srta newsletter december 2009

7/30/2019 SRTA Newsletter December 2009

http://slidepdf.com/reader/full/srta-newsletter-december-2009 1/18

President—Suzanne Moore

Phone: 204-270-0215

[email protected]

PresidentSuzanne Moore

Past PresidentGeorgina Dyck-Hacault

Vice-PresidentPat Liss

TreasurerLindsay Hutchinson

Secretary Frances Gauthier

Collective Bargaining Chair Steve Muzyka

Health & Wellness Chair Debra Mitosinka

Professional Development ChairGeorgina Dyck-Hacault

Public RelationsSuzanne Moore

Workplace Safety & HealthPat McDonald

Resolutions Allison Graham

Editor: Suzanne Moore

Proud member of ..

Council Meetings:Tuesday, February 9, 2010

Tuesday, April 13, 2010Thursday, June 3, 2010

Applying for PD?Applying for PD?Applying for PD?Applying for PD?Send your completed information to [email protected]

Want to Ask MTS President Pat Isaak a question?Want to Ask MTS President Pat Isaak a question?Want to Ask MTS President Pat Isaak a question?Want to Ask MTS President Pat Isaak a question? Go to:http://www.mbteach.org/HDWForm2Mail/askthepresident.html

Need to Change Some of Your Profile Information with MTS?https://www.mbteach.org/myprofile/Login.aspx?ReturnUrl=%2fmyprofile%2fMember%

2fMemberInfo.aspx

SRTA Contacts:SRTA Contacts:SRTA Contacts:SRTA Contacts: Phone: 270-0215 Email: [email protected]



o all my colleagues,

During the month of November, Iisited all the schools in the divisionringing greetings from the Seineiver Teachers’ Association and being present tosten to any concerns you may have had. I trulynjoyed all my visits and several concerns wereresented as I travelled across the division:

• Regenerative leave

• Personnel files

• Collective bargaining

• Substitutes’ rights

• Term to permanent contracts

• Roles of Educational Assistants

• Roles of Student Teachers

• Meeting overload

• Unprofessional behaviour

• Maternity/Parental leaves

• Shortage of resource/counsellors

n this edition of the newsletter, I will address severalf these issues, as they pertain to all members. You

will find the SRSD’s regenerative leave policy, as wells articles on the timing of a baby’s birth, roles,esponsibilities and limits of educational assistants,hort-term disability, and how to deal with personnelles. I have also included the articles in our Collectivegreement that pertain to Harassment in the

Workplace, and Successive Term Contracts. I would

welcome suggestions for other topics that could beiscussed in upcoming newsletters, as well.

he Manitoba Teachers’ Society is currently conductingrandom telephone poll of our members. This is a

egitimate telephone call by Viewpoints Research forMTS and The Society would appreciate it if weesponded to the survey.

Our sincere congratulations to Joan McKenzie, formerlyf Parc La Salle, and Peter Slobodzian of Ste. Anneollegiate who were awarded with Certificates of chievements for Excellence in Teaching from the

rime Minister’s office. We are honoured to work withuch fine members of the teaching profession. Formore info on these awards, see inside.

he Young Humanitarian Awards nominations need toe submitted much earlier this year — January 12,010. Please see the poster on the next page for moreetails.

he Seine River School Division is also calling forominations for individual students or student teams

who are active participants in community and schoolsnd who would be good candidates for the division’s

itizenship awards. The students are eligible to receive

cash bonuses for them, fortheir charity and for theirschools.

At our council meeting on December 2, Georgina DyHacault, head of the provincial task force on Class Sand Composition for The Society explained ProjecSTAR to those in attendance. Student/TeacherAchievement Ratio (STAR) assigns a number to a seof possible factors affecting many classrooms and hto determine how many students would comprise anoptimal class size and composition. Georgina urgedto take them back to our staffs and have teachers

complete the provided matrix and send them back ther. If you would like to participate in this study, syour SRTA representative, or contact Georgina DyckHacault at La Barriere Crossings School.

Thank you to all the schools who have sent me theisurveys. Any other completed surveys can still be sin to [email protected] .

The last two pages of this newsletter seem a bit oddWith permission, I have reproduced a brochure fromSpeak, a Winnipeg organization that helps thosesuffering from depression. In the teaching professi

with the amount of stress we deal with, the demandwe place on ourselves, the changes in seasons and expectations placed upon our profession, it is nowonder that teaching can become overwhelming.Sometimes we don’t recognize the signs, or are notwilling to accept the possibility of what has long beeperpetuated as ‘all in the head’. Fortunately,depression is not shameful and it is treatable. Thisbrochure is also timely, as most people suffer from

‘winter blues’ after Christmas and before spring bre

From all of us on the SRTA Executive, we extend onthe warmest wishes for a peaceful, rest-filled,

reinvigorating holiday season.

And don’t forget — we are just an email or a phone away. [email protected] 204-270-0215

Suzanne’s Message

No "I" in TeamOne of the players on our junior high football team never saw ac

in a game. But my brother, the assistant coach, liked the kid analways gave him pep talks. "Remember, Ben," he told him,

"everyone on this team has an important role. There is no I in tea"True," said the boy. "But there is a Ben in bench.



Symptom Cold Flu

Fever Rare with a cold Usually present in up to 80% of cases; 100˚F or more for 3-4 da

Coughing Hacking, productive (mucus-

producing)

Non-productive, dry cough

Aches Slight body aches & pains Severe aches & pains

Stuffy Nose Commonly present; resolves ina week or so

Not commonly present

Chills Uncommon 60% of people experience chills

Tiredness Fairly mild Moderate to severe

Sneezing Commonly present Not common

Presentation of

Symptoms

Develop over a few days Rapid onset of 3 – 6 hours.

Headache Fairly common Very common in 80% of cases

Sore Throat Commonly present Not commonly present

Chest Discomfort Mild to moderate Often severe



Bridget Lento Ecole St. Adolphe School

Jennifer Seesahai Ecole St. Adolphe School

Stephanie Signer Arborgate School

Joel Sweetland Arborgate School

Amanda Schnell Arborgate School

Janelle Picton Ecole Ste. Anne Immersion

Elizabeth Hammond SAE/ESAI

Denise Kirouac Ecole Ste. Anne Immersion

Katrina Suppes Ste. Anne Elementary

Cindy Mason Ste. Anne Collegiate

Christopher McCluskey Ste. Anne Collegiate

Myra Tillet Ste. Anne Collegiate

Larissa Friesen Richer School

Graham Bodnar Richer School

Nicole Staniforth Richer School

Shannon Philippe Ecole Lorette Immersion

Karyn Busch Parc La Salle School

Andrew Slade La Salle School

Keith Carpenter Dawson Trail School

Remi Gagnon College Lorette Collegiate

Michelle Hancock College Lorette Collegiate

Chantal Tytgat College Lorette Collegiate

Laura Janzen Ecole St. Norbert Immersio

Amita Khandpur Ecole St. Norbert Immersio

Sue Lang La Barriere Crossings Scho

Brandi Wait La Barriere Crossings Scho

Joshua Keffer College St. Norbert Collegi

David Siddal College St. Norbert Collegi

Ryan Wiebe College St. Norbert Collegi

Amy Vanderhooft Division Office

achers can be forgiven for mistakenly believing that theyve ample sick leave. After all, most teachers in Manitobavirtue of their Collective Agreement are able to

cumulate at least 100 days of sick leave at the rate of 20ys per year.

achers take comfort as well in knowing that when that sickave expires, they have access to Long Term Disabilityrough the Disability Benefits Plan. Some even have accessShort Term Disability Benefits.

t a particular accident or illness can easily drain the sickave reserve, leaving the teacher quite vulnerable should aw matter arise before the bank of sick days can bebstantially rebuilt.

achers should be reminded that their Long Term Disabilitya totally member-funded plan to which the Employerakes no financial contribution whatsoever. It goesthout saying that the longer a teacher stays on sick leavether than on benefit, the less burden on the Disability Plan.

follows that in time that should help to lower costs, costsat are borne by each and every teacher. Further, while onck leave, a teacher receives his/her regular salary. Longrm Disability pays only a reduced amount.

increase in sick leave is easily justified. One only has took at other jurisdictions to see that school boards in thisovince have been getting an easy ride.

the Atlantic Provinces the accumulated maximum numbersick leave in Collective Agreements is at least 195 days. Inskatchewan it is 180 days. Several Ontario agreementsve in excess of 250 days and many have no maximum.at is the case in British Columbia as well. There are no

aximum days in the Yukon, NWT or Nunavut. Alberta has aore complicated “Evergreen System” where, except for antial period, sick leave does not accrue but, rather, isaintained at a level of 90 calendar days. Provincialovernment workers are able to accumulate 180 days of sickave. The Nurses’ collective agreement has no maximum,d the nurses are entitled to use up to 20 days per year formily related reasons.

ot only do school divisions pay nothing toward the Disabilitynefits Plan, they carry no Workers Compensation Insurancer their teaching staff and make no contributions toward theucator Assistance Program.

w will dispute that workplace stress is a key componentntributing to teacher illness. Given that, it is only right thate employer assume a fair share of the responsibility forachers’ well being.

lative to other jurisdictions, teacher collective agreementse woefully behind in the number of sick days that can becumulated. It is in teachers’ interest to substantiallycrease their sick leave allotment and they certainly are wellstified in pursuing it through the bargaining process.

tp://www.mbteach.org/library/Archives/Solidarity/ 011604.pdf

Not Enough Sick LeaveNot Enough Sick LeaveNot Enough Sick LeaveNot Enough Sick Leave



If you are expecting a baby, you areundoubtedly aware that your collectiveagreement provides for up to 17 weeksof maternity leave SupplementaryEmployment Insurance (top-up)benefits, and in most cases, anadditional 10 weeks of parental leavetop-up benefits.

You may also be aware that, in the caseof the maternity leave top-up benefits,the timing of your baby’s birth will havean impact on how many weeks of benefits you will actually receive.Currently, no top-up benefits arepayable for non-teaching periodsncluding summer, winter, and springbreaks, but despite this, there are somethings you can do to maximize yourbenefit entitlement.

In order to be paid top-up benefits, you

must first apply for EmploymentInsurance benefits. The EmploymentInsurance maternity benefit period canstart anytime from 10 weeks prior to theexpected due date, up to the actualbirth date or the original due date,whichever is later. Your maternity top-up benefit period is the same as yourEmployment Insurance benefitperiod. Therefore, if you are expectinga baby over any of the non-teachingperiods, particularly the summer, the

timing of your Employment Insurancebenefit period is critical.

If your baby is due over the summerbreak, the later you are able establishyour Employment Insurance maternitybenefit period, the more weeks of maternity top-up will be available to you

after the summer. In order to maximizeyour benefits, you need to use the latterof the two latest dates on which you canstart your EI maternity benefit period,either the due date or the actual date of birth.

Furthermore, to ensure your claim startswhen you want it to start, you mustmake your application for benefits noearlier than the week you want thebenefits to begin. For example, if yourbaby is due on July 24th, but is born onJuly 17th, you will make your application

for EI benefits the week of July24th. However, if your baby is due July24th, and is not born until August 1st,you will make your application for EIbenefits the week of August1st. Applying for benefits any sooner,no matter how convenient it may be,will result in your benefit period startingearlier than necessary, and will result ina loss of top-up benefits.

It is also critical that you carefully check

your EI benefits confirmationinformation to ensure that your beneperiod has started in the correctweek. Service Canada, the governmnetwork that delivers EmploymentInsurance programs, will sometimeschange the benefit period start date accordance with their policy of back

dating claims when a claimant appliewithin four weeks of the interruption earnings.

The Record of Employment for teachexpecting summer babies will alwaysshow the interruption of earningsoccurring on the last teaching day inJune. It is therefore possible that yoclaim may be back dated to thebeginning of July if you apply within fweeks of the end of June. The sameproblems can occur around the winteand spring breaks. If your claim is b

dated, contact Service Canadaimmediately and request that yourbenefit period start date be adjusted

For further information regardingmaternity or parental leave, pleasecontact Nancy Kerr at The ManitobaTeachers’ Society at 831-3086, 1-800262-8803 extension 216, or [email protected]. When using emplease ensure you use a personal andnot divisional email address.

The Timing of a Baby's Birth is Critical for TeachersThe Timing of a Baby's Birth is Critical for TeachersThe Timing of a Baby's Birth is Critical for TeachersThe Timing of a Baby's Birth is Critical for Teachers

And I need a union, why?• A teacher in Illinois got his job back four months afterbeing fired for showing an AIDS video to students.

• Patrick Szady, with 32 years experience, was fired atthe end of last year after showing the video “Time Out: TheTruth About HIV, AIDS and You, which features entertainerArsenio Hall and former basketball star Earvin "Magic"Johnson . The 60-year-old was reinstated after numerousparents and students demanded his return.

• A gay Oklahoma City teacher was reinstated by a judgeafter being fired for allegedly speaking out againsthomophobia and encouraging support for gay and lesbianstudents. "His outspokenness made him a very visibleteacher in that district," Timothy Melton, Quigley'sattorney, told NewsOK.com. "The administration has doneits best to set Mr. Quigley up to fail. Fortunately, he is toogood a teacher and too strong a personality to be defeatedby petty, non-teaching bureaucrats who put rules ahead of the children." The school board is appealing the courtdecision

http://mbteach.org/Portfolio/portfoliooctnov09.html

Article 21— Successive Term

Contracts

21.01A teacher who has been employe

full-time or part-time in the Divisiounder a Limited General (term)

contract for two successive years

shall on employment for the thirdconsecutive school year, be signed

a Teacher– General (permanent)contract and be entitled,

retroactively, to seniority and sicleave for the previous successive

entire school years of employmenAn entire school year means

employment for 180 or more schodays in the contract year, pro-rate

for part-time teachers.



Professional Development ReflectionsProfessional Development ReflectionsProfessional Development ReflectionsProfessional Development Reflections

hat is professional development? “Professional development encompasses all activities wachers undertake to direct their own learning and to enhance their professional practice.” (Mlicy Handbook, 2008, p.55).

Models of Effective Professional DevelopmentTraining

Observation/assessmentMentoringStudy groups

Inquiry/action researchInvolvement in a development/improvement process

Individual guided activities

What is effective PD?

Does your PD include or offer:

What is ineffective PD?

Is your PD:

Intentional: • a clear statement of purpose and goals?

• all participants are aware of the purpose andgoals?

• goals that focus on what teachers should beexpected to do as a result of their learning?

Ongoing: • the pre-steps that are needed to haveteachers aware of the intended direction of the professional development?

• the steps that are necessary to continue withthe direction of the purpose and goals?

Systemic: • the supports and further training necessary

to implement the learning in order to sustainthe desired change from the professional

development opportunity?

• does the PD allow change that is sustainablewithout requiring teachers to adopt seriouscoping strategies that will jeopardize theimplementation of the new learning?

• the steps along the way that are focused onstudent learning?

• allowance for collaboration with colleagues?

• one day big name speakers with no pre-planning or follow-up?

• a series of mini topics with no connection teach other or to your teaching needs?

• determined by one or a select few people?

• requiring a radical shift in thinking; too mutoo fast and unrealistic expectations?

• a mandatory attendance at events that areunrelated to your professional needs orresponsibilities?

• a failure to address individual needs orconcerns?

• a collection of superficial activities with nopotential for bringing about meaningfulchange?



The class that I took this summer atthe University of Winnipeg wasbased on the amount of students inour schools in Canada that are at-risk because of multiple differentreasons. The class taught us

different ways to recognize at-riskbehaviour in our students and howto then use different strategies tohelp them become resilient to the at-risk behaviours.

Our class was taught by a professorwho has taught in many inner cityschools in the United States andCanada. She was veyknowledgeable about this subjectarea and was very passionate in

making learning valuable and safefor the kids in her class. Those twothings were not shown to many of her students outside the classroom.

Our class was a week long and wewere lucky enough to have a guestspeaker come in and spend threedays with us. His name was Dr.Steve Van Bockern, who is theauthor of “Reclaiming Schools” andthe co-founder of the “Circle of Courage”. The Circle of Courage is

a program/idea that uses a veryexplicit model that has four

quadrants.The four quadrants are the following:

• The spirit of Belonging

• The spirit of Mastery

• The spirit of Independence• The spirit of Generosity

The model is based on the idea thatif we have all four of these spiritswithin us we filled fulfilled and willbecome more resilient as teenagersand adults.

Steven worked with us educators todiscuss and brainstorm differentways our schools and our teacherscan help our students fulfill thesebasic four needs everyday they comeinto our schools and our classrooms.

We discussed ways to reach for as a whole school and come up wdifferent indicators for success ahow to assess if it was making adifference with our students in oschools and classrooms.

One thing that really stuck in mymind since this class was duringday we spent discussing PovertyWe spent a lot of time discussingmeeting the needs of our studenemotional ways to ensure thatpositive and successful relationsare built and are able to last throtrust.

We discussed how successful

relationships occur when emotiodeposits are made to a student aemotional withdrawals are avoidand students are respectedthroughout the whole process. connected that idea to our bankcards.

We cannot keep taking money oand not putting any back or we be in financial trouble. We needtake a little and replace a little,which is the same for our studen

Vulnerability and at Vulnerability and at Vulnerability and at Vulnerability and at----risk Childrenrisk Childrenrisk Childrenrisk Children Jessica Barnes

Independence

Belonging Mastery

Generosity

Q: What rights does ateacher have vis-à-vis his/her personnel file?

A: A teacher has access to his/herpersonnel file and is entitled to acopy of anything that is in the file.Usually the division requires thatthe teacher phone and make anappointment in advance.

Teachers can request that items beremoved from their files, but theres not an obligation for that tohappen if it was not negotiatedwhen it went into the file. Thevalidity of it remaining forever,however, could be challenged. A

compelling argument would be that

what is included has been rectifiedby the teacher for a number of years and therefore it should beremoved.

The file is the property of thedivision and as such is kept in theirpossession, not the teacher’s.

Retired people can request to seetheir files, but we cannot doanything to assist them with that if they are in receipt of a TRAFpension and therefore not duespaying members. If they aresubstitute teaching and undercontract with the division andpaying local association fees, thenthe SRTA could assist them withthat process.

Nancy Paterson, Staff Officer

The Manitoba Teachers’ Society

So When Do I Start? So When Do I Start? So When Do I Start? So When Do I Start? How do you get human resourceremember you? Try pulling somthese actual interview stunts:

• Balding applicant abruptly exchimself and returned a few minutes later wearing a hairpi

• Applicant asked to see the

reviewer’s résumé to see if the personnel executive was qualifto interview him.

• Applicant phoned his therapistduring the interview for adviceanswering specific questions.

• During the interview, an alarmclock went off in the applicantbriefcase. He apologized and she had to leave for another interview.

• Applicant challenged the

interviewer to arm-wrestle.



RIME MINISTER STEPHEN HARPERONOURS OUTSTANDING TEACHERSOR THEIR CONTRIBUTION TOANADA'S FUTURE

TTAWA, October 5, 2009 —

ime Minister Stephen Harper todaynounced the recipients of the 2009ime Minister's Awards for Teaching

xcellence and Excellence in Earlyhildhood Education. The Awardsere presented at a ceremony inttawa on the occasion of Worldeachers’ Day.

good teacher inspires a thirst forarning that lasts a lifetime,” saidime Minister Harper. “The

utstanding teachers honoured today

are an inspiration to us all. They playan invaluable role in our children’sdevelopment and in the futuresuccess of our country.”

This year 84 Prime Minister's Awards

were presented to educators fromacross Canada. The awards includeCertificates of Excellence andCertificates of Achievement forteaching excellence at all gradelevels, from preschool through tosecondary school. All have beenrecognized by parents and felloweducators as leaders who have beeninnovative in helping students excel.

“As a parent, I know the differencean outstanding teacher can make in a

child’s life,” said Prime MinisterHarper. “As Prime Minister, I amgrateful for the contributions of aCanadian teachers, and especiallthis year’s Prime Minister’s Awardrecipients, whose dedication and

skills are enriching the lives of yoCanadians across the country.”

For the first time this year, awardwere presented to give specificrecognition for excellence amongAboriginal teachers working atschools on-reserve.

PMO Press Office: 613-957-5555This document is also available ahttp://pm.gc.ca

Prime Minister’s Awards for Teaching ExcellencPrime Minister’s Awards for Teaching ExcellencPrime Minister’s Awards for Teaching ExcellencPrime Minister’s Awards for Teaching Excellenc

Peter Slobodzian, Ste. AnneCollegiate, described as aneducator who “takes studentsoutside the school and traditionalschool structure to provideopportunities to learn and grow.”

Joan MacKenzie, a Grade 2teacher at Parc La Salle Schoin Winnipeg, “encouragesyoung learners to try harder,dream bigger and live beyondthemselves as responsibleglobal citizens.’



ntent:ntent:ntent:ntent:he Seine River School Divisionelieves that dedicated educatorsrovide energy and enthusiasm to

earners in our division. In order tomaintain the quality of instruction wentend to implement a strategy tonsure our educators have options toemain fresh and ready for thehallenges of today. The driving

orce behind the Regenerative Leaveolicy is to recognize the level of ommitment and dedication it takeso provide the best possibleducation to the students of theeine River School Division.

This policy will be reviewed every 3ears to determine the ongoingenefit to the Seine River School

Division.

eachers shall be granted leave in

ccordance with the eligibilityequirements and conditions set outelow:

Eligibility:Eligibility:Eligibility:Eligibility:ll teachers, including principals, areligible for Regenerative Leave at theompletion of each ten years of ervice in the Seine River Schoolivision.

Conditions:Conditions:Conditions:Conditions:. Approved leaves shall be for theduration of one full school year.

. At expiration of leave, theteacher shall return to the sameor similar position and locationthe teacher held prior to theleave, unless there is mutualagreement otherwise.

. Teachers approved forRegenerative Leave shall berequired to remain in the employ

of the Seine River School Divisionfor 3 full school years upon theirreturn. The committee reservesthe right to exempt a teacherfrom this return of service if it ismutually agreeable to all parties.Such requests shall be made inwriting to the committee forconsideration.

4. The teacher on leave shall be

paid 50% of his/her salary ineffect on the date the leavebegins; such payment will bemade at the teacher’s option byeither:

a) payment in two equalamounts, with one paymentoccurring September 30thand one payment occurringJanuary 31st;

OR

b) 12 equal monthly paymentsbeginning after thecommencement of the schoolyear.

5. The amount of salary receivedduring the period of RegenerativeLeave is not pensionable andpension buy-back is notavailable.

6. Teachers will be required tosubmit payment for all benefits(LTD, Extended Health, etc.) for

the duration of their leave.7. Not more than 4 (four) teaching

staff shall be absent onRegenerative Leave in any schoolyear.

8. Such leave shall not constitute abreak in tenure. Seniority andaccumulated sick leave will bemaintained but will not accrue forthe duration of leave.

9. The application for Regenerative

Leave shall be filed with theSuperintendent no later thanApril 30th of the school yearpreceding that for which leavebeing requested. This date wiautomatically change based oteacher contract requirement

10. All applications will be reviewby a committee composed of Superintendent, the Associati

President, President of the SeRiver Principals’ Association aa Board Member. The teacherapplication and any otherinformation being considered the review of each applicationshall be made available to theCommittee at least 10 (ten)working days prior to the reviof the applications.

11. Approval or denial of Regenerative Leave shall be

confirmed by May 31st. It isunderstood that no request shbe unreasonably denied.

12. In the event that a teacher dor becomes disabled during thperiod of Regenerative Leave,amount of Regenerative Leavpaid shall not be recoverable the Division.

13. Leaves can terminate only in event of a significant illness.Requests will be made in writto the committee forconsideration.

14. This leave shall be available tteachers if and only if the mothey receive from the Seine RSchool Division is their onlysource of income from theeducation system.

APPROVED; February 2006REVISED:: April 2009

SRSD Regenerative Leave PolicySRSD Regenerative Leave PolicySRSD Regenerative Leave PolicySRSD Regenerative Leave Policy



Teacher Stress is Teacher Stress is Teacher Stress is Teacher Stress is Killing MyKilling MyKilling MyKilling MyProfession ! Profession ! Profession ! Profession !

September 4, 2009By Robert Smol,The reality of every teacher trying tomake even a modest go at thisprofession is a life of almost constantstress, overwork and, at times,emotional exhaustion. Anyone whoenters the teaching profession thinkingotherwise is in for a rude awakening.

So why am I griping? I chose thisprofession and I enjoy what I do. Well,t is because a storm of new andncreasingly unrealistic demands,

coupled with a noticeable decline insupport from many principals andparents, is contributing to a growingncidence of illness among teachers,ncluding mental illness due to work-elated stress.

should note that teaching has notbroken me. But it has broken the sanityand soul of some very motivatedeachers I know. Burn-out profession?

A Saskatchewan study says almost 60per cent of teachers face job stress.

I think that the whole idea of teachinghas changed in the last 15 to 20 years,"says Emily Noble, past-president of theCanadian Teachers' Federation. "Peopleare dealing with more high-needstudents, with more multicultural issuesand with no-fail policies. Teachers wanto make a difference, but the supports

are just not there."

Deferred authorityPeople outside of the profession arenvariably shocked when I describeexactly what today's teachers have to

put up with. There is a generalunderstanding that things "are not thesame as they once were. But manynon-teachers still do not understand justhow much the moral tone andoundational standards of public

education have been compromised inecent years in the name of individualreedom, diversity and accommodation.

The idea of one lesson, one class hasong disappeared.

What this has also meant for teachers ishe progressive deterioration of

authority over students and their issues,

while the onus of responsibility andaccountability, onus, remains verymuch the same.

These days, I can'texpect the studentwho disrupts class,bullies otherstudents (orteachers) and

vandalizes property to be disciplinedeffectively by school administrators. Icannot set enforceable deadlines,deduct marks for poor spelling andgrammar, or set the same tests for agrowing cohort of "identified students"as this might harm their morale or ruintheir willingness to consider college oruniversity.

Health warningHow much of a toll are these newdemands and loss of control placing onteachers? A recent study of urban

teachers in Saskatchewan by professorsRon Martin and Rod Dolmage of theUniversity of Regina found that 61 percent had reported becoming ill due towork-related stress.As well, almost 40 per cent of thosesurveyed had to take time off workbecause of stress. Even moreastonishing, though, was that 51 percent of the teachers in this samplestated that, if they found a viable careeralternative, they would leave teaching!

It was no surprise then when the

Saskatchewan Teachers' Federationstated in a recent health bulletin that"stress, anxiety, depression and otherpsychological conditions are the leadingcauses of workplace absences."In fact, the largest cost to theSaskatchewan teachers' drug benefitplan were medications for depressionand blood pressure (11 per cent of thetotal each).

The best are fallingAdd to this the largely undocumentedgroup of what I call the walking

wounded, those teachers whose energylevels have been sapped so much by allthe new administrative demands thatthey have little left over to give directlyto their students.

I have occasionally heard it said thatthese increasing demands and stressesare a positive development becausethey will weed out those whosecommitment to the profession may beproblematic. But in my experience, ithas been the most highly motivated andcommitted teachers who undergo the

most stress and who break down simply

because they truly care for theirstudents and, against the odds, try todeliver.

Mediocre teachers, it seems, have lesof a problem in detaching their persowell-being from that of their studentsAnd that is not just my view."Burnout is more common in the younhighly motivated, energetic, hard-working teacher," says Martin at theUniversity of Regina. "The people who

burn out are the people who poureverything into it without balance."

The real worldTeachers, it should be said, are partlyblame for this problem. The professioinherently breeds a culture of self-sacrifice and endurance, which oftendissuades many from seeking help. Tnotion that teachers will "always pullthrough" seems to be assumed in thedemands and directives of schooladministrators.

When I raise this issue with non-teachers, I often hear the mantra thathings are tough all over and teachersshould "just suck it up like the rest ofus." Fine. I'm not unaware of what isgoing on in the so-called real world.But the difference between what I doand the majority of other professionsthat I deal directly with the growth,health, and transformation of humanlives.

As a result there is a much moreintimate link between my health and

mental attitude and the heath of my scalled clients than there is in manyother professions.

Other grumpy, overworked Canadiansmay feel a modicum of satisfactionknowing that teachers, too, areincreasingly succumbing to stress.But will they still feel that way whentheir children start bringing these schproblems home with them, becausethere is no teacher around for extra hwith assignments or to coach the schoteam?

Yes, we have the summers "off." Andsome are smart enough to use the timto unwind from all those long eveningmarking papers, dealing with schoolissues and planning classes.

But many of us either work, teachsummer school or take additionalcourses during the summer, all in thename of contributing more to our joband to those we are committed to.Some days you have to wonder why.http://www.cbc.ca/canada/story/2009/09/04/f-vp-smol



Know the Limits: Prohibited ActivitiesWhile educational assistants can be a great help to administrators and teachers, it is important to know theparameters for their activities. Legally, educational assistants are prohibited from carrying out many activitiesThey shall not in any way infringe on the responsibilities of the teacher.

Specifically, these are:1. Planning and initiating learning activities.2. Evaluating students or their work.3. Substitute teaching during the hours employed as educational assistants.

4. Developing specific lesson plans.5. Designing learning centres.6. Choosing or designating learning activities.7. Evaluating and selecting learning materials.8. Evaluating the professional and non-professional staff.9. Evaluating school programs.10. Reporting to parents/guardians.11. Sharing confidential information other than with the supervising teacher.

What to do about Prohibited ActivityIf you become aware of another teacher engaging educational assistants in prohibited activities, take action.

1. Meet with the teacher to suggest the situation becorrected.

2. Failing a satisfactory resolution, get advice andassistance from your administrator but only aftertelling the teacher you intend to do so.

3. If still convinced that prohibited activity persists, tato your local association president and/or an MTSstaff officer.

This procedure is clearly spelled out in the Code of Professional Practice. Remember: clauses 7 and 8 of thecode specify that it is unprofessional to make complaints

about another teacher’s practices to a third party withoutinforming the other teacher and discussing the complaintswith him/her.

Dealing with Inappropriate Behaviour

How do you deal with inappropriate behaviour on the part of an educational assistant? First, meet with theeducational assistant to discuss the issue, model appropriate behaviour and offer strategies for change. If thesituation does not improve, further action shall involve the educational assistant’s supervisor.

When taking further action, however, be guided by the MTS Code of Professional Practice. While the code is

written to govern the relationships among teachers, its advice on how to treat others involved in education isstill sound.

One of the most relevant statements is contained in clause 7:“A teacher first directs any criticism of the professional activity of a colleague to that colleague in private. Onafter informing the colleague of the intent to do so, the complainant may direct in confidence the criticism toappropriate officials. It shall not be considered a breach of the Code:

a) to report reasonable grounds for suspecting child abuse to proper authorities according to legalrequirements.

b) to consult with The Manitoba Teachers’ Society or the president of the member’s local association in goodfaith

Source: mbteach.o



ARTICLE 27- HARASSMENT27.01 The parties recognize themportance of establishing andmaintaining positive relationships atwork and that all employees in theSeine River School Division includingthose employees covered by this

agreement are entitled to arespectful working environment thats free from discrimination,harassment and other disruptiveworkplace conflict.

Seine RiverSchool Divisionis committed toproviding a workenvironmentwhich issupportive of the fairtreatment of allits employees

and is conducive to relationshipsbased on mutual respect,cooperation and understanding.Seine River School Division does notcondone behaviour that is likely toundermine the dignity, self-esteemor productivityOf any employee.

It recognizes that it is everyemployee’s right to be treated withdignity and respect and everyemployee’s responsibility to treatothers the same way.

Harassment and discrimination, in alltheir forms, violate the victim’shuman rights and are contrary to theSeine River School Division’sfundamental values. The Division willact promptly and efficiently to dealwith such situations.

Seine River School Division willensure that individuals who believethat they have been subjected toharassment are able to registercomplaints without fear of retaliationor reprisal.

Seine River School Division willexercise care to protect and respectthe rights of both the complainantand the person complained about

(the respondent).

All complaints of harassment ordiscrimination must be made withina reasonable time, usually within sixmonths from the date of the mostrecent alleged incident.

To the best of their ability, persons

who become privy to a complaintshall treat it in strict confidence andnot discuss it with anyone who is notintegral to the resolution process.Intentional breaches of confidentiality by any person may besubject to disciplinary action.

Harassment is defined asfollows:

Sexual Harassment which isdeemed to include but is notrestricted to:(a) Unwanted sexual attention by a

person who knows or oughtreasonably to know that suchattention is unwanted:

(b) Express or implied promise of reward for complying with asexually oriented request:

(c) Express or implied threat orreprisal for refusal to complywith a sexually Oriented request:

(d) Sexually oriented behaviour or

gender-based abusive andunwelcome conduct or commentthat has the purpose or effect of creating an intimidating, hostileor offensive environment.

Personal Harassment which isdeemed to include but is notrestricted to:(a) One or a series of objectionable

and unwelcome workplacecomments or actions directedtowards a specific person or

group of persons which servesno legitimate work purpose andhas the effect of creating anintimidating, humiliating, hostileor offensive work environment:

(b) Physical or verbal abuse that ishumiliating or demeaning.

Harassment or Discriminationwhich means, except where bonafide and reasonable cause exists, orwhere it is based upon bona fide and

reasonable requirements orqualifications, the differential

treatment, whether intended or of an individual or group of individuals based on:

(a) An individual’s actual orpresumed membership in orassociation with some class o

group of persons, rather thanthe basis of personal merit:(b) An individual’s actual or

presumed ancestry, race, colnationality or national origin,ethnic background, religion oreligious belief, age. sex, gendetermined characteristics,sexual orientation, marital orfamily status, source of incompolitical belief, politicalassociation or activity, physicor mental disability or relatedcharacteristics or circumstanc

(c) A failure to make reasonableaccommodations for the specneeds of an individual or grouif such failure is based upon of the characteristics referredin b).

It is NOT discrimination to makereasonable accommodation for thspecial needs of an individual orgroup, if those special needs are

based upon any characteristicreferred to in b) or to plan.advertize, adopt or implement anemployment equity program or ospecial program that has as itsobject the amelioration of conditof disadvantaged individuals orgroups, including those who aredisadvantaged because of anycharacteristic referredto in b).

One incident or a series of incide

may constitute harassment ordiscrimination. It may involveindividuals or groups and either or power relationships. It may bephysical orpsychological innature. It canoccur betweenmales andfemales andbetweenmembers of the

same gender.



ometimes life gets so busy when,ddenly, several items pop up onur ‘To Do List’ at the same time.

ecisions must be made, prioritiesust be evaluated, and sometimesths must be chosen that perhapsay not always seem like the

oice that will make you theappiest. Sometimes those toughecisions actually end up helpingu to go further in life. The latterthe story that I would like to tell.

all began when I decided towitch streams in university fromnior high/high schoolstrumental to early years music. Ias just over half way (enteringy 4th year) through thetegrated Bachelor of Music and

achelor of Education Dual-Degreeogram at the University of anitoba when I knew that Ieeded to change my focus to therly years stream so that I couldrther study the Orff musicaching philosophy in a morencentrated manner. The Orff

hilosophy came about over 80ars ago when a man named Carl

rff studied and advocated for artain method of learning and

xperiencing music. Singing,aying, moving, creatingmprovising and composing),ading, and writing are alltegrated throughout his teachinghilosophy with a great emphasisn movement and music. There areree levels to complete before

eing a certified ORFF teacher anda requirement for completing

e integrated degree, I needed tomplete level I. There was only

ne summer left before I graduated

complete level I (these coursese only offered during themmer) and so I did just that,

owever, my goal was tocomplish all three levels at some

oint. So, for the following summerhad planned to complete level IIven though it would have beenter I had graduated) but then thest priority evaluation came up:e opportunity for me to travel to

oland. The unfortunate timing wasat the trip would have to occur at

the time of the course. I havemany family members there as mydad was born in Poland and the lasttime I was there, I was 4 years old– too young to remember muchabout the experience. So, instead,of taking level II, I made the

decision to travel to Poland to seefamily members that I have notseen for 20 years. The plan, then,was to take level II the followingsummer.

Once I began my first job ascertified music teacher with SRSD,I was advised by many that Ishould not plan too much in thesummer following my first yearever of teaching because the yearwill probably be exhausting! So, at

the beginning of last school year, Idecided to re-evaluate my prioritiesand push back taking the Level IIOrff Music course until the followingsummer. Instead, I planned sometime for family, friends and formyself.

Little did I know that the followingsummer (2010), I would be gettingmarried because on New Year’s EveI became engaged to be married!So, once again, I needed to re-

evaluate my priorities and makesome tough decisions. Would Ipush the course again until 2011?What other road blocks will occurto push it back even father?Pushing the course was reallystarting to bother me because I feltit was time to further my studies inthe Orff Music Teaching Philosophy.I always knew that the course wasoffered elsewhere than Winnipegbut never considered not taking the

course in Winnipeg an optionbecause I did not know theinstructors and due to travel andother costs, Winnipeg was the mostlogical option.

At this point, however, I feltstrongly about taking the courseduring the summer of 2009because I still needed to take LevelIII at some point as well in order toachieve one my professional goals.On the advice of a friend and the

support of family and other friends,

I made the decision to take thecourse in Vancouver betweenAugust 10th and 21st, 2009. It istwo-week course but it is reallyweeks of intense learning thatcould be spread out over thecourse of a semester or even tw

This was one decision that Ithought would not necessarilymake me the happiest becausethen end of the course would bme to the end of summer and ethough I was excited to begin tnew year I was also enjoying mtime to regenerate from my firsyear of teaching! I was just tellmyself that this is something thneed to do now and even thougmay not enjoy it as much as I

would like, I will be happy oncehave completed the course so tI can move on to the next levelSo, off I went to the course.

It turns out that the decision Imade to attend the course inVancouver (despite all the troubwith working out variousaccommodations andtransportation issues) has actuahelped me to go further in life.

just because I am able to comp

my level III and be a fully certifOrff teacher but because of theconnections that were madebetween people and informationduring those two weeks. I am shappy that I got the chance tomeet and learn from myinstructors, Joe Berrarducci andSusie Green. My goal for the cowas to acquire new methods antweak old methods of teachingvarious musical concepts in an

efficient yet meaningful manneMeaningful to me means that thstudents will learn the conceptsa way that has them feelingsuccessful while at the same timexperiencing activities that toucthem in some way. Perhaps theactivity will be fun, reflect someaspect of their life, or even pusthem to want to learn more. Joeand Susie provided theseexperiences for me and I must

(Continued on pa

Everything Happens For A Reason…Everything Happens For A Reason…Everything Happens For A Reason…Everything Happens For A Reason…By: Michelle Mielniczek B.Mus, B.Ed



hank them because they have inspired me tonclude different methods in my teaching practicehat I would not have been exposed to without

having had met them. Already in the first few daysof school, I have witnessed a change in creativedevelopment in all my classes since I haventroduced the 8 Laban movement efforts. RudolphLaban studied all movement (everyday, sports, anddance related) and categorized the movements into8 efforts including dabbing, flicking, floating,

gliding, pressing, slashing, thrusting, and wringing.Seeing the kids create, synthesize, manipulate, andanalyze all movement based upon these 8 effortshas been an amazing experience, especially sincehese movements have helped to connect the

students to their individual lives, whether it besports (gliding on the ice, dabbing the basketball,etc.), dance (wringing the body to create a spin/wirl, floating the body to lyrical music, etc.) or

everyday movements (pressing into ground witheet while moving forward to do a walking motion,

gliding the pencil across the page to write a story,etc.). These connections have also helped withbehaviour issues as it has been proven over timehat behaviour issues become very minimal and

sometimes obsolete with engaged students.

am very excited to continue introducing the newmethods of teaching various musical concepts tomy students at École Ile des Chênes School andÉcole Ste. Anne Immersion throughout this schoolyear! This opportunity, however, would not havebeen possible without the support of Seine RiverSchool Division and the Seine River Teacher’sAssociation and so I wish to extend my gratitudeor helping me to pursue my goal of completing the

Level II Orff Music Teaching Course. I know that mynew knowledge and new network of wonderfulnstructors and other music teachers in Vancouverand surrounding area will definitely be a part of anmportant support system throughout my teachingcareer. Sometimes life takes unexpected turns butn the end, one will find that everything happens fora reason and that it is a person’s attitude that willhelp to ensure that the reason is meaningful in apositive manner!

Michelle Mielniczek graduated from theUniversity of Manitoba in 2008 from theIntegrated Bachelor of Music and Bachelor of Education Dual-Degree Program. She beganher first employment as a certified Music Specialist with Seine River School Division inthe fall of 2008. She is now beginning the 2nd year of her teaching career while continuingwith similar teaching assignments from last year of music, band, art, and FL2 at twoschools within the division, École Ile desChênes School and École Ste. Anne

Immersion.

Continued from page 15)

srta newsletter december 2009

Documents