teacher newsmagazine nov/dec 2014

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Teacher Newsmagazine BC Teachers’ Federation

Volume 27, Number 2 Nov/Dec 2014

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President’s message

2 TEACHER Nov./Dec. 2014

Table of contents

3 BCTF partners with Starling MindsSusan Croll

4 Teacher stress and mental health– Karen’s story

7 Can we talk?Gioia Breda

8 I wouldn’t wish this on anyone– Sunita’s story

11 When work makes you sick– Rita’s story

12 Benefit poster pullout

14 Programs and services by the numbers

16 Mentorship in Peace RiverAlison Davies

17 PSA Day

18 Victoria teachers win

24 Teach BC poster

Regular features10 Solidarity spotlight

15 Resources

19 Book reviews

22 Classified ads

23 PD Calendar

Teacher Newsmagazine

604-871-1876, toll free 1-800-663-9163,

E-mail: [email protected]

Web: bctf.ca/newsmag

Editor: Susan CrollAssistant editor: Kathleen Smith

Graphics: Dale Costanzo, Luis Isidoro, Jennifer Sowerby, Karen Steel

ISSN 0841-9574

Articles contained herein reflect the view of the authors and do not neces sarily express official policy ofthe BC Teachers’ Federation. The BCTF does not en-dorse or promote any products or services presented inthe advertis ing sections of the newsmagazine. All ad-vertisements will be reviewed and approved by theBCTF. They must reflect BCTF policy and be politically,environ mentally, and profession ally appropriate.

Teacher 2014–15 Deadline PublishJan./Feb. 2015 December 12 January 20March 2015 January 27 February 17May/June 2015 April 24 May 19

Jim Iker

Working together to develop our union’sstrategic planOn November 7 and 8, 2014, your LocalPresidents and Local Representatives convenedin Richmond for the Federation’s FallRepresentative Assembly. It was the first timethe RA, one of our most important decision-making bodies, had met since the conclusionof our strike. At the meeting, delegatesparticipated in a debrief of the last round ofbargaining and passed important motions onmoving forward.

After discussion and debate, delegates votedto develop a new comprehensive, yet flexible,long-term strategic plan. This plan will enablethe Federation to deal with future actions ofgovernment, strengthen our relationshipswith partner groups, and organize pushbackagainst any further deterioration of our publiceducation system.

Developing this new plan will require athoughtful and open discussion of eventsduring the past six months, including ourbargaining and strike strategies. With such aprocess, we will be able to assess our priorities,focus our work, and direct the resourcesnecessary to prepare for the future.

Already, there is a new SURT (School UnionRepresentative Training) called “Lessons fromthe line” that is helping us analyze our past,present, and future actions. The workshopprovides our staff reps with the opportunity toformally discuss the 2014 job action andprovide input that will feed into our strategic planning.

The feedback already coming in is extremelyhelpful. This workshop gives locals and theirmembers the opportunity to continue theconversations that began on picket lines.

When we conclude this process, theFederation will have a new vision for how webuild active support for a quality, accessible,well-funded public education system in BritishColumbia. We will have developed strategiesto prevent further privatization andcommercialization. We will also focus ourwork to ensure education policy decisions arebased on the real needs of students andschools and respect teachers’ professionalautonomy. School-based meetings are oneimportant place we can do that work.

That means we must do more to buildalliances with other education stakeholdergroups, public and private sector unions, andteacher organizations across Canada. Weknow advocacy works and we have to keep itup. This fall, many teacher locals and partnergroups presented to the Legislative Assembly’sSelect Standing Committee on Finance andGovernment Services. The committee wastasked with developing a report that informsthe 2015 provincial budget.

On November 13, 2014, the committeereleased its report and public education isfront and centre because of our collectiveaction and public engagement. Thecommittee, made up of both Liberal and NDPMLAs, stated, “over the course of theconsultations, it became clear that a well-funded public education system remains a toppriority for British Columbians.” The reportcontinued, “the evidence presented to thecommittee, however, indicates that increasingoperating, maintenance, and capital costs areexceeding current funding allotments.”

This is an important acknowledgment by theall-party committee that our system is beingunderfunded and needs new funding. Itspeaks to the success of our advocacy and theefforts teachers made during the strike toinform the public and politicians about thetrue state of public education funding in BC.

We must continue mobilizing member, parent,and community advocacy leading up to theFebruary budget and hold Premier Clarkaccountable for her promise to make classcomposition in particular, her number one priority.

Nov./Dec. 2014 TEACHER 3

By Susan Croll

Like the data from Statistics Canada suggests,more and more teachers are experiencing highstress levels. Over the last 10 years, steadyincreases in Salary Indemnity Plan claimsrelated to mental health have become thenorm.

With this in mind, the BCTF teamed with Dr.Andrew Miki, a registered psychologist basedin Vancouver, to offer teachers free access toan online “mental fitness” program calledStarling. Dr. Miki’s program, founded on thetenets of Cognitive Behaviour Therapy (CBT),is designed to help any BCTF member whowants to learn more about stress, how itaffects both the mind and body, and who isopen to learning effective strategies that helpkeep sadness, anxiety, and worry in check.

He based Starling on his experience workingwith over 75 teachers in his private practice.He says that a majority of teachers under hiscare needed support because of intense levelsof stress in both their professional andpersonal lives.

“Due to the nature of teaching being ahelping profession, the complexities of the jobare not confined to the classroom andstudents. Additional stress from interactionswith parents, colleagues, administrators, andfrom teachers’ personal lives, can be thetipping point in a person’s ability to manageone’s life well and perform at the level oneexpects of her or himself,” Dr. Miki said.

Dr. Miki’s vision is to enable teachers tobecome the key to changing how our societyperceives mental health. “The way we combatany kind of stigma is with education. It is myhope that BC teachers will embrace a new wayof looking at mental health that is far morelogical and understandable.”

It all comes down to the size of the BCTFmembership and the number of people theycan influence. “There are over 41,000 teachersand only 1,200 psychologists in BC. Teacherscan provide a vital role in mental healtheducation and preventative psychology. Bylearning more about it, teachers will not only

Statistics Canada reports that 20% of Canadians struggle with some sort of mental health problem. Thispercentage means that as many as 8,000 BC teacherscould be dealing with their own mental health issues. – Dr Andrew Miki, 2014

TEACHER STRESS AND MENTAL HEALTH

continued page 4

New paper fornewsmagazineYes, we changed the newsmagazine paper.Why? Because we’re always trying to improvethe newsmagazine, both editorially andenvironmentally. For the past five years, we’veused 100% post-consumer paper that camefrom a mill in Wisconsin. The paper came bytruck to Mitchell Press in Burnaby, leaving arather large carbon footprint.

This edition is printed on paper from aunionized mill on Vancouver Island, whichmeans forestry jobs stay in BC. The cost of thispaper is less than the paper we usedpreviously; it is 10% to 30% recycled but stillcarries the FSC, (Forestry Stewardship Council)certification. In order to qualify for the FSC,the forestry company must follow 10principles that ensure they are operating in anenvironmentally friendly and sociallyresponsible manner. Read more about the FSCprocess on their website:https://ic.fsc.org/about-us.1.htm

Newsmagazine distributionTeacher is available in print and digitally viathe BCTF website. For this school year, eachmember received a copy of the Sept/Oct issueand will receive the same for the March issueas it contains pertinent BCTF electionmaterials. One copy per two members will bedistributed for the remaining issues. We askthat you display the newsmagazine inprominent places such as staffrooms, schooloffices, and school libraries.

Teacher is also sent to MLAs, trustees, post-secondary institutions, academic libraries, andto public and private sector unions. Retiredteachers receive a copy if they request it—[email protected].

Submit an article or write us a letterEach issue of the newsmagazine features atheme. We are planning on writing aboutchildhood illness and how this affectsstudents, their learning, and of course howyou teach for the Jan/Feb 2015 issue. Thedeadline is December 12. Call or email theeditor, Susan Croll at [email protected], if you areinterested in writing an article.

Drop us a line at [email protected] aboutanything you read in the newsmagazine andwe will do our best, space permitting, topublish your letters.

BCTF partners with Starling Minds

Graphic of Virginia, a Canadian teacher who has a lot on her plate. During the course you learnhow Starling has helped her overcome emotional distress.


better manage their own stress but they willposition themselves to educate their students,family members, and friends. Think about thepower it can have on our society if everyteacher helps educate one student every yearabout mental health.”

the result of worrying over the quality of yourreport cards or how your students or theirparents will perceive them. If you think thatprocrastination implies you are lazy or weak, itwill negatively affect your mood. By learningsome basic principles of mental health, youwill see that procrastination is an attempt torelieve your anxiety and feelings of beingoverwhelmed. So, procrastination is a form ofinstant gratification but it inevitably leads toincreased stress later on because the reportsare still not done and you’re closer to thedeadline.”

He also refers to the Big 5, a scale of fivepersonality traits, and describes how teachersscore on these traits. For example, teachers fallin the normal range for neuroticism but arecloser to the higher range for openness,agreeableness, and extroversion. Notsurprising, teachers score at the highest rangefor conscientiousness. These traits are a goodfit for the work teachers do, but our high levelof conscientiousness can be a double-edgedsword. Because teachers always want to dothe best they can for their students, stresslevels can soar as teachers work in a systemthat expects people, year after year, to domore with less.

Karen’s story“Edgy, jumpy, and close to tearsa lot of the time.” That’s howNew Westminster teacherKaren Harbick describes herfeelings and behaviour in thespring of 2012.

Her feelings were understandable given thatteachers had been legislated back to work andBill 22 had become law. However, as timeprogressed, her mood did not lift and she feltmore and more distressed.

Karen felt stressed at work because of adifficult workload and from a deep sense ofunfairness at how teachers were beingtreated. A noisy group of students wholingered outside her room each day onlyadded to her unease. While she held ittogether during class time, she often feltweepy and impatient.

“It wasn’t until a couple of colleaguesapproached me and said that I didn’t seemmyself that I knew I had to deal with what Iwas feeling. They asked me if I needed somehelp and they were right, I did.”

“Through my local union, I was able to getsome help. I didn’t want to take time off workbut I knew I couldn’t keep going the way Iwas. Through discussions with my doctor andmy union, we decided the best route was toapproach the district, request accommodationfor medical reasons and reduce my teachingload by one block. Decreasing my load by oneblock may not sound like a lot, but it madethe difference I needed.”

Karen also chose to use the services of arehabilitation consultant provided by the BCTFHealth and Wellness program. She credits herrehab consultant for getting her in touch withDr. Andrew Miki. “Basically, the consultanttold me about Dr. Miki and that he works withteachers dealing with mental health issues. Ibegan to see him in his private practice, and Ifound it immensely helpful. Dr. Miki invitedme to join his pilot teacher group and I did.

BCTF Partners from page 3

continued on page 6

“Similar to physical fitness,mental fitness is a skill we canall learn to improve, regardlessof where we are on thecontinuum.”

As part of that education, Dr. Miki viewsmental health as a continuum and says that itis a mistake to see mental health as aneither/or situation. “Throughout history,mental health has been stigmatized to thepoint that people view it as a black and whiteissue where people are either ‘crazy’ or‘normal.’ Instead, mental health is acomponent of our overall health and thecontinuum ranges from very healthy toseverely impaired. Similar to physical fitness,mental fitness is a skill we can all learn toimprove, regardless of where we are on thecontinuum.”

Dr. Miki explains that our thoughts,behaviours, and physiology influence ourfeelings, and the level of stress we experienceaffects all of these factors. There are oftenpatterns to how these factors interact. Forexample, when we are highly stressed ourthinking can become distorted or faulty.Report cards are a typical stressor for manyteachers because they require longer hoursand additional work over a compressed periodof time.

Dr. Miki thinks that a certain amount of stressand worry are helpful when they help putimportant things on our radar screens andspur us into action or problem solving, butsays they become problematic when wechronically avoid tasks or situations, ruminatein either/or thinking, or self-blame.

“If you already feel overwhelmed, imagineadding report cards to your plate. The mostcommon response is to avoid them byprocrastinating. This can be partly due to yourincreased workload and being worn downtoward the end of the semester. It can also be

As helping professionals,teachers are usually willing to take on more and more tohelp their students but what if this pattern continuesindefinitely?

“The combination of high standards and astrong work ethic usually leads to academicand professional success. However, whenpeople do not understand some of the basicprinciples of mental health, that level ofconscientiousness can become debilitatingbecause there are no boundaries on howmuch work is enough. As helpingprofessionals, teachers are usually willing totake on more and more to help their studentsbut what if this pattern continues indefinitely?How long can a person last?”

Before developing the online program, Dr.Miki worked with the BCTF’s Health andWellness Program to organize a pilot projectto provide both mental healthcare to a largernumber of teachers and allow teachers to

HEALTH & WELLNESS PROGRAM


Since then, Dr. Miki has put his mental fitnessprogram, Starling, on line and I’ve workedthrough that program too.”

Karen describes herself as having been an “allor nothing” thinker and a self-blamer.“Whenever something didn’t go right, I’dblame myself and think that something waswrong with me and therefore I should workharder.” Through her participation in Starlingand her work with Dr. Miki, Karen learned tountangle her all or nothing thinking andunderstand how her thoughts were quiteliterally making her ill. “Now, I can recognizewhen my thinking is unrealistic and challengeit with more balanced thoughts. You cannotbelieve how freeing that is. Worrying takes upa huge amount of energy. No wonder peopleexperiencing anxiety are so exhausted. I knowI was."

She says that Starling is not a magical programthat offers miracle cures. Watching the videosand reading the exercises purely foreducational purposes is very worthwhile,however, it takes effort and engagement forchange to happen. “You have to do theexercises to really learn and internalize theskills. The mood tracking tool helped mebecome proactive with my stress managementand the goal-setting tool keeps me fromgetting too overwhelmed. As the modulesbuild, they explain how distress occurs andhow we can help ourselves to experience it

less frequently and for shorter periods of time.The Virginia storyline that runs through theprogram gets into some really tough issuesaround worry and depression but these areimportant issues that need to be uncovered.”

Karen goes back and revisits some of Starling’smodules periodically. She says that knowingStarling exists is reassuring. “If I’m feelingdown, I can login and do certain exercises. Itdoesn’t mean that my mood or feelingssuddenly disappear, but I have the tools towork it through, to understand what’s reallygoing on and to deal with it in a better waythan I did before. Plus, each time I revisitStarling, I get new insights andunderstanding.”

Karen encourages all teachers to take a lookat Starling. She says that even if you aren’tdealing with stress or any other mental healthissue, it could help you with your ownteaching and how you deal with students.“My teaching is better informed because ofmy work with Starling. Many of my studentsare really anxious, some even seem depressed.Now I have some new ways to talk to themusing images and metaphors they can reallyunderstand.”

– Susan Croll

L'histoire deKaren« Nerveuse, crispée et souventau bord des larmes » voilàcomment Karen Harbick,enseignante à NewWestminster, se décrit auprintemps 2012.

Ses sentiments sont compréhensibles étantdonné que les enseignants viennentd’entamer un retour au travail légiféré et quele projet de loi 22 est devenu loi. Toutefois,l’année avançant, son humeur ne change paset elle se sent de plus en plus en difficulté.

Stressée en raison d'une charge de travaildifficile et d'un profond sentiment d'injusticeface à la façon dont les enseignants ont ététraités, le fait qu’un groupe bruyant d'élèvestraîne devant sa classe chaque jour ne faitqu'ajouter à son malaise. Même si elle tientbon pendant les cours, elle se sent souvent aubord des larmes et manque de patience.

« Lorsque quelques collègues, inquiets demon comportement, sont venus me voir, jesavais que je devais faire face à ce que jeressentais. Ils m'ont demandé si j’avais besoind'aide et ils avaient raison, j’en avais besoin », dit Karen.

« Grâce à mon syndicat local, j’ai pu obtenir del'aide. Je ne voulais pas prendre un congé,mais je savais que je ne pouvais pas continuercomme cela. Après une discussion avec monmédecin et mon syndicat, nous avons décidéque la meilleure voie était d'approcher leconseil scolaire avec une demanded'adaptation pour des raisons médicales et deréduire ma tâche d'enseignement d’un bloc.Cette petite diminution de ma charge detravail peut ne pas sembler beaucoup, maiscela a fait toute la différence du monde. »

Karen a également choisi d'utiliser les servicesd'un consultant en réadaptation offerts par leprogramme de santé et bien-être de la FECB.Elle attribue à sa consultante son entrée en

continued on page 9

Programme de santé et de bien-être


support each other. It worked. The resultsfrom four groups showed a statisticallysignificant reduction in anxiety anddepression. More importantly, the teachersreported that they learned how to bettermanage the stress in their lives. Whenparticipants were asked if they wouldrecommend the program to their colleagues,every teacher responded with a single word—definitely.

BCTF Partners from page 4

Teachers outside the Lower Mainland learnedabout the program and requested somethingsimilar in their communities. Dr. Miki thoughtabout it and proposed what has become theonline starlingminds.com program. All BCTFmembers—unless broadband is unavailablewhere they live—can access the program for free.

What does the program look like?Starling consists of 10 online modules witheach module featuring video vignettesexplaining the basic concepts of mentalhealth, a case study of a teacher namedVirginia, how CBT works, and what kinds ofstrategies people can use to manage stressand its symptoms, before it leads todepression or anxiety.

Dr. Miki uses cognitive behaviour strategiesbecause he finds they work for teachers.“Teachers respond positively to CBT. I believeit’s because CBT is based on education andtraining. Teachers are lifelong learners. Theyare open to new ideas and willing to take thetime and put in the effort to learn new skillsand strategies. Teachers are conscientious andpart of Starling includes homework andteachers actually complete this assigned work.They know from teaching that in order toreally learn something it must be practicedrepeatedly to become mastered.”

Modules are interactive and participantscomplete activities according to their ownschedules. Each module takes about 20

Many teachers who havebecome familiar with Starlingsay that it helps them toidentify and understand their students’ moods and behaviours.

minutes, excluding the homework. Dr. Mikisuggests that teachers complete thehomework exercises within a week whichmeans the whole program is about 10 weeks.As well, participants monitor and assess theirmoods, learning to become more aware ofwhat they are feeling and just as importantly,what they are thinking.

Dr. Miki cautions that while the program isopen to all teachers, it particularly benefitspeople who are experiencing mild ormoderate stress levels. He also says that it isuseful simply as a resource to learn moreabout mental health in general. Manyteachers who have become familiar withStarling say that it helps them to identify andunderstand their students’ moods andbehaviours.

He encourages people who have severe levelsof stress to seek additional help. “Uncheckedsevere stress is not healthy for your mind oryour body. Starling tries to educate people onhow increased stress and faulty patterns oflearning can lead to depression and anxiety. Ithelps give people a framework on how theseconditions develop over time and why it’s nota person’s fault or that they can simply snapout of it. Without this education, you won’treally understand how stress works and oftencan’t get back to a healthy place on yourown.”

“We are very excited because about 150teachers have signed onto the program andwe are finding the same results as our pilot

project—statistically significant reductions insymptoms of depression and anxiety. Take thestep and educate yourself. Most likely you willfeel better for doing so.”

How can you access the program?Members can access Starling by signing up atstarlingminds.com. All you need is your sixdigit BCTF member identification number thatyou use to sign into the BCTF portal. If you areunsure of your BCTF ID, you can [email protected] or call to speak to a BCTFstaffperson (604-871-2119 or 1-800-663-9163,local 2119).

All personal information shared with Starlingis kept completely confidential and will not beshared with anyone including the BCTF or anyschool district. You will find the privacystatement on the Starling website once youlogin.

Dr Andrew Miki is available to come to localsto speak to teachers about his program. Hepresented workshops about Starling at theBCTF Summer Conference in August. Morerecently, he spoke to Nanaimo teachers at oneof their pro-d events. Please contact the BCTFHealth and Wellness program at 604-871-1925or [email protected] for more information. Youcan also contact Dr. Miki directly by email:[email protected]_______________Susan Croll is Editor, Teacher Newsmagazine

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Book a visit to your classroom today at:604-665-9038 or [email protected]/schoolprogram

When we are worried that acolleague might be stressed or incrisis, when we are concernedabout their practice, or perhapsare having a conflict with them,it’s critical that we communicate.There are lots of reasons we avoiduncomfortable conversations.Sometimes we underestimate howmuch that dialogue is needed, orwe hope the problem willdisappear with time.

Occasionally we may feel it’s notour business to get involved, it‘snot our problem. But often, ifwe’re being honest, the idea ofhaving that conversation is scary oroverwhelming and we’d justrather not. When we refer back toour BCTF Code of Ethics, it’s clear that we havea professional responsibility to one another tohave those potentially uncomfortableconversations. The good news is that byhaving one of these conversations, you couldactually help prevent a much worse problemdown the road. Problems left unaddressedtend to worsen.

What should we do if we feel worried abouthow a colleague is treating students? We needto express our concerns. Find a moment to talkprivately. Let your colleague know you’rethere to lend support. Ask if everything is ok,and gently share your concern or observation.For example, “I’ve noticed that you seem a bitdistracted lately. Is everything ok?” or “Youdon’t seem quite yourself these past fewweeks; how are you doing?” or “I don’t knowyou that well, but I wanted to offer mysupport. I know you have a really challengingclass this year. Are you ok?”

When people are struggling in their personallives or are in some kind of crisis, it oftenimpacts them professionally and they may becompletely unaware of the changes in theirbehaviour. You can direct them to the BCTFfor more support, which may include theoption of counselling through the EmployeeFamily Assistance Program (EFAP) orprofessional assistance through the PeerSupport Services program.


If after your initial one-to-one conversationyou feel that you weren’t heard, then you canapproach your staff rep for help. While theyare not mediators, they may be able to helpact as a neutral party whose presence allowsboth teachers to feel like they are beingheard. For more challenging situations, or anypoint after the one-to-one talk, teachers canalso suggest formal mediation.

The BCTF has a team of 18 teacher-mediatorswho can be called upon to facilitate amediated process. Suggesting mediation asthe first step may make an unsuspectingcolleague feel defensive and they may wonderwhy you didn’t just talk to them.

In most circumstances, the BCTF does notadvise teachers to speak with their principalswhen they are having difficulties or concernswith a colleague, unless of course it is relatedto child protection issues. The principal, nomatter how friendly and well-meaning, is stillyour manager. They have the power todiscipline their employees.

Instead, we strongly encourage you to seekassistance and advice from your union. It is notconsidered a breach of the Code of Ethics tocontact your local union office or thedesignated BCTF staffperson for advice onhow to deal with a concern with a colleague.

While teachers can inform their directsupervisors (their principal) if they feel theyare being harassed, again we advise you tocall your local union office first. Not everyconflict between colleagues is harassment.Often mediation is a more appropriateprocess. Informing the principal or filingharassment charges can still occur at a latertime. We recommend trying to resolve theissue first, face-to-face, without bringing inmanagers when at all possible.

Uncomfortable conversations are often thefirst step in moving forward and findingresolution. We don’t just owe it to each otherto have these one-to-one talks, we areprofessionally obligated to do so.

If you find yourself in this kind of situationand would like some help getting started,don’t hesitate to call your local office or theBCTF Internal Relations co-ordinator at 604-871-1803. They are here to support you andhelp you figure out the next step._______________Gioia Breda is 2nd Vice-President, SurreyTeachers’ Association.

While we are not obligated to be friends witheveryone we work with, we must treat eachother with professional respect. If we findourselves in conflict with a colleague, if wefeel that an interaction has been less thanrespectful, there is a process we need tofollow. It’s imperative to talk to your colleagueprivately to raise your concern.

If you’re feeling apprehensive about havingthe conversation, talk to your staff rep. Askthem to coach you through the conversationthrough a role-play and practice, practice,practice what you could say. Call your localunion office for this help if the staff rep is notable to provide this coaching. You can alsocontact the Internal Relations co-ordinator atthe BCTF for confidential assistance.Remember, it’s still important to try to havethe first conversation one-on-one, face-to-face.

If you’re not sure how to initiate such aconversation, you might consider sending yourcolleague an email letting them know you’dlike to speak with them about a particularinteraction and request some meeting time.Just a word of caution about email. Keep theemail very brief. Emails are devoid of any“context” or “cues” and do not alwaysproduce the effect you were intending.

By Gioia Breda

It may be time to have oneof those uncomfortableconversations

iStock/Thinkstock

to work alongside a teacher. This processhelped Sunita build up her strength, stamina,and confidence after being away from theclassroom for such a long time.

“I appreciated working with another teacherfor a few months. It gave me a sense of whatmy body could handle physically and what mylimitations were,” says Sunita. “Throughoutthe process, my rehab consultant and I wouldtalk about what was working and what thechallenges were. We’d adjust schedules to fitmy needs. It was an empowering process.”Working in a classroom often means a lot ofbending, squatting, and twisting and givenSunita’s physical limitations, her rehabconsultant suggested an ergonomicassessment.

“My rehab consultant ordered me anergonomic chair, a foot stool, and formcushions for my back, she gave me pointers onmy posture and how to position my bodywhen working with students at tables. All ofthese things have helped to reduce pain.”

Sunita says she’s unsure she could havemanaged her recovery without the services ofher union and her rehab consultant. TheSalary Indemnity Plan and the Health andWellness Program are a tremendous supportfor me, my recovery, and my return to work.Even though I am an optimistic person, I don’tknow if I would have been able to cope, toadjust, or even return to work. I may haveeven been out of a job if I was workingsomewhere else and these kinds of supportsand services didn’t exist.”

Sunita has one piece of advice for the BCTF—“Promote these programs. Let members knowthey exist. I don’t wish what happened to meto anyone, but the unexpected does happen,and if it happens, these kinds of supports canmake such a positive difference. You needsomeone looking out for you and guiding youthrough your recovery.”_______________Susan Croll is Editor of Teacher Newsmagazine


By Susan Croll

Two years ago, a primary teacher, we’ll call herSunita, was admitted to hospital for a straight -forward, routine surgical procedure. But whathappened after surgery was neither routinenor expected. Sunita developed two post-surgery infections and as a result had toundergo a further surgery. During the secondsurgery her lungs partially collapsed and shecontracted sepsis.

Understandably, she remained in the hospitaland one of the infections lasted for two and ahalf months. Lying in bed for such a long timecaused her leg muscles to atrophy. Walkingbecame so difficult that Sunita had to use awalker for four months and a cane for overnine months. The combination of multiplesurgeries and infections left her weak and inchronic pain. A year and half later, Sunitabegan her return to teaching, work she lovesand lives for.

While Sunita’s story could have been tragic,she believes that without the programs andservices offered to her by her union, her storycould have turned out much worse. Her sickleave was running out which meant noincome to pay for the treatmentrecommended by her doctors. It wasn’t untilshe bumped into a colleague she found outabout the BCTF Salary Indemnity Plan.

“Because I had my walker, he was concernedand asked me what was going on. I explainedwhat had happened and mentioned that eventhough I had over 100 days of sick leave, fivemonths later, I only had a few days left. Hetold me I should call the BCTF office.”

Sunita contacted the BCTF and inquired aboutSIP. She learned that this member-fundedprogram exists to provide BCTF members withincome if a member exhausts their sick leave.

She applied for SIP and was assigned a BCTFcase manager who told her about the Healthand Wellness program and asked her if she

was interested in working with arehabilitation consultant. She accepted theoffer and is still working with a rehabconsultant. Sunita sings her high praises.

“She came to my house for my initialinterview. Together, we developed small,realistic, attainable goals. Then we met withmy doctor and from that meeting shedeveloped a rehab plan with the four to fivepractitioners that I still see each week. Thesepractitioners consult with and provide herwith updates on my progress.”

SALARY INDEMNITY PLAN

“I wouldn’t wish this on anyone”–Sunita’s storyOften teachers who have been ill or injured want to return to work before they are actually ready to handle the demands of teaching.

While Sunita’s story could havebeen tragic, she believes thatwithout the programs andservices offered to her by herunion, her story could haveturned out much worse.

Sunita’s recovery is like having a full-time job.She had daily, and still has frequentappointments with doctors, physiotherapists,and other practitioners. It was clear to Sunitaand her consultant that she would not be ableto return to work quickly or easily. The rehabconsultants who work with the Health andWellness program are occupational therapistsor have much experience in the rehabilitationfield. They play an important role in a person’srecovery and their expertise is highly valuedby their clients’ doctors.

Often teachers who have been ill or injuredwant to return to work before they areactually ready to handle the demands ofteaching. Sunita’s rehab consultant haddeveloped a relationship with her andunderstood her physical limitations. The rehabconsultant, along with Sunita and her doctor,planned a gradual return to work schedule.They began with work hardening, a processthat gives a teacher who is on sick leave, yetpreparing a return to work, the opportunity


Sick? Get advice before reducing your assignmentOften teachers take reduced assignments because oflifestyle or family situations. However, if you feel that youare too unwell to maintain your whole assignment, youshould seek advice from your local president or local office.Employers are under some obligation to accommodate theiremployees when sick.

Teachers should be checking with their doctor whether ornot their inability to work is health related. By taking areduced assignment instead of going on a partial sick leave,a teacher would be giving up salary, reduced SalaryIndemnity Plan benefits if the illness gets worse, and havereduced pension credit.

All teachers on contract can be referred to the BCTF Healthand Wellness Program for additional support. For more information, contact 604-871-1921 [email protected]

contact avec le Dr Andrew Miki. « Ma consultante m'a expliqué que leDr Miki travaillait avec les enseignants aux prises avec des problèmesde santé mentale. J’ai commencé à le voir dans son cabinet privé etj’ai trouvé cela extrêmement utile. Dr Miki m'a invité à rejoindre songroupe pilote d'enseignants et j’ai accepté. Depuis lors, Dr Miki a misen ligne son programme de remise en forme mentale Starling et j'aiégalement suivi ce programme. »

Karen se décrit comme étant du genre « tout ou rien » et à se fairedes reproches. « Chaque fois que quelque chose ne va pas droit, je meblâme. Je pense que quelque chose cloche chez moi, ce qui veut direque je dois travailler plus fort. » Grâce à sa participation auprogramme Starling et à son travail avec le Dr Miki, Karen a appris àfaire le tri dans ses pensées de « tout ou rien » et à mieuxcomprendre comment ces dernières la rendaient, littéralement,malade. « Maintenant, je peux reconnaître quand ma pensée estirréaliste et je peux m’en détourner en utilisant des pensées plussereines. Vous ne pouvez pas imaginer à quel point cela me libère.S’inquiéter de tout prend une énorme quantité d'énergie. Pasétonnant que les gens souffrant d'anxiété soient tellement épuisés, jesais que /9/je le suis. »

Elle explique que Starling n’est pas un programme magique offrantdes remèdes miracles. Regarder les vidéos et faire la lecture desexercices à des fins purement éducatives est très intéressant.Cependant, il faut faire des efforts et prendre un engagement pourque le changement se produise. « Vous devez faire les exercices afinde bien comprendre et d'intérioriser les compétences. L'outil du suivide l'humeur m'a aidé à être proactive dans ma gestion du stress etl'outil pour définir des objectifs m’évite de me sentir dépassée. Lesmodules expliquent comment la situation de détresse se produit etcomment la ressentir moins fréquemment et sur un plus court laps detemps. Le scénario «Virginia» examine des questions très difficilesautour de l'inquiétude et de la dépression, des questions importantesqui doivent être dévoilées. »

Karen revoit quelques-uns des modules de Starling périodiquement.Être au courant de l’existence du programme Starling la rassure. « Sije me sens mal, j’ouvre une session et je fais certains exercices. Cela nesignifie pas que mon humeur ou mes sentiments s’évaporentsoudainement, mais j’ai les outils qui me permettent de comprendrece qui se passe réellement et de traiter la situation mieux que je ne lefaisais avant. De plus, chaque fois que je revois Starling, j’acquiers denouvelles connaissances et de nouveaux éclairages. »

Karen encourage tous les enseignants à examiner Starling. Même sivous ne souffrez pas de stress ou de tout autre problème de santémentale, le programme pourrait vous aider dans votre propreenseignement et dans la façon dont vous gérez les élèves. « Monenseignement est mieux informé en raison de mon travail avecStarling. Beaucoup de mes élèves sont vraiment inquiets, certainssouffrent de dépression. Maintenant, j’ai de nouvelles façons dediscuter avec eux en utilisant des images qu'ils peuvent vraimentcomprendre. »

Note : Le programme Starling n’est, malheureusement, pas disponible

en français mais les services d'un consultant en réadaptation offerts parle programme de santé et bien-être de la FECB le sont. Communiqueravec votre syndicat local ou avec les services de santé et bien-être de laFECB au 604-871-1925._______________Translated by Marie Claude Tremblay, BCTF French Programs and Services

L'histoire de Karen from page 5


Solidarity Spotlight

Jim Sinclair, the eloquent voice of the union movement for the past 15 years, isstepping aside as President of the BC Federation of Labour. For the past 15 yearshe has led the BC Fed with skill, and passion, and a tireless commitment to theworking people of our province.

Sinclair has stood shoulder-to-shoulder with teachers through all our big battleswith the BC Liberals—in 2002, 2005, 2012, and 2014. When our collectiveagreements were stripped, he was there. When we went out on an illegal strike,he was there and he brought the rest of the labour movement out with us. Andthis year, there he was again, standing strong with us.

Teachers already know all this, so I want to tell you a couple of things you mightNOT know about Jim Sinclair.

For example, he grew up in “Rob Ford territory”— Etobicoke. That’s where heattended Vincent Massey Collegiate. But traditional secondary school wasn’t reallyJim’s thing, so he moved on to an alternate program at something called TheSchool of Experiential Education.

There he was encouraged to follow his passion so he enrolled in English and infive Social Studies classes. Five! What did he learn there? “How to be atroublemaker!”

It was around this time that Jim walked his first picket line, it was in support ofimmigrant women striking for a first contract. They were standing up to thebosses and the cops, and they had an idealistic young man standing with them.

On September 11, 1973, the Socialist government of Chile was overthrown in aCIA-backed coup, and the democratically elected President Salvador Allende was murdered.

That coup changed Jim’s life. The next day he made apicket sign and staged his own demonstration in front ofthe US embassy in Toronto. For years he devoted himself tosolidarity work and defending refugees.

In 1975, Jim came to Vancouver, living in the Cobalt Hotelin the downtown eastside, getting to know the retiredminers, loggers, and fishermen who called it home. Hehelped stage rent strikes for better conditions and gotinvolved in the Aboriginal rights movement.

He later moved to Nelson, where he got a job as a reporterwith The Nelson Daily News, which at that time was ownedby Conrad Black. You won’t be surprised to learn he gotfired in a fight over editorial control of his stories!

That’s when Jim turned his journalistic talents to TheFisherman, the radical newspaper of the United Fishermenand Allied Workers’ Union.

Over the next 18 years, Jim devoted himself to the union.He was a writer, an organizer, and—after a youngfisherman lost both legs in an ice auger—a passionateadvocate of occupational health and safety protections.Finally, he served as vice-president of the UFAWU for eightyears.

In 1999, Jim was elected president of the BC Fed. He won by four votes. Since then, the Federation hasgrown by more than 75,000 members, including the 41,000members of the BCTF.

Jim Sinclair is a true friend of teachers, and we owe him anenormous debt of gratitude.

Throughout our long struggle over the past year, Jimsupported us. He raised our issues in the media, heorganized huge rallies in support, and he broughttogether numerous unions to help us. He maintained agrueling schedule, travelling to all parts of the province tospeak at solidarity rallies and talk to members on the lines.

For all the many BCTF members who have had first-handexperience of Sinclair’s unique brand of solidarity, theseare unforgettable moments that we’ll always remember.

One of Jim’s former social studies teachers recently wroteto him saying: “You weren’t such a great student, but youturned into a great person.”

I know you’ll all agree with his teacher’s wise assessment,and join me in expressing our gratitude to Jim Sinclair—atruly great person. Thank you, Jim, for your support andfriendship! We wish you all the very best._______________Jim Iker, BCTF President

A tribute from Jim Iker

Farewell to Jim Sinclaira true friend of teachers

When workmakes you sickRita’s storyBy Sarb Lalli and Susan Croll

Most teachers have worked with students whocan be aggressive and even violent. It’s neverpleasant, difficult to deal with, and can setyou on edge. Rita (not her real name) hadsuch a student in her Grade 2 class last year.“The student punched, slapped, spit, kicked,knocked over bookshelves, ripped posters offthe wall, bolted, and ran into the street,” shesays. “I was afraid for myself, for the otherstaff in the classroom, and of course for mystudents. We’re not talking about isolated or occasional incidents. This behaviour happened every day.”

Rita raised the child’s behaviours with herprincipal and the school-based team. She wasgiven a two-way radio to call for assistance ifthe child did not return to the classroom. Thisresponse did not adequately deal with thesituation; Rita developed panic attacks, andbegan to dread going to work. She went toher doctor who advised her to take some timeoff. She returned to work two weeks later.

Because the child’s behaviour did not change,her panic did not subside either. Her stresslevels climbed to the point that she beganexperiencing vertigo and face twitching thatturned into what’s commonly known as facedrop. With prompting, she filed a Workers’Compensation claim last October.

Last December, after receiving a letter fromthe WCB denying her claim, Rita contacted theBCTF. They reviewed her claim and believedthat she had grounds for an appeal.

Rita says that she wanted the appeal to goahead but she felt uneasy. “I was feeling

pretty fragile. When the BCTF told me thatthey would file the appeal on my behalf andthat I did not have to do it myself, I feltrelieved. I also had the support of my family.They saw what I was going through and theyknew it wasn’t right.”

And then Rita ran out of sick leave. “I didn’tknow what to do. I wasn’t in the mental shapeto return to work. I found out about theBCTF’s Salary Indemnity Plan. I applied. I alsodecided to go to a psychiatrist. I was givenmedication. It sounds drastic, but that’s what Ineeded and wanted to do.”

The BCTF also offered Rita the assistance of arehabilitation consultant through the Healthand Wellness program. Rita accepted and saysthat the combination of the advocacy for herclaim and having a rehab consultant made ahuge difference. “Whenever I had a question,it got answered. They pointed me in the rightdirection and told me about services that Ididn’t know existed.”

During the course of the WCAT (Workers’Compensation Appeal Tribunal) hearing,evidence showed the principal was notsupportive, and had actually claimed Rita wasover-reacting to the situation. She describeshow her principal told her to stop crying andthat the student’s behaviour was not that bigof a deal. “I began to doubt myself. I felt like Iwas going crazy.”

The employer’s representative argued that theclaim should be denied, in part because theworker had not personally witnessed all of thebehavioural incidents but had learned of themthrough others. Fortunately, Rita had kept adiary, which documented the difficulties shehad experienced with the student. She alsoexplained to the panel that as the teacher, she was responsible for the safety of all thestudents in her care—a duty akin to that of a parent.

In the end, WCAT overturned the originaldecision accepting that Rita’s claim for mental stress was predominantly caused bysignificant work-related stressors, namely thechild’s behaviour.

In accepting her claim, the panel stated, “It isnot unusual for a regular classroom teacher tohave a special needs student assigned to theregular classroom; but it was the severity and persistence of the behaviour of [thestudent] in this instance that created thesignificant stressor.”


She describes how her principaltold her to stop crying and thatthe student’s behaviour wasnot that big of a deal. “I began to doubt myself. I felt like I was going crazy.”

HEALTH & SAFETY VICTORY WCAT’s findingwas supportedby a persuasivemedical legalopinion,requested bythe BCTF, from a registeredpsychologist.Based onpsychologicaltesting and aninterview withRita, thepsychologistnoted that due to the student’s behaviour,Rita developed a feeling that she had to behyper-vigilant and appeared to havedeveloped anticipatory anxiety. The panelplaced significant weight upon thepsychologist’s opinion.

Three of Rita’s experienced colleagues (twoteachers and an education assistant) alsoprovided submissions refuting the employer’sargument that the child’s behaviour wastypical of what might be usually expected in a typical Grade 2 classroom. Having hercolleagues’ support in this manner was crucialto impressing upon the panel that Rita’ssituation is not the norm and it led to theultimate success of the teacher’s WCB appeal.

Rita is now back at work after posting into aposition at a different school. She wants other teachers to know that as difficult as hersituation was, she’s not only healed butlearned about her rights. “So many teachershave challenging classes. You are not aloneand you are not going crazy. What you’reexperiencing is yours and don’t let otherpeople’s judgments about you cloud your situation.”

Rita also wants teachers to know that unsafeworking conditions must be dealt with. “Pushfor a safety plan. Do not take no for ananswer. If you are unsure how to proceed,know that there are people there to help you.Contact your staff rep, call your local unionoffice, call the BCTF. Don’t suffer in silence.”

For information about your Health and Safetyrights, please contact Mike Wisla, AssistantDirector, BCTF Health and Safety, at [email protected] and visithttps://bctf.ca/HealthAndSafety.aspx

If you’ve had a WCB claim denied, contactSarb Lalli at [email protected]

iStock/Thinkstock


The BCTF has full-time staffdedicated to providing informationregarding your teachers’ pensionand group benefits.

Topics include:• how your pension works• how to purchase service after leaves• what pension options are available upon

retirement• what happens to your pension in the event

of a relationship breakdown• transferring service from another teachers’

pension plan or public service pension plan.

For more information, contact Victor Choy,Assistant Director, BCTF Income SecurityDivision: [email protected] or phone: 604-871-1949, toll free 1-800-663-9163, ext. 1949.

Seminars offered in all regions of the province

Thinking about retiring?For teachers who are within five years ofretiring

Your pension, your futureFor teachers in mid-career

To register, visit the Teachers’ Pension Planwebsite: http://tpp.pensionsbc.ca

Do you work in a school thatcontains asbestos? Or in a buildingwith poor ventilation? Have youbeen hit, kicked, or threatened by a student? Are you experiencingharassment at work?

The BCTF Health and Safety Program providessupport and advice to members regarding theseissues as well as a host of others including:

• when and how to file a WCB claim

• potential physical, mental, or emotionalworkplace risks and hazards

• training workshops for health and safetyreps

• fundamental health and safety rights

• roles and responsibilities of workplacehealth and safety committees.

For more information or to book a workshop,contact Mike Wisla, Assistant Director, BCTFIncome Security Division: [email protected] phone: 604-871-1891, toll free 1-800-663-9163, ext. 1891.

For additional information please visithttp://bctf.ca/HealthAndSafety.aspx

The BCTF operates a plan thatprovides both short- and long-termbenefits to teachers who, becauseof illness or injury, are disabledfrom working. If the illness orinjury is work-related, a WCB claimmust be initiated.

The plan, in accordance with the planregulations, applies to all active BCTF memberswith regular assignments. Eligible members paya percentage of their salary every year into theSalary Indemnity Fund in order to pay benefitsto members who need it. For the 2014–15school year, the fee was 1.67% of salary.

Salary Indemnity Plan—Short-term• When ill and unable to work, an eligible

teacher should request a short-term packagefrom the BCTF (604-871-1921 [email protected]).

• 120 days of short-term benefit, paid at 50% of gross salary.

Salary Indemnity Plan—Long-term• Case managers will send you a long-term

form close to the end of the ST portion.• Great West Life adjudicates; the teacher

will be assigned a new case manager.• The benefit paid is 65% of the first

$40,000 gross annual salary, 50% of the next $40,000 of gross salary, and 40% of the balance.

• Members who turn 64, reach Factor 88, orwho are in receipt of a retirement pensionunder a registered pension plan mayvoluntary withdraw from the LTD section of the plan.

For more information and answers tofrequently asked questions go tohttps://bctf.ca/SalaryAndBenefits.aspx?id=4782or contact Chris Harris, Assistant Director, BCTFIncome Security Division: [email protected] phone: 604-871-1935, toll free 1-800-663-9163, ext. 1935.


The BCTF operates a plan thatprovides both short- and long-termbenefits to teachers who, becauseof illness or injury, are disabledfrom working. If the illness orinjury is work-related, a WCB claimmust be initiated.

The plan, in accordance with the planregulations, applies to all active BCTF memberswith regular assignments. Eligible members paya percentage of their salary every year into theSalary Indemnity Fund in order to pay benefitsto members who need it. For the 2014–15school year, the fee was 1.67% of salary.

Salary Indemnity Plan—Short-term• When ill and unable to work, an eligible

teacher should request a short-term packagefrom the BCTF (604-871-1921 [email protected]).

• 120 days of short-term benefit, paid at 50% of gross salary.

Salary Indemnity Plan—Long-term• Case managers will send you a long-term

form close to the end of the ST portion.• Great West Life adjudicates; the teacher

will be assigned a new case manager.• The benefit paid is 65% of the first

$40,000 gross annual salary, 50% of the next $40,000 of gross salary, and 40% of the balance.

• Members who turn 64, reach Factor 88, orwho are in receipt of a retirement pensionunder a registered pension plan mayvoluntary withdraw from the LTD section of the plan.

For more information and answers tofrequently asked questions go tohttps://bctf.ca/SalaryAndBenefits.aspx?id=4782or contact Chris Harris, Assistant Director, BCTFIncome Security Division: [email protected] phone: 604-871-1935, toll free 1-800-663-9163, ext. 1935.

The Health and Wellness Program,operated through the SIP, is a rehabilitation program to helpmembers who have medical conditions or disabilities with their return to work.

The program is also available for members whoare having difficulty maintaining their teachingassignment because of illness or injury.

The program is strictly voluntary and has reha-bilitation consultants throughout the province.Support and services include:

• working with teachers in their owncommunities

• co-ordinating and planning individualizedtreatment and wellness interventions inconsultation with healthcare providers

• working with employers and unions tosupport a return to work that is durable andsustainable

• knowledge of the work that teachers do andthe workplace environment.

Members who contribute to the Salary Indem-nity Program are eligible to receive the supportof the Health and Wellness program when theyare dealing with medical conditions that impacttheir ability to work or sustain their work.

For more information, contact your localpresident or [email protected] phone: 604-871-1925, toll free 1-800-663-9163, ext. 1925.

Living with Balance is a groupwellness initiative exclusivelyfor members.

Developed and piloted in 2009, the program consists of a series of workshopsto provide strategies and skills for living ahealthier lifestyle and managing the stressors that exist at home and in theworkplace, including:

• improving personal well-being

• understanding our problems and learning torestructure our thinking

• defining work–life balance and boundaries

• attaining goals toward wellness

• understanding the importance of socialconnections.

The workshop is designed to assist teachersat all stages of their personal and professional lives, including those who are new to the profession or nearing retirement.

If you are looking to acquire skills andstrategies to make positive, sustainablechange in your life, this course is for you.

For additional information, the currentschedule, or to register for a group offered in their school district visithttp://bctf.ca/LivingWithBalance.aspxor phone: 604-871-1925, toll free 1-800-663-9163ext. 1925.

Have you been injured at work, developed an occupational disease, or had your Workers’Compensation claim denied?

The BCTF WCB Advocacy Program provides support and advice to membersregarding:

• how to successfully navigate the WCB claimsprocess

• how to appeal WCB claims that have beendenied or are inadequate in thecompensation.

Employment Insurance questions?Do you have questions regardingemployment insurance benefits withrespect to a layoff, shortage of work,pregnancy/parental leave, sickness, orcompassionate care? If so, the BCTF’sEmployment Insurance Advocate may beable to assist you.

The Employment Insurance advocateadvises and assists locals and members withregard to EI claims from the initial stagesup to and including the hearing of appealsby the Social Security Tribunal.

For more information, contact the BCTFWCB advocate, Sarbrinder Lalli, BCTF Income Security Division: [email protected] phone 604-871-1890, 1-800-663-9163, ext. 1890.

25+

65x49=

25+50036%

65x49=36%

25+50036%

55=55=

40,000226

SalaryIndemnity

Plan

Health andWellnessProgram

BCTF/BCSTAGroup LifeInsurance

Teachers’Pension Plan

WCBAdvocacy

Health andSafety

• 1,024 teachers applied for Short Term Disability in 2012–13.

• 1,352 teachers applied for Long Term Disability in 2012–13.

• 44.8% of LTD claims primary diagnosis was mental illness, followed by musculoskeletal (17.1%), nervous system(11.4%), and cancer (8.8%) IN 2012–13.

• 68,092 claims days were paid by June 30, 2013 for claims that began in 2011–12.

• 78.9% of Long Term Disability claimants were over the age of 40 in 2012–13.

• Members on Long Term Disability are offset by CPP Disability that reduced the cost of Long Term Disability payments by $6.9 million in 2012–13.

• The SIP had $274 million in assets and $167 million in liabilities in 2012–13. The surplus allowed the plan to reduce thefee paid by members to 1.67% of salary down from 1.94% of the actual cost.

Programs and services by the numbers

• Health and Wellness operates in 56 of 60 districts in British Columbia and covers over 99% of teachers in the province.

• Health and Wellness spent $4,189,081 in treatments and services to help teachers return to the classroom.

• BCTF/BCSTA Group Life Insurance plan covers over 13,500 members in 30 school districts with annual premiums over $3.3 million. In 2012–13, because of a surplus in the plan, premium rates were reduced by 11.1%

• The Teachers’ Pension Plan granted 1,651 new pensions in 2013; the average annual pension provided to members was $35,400.

• Of the 1,651 pensions granted, 934 members had over 25 years of service in the plan.

• Contributions to the Teachers’ Pension Plan by plan members totaled $326.8 million and $384.3 million by employers in 2013.

• The Teachers’ Pension Plan posted a 14.6% return for 2013, exceeding its market benchmark of 12.3%. The plan’sassets increased from $18.3 billion to $20.7 billion from 2012 to 2013.

• 33,450 pensions were in payment to members of the Teachers’ Pension Plan as of December 31, 2013.

• The Teachers’ Pension Plan has over 90,000 members including 45,271 active members—12,098 are male and 33,173 are female.

• 630 plan members purchased a leave of absence from the Teachers’ Pension Plan in 2013.

Source: Teachers’ Pension Plan 2013 Annual Report

• Currently, the BCTF has over 70 active appeals assisting members who have cases before WCAT and the ReviewDivision of Worksafe BC.

• 4,235 Workers’ Compensation Board (WCB) Claims were filed in the education sector in 2013—2,092 were healthcareservices, 1,974 required short-term disability, and 167 required long-term disability.

• 2 fatalities occurred in the education sector in 2013 because of asbestos exposure.

• 65,063 days were lost by employees in the education sector in 2013 because of workplace injury.

• WCB paid $19,792,035 in claims and healthcare services to education sector employees.

Source: Worksafe BC 2013 Statistics serving British Columbia



Stop wondering, start knowingA great new resource for secondary teachers and students that includesfive short videos of BC students talking about their own mental health. Itis designed to help teachers and students:• better understand and be more aware of mental health.• recognize the early signs of mental health challenges.• reflect and share ideas about mental health.• help decrease the stigma around mental health.• learn about resources available for support.

In addition to the videos, a teacher’sfacilitation guide includes:• Background information• Lesson plans• Suggested discussion questions• Conversation guides• Optional activities• Handouts• Links to additional resources• Memo for familiesBC teacher Alex Gunderson (Prince George) and school counsellors DaveMacKenzie (Vernon) and Theresa Temlett (Coquitlam) served on theadvisory group during the development of this resource.

The videos and facilitation guide have been uploaded to Teach BC on theBCTF web site and can be accessed at:https://teachbcdb.bctf.ca/list?q=stop&p=1&ps=25

– Charlie Naylor, BCTF Research

mindcheck.ca

mentoringbc.caNew websiteThe New Teacher Mentoring Project now has its own website,mentoringbc.ca. We are excited about the possibilities this websitewill offer in providing an interactive space for mentors, newteachers, and mentor leaders to network and connect, accessresources and research, and document the benefits of theirmentoring work.

This website will become an integral part of moving mentorship toevery corner of the province and ensuring all new teachers are wellsupported as they find their place in ongoing communities of practice.

Citizenship challenge!Test students’ national knowledge

Presented by Historica Canada, the Citizenship Challenge is askingstudents to put their national knowledge to the test by studying for andwriting a mock citizenshp exam in English or French. Teachers will receiveeverything they need to explore Canadian history, identity, anddemocracy with their students.

Over 57,000 Canadian students took the challenge last year. Receive freecurriculum-based learning tools, study guides, and quizzes. Win prizeslike a school Citizenship Celebration and an all-expenses paid trip toOttawa for a student. Teachers who register multiple classes are eligiblefor bonus prizes.

Register online at http://citizenshipchallenge.ca

Deadline to submit scores is January 31, 2015. We invite you to particpatein the challenge and to share information about the contest amongcolleagues. If you have any questions, please feel free to contact us,[email protected]

Climate justice

“The Climate Justice Project asks how we can tackle global warmingwith fairness and equality. Our challenge is to build a zero carbonsociety that also enhances our quality of life.” – Marc Lee, ProjectDirector

Are you looking for new ways to teach about climate change andsocial justice? Frustrated with models that stop at changing lightbulbs and driving smart cars?

The Canadian Centre for Policy Alternatives and the BC Teachers’Federation have teamed up to create free classroom-ready materialsthat help students engage with the two great inconvenient truths ofour time: climate change and rising inequality. And we don’t stop atsmall-scale personal choices, Climate Justice in BC looks at how wecan re-imagine the systems around us to make a better life foreveryone.

The package consists of eight modules designed for students inGrades 8 to 12, adaptable for intermediate grades. It exploresclimate justice within the context of BC’s communities, history,economy, and ecology.

Thank you to Ryan Cho, a Coquitlam teacher, for his work on thisamazing resource.

For more information: http://teachclimatejustice.ca

Resources for your classroom


By Alison Davies

Journeying to work in school districts or localsin northern BC always brings the weather intosharp focus. I’d been hoping that, on October23, I would arrive in Fort St. John ahead of thesnow—but no such luck! After landing infrozen rain at the airport and renting a carwith no snow tires, I found myself precariouslydriving 50 kms/hour, through the secondsnowstorm of the season, on the highway toDawson Creek. I arrived anxious and shaken atthe Peace River South Teachers’ Association(PRSTA) office an hour later than expected tomeet with the newly formed mentorshipsteering committee for Peace River South.

New teachers in the Peace River Valley, somefrom as far away as Ontario, Quebec, France,the Ivory Coast, and Haiti. Between the twodistricts of Peace River North and Peace RiverSouth, 49 new teachers were hired forSeptember 2014 and there are still eightpositions not yet filled. When I arrived at thePRSTA office, president Lorraine Mackay hadjust put down the phone after helping a newteacher only three days on the job. “He’s beenplaced with a challenging group and he is allon his own out there. We really need thismentorship program,” said Lorraine.

Spending just a couple of days with the localsin Northern BC brought to light the amount ofpersonal support work carried out by thepresidents and vice-presidents in this region.Lorraine spent the first three weeks of theschool year visiting all schools spread acrossthe three communities of Chetwynd, TumblerRidge, and Dawson Creek, personally greetingteachers newly arrived in the district. Thedistrict has helped them find housing, andeveryone on staff is helping them navigate thenew community.

Mary Tremain, PRNTA vice-president hasshared many stories that demonstrate thehospitality shown to those new to theteaching community, including helping a newrecruit land a second job at the Fort St. JohnStaples store. “I knew the manager, so I calledhim and asked if he would consider aninterview,” said Mary. “Who knows, he mightmove on next year. But maybe they’ll be like

me. I arrived in Fort St. John in 1989 thinkingI’d stay two years at the most, and I’m stillhere after 25 years. I love it here.”

Peace River South District 59 is one of the fivenew districts participating in the New TeacherMentorship Project this year. I was in DawsonCreek to facilitate a two-day workshop for 43beginning and mentor teachers who havecommitted to collaborate in mentoringpartnerships. I began the workshop askingwho was born in the region, and three handswent up. All others have arrived fromelsewhere. Many like Mary had chosen to stay,make a home, and raise a family.

The central challenge of the mentoringworkshop is to build a welcoming communityof educators where the new teachers can finda place and a voice for themselves, andexperienced teachers can meaningfully offertheir support, understanding, and knowledge.We know that integrated communities ofteachers working together across differentlevels in age and experience create the mostpowerful teaching and learning environments.Offering a formalized mentorship program isone way these northern districts/locals areforging and sustaining a community ofprofessionals able to both welcome the newand respect the known.

Peace River is an area of BC where locals anddistricts are partnering together to bringteachers to the north and keep them here.Peace River South District is contributing$30,000 to renew its mentoring program thisyear, recognizing formal mentorship as a keycomponent in helping new teachers find aplace of belonging. Peace River North

reinvigorated its program last year withsupport from the New Teacher MentoringProject. This year, the local Pro-D committee isproviding 30 release days and the schooldistrict is providing 60 days to assurecontinuation of the program.

Testimonials from participants in Fort St. Johnconfirmed an increase in morale andcollaboration among the participatingteachers, whether mentors or mentees. As onePeace River North mentee said, “Asking forhelp and collaborating increases myeffectiveness as a teacher.”

Near the end of the workshop in DawsonCreek, I talked with Jordan Dyck, a menteeteaching alternate secondary school educationfor the first time. Jordan told me he wascirculating an email to the teachers new to thedistrict. “Some of the best conversations I’vehad over the last two days have been withother beginning teachers,” he says, “and Ithought I’d organize some social nights so wecan continue to meet and talk together.” Irealize how vital that must be whenabsolutely so much is new—job, community,home, and friends. I am impressed that Jordanhas taken on this initiative so soon into theyear. But in many ways Jordan’s invitation isevidence of what teachers do well in a culturethat balances support, professional challenge,and vision. It creates a space and a place ofwelcome where teachers can help teachers._______________Alison Davies is co-ordinator of the NewTeacher Mentoring Project, a joint initiative ofUBC Faculty of Ed, BC Superintendents’Association, and the BCTF.

Building a welcoming community through mentorship in Peace River

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By Nancy Knickerbocker

From Polynesia, to Tibet, to Amazonia, toHaiti, to the Sacred Headwaters and beyond,more than 400 social studies teachers weretreated to an epic voyage of cultural geniusand diversity thanks to the eloquent voice andstunning photographs of Dr. Wade Davis,renowned ethnobotanist and explorer.

“Other peoples of the world are not failedattempts to be you, failed attempts to bemodern. Each culture is a unique answer to afundamental question: What does it mean tobe human and alive?” Davis said.

“When asked that question humanityresponds in 7,000 different languages, voicesthat collectively comprise our repertoire fordealing with all the challenges that willconfront us as a species in the comingcenturies. Every culture has something to say,and each deserves to be heard.”

Now a professor of anthropology at UBC,Davis gave the opening keynote “AncientWisdom, Modern World” for the Social StudiesPSA conference held at Vancouver TechnicalSecondary School, October 24.

Drawing examples from different indigenouscultures on all continents, Davis explored theconcept of “sacred geography,” and thequestion of “what it means for people tobelieve that the Earth is actually alive.”

For example, in BC many people believeforests were made to be cut down, whileAboriginal people believe they have deeperspiritual value. “You can see a forest in termsof cellulose and board feet or as a wild placeof wisdom and home to the spirits—thedifferent world views have differingoutcomes,” Davis said.

Faced with climate change, environmentaldevastation and the loss of cultures andlanguages due to industrial, military, andideological forces, “…we know we mustchange the fundamental ways we inhabit theworld.”

“Technology is no threat to culture. Change isno threat to culture. What is a threat toculture is power,” Davis said. “The issue isn’ttraditional versus modern. It’s finding a way

for everyone to embrace the genius ofmodernity without having to give up whothey are.”

Dale Martelli, president of the BCSSA, saidDavis’s address “had an impact that I haven'tseen in a while.”

“Many teachers left the auditorium with asense of replenishment, if I can use that term. Ithink the address was restorative after acombative experience of the past fewmonths,” he added._______________Nancy Knickerbocker, Director, BCTFCommunications and Campaigns Division

Teachers of EnglishLanguage Arts explorethe joy of readingBy Teri Mooring

“How do we create joy and engagement forreading and writing in the never-ending, soulsapping tsunami of standardized assessment?”

That was the question Jeffrey Wilhelm,Professor of English Education at Boise StateUniversity, asked teachers attending the BCTeachers of English Language Arts conferencelast month. He surmises that students oftenread texts that make us uncomfortable. TakeThe Hunger Games, zombie, and vampireseries. While these texts are not everyteacher’s first choice for leisurely reading,many of our students are reaching for thesebooks and enjoying them.

His point is that students are engaged andthinking about what they are reading,regardless of our reading tastes. He describedhow teachers can use student-chosen books asa hook to get students to read other books,suggesting that teachers have their studentscompare The Hunger Games to Orwell’s 1984.

Wilhelm also believes that when studentsinteract with non-traditional texts, like videogames, they learn about plot and characters.In all, Wilhelm’s message was that instillingthe joy of reading is more important thanwhat they are reading._______________Teri Mooring, BCTF 2nd Vice-President

PSA Day tweetsNico1e �@nico1e Oct 24 Burnaby, British Columbia#PSAday! I have the shakes I'm so nervous formy presentation. 3rd yr teacher - if I canpresent, so can you! #BCATML

Glen Hansman �@glenhansman Oct 24Happy to be with @janfra2 at @BCPrimaryTeachkeynote from @regieroutman. Huge turnout on#psaday

CUE British Columbia �@cuebc Oct 24Laughter & collaboration, a great start to ourkeynote with @willrich45 #cuebc #psaday

Amanda Long �@MsAmandaLong Oct 24I wish I could be in more than once place atonce today! So many great conferenceshappening! #psaday @bctf #bced

Betty Fei �@BettyFei Oct 24Great workshop on quality assessment at#BCATMLhttp://Qualityassessmentwithbarbandmonica.weebly.com #PSADay #FSLchat #langchat#sd36learn

Jessica Dodds �@mrsjdodds Oct 24Excited to add new games and ideas to ourMath program! #kimsutton #psaday #prod

Derek D �@DerekDeGear Oct 24Amazed at the breadth of quality resources atmy first workshop today. Sitting with@LTAPresident. #abed #psaday

Janice Novakowski �@jnovakowskisd38 Oct 24Richmond, British ColumbiaJoining 300 science educators this afternoon forthe @bcscta Catalyst conference at Cambie.#sd38 #psaday

Shelley Moore �@tweetsomemoore Oct 24@BCTELA conference is BOOMING!!!!!! #psaday

Cindy Romphf �@clromphf Oct 24#PSAday Dr. Tony Maiello is our KeynoteSpeaker! Absolutely amazing! BCMEAConference 2014

Lisa Descary �@ldescary Oct 24Going through my "goodie bag" after asuccessful #psaday at the Catalyst Sci tchrsconference. Thanks #bcscta!

Erica Huang �@msyehuang Oct 24A fun day learning and sharing at the #bcatmlconference. Thx to the execs for a wonderfulevent! #PSAday

Kate Campbell �@Artofinclusion Oct 25Great conference, awesome people, inspiring &rejuvenating. Thank you everyone whoattended or presented this year. #bctela14#psaday

PSA Day: Social studies teachers explore geography of hope


As votes for school board trustees were talliedin Victoria on November 15, Victoria teacherRobin Tosczak said that teachers finally have aschool board that supports teachers. “I believewe’ve elected trustees who want to work hardand dig deep. They aren’t just going to acceptthe status quo.”

“All six of the candidates endorsed by theGreater Victoria Teachers’ Association wereelected. I feel that our work researching,reviewing, and reporting on candidates’ trackrecords paid off. We endorsed and electedcandidates who will stand up and speak outfor public education,” she said.

Tosczak holds the position of CommunityLiaison for her local and worked closely on thetrustee elections. She explains that the GVTAbegan the endorsement process by emailingall of the candidates asking them if they wereinterested in receiving a GVTA endorsement.

Three GVTA members then interviewed theinterested candidates,

asking questions about local andprovincial issues.. They researched thecandidates, looked at their involvementin our recent dispute, the incumbents’voting records, and reported to theGVTA Executive, which made arecommendation to a general meeting. The GVTA invited the candidates to the meeting to answer questions frommembers, and then the members voted toendorse six candidates.

“We produced postcard and business-sizedpoll cards and gave them to our staff reps. Weasked staff reps to hold meetings with theteachers at their schools to discuss theupcoming election. Because of our job action,many teachers were familiar with thecandidates because they had joined our picketlines, come to our rallies, written letters,moved motions at the board table, and weresupportive overall. Jordan Watters, forexample, initiated the Facebook page—

Support for BCTeachers. Wewanted tosupportcandidates whosupportedteachers.”

The GVTA has1,500 membersbut Tosczakbelieves itwasn’t simplyteachers’ actualvotes thatmade thedifference inthis election.She says itwas teachers’influence.“Everyteacher hadpoll cards to


Greater Victoria votes forschool trustees who support teachers

give to their family and friends, and we hadeasy-to-share posts on our Facebook andTwitter accounts. We wanted teachers to feelcomfortable and confident in explaining tofriends, family, and neighbours why they wererecommend ing certain candidates. Manypeople don’t know who to vote for when itcomes to school board, and arecommendation from a trusted source ishelpful.”

Tosczak says most members appreciated theGVTA doing this election homework, checkingcandidates’ records and finding out what theystood for. “It takes a fair amount of work toreally know where candidates are comingfrom and that is what we were able to do formembers.” A few members did convey theydidn’t like to be “told how to vote.” She saidshe explained to them endorsements wererecommendations and that everyone’sdecision on how they vote is their own.

Tosczak says that the new school board willnot operate in the same way as the previousboard. “The candidates we supported willwork together. What makes them different isthat they want to develop a strategic plan,one that has a vision. They want to setpriorities and goals and have meaningfulconsultation with all of the educationpartners. They want to form a real trusteebudget-setting committee, guided by thebigger picture of public education, not justlook at the budget as presented by staff andrubber-stamp the suggested cuts. This is whywe endorsed these candidates. And nowwe’ve elected trustees who are committed,who will stand up, speak out. Victoria teacherscan take some credit for that.”

A group heading out to canvas (Carolina Tudela,parent; Diane McNally, trustee; Pat Butler, teacher;and Catherine Alpha, teacher and outgoing trustee).

Election night interview


Factor 90 or 65 years of age? Don’t waitYou can save the long-term fee(approximately 1.2%) from the dateyou reach age 64 or “Factor 88.”Members are no longer entitled tolong-term benefits under the SalaryIndemnity Plan once they hit“Factor 90” (age plus contributoryservice) or age 65. It is up to you toapply to withdraw from LTD.

How and when to apply

A member who has attained age 64,or has reached “Factor 88,” or is inreceipt of a retirement pensionunder a registered pension plan,may voluntarily withdraw from thelong-term portion of the SIP. Ensurethat in the event of serious illness oraccident you have sufficientaccumulated sick leave, which,when combined with 120 days ofbenefit from SIP short-term, willprotect your salary to the end ofthe month in which you reach“Factor 90” or the end of themonth you attain age 65, whichevercomes first.

To get an application, go to:http://tinyurl.com/7qrrnxxor call the BCTF Income SecurityDivision at 604-871-1921.

Diamond Willow is a story-poem by author Helen Frost, set incentral Alaska, where 12-year-old Willow lives with her Scienceteacher father and Athbascan mother. When Willow and a friendare finally deemed old enough to take a sled dog team into thebush to visit her grandparents, a blizzard moves in and anaccident leads to a series of heart-wrenching family decisions.Two unique elements are evident in this story-poem. The first arethe diamond-shaped paragraphs, with Willow’s hidden thoughtsprinted in darker ink. Also, the spirits of Willow’s ancestorsinhabit the pages as wildlife who comment on and assist thecharacters in their adventure and help to reveal a family secret. Suitable for kids aged 8–13.

In A Tinfoil Sky, by Cyndi Sand-Eveland, Mel and her mother,Cecily, are toughing it out in a big city, on the run from anabusive ex-partner, living rough in a car under a bridge, eating ata soup kitchen, and busking to raise money. Mel’s only sanctuaryis the public library. When Cecily is sent to prison for a month,Mel has to live with her resentful and distrustful grandmother inan apartment kept dark with tinfoil covering the windows.Gradually, they make a tenuous connection, with the help of afriendly store-owner and a caring soup kitchen cook. While thesubject matter sounds extreme, this is a sensitive and movingaccount of a marginalized family, and it is suitable for students inthe intermediate grades.

The Penderwicks: A Summer Tale of Four Sisters, Two Rabbits,and a Very Interesting Boy, by Jane Birdsall, is the exact oppositeof A Tinfoil Sky. It features a rosy-cheeked family, bursting withgood health and vitality, who spend a near-idyllic three weeks ata cottage in New England. There, the four Penderwick sisters getup to all sorts of light-hearted misadventures. This novel is athrowback to a much gentler time, which may never haveexisted, but for many of us “of a certain age” remember fondly.This first book in the Penderwick series has been compared toLittle Women, partly because it unfolds as a series of eventsrather than having a conventional story arc, and partly becauseof the good-spirited and healthy bond between the Penderwicksisters and their dog, Hound. Suitable for kids age 9–12.

BOOK REVIEWS

Tough and tender reads for tweens

By Lucinda Tooker, a teacher-librarian in Maple Ridge


POWER-UP YOUR OWN ENERGY IQA compilation of information and resources to help educators, students and the general public get a detailed look at energy across Canada.

energyiq.canadiangeographic.ca


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FRANCE FRANCE 2015/2016 holiday rental.Well renovated converted barn & stone housesin ancient, traditional vineyard village, SWFrance. Great walking, cycling, food, wine,Cathar castles. C$811/ C$1115/wk. couple orfamily/children under 18. Email:[email protected]

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WHISTER Townhouse, sleeps 6, fully equip.604-925-7669 or Gary 604-669-7212.

SOUTH OF FRANCE villa in lively, lovely markettown of Limoux. 4 bdrms. 2 bath. Sleeps 8. Allmod cons. Near lake and river swimming andhistoric Carcassonne. Great rates. Deepdiscounts for long-term, off-season.www.southoffrancerental.com

GULF ISLANDS Deluxe waterfront cottage, 1bd./sleeps 4, winter and summer rates, callAlma 250-629-3008,www.ainsliepointcottage.com

WHISTLER Better than a hotel. 1 bdrm., 2 bathat Creekside. Lge., lux condo, all mod amen.Avail. Xmas Break–NY. Great rates! Forpics/info: [email protected]

FRANCE Great holiday rentals in S.France nearMontpellier, Mediterranean medieval house, 2 bdrm, 1 1/2 bath, $800/wk. Studio $650/wk.garage, terrace, internet,www.ruemontbel.com

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MISCELLANEOUSSCHOOL TATOOS temporary tattoos printedwith your school’s art. 1000 Tattoos $129, FreeGraphic Service and Free Tattoo Proof. Website: www.schooltattoos.ca

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PENSION QUESTIONS? Ask Arnie –now retired and available for expert, personal,one-to-one consultation including pensionestimates, options, bridge, CPP/OAS, andpension splitting. Reasonable rates. Call ArnieLambert at 604-354-5624 or [email protected]

SCHOOL IS EASY In Home Tutoring agency isseeking certified teachers in: Lower Mainland,Fraser Valley, Victoria, Comox Valley, CentralOkanagan. Forward resume [email protected]

or call 1-877-ITS-EASY (487-3279)

Classified adsTEACHER EXCHANGE 2016. Australia EastCoast, Fingal Bay on Tomaree Peninsular.Primary school teacher wishes an exchange toBC SD 5, 6 or 8. Currently teaching 5/6 split atTomaree Education Center. Contact Tony orCheryl Mayers – [email protected]

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TEACH in CHINA for 2 or 4 weeks in July 2015.Interested? Check us out at www.china-connection.ca

TRAVEL THE WORLD with your students forfree! Guided educational tours to Peru,Greece, Cuba, Spain, Costa Rica & everywherein-between. Contact the destination specialistsat Finisterra Travel for your next class trip. e:[email protected]

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New BCTF Staff UnionRep Training workshopThe Teacher, the Parent,the Public, the Strike:Lessons from the Line SURT facilitators have been out in localswith the new BCTF SURT workshop calledThe Teacher, the Parent, the Public, theStrike: Lessons from the Line.

If you are interested in booking thisSURT, please submit a request form,available atbctf.ca/ProfessionalDevelopment.aspx?id=31878, or contact Kelly Shields, AssistantDirector, PSID Training Department, byphone 604-871-1879 or [email protected]


PD Online Calendarhttp://bctf.ca/PDcalendar

Changes/additions: [email protected]

Future October PSA days: 2015–16: October. 23, 2015

PDCalendarDECEMBER 2014December 4–6 Vancouver First Nations Education Steering Committee (FNESC) Annual Aboriginal Education ConferenceThe confernce will be held at The WestinBayshore, showcasing innovative curriculum,inspiring people and networkingopportunities, the First Nations EducationSteering Committee Annual Conference onAboriginal Education draws several hundrededucators each year. In recognition of theconferences’ 20th year anniversary, our themethis year is 20 Years: Transforming Education.Everyone is welcome and it is an opportunityfor sharing, learning and celebrating ourachievements. For more info visithttp://www.fnesc.ca/conference

FEBRUARY 2015February 19–20 Vancouver BC Alternate Education Association Challenge and Change conferenceThe conference will be held at the SheratonVancouver Wall Centre with Keynote SpeakerMartin Brokenleg. Visit our website for moreinformationhttp://bctf.ca/bcaea/conference.html

February 24–28 VictoriaBC Teachers Institute on Parliamentary DemocracyThe Legislative Assembly of British Columbiaoffers BC teachers an exciting professionaldevelopment program at the ParliamentBuildings in our provincial capital. Learn aboutparliamentary democracy and becomechampions of citizenship education. You willreturn to your school with an enhancedunderstanding of our political system in BritishColumbia. You will meet with the Speaker ofthe House, MLAs, senior public officials, andhave a behind-the-scenes tour of yourParliament Buildings. You will have plenty ofopportunities to collaborate and share withcolleagues from across the province. Thedeadline to apply online is Monday, December15, 2014. For more information, visit:www.leg.bc.ca/bcti

MARCH 2015March 5–6 VancouverSpecial Education Association (SEA) 40th Annual Crosscurrent ConferenceThe conference will be held at VancouverSheraton Airport Hotel. For more informationcontact Stephanie Koropatnick:[email protected]

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