2022 Spring RA Local Resolutions

Spring Representative Assembly May 27–28, 2022 Local Resolutions 1. Cranbrook—Dureski/Balfour That the Federation call upon the Ministry of Education for a province-wide implementation to the Letter of Understanding for Employment Equity for Aboriginal Teachers to redress the underrepresentation of Aboriginal teachers in BC public schools.

Supporting statement While these documents have been in effect in BC since around 2008, to this date, not all school districts have gone through the process to bring this dynamic and beneficial document to life in their districts. This representation also provides the ability to develop authentic relationships between the Indigenous teacher and Indigenous students. While we readily utter acknowledgments of territory and continue to benefit from our presence on Indigenous lands, be it resolved that employment equity agreements can no longer be the privileged choice for an individual district. In the true spirit of reconciliation and equity in action, the weight of these agreements is such that the privilege of choice to implement them should end.

Employment equity should be mandated provincially.

2. Alberni—Arnett/Hewitt That the Federation Executive write a letter to BC Investment Management Corporation (BCIMC) and Mosaic Forest Management (MFM) acknowledging that MFMs plan to defer harvesting for the next 25 years on 40,000 hectares of BC forests is a significant step forward toward valuing the non-timber benefits of old growth stands.

Supporting statement Whereas the Federation and its locals have met with Island Timberlands to bring forward our concerns about the logging of old growth stands, we would like to acknowledge MFMs plan to defer harvesting for the next 25 years on 40,000 hectares of BC Forests. MFM, the Timberlands manager for Island Timberlands and TimberWest, announced March 16, 2022, the BigCoast Forest Climate Initiative which will defer harvesting on nearly 40,000 hectares (100,000 acres) of private land for 25 years.

More information is available at bigcoastforest.com.

Island Timberlands and TimberWest are large holdings of Teacher Pension Plan managed by BCIMC. The BCTF have met with Island Timber and TimberWest to advocate for them to preserve the value of old growth forests, those in the watersheds that supply drinking water to neighbouring communities.

The BCTF has long history of encouraging corporate responsibility often framed around Environmental, Social, and Governance (ESG).

Policies include 26.A.11—That the Teachers’ Pension Board of Trustees enhance the recognition of ESG factors in investment decisions pursuant to the Teachers’ Pension Plan Statement of Investment Policies and Procedures.

(06 AGM, p. 17) Socially Responsible Investing 13.A.10—9.6—The Salary Indemnity Fund’s primary goal is to generate returns that are sufficient to maintain the Fund over the long term to help achieve the Salary Indemnity Plan’s procedures and regulations in Procedure 13.C.02. Responsible investing involves evaluating both financial and non-financial

factors of investment opportunities. Responsible investing and considering environmental, social, and governance (ESG) factors are an important part of that process. The identification and evaluation of ESG factors into the investment process allows for a more comprehensive understanding of an investment’s risk and opportunities, and the sustainability of that investment. A sustainable investment is one that has the potential for long-term maintenance of environmental, economic, and social well being.

When making an investment in a company, consideration must be given to their climate change impacts. Rather than divesting from companies, we believe using a variety of strategies to actively engage companies in order to encourage corporate responsibility, and at the same time fulfil the fiduciary duty to the Fund’s stakeholders.

There are situations that no amount of engagement will lead to a change in behaviour and divestment will occur. The Fund shall also seek to avoid investments in governments or corporations whose policies on environmental, social, and governance issues conflict with the goals of the BCTF. The investments of the Fund shall be subject to the following criteria wherever such will not result in the breach of trust, fiduciary duty, or applicable statute: (Apr 19 Ex, p. 3) a. The corporations should have as their business, the provision of products or services only for non-military use. b. The corporations should not earn revenue from the production or manufacture of small arms for civilian customers. c. The corporations should earn most or all their revenue from forms of energy that do not result in the extraction of, and generation from thermal coal or oil sands bitumen in the oil sands. (Dec 19, Ex, p. 3) d. The corporations should not earn revenue from the production or distribution of pornography. e. The corporations should not earn revenue from the production or sale of tobacco products, tobacco-related products, including vaping related tobacco/nicotine products.

(May 1, 20, Ex, p. 4)

f. The corporations should have a record of constantly striving to support and strengthen the communities in which they operate. g. The governments or corporations should encourage progressive industrial relations with all members of their staff or employees. h. The corporations should have a record of constantly striving to comply with United Nations climate change conventions and of implementing environmentally conscious practices. i. The governments or corporations should adopt the United Nations Declaration on the Rights of Indigenous Peoples and should not practice gender, racial, or religious discrimination, or cultural genocide, governments and corporations should not do business in any jurisdiction where such discrimination is legislated or openly encouraged by the jurisdiction. j. The governments or corporations should not produce or source products through the use of child labour or sweatshops.

(Apr 19 Ex, p. 4) k. The corporations should not directly earn revenue from private education nor the privatization of public education.

(17 AGM, p. 19) (Jun 17 Ex, p. 8) 9.7 Should the divestiture of any security be deemed necessary for failure to meet the criteria set out in paragraph 9.6, the schedule of the divestiture shall be established by the BCTF and the Investment Manager.

(Jun 18 Ex, p. 3) As part of our advocacy work it is important to acknowledge the positive steps corporations take. Formal written acknowledgement shows our support and encouragement of the positive actions taken by MFM and BCIMC. 3. Prince Rupert—Ashley/Marcakis That pet boarding be added as a reimbursable expense for traveling on Federation business with receipts being required.

Supporting statement On page 58 of the Members’ Guide to the BCTF 2021–22 under Section 10. I. 02 Travel and Expense Allowances, it states, “In principle, a member or staff person should not be ‘out-ofpocket’ as a result of necessary expenses when on BCTF business.” While most reasonable expenses are currently reimbursed, one that is not is pet boarding. This is a valid expense that members must pay when conducting union business. Not everyone is lucky enough to have a spouse, relative, or friend that will take care of their pet while they are away, which means a person must find someone willing/able to do it and pay them for their services. This is not inexpensive. Most people or places that board pets charge at least $20 per day, and it can go up to $50 or more. This adds up over the year, especially if people are volunteering for multiple roles, as many of us are—especially during COVID-19. Even at $20 a day, if a person attended the fall and spring zone meeting (two days each, not including travel days) and the Annual General Meeting (four days, not including travel days), this would be about $160. At $50 a day, this would add up to $400.

For members holding multiple positions, the number obviously gets larger. Since pet boarding is a legitimate expense incurred by members conducting Federation business it should be a covered expense.

4. Greater Victoria—Howe/Campbell That the Federation publicly advocate for a legal and regulated supply of drugs that have traditionally only been available through the illicit drug market, also known as safe supply.

Supporting statement BC’s toxic drug crisis continues to claim the lives of British Columbians. Last year 2,224 people in BC died from drug poisonings—our deadliest year on record. Deaths caused by an unstable and toxic drug supply have continued unabated, with an average of 6.7 people dying every day this year. Fentanyl has been detected in 83% of samples tested, and benzodiazepines—which increase the risk of

overdose and do not respond to naloxone—are now also present in most samples tested. This crisis is directly impacting our students. Toxic drugs are the leading cause death of people aged 19–39, and the second leading cause of death for those aged 40–59. Many of the people, who have died suddenly, have left traumatized children behind. These children, sitting in our classrooms, are left at a greater risk for mental health disorders because BC, and the Federal Government, are not acting effectively to end this public health emergency. The answer to this crisis is safe supply. People need a low-barrier alternative to the poisoned and criminal supply of drugs. They need regulated substances that they can use safely where and when they need them. Advocates, health experts, and even BC’s Chief Coroner, Lisa Lapointe have all called for a safe supply of drugs to reduce deaths in our province. The Federation and BC teachers have a public role to play in this advocacy work. Our children need us.

5. Greater Victoria—Gilbert/Hailstone That the Federation research the efficacy and role of school trustees with a report and recommendations back to the Winter Representative Assembly 2023.

Supporting statement It has been a long-standing position of the Federation that we support locally elected school boards and trustees. That position is rooted firmly in having the ability to be able to advocate for education and affect change at the local level. However, in Greater Victoria in the last three trustee elections cycles (at least) we have seen little to no benefit to having locally elected trustees and in looking at the bargaining history under the Public Education Labour Relations Act, the government (both BC Liberals and BC NDP) has used the BC Public School Employers’ Association (BCPSEA) and the BC School Trustees Association (BCSTA) to essentially stifle negotiations and muddy the waters for the general public around roles and responsibilities in bargaining. Finally, school boards at times seem to just be an expensive proving ground for Member of the Legislative

Assembly (MLA) candidates in waiting. Should our system be paying for this expensive “sandbox” for the provincial political parties?

Locally, our trustees lack the educational expertise to make the decisions asked of them and have basically turned into a well-paid rubber stamp for the will of senior management.

When we look closely into the benefit of our trustee groups, we can identify one or two effective trustees in the past 12 years. These voices, however, are easily sidelined by the other politically motivated trustees who are comfortable with enacting the policies of senior administration. When the Greater Victoria Teachers’ Association (GVTA) looks and asks, “What benefit does this system derive from trustees?” we come up empty with answers.

Perhaps there are other locals in the same situation. This is especially acute when we, once again, face a budget shortfall that is taking programs away from students. What benefits does our system gain from the line items for Trustee Salary, BC School Trustees Association membership, Trustee Expenses, Trustee Education, and Trustee Professional Development? Perhaps this is just a local issue for the GVTA, but when examining the issue provincially, the system of “autonomous” (but not autonomous) boards negotiating with their employees is a sham. BCPSEA does not take its marching orders from the BCSTA and the boards. BCPSEA leads the boards wherever they want them to go. In negotiations, the government sends the mandate to BCPSEA and then steps back and allows the BCTF to attempt to negotiate with them. BCPSEA simply says they don’t have the mandate and the trustee and board system allows the government to pretend that they are a neutral party and the “referee” between the two sides. Finally, there are many times during a provincial election where the candidates running for positions as MLAs list on their curriculum vitae’s that they were school trustees or school board chairpersons. It appears the political parties themselves (regardless of who forms government) derive a benefit from the current structure. If the education system was flush with money, then this might be acceptable. High schools in the Greater Victoria

School District have just taken a 10% reduction to all classroom funding and have also had all their carefully saved monies “reclaimed” by the district. We simply cannot afford to continue to run a “proving ground” for the provincial parties. Are trustees and school boards of benefit to our system? Should the Federation be continuing our support of locally elected boards? The experience of the GVTA is seriously questioning that position, but we would like staff to investigate the issue further to take a sound position for the Federation.

6. Greater Victoria—Campbell/Hailstone That the Federation advocate with the Ministry of Education to make changes to the School Act that implements a process for progressive discipline of individual trustees who are found to breach policies and regulations of school boards or the Ministry.

Supporting statement In light of the contentious suspensions of two school trustees, Diane McNally and Rob Paynter, in the Greater Victoria School District (GVSD)and the many controversial statements of long-time Chilliwack School Trustee, Barry Neufeld, it’s time that a clear process of progressive discipline of individual trustees was established in the British Columbia School Act. In the case of the two trustees from the GVSD, their suspensions related to bullying and harassment complaints, the question as to the legal authority of the board to remove said trustees is in doubt. The question of procedural fairness is also doubtful in this case given that the board failed to provide the trustees in question with an opportunity to respond to the claims being made against them. The punishments and responses to the affected trustees demonstrated an arbitrary use of power that lacks legitimacy. A letter written on behalf of the Greater Victoria Teachers Association (GVTA) in support of the affected trustees received a muted reply from the Minister of Education recently, effectively stating that the controversy was out of their hands. Oddly, while the Board of Trustees in Victoria suspended two of its members indefinitely for

what it stated were bullying and harassment complaints, the Board of Trustees in Chilliwack can find no mechanism to remove Barry Neufeld for what are arguably similar, if not more serious claims. Neufeld’s inflammatory, derogatory, and hateful comments of the Ministry’s Sexual Orientation Gender Identity (SOGI) policy, as well his anti-LGTBQ2+ rhetoric has long been a source of frustration for residents of Chilliwack and the students and staff of the Chilliwack School District. In May 2021, not for the first time did then Minister of Education, Rob Fleming, call for Neufeld’s resignation—this time on account of Neufeld sharing a social media post promoting a COVID-19 transgender conspiracy theory about Canada’s Chief Public Health Officer, Dr. Theresa Tam. What these two cases demonstrate is a lack of clarity, transparency, forthrightness, and continuity vis-à-vis a process for discipline for breach of protocols, policies, and regulations of boards and of the Ministry. The Federation can and should advocate for the introduction of clear guidelines to the School Act so that a fair process can be brought to bear on this matter.

7. Vancouver Elementary— McKnight/Brack That the Federation review existing grant criteria to enable locals to hold grievance committee meetings for up to six days per school year.

Supporting statement The role of a grievance committee can serve many purposes for a local. The committee can consider the implementation of the collective agreement, prepare for local bargaining, and give advice to local executive committees about issues arising withing the school year. In smaller locals, this would give more opportunities to share the workload of grievances and serve as another mechanism to educate members about their collective agreement. In this way, the grievance committee can serve to build a stronger local membership by broadening skill sets among local leadership and provide opportunities to train local activists. A grievance committee share the thinking and advocacy

skills of a local and encourages a broader commitment to the collective agreement. We know that there is unused grant money each year and so by expanding the existing grants to include the support of grievance committees, locals who choose to explore this as an option would be able to create a grievance committee that serves the needs of their local.

8. Vancouver Elementary—Lefebvre/Ng That the Federation create a comprehensive and dynamic environmental action plan.

Supporting statement Climate change is the existential crisis of our era and the time to reverse or mitigate its impact is diminishing by the day. Considering the International Panel on Climate Change (IPCC) declaring code red for humanity and the editors of 200 medical journals warning that climate change is the greatest threat to public health, it is incumbent upon the Federation to provide an environmental action plan for teachers to consult and use as they see fit. Last summer in BC we experienced an unprecedented heat dome that burned many crops, damaged forests, and other plant life and resulted in many deaths.

Then came the unprecedented horrific fires that destroyed massive forests as well as leaving the town of Lytton in ashes and at least two people dead. If this wasn’t enough of a wake-up call, the fall “atmospheric rivers” descended on the Fraser Valley flooding the Sumas region and the city of Abbotsford causing catastrophic destruction of farms, houses, and highways. All this devastation during the pandemic. To keep our global temperature from rising 1.5℃ above per-industrial levels, we must take immediate action to make plant-friendly changes in our lifestyle. Teaching students about the intricacies of climate change and helping them understand the importance of how we can all help the planet by reducing our carbon footprint is paramount.

A climate action plan can assist in that endeavor.

9. Surrey—Ohana/Cabral That the Federation adopt the week leading up to September 30 as Truth and Reconciliation Week.

Supporting statement This proposed resolution addresses the Truth and Reconciliation Commission Call to Action #63, where we call upon the Council of Ministers of Education Canada to maintain an annual commitment to Aboriginal education issues, including: 1. developing and implementing Kindergarten to Grade 12 curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools 2. sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history 3. building student capacity for intercultural understanding, empathy, and mutual respect 4. identifying teacher-training needs relating to the above.

The National Day for Truth and Reconciliation needs to be observed in the same way as Remembrance Day. All schools hold assemblies the day before November 11 and for an entire month or more poppies are sold keeping the day in everyone’s minds. The cruelty that First Nations children and families suffered demands greater attention than just a one-day observance.

For the week leading up to September 30 each year, schools should be encouraged to host events to raise awareness in the same way they do for Remembrance Day. Examples of events: film series, heart garden, drum and sing outside all week, wear orange all week, walk-ins each morning, blanket exercise. It is highly advisable to involve older students in planning these so that they can be more committed to its purpose.

Holding commemorative events for a Truth and Reconciliation Week would allow for opportunities for Truth and Reconciliation Call to Action #63 to be implemented. It’s already been five years since the calls to action were issued.

10. Surrey—Ricketts-Lindsay/Ohana That the Federation: 1. develop an intersectional campaign to encourage members to frequently and systematically integrate the climate emergency into their classroom lessons 2. promote available materials such as lesson plans and curriculum to support teachers in integrating climate justice in their lessons 3. advocate for the inclusion of climate justice in the curriculum at all grade levels (K–12) and in every subject.

Supporting statement While climate change has long been a global issue, it was recently thrust into the spotlight when young environmental activists began worldwide school strikes that quickly became viral. These same students have urged teachers and parents to put the climate emergency forefront in their teaching and parenting. Indeed, recent North American polls reveal that over 80% of parents in the US support the teaching of climate change (NPR/Ipsos). These results are also consistent across party lines. In addition, a nationally representative survey of around 500 educators found that teachers are also overwhelmingly supportive of teaching climate change in schools, as 86% of them agree that it should be taught more frequently and comprehensively. Despite the results of the poll, there appears to be a disconnect. While many schools participated in Earth Day, over half of the surveyed teachers said they “do not cover climate change in their own classrooms or even talk to their students about it,” while two-thirds said it is because they consider climate change to be outside their subject area. The resolution attempts to support teachers in teaching the climate emergency by first naming it, encouraging teachers to teach it, then providing materials to do so. It is imperative that teachers not avoid teaching about the climate crisis since it is our students that will be most significantly impacted by our failure to mitigate the damage it will inflict on future generations. Finally, the campaign needs to be intersectional because the climate crisis most significantly impacts those in

the global south, People of Colour, Indigenous communities, those with mobility challenges, and the world’s most marginalized. In addition, it is caused by a complex set of challenges rooted in multiple injustices and oppressions.

Any campaign on the issue of climate change must centre the experiences of the groups most impacted and ensure solutions stem out of those communities.

11. Surrey—Kumar/Foster That the Federation Executive Committee lobby the government to direct a portion of revenue from the carbon tax to fund green and carbon-emissions reducing technology in schools and school districts.

Supporting statement Most greenhouse gases are stock pollutants, meaning once emitted, they are long-lived in the atmosphere and their build up has consequences over the course of centuries. Ultimately, it is the concentration of greenhouse gases that contributes to climate change and its attendant damages. For this reason, it is imperative that there be a price on carbon. How the revenue is used is ultimately a political decision, and this motion advocates that a portion of tax revenues be used to fund zero emissions or carbonemissions reducing initiatives in schools and school districts. Revenue from the carbon tax could be used to fund initiatives such as: heating, ventilation, air-conditioning systems, solar-powered energy, electric district vehicles, electric car charging stations for school staff, community-school gardens, and outdoor learning opportunities. vt:tfeu

12. Chilliwack—Hailstone/Gilbert That the Federation advocate with the Ministry of Education to appoint an Ethics Commissioner to review the conduct of BC school district trustees with the power to make recommendations to the Minister.

Supporting statement For several years communities across the province have seen elected school trustees using racist, transphobic, and bigoted rhetoric through social media and during board meetings. There have been little to no consequences for these actions. This appears to empower certain board members to continue to harm the communities they are supposed to serve. The Ethics Commissioner would be a neutral, independent officer who oversees the conduct of elected school trustees in this province. The role of the Ethics Commissioner could be to: 1. provide advice to trustees on behaviour that would be consistent with their ethical obligations.

2. deliver training to trustees on any aspects of ethical conduct that they determine may be valuable.

3. receive, review, investigate, and adjudicate complaints related to the conduct of a trustee.

4. provide advice and recommendations to boards of education or the Minister of Education regarding any policies, procedures, legislation, or disciplinary action.