to love us? Even if we are demanding, selfish, and more self-absorbed than we’d care to admit, we are known and we are loved. Our people – family and friends – love us with tenderness, patience, and forgiveness. We are so aware of our own brokenness that we become timid when accepting the completeness of love that is offered to us every day. It can be very humbling to be the recipient of that love, despite our flaws. But it’s right there, in that sacred and powerful place where Paul’s message teaches us, and reveals to us what love is, that we can feel the fullness of God’s love. As we struggle to discern what is written in the Gospel, let’s try to remember that it is a love letter from God, meant to guide and comfort us. Consider rewriting it in the form of a letter. At first, you may want to imagine that the letter is addressed to someone else, because we are still practicing being loved. But I encourage you to then receive the letter – let yourself be the recipient of love. Allow yourself to embrace God’s love for you, and allow yourself to be loved. You were meant for it. Beloved, I know you and I love you. Be patient with yourself, I am here. I trust you, and I believe in you. - God Shannon Duguay is a member of the Catholic Education Committee, and is a member of the Sudbury Elementary Unit.
Anthony Carabache is a member of the Professional Development department at the OECTA Provincial Office.
PHOTO: @ unverdorben jr / Shutterstock.com
While listening to Paul’s letter, we think about our love for our family and friends, and pray for patience and compassion. We hear the words and want to love better and more fully, to love as God calls us to love. It’s important to remember to be gentle with ourselves, to know that we are always growing and changing, and that we still speak like children in many ways. We read, pray, and reflect upon Paul’s letter as if he were writing to teach us how to love. But what if it’s more than that?
PEOPLE WORTH WATCHING
COMMON HEROES By Dan de Souza
As I type this, there is a lawyer at JFK airport trying to free an Iraqi man, Hameed Darwish, who has worked with the American military in Iraq. He is being detained on an executive order signed by President Trump. The lawyer cannot meet with the man. I am thinking of that lawyer. No doubt he is an extraordinarily common man. I don’t know his name, but I would bet he had to take a cab to the airport, and that he hasn’t eaten well in the past 24 hours. As I type this, there is a reporter, no doubt poorly dressed, chasing down a lead on Trump’s connections to Russia. She probably has sore feet. There is a very good chance that her entire week will be dedicated to part of a large story that may not make it into print. We will never know. She will wonder if any of it is worth it. As I type this, there is a teacher, marking final exams. She is looking at the essay question: “In a clear and concise, logically constructed and textually supported essay, decide if Orwell’s assertion that ‘Man is infinitely malleable’ is true.” She is sitting at her kitchen table, the coffee in her cup cooling, as she begins to see if her students have mastered the critical ability to think. Three common people. Three people, any one of whom you might walk your dog with or have a glass of wine with, or who might be coaching your kid’s hockey team. You may even be one of them. Robert Bolt’s masterpiece A Man for All Seasons begins with the line, “The sixteenth century, like all centuries, is the century of the Common Man.” In this young century, with the encouragement of technology and social media, we have begun to disparage the common men and women
who do common work. We question our doctor because we diagnosed ourselves on the internet. We question a need for a lawyer and make jokes at their expense. We dismiss journalists as biased, and we ridicule teachers as lazy. Interestingly, we attack these common people in these common professions while we assert our own uniqueness, our own individuality. We want special menus. We want unique treatments. We want elite programs for our children. We want our own music, and we want it now. We, we argue, are unique. When Bolt used the term “common,” he didn’t mean it in a derogatory way; he meant it as, that which we all share. The common is what connects us. The common should be exalted. Our teacher has refilled her coffee cup and is looking at the exams, all of which have been written by common people who she hopes will do uncommon things. She is imagining one of them chasing down a story that will make our democracy safer and more vibrant. She is thinking that one of them will rescue a stranger in a windowless room in a large airport, ensuring that rights apply to all. Our teacher knows that Bolt was right: The twenty-first century, like all centuries, is the century of the Common Man.
Dan de Souza is in his last year of teaching at Sacred Heart CHS in Newmarket. He teaches English.
You can follow Dan’s final year blog at http://teach1coach1.blogspot.ca/ You can also follow him on twitter @teach1desouza
PEOPLE WORTH WATCHING
A VOICE FOR THE VOICELESS Michele Pawlak and the purpose of unions Michele Pawlak
By Mark Tagliaferri
Next time you’re at a dinner party – perhaps depending on the guest list – go around the table and ask each person what comes to mind when they hear the word “union.” You’re likely to get answers that cluster around a few, narrow themes: things like collective bargaining and benefits, most likely. This is understandable. However, if you’re in the mood to mix things up, and get an entirely different perspective, you should invite Michele Pawlak. Hailing from Marathon, Ontario, about a three-and-a-half-hour drive from Thunder Bay, Michele Pawlak is a hearing itinerant teacher, who has worked both in the classroom and for the board office. In one sense, her story is common: her mother was a teacher, who was active in her local union. And although Michele didn’t initially plan to go into education, she got the opportunity to supply teach after finishing university, and loved it; 15 years later, education has become her career. As I speak with her about her experiences, Michele hesitates before admitting that, at first, she really didn’t think much of unions or their usefulness. She’s since changed her mind. And it’s the reasons why Michele changed her mind that helps to explain her unique perspective. Michele Pawlak suffers from chronic ear issues. She is completely deaf in one ear and is slowly going deaf in the other. Over the years, she’s undergone ten surgeries. Every month she sees a specialist. Michele admits that between appointments, and teaching, and the
discomfort she experiences, it’s difficult to balance her full-time schedule with managing her health issues. And then, a couple of years back, things came to a head. During a particularly difficult time for her, medically, Michele was called to appear before her school board administration as part of an attendance review program. As she recounts the story to me, her voice cracks a little: “Let’s just say it was an extremely stressful time for me. Physically and psychologically.” She worried about what this process would mean for her career. But when she appeared before the board, Michele was not alone. Standing beside her was her OECTA representative. As the process continued, the OECTA rep advocated on Michele’s behalf, articulating her position and forcefully reminding the board of Michele’s rights, both as an OECTA member and as a citizen. You can hear the relief in her voice as she recounts the experience: “Having my OECTA rep with me meant that nothing would stand in the way of letting me do my job.”
She attends political rallies, and believes that a union’s key mandate is to stand up for people all over the world, not just like-minded individuals. The idea that unions represent and present a collective voice motivates Michele’s participation in OECTA’s Annual General Meeting. For her, there is a straight line between attending AGM and education advocacy. “Going to AGM gives me an inside scoop on important issues,” she says, “and that lets me have a voice on those issues.” Far from a wallflower, Michele uses the AGM as an opportunity to make her voice heard. And she’s been recognized for her efforts. A couple of years ago, after asking important and pointed questions to the Minister of Education, Michele received the Horst Schwienbenz Award for her active participation and advocacy.
This experience not only helped to change Michele’s opinion of unions, generally, but also transformed her perspective on why unions are so important. “Often,” Michele explains, “there is a top-down approach to well-being; the Ministry establishes policy, boards dictate rules. But having a union is like saying ‘we’re people, and we matter.’”
But to Michele, awards and recognition are beside the point. At the end of the day, she feels that being an OECTA member means having a say, both as an individual and as an education professional. Her opinions developed and transformed over time, and her experiences have helped form her unique perspective on the purpose of unions. We should all heed her message about the power of the collective voice and the need to support an Association that works for everyone. Clearly, Michele is a welcome addition to any Annual General Meeting… or dinner party.
This idea of advocacy, and giving a voice to the voiceless, is central to Michele’s conception of unions. She’s made every effort to live this example and to take advantage of her OECTA membership.
Mark Tagliaferri is Writer/Researcher in the Communications and Government Relations departments at the OECTA Provincial Office.
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VIEWPOINT
LIVING FOR A LIVING Is a basic income the silver bullet in the war on poverty? By Adam Lemieux
“Do not waste your time on Social Questions. What is the matter with the poor is Poverty…” - George Bernard Shaw
S
ocial science research has gone a long way toward illuminating the complex causes of poverty, and
the nuances of the lived experience. Still, in a society in which the goods and services necessary for survival are primarily obtained through the market economy, poverty is essentially about a lack of money. Following from this, the premise of the “basic income” (also known as guaranteed annual income, or guaranteed minimum income) is straightforward: if poverty is about a lack of money, then the most efficient and effective means of solving poverty is simply to ensure that all citizens have sufficient financial resources. There are various means of achieving these ends. Some argue that such a program should involve a universal cash payment, while others propose a more limited, meanstested version. Some iterations take the form of a “negative income tax,” whereby the benefit is credited against taxable income, and paid out to those earning below a certain amount. But generally speaking, all versions of the concept are aimed at providing every citizen with the ability to afford the necessities of life. The idea has been with us for quite a while, with researchers having traced related philosophies and policy proposals back to the 18th century. There has been a long tradition, especially in Europe, of theoretical research exploring the basic income as a means of alleviating poverty while increasing individual autonomy. In the 1960s and 1970s, as the post-war welfare state began to show signs of being stretched to its limits, American free-market thinkers such as Milton Friedman advanced the idea of guaranteed income as a way to streamline social assistance and limit the power of the bureaucracy. President Richard Nixon was particularly interested, going so far as to commission a study that provided a basic income to 8,500 Americans. But the policy has never gained sustained traction. In the end, it has always been dismissed as utopian dreaming, the effects of which would be incompatible with the values of capitalist democracies. Canada’s Guaranteed Income Supplement for senior citizens, introduced in 1966, is an example of a type of basic income program. For a time, we were also a leader in considering whether such a policy would be appropriate for the broader
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population. Between 1974 and 1979, a guaranteed income was provided to a group of low-income residents of Dauphin, Manitoba, as part of a federal pilot program dubbed “Mincome.” Unfortunately, the project was disbanded when the Conservative government took over, and no final report was released. It was not until the mid-2000s, when University of Manitoba researcher Evelyn Forget tracked down and combed through the data, that the true impact of the program was revealed. The striking evidence from the Mincome experiment has breathed new life into the basic income debate. Contrary to a common fear about guaranteed income programs – that they will incentivize people to give up working – most of the working age population in Dauphin continued to seek and take on paid employment. The only groups that saw their labour force participation decline dramatically were new mothers, who were able to stay home with their babies, and teenagers, who became more likely to graduate from high school. Other data have buoyed the argument that a basic income would address the “social determinants of health.” Poverty is known to put great physical and psychological stress on individuals and families, and to lead people to put themselves in risky situations. In the Mincome trials, the group receiving the guaranteed income experienced significant decreases in hospitalization rates, particularly for issues related to mental health and work-related accidents. This supports the notion that, over the long run, the costs of a basic income program would be at least partially offset by savings in other areas. Ontario leading the way
As we enter 2017, with economies still struggling, social cohesiveness fraying, and existing welfare state programs proving insufficient for the task, the basic income is enjoying a bit of a resurgence. Switzerland recently held a referendum to ask citizens whether they would support a universal basic income. Although only about a quarter of voters were in favour of the idea, the campaign itself was an indication that we are entering an era in which basic income policies can receive genuine consideration. Finland has recently launched an experiment with a modest benefit, with the declared purpose of encouraging people to take on short-term employment. Studies are also underway, or on the way, in the Netherlands, California, India, Kenya, and elsewhere. Ontario will soon become one of two Canadian provinces, along with Prince Edward Island, to study a basic income program. A commitment to implementing a pilot project was included in last year’s budget, and the government later appointed former Conservative senator Hugh Segal, one of
While many have greeted Ontario’s proposed project with enthusiasm, it has also ignited considerable discussion about what, exactly, a basic income is or should be, and whether it is a good idea. What has emerged is yet more evidence that the basic income is truly a unique program, in that it is lauded and loathed by various people from all sides the political spectrum. It is fairly easy to understand the criticisms from the right wing, where it is believed that “free” money will dampen market competition, individual initiative, and traditional family structures. When Nixon studied the idea, enthusiasm and broad-based support waned as evidence seemed to indicate that a guaranteed income might affect work effort among recipients and, more controversially, lead to family dissolution, because spouses would no longer be financially dependent on their partners. At the same time, many progressive thinkers are suspicious of conservatives who claim to support a basic income. This is because when conservatives talk about improving efficiency or reducing administrative burdens, it is usually code for eliminating programs and firing public sector workers. It is difficult to see how this would make the province more prosperous or fair. Furthermore, it cannot be denied that any sort of basic income would be costly. On a national scale, a universal benefit of $1,200 per month would cost $400 billion more than the existing system of social assistance, child benefits, Employment Insurance, and Old Age Security. We would have to double our current tax rates to afford such a program. In this light, it becomes obvious that a basic income policy acceptable to fiscal conservatives would need to be fairly modest, and delivered in conjunction with drastic cuts elsewhere. Of course, it is important to note that many anti-poverty advocates have their own reservations about basic income programs. For example, it is argued that a universal basic income scheme might effectively serve as a subsidy for low- wage employers. And by removing the imperative to provide wages to as many citizens as possible, a basic income could also distract policy-makers from strategies geared toward job creation and full employment. Some see this as a good thing, because a basic income is meant
to increase individual autonomy and leisure time, or because the goal of decent employment for all is unrealistic in an economy predicated on precarious work. But it is a red flag for many in the labour community, and one of several reasons why unions have often been hesitant to lend the concept their full political and organizational weight. Elegant solution, or total quagmire?
If the problem with the poor is poverty, the fix would seem to be to give people money. But how, and how much, and who pays, and what are the trade-offs? What on the surface appears to be a simple solution to a clearly defined problem quickly gives way to a web of ethical, political, and technical questions. This is not to say that the idea should be dismissed. However, a truly progressive approach to reducing poverty and inequality in our society requires an acknowledgement of the complexity of the issue. This highlights the need for a well-designed pilot program, to yield robust empirical evidence of the impact of a basic income program in the modern context. At the same time, it is clear that we cannot unquestioningly allow governments to offer basic income programs – or basic income pilots – as evidence of their commitment to reducing or eliminating poverty. As the Ontario Federation of Labour and others have pointed out, there are steps that the provincial and federal governments could take to immediately improve the lives of those in need. For example a pilot program is certainly not required to demonstrate that current social assistance rates are insufficient. And even if a basic income policy were eventually implemented, it would not eliminate the need for a wide array of accessible, high quality public goods and services, such as health care, affordable housing, child care, and education. A report summarizing public and expert views on the concept of a basic income, as well as the technical details of a pilot program, is expected in April. However, it appears that the Ontario government is already cognizant of many of the concerns we have raised here. The Kingston Whig-Standard reports that at a recent consultation meeting, Chris Ballard, the Minister of Housing and Minister Responsible for the Poverty Reduction Strategy, told the audience that the government is looking at a suite of measures to address income security, of which a basic income would be just one. He also cautioned against the well-meaning, but ultimately misguided tendency to substitute romanticism for rational policymaking. “My heart tells me [a basic income] is a wonderful solution,” Ballard remarked. “My head says… let’s get the data and prove it.” The implementation of a basic income is potentially revolutionary development, one that could finally enable all citizens to live in comfort and dignity. But with such a significant social question, it is crucial that we take our time, and make sure we get the answer right. Adam Lemieux is Communications Specialist in the Communications department at the OECTA Provincial Office.
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PHOTO: @ Bilanol / Shutterstock.com
Canada’s most vocal proponents of the basic income, to draft a discussion paper. Segal, who believes that a basic income is most desirable because it would do away with the demeaning intrusiveness of existing welfare programs, has proposed a randomized control trial in which several test groups would receive payments of 75 to 100 per cent of the Low-Income Measure (amounting to roughly $1300 to $1500 per month). A control group would continue to receive assistance through Ontario Works and the Ontario Disability Support Program. The study, which would be carried out in three communities, would examine the impact of a basic income on participants’ health, life choices, education outcomes, and work behaviour, as well as the community-level effects and the direct administrative costs or savings.
VIEWPOINT
MUCH ADO ABOUT By Anthony Carabache
The English language is beautiful, but complex. Its nuances take a lifetime to understand, and its mechanics a lifetime to master. If we learn to look at coding as language, we begin to see its beauty as well. It is much like language in many ways, except nuances become dependencies, and mechanics become patterns that unfold right in front of our eyes. A code is simply a set of instructions (input) that can cause a multitude of outcomes (output). Each line of code – or instruction – is completely dependent on the preceding line. Code is the imaginary army of little tech-mites that make a font green, make a Mario jump, place a picture on a blog, make a robot say hello, or turn the TV volume higher or lower. We have become so accustomed to experiencing the output that the mechanics of the input is completely out of our minds. The input can be simple – three steps forward, jump, turn, repeat – but it can also be as complex as launching a rocket, jettisoning its non-essential modules, landing it, and releasing a vehicle for exploration, all while collecting data.
PHOTO: Students in the Robotics Club at St. Brendan CES in Stouffville.
At the outset, learning about code may be just as important as learning to code. Coming to an understanding that it is an important language is key; recognizing that the language is predicated on precise instructions and patterns really makes it powerful.
If you do just a little exploration, you will find that coding a character to walk across a screen requires the basic understanding of a new lexicon, sequencing of events, distance, speed, and time. It requires a hypothesis, most likely followed by some failed attempts and tweaking. It will also require visualization and observation to determine success or failure. Making a robot scurry across the floor requires some understanding of magnitude, direction, speed, and spatial reasoning, as well as the effects of the robot on its environment and the consequences of poor instructions. This is all incredibly exciting, and it need not be overwhelming or take away from the many other things we want or need to do in our classrooms. In fact, a twenty-minute coding activity has great potential to embed many aspects of the language, mathematics, science, social studies, and physical education curricula. As participants in OECTA’s 2016 Collaborative Learning Communities, a group of Catholic teachers have developed a beautifully simple approach to teaching code. I encourage you to give it a try! A new language is always a challenge to learn, but once learned, it opens doors of opportunity that last a lifetime. Anthony Carabache is a member of the Professional Development department at the OECTA Provincial Office.
To learn more about bringing coding to your classroom, visit: https://www.teachontario.ca/ community/explore/teachontario-talks/ blog/2016/08/30/driving-studentengagement-in-mathematics-withcoding-and-programming
VIEWPOINT
THE PRICE OF THE FREE MARKET Education and the looming threat of privatization By Mark Tagliaferri
O
ver the Christmas break, while aimlessly flipping through TV stations, I stumbled upon that old holiday movie classic: Michael Moore’s “Sicko.” In all seriousness, as you may know, Moore’s 2007 documentary details the grim realities of the American medical system, and the negative, sometimes life-and-death consequences of privatized health care. After my standard “aren’t we lucky we’re Canadian” reaction, I started to think more deeply, and more generally, about the topic of privatization. In the days leading up to my impromptu viewing, I had come across a few newspaper articles that had given me pause: one, a pre-budget piece, explored the usefulness of Teach for Canada as a potential antidote to the problems of Aboriginal student education; a second article, from Ontario, praised the early ventures of a private company that offers for-credit high school courses abroad; and the third, an opinion piece from the US, made the case for “educational choice,” following the nomination of Betsy DeVos, a fierce proponent of private charter schools, as President Trump’s education secretary. A few years back, political philosopher Michael J. Sandel warned, “The reach of markets, and market-oriented thinking, into aspects of life traditionally governed by nonmarket norms is one of the most significant developments of our time.” As I finished “Sicko,” I thought about that quote, and the three articles I had read. We tend to frame discussions of privatization in sensationalist terms, and thus tend to gravitate toward topics like health care, where the consequences are most stark and obvious. But there is also danger in the more subtle, seemingly innocuous advances. And perhaps nowhere has this reality loomed larger in recent years than in education. Part of the problem with confronting the elusive dangers of privatized education, or “Edubusiness” as it’s sometimes called, is that it takes so many forms. It isn’t just the big charter schools that undermine public education, writ large; it also comes in scaled-down versions, like credit courses offered by private companies, or third-party organizations that promise to “clean up” board management issues. It’s helpful to remember that, at its core, privatized education seeks to do one thing: transfer responsibility for providing, regulating, and financing
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education from government to individuals and private companies. Now, I don’t blame companies for wanting to enter this space. As CTF President Heather Smith notes, “Wall Street investors… see education as a potentially profitable investment, with an estimated global value of four trillion dollars.” And you can almost make an intellectual case from the consumer’s perspective. If we live in a free market society, and competition in most areas is deemed to improve choice and quality, shouldn’t parents have a choice between a variety education systems, just like they have a choice between varieties of laundry detergent? Who cares if your daughter learns history from a qualified teacher, or on the lido deck of Breaker High? (Bonus points if you get that reference.) Many of you will instantly note the error in this line of thinking; namely, the argument is based on the flawed premise that education is a consumer good, rather than a public good. But with privatized education creeping more and more into the public sphere each year, it is no longer enough to simply dismiss the argument out of hand, as logical fallacy. It’s worth thinking about some of the real-world consequences of privatized education. It is easy enough to make the case against charter schools, as research shows that this form of privatization promotes social and cultural inequalities. The introduction of admissions fees, however small, disproportionately impacts poor and vulnerable segments of society, as wealthier locations will receive more resources, in aggregate. In Canada, such a system would significantly disadvantage poorer regions. In some cases, such as with Canada’s Indigenous people, entire populations would suffer, and the system would serve to reinforce existing inequalities. If education is a public good, and
The Ontario education system faces important challenges, and leaving things to the private sector may seem like the easier route to take.
universal access to quality education is a goal toward which we should strive, then private charter schools run counter to this objective. Where the dangers become harder to identify, and where the slope becomes slippery, is when privatization adopts seemingly benign forms. Take, for instance, market-based measures of “achievement.” Organizations that offer services for standardized testing, school rankings, and merit-based teacher pay schemes all purport to improve education by quantifying the system. Fair enough: more data is generally better. However, we know that much of the data produced by these efforts is flawed, or that the companies offering the services have vested financial interests in the results. In these situations, measurements do not accurately capture the nuanced realities of achievement. As a result, these practices use narrow and arbitrary measurements of achievement in order to tie students’ to teachers’ (and schools’) quality. Not only does this force schools into competition with one another, but also it reproduces a well-known phenomenon: standardized test achievement directly and strongly correlates with socio-economic status. Most people agree that education should have a levelling effect on inequality, but this market-based approach achieves exactly the opposite result. Even when intentions are good, tendencies toward privatized education produce negative consequences. In 2015, in an effort to address
issues in Indigenous education, the Government of Ontario began partnering with Teach for Canada to send recent university graduates to teach in rural and indigenous communities. Unfortunately, this partnership does little to redress the serious education and resource gaps faced by Indigenous students. Not only does this transfer a public government’s obligation for education to a private entity, but it does so by placing relatively inexperienced teachers in some of the province’s highest-need areas. As a labour organization, we must remain vigilant against any pretense toward privatization in the education sector. Faced with public debt and budgetary constraints, governments from around the world have adopted austerity measures, often at the expense of unions. Many of these measures have significantly cut funding to education, and also have sought to deregulate teaching by attacking education workers’ rights to collective bargaining. Individualized contracts, performance-related pay, and a diluted talent pool make it increasingly difficult to negotiate collectively, undermining the fundamental right to organize. And the tendency for private education providers to employ lower-paid, lower-qualified workers – often in an effort to cut costs – hurts educational quality. The Ontario education system faces important challenges, and leaving things to the private sector may seem like the easier route to take. But what is easy isn’t necessarily what is right. Ultimately, the movement toward privatization and commercialization in education promotes inequalities, diminishes quality, and threatens unions. And while the encroachment of privatization into education may seem less dramatic than a Michael Moore documentary, the end-game is the same. The long-term health of our system hangs in the balance.
Mark Tagliaferri is Writer/Researcher in the Communications and Government Relations departments at the OECTA Provincial Office.
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CHILDCARE AVAILABLE
AT AGM 2017
For the second year, childcare services will be available to delegates during AGM and the annual dinner. Care for children aged 6 months to 12 years old will be provided by Improv Care (improvcare.ca) at no cost to delegates. For inquiries contact: events@oecta.on.ca
CHILDCARE HOURS
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