Welcome to ETFO

Transcription

1 Welcome to ETFO

2 Welcome to ETFO aqs that WorK WitH YoUr LiFe ETFO AQ courses are developed by teachers for teachers; current and practical; accredited by the Ontario College of Teachers and recognized by QECO as AQ credits. At only $650 our courses provide exemplary professional learning at a reasonable price. Schedules may change so please check etfo-aq.ca for up-to-date information. Register today! CoUrse CaLendar AQ Courses * important dates Summer 2015 Fall 2015 Winter 2016 Spring 2016 Registration opens April 20 July 20 Nov. 2 Feb. 1 French Proficiency Test registration closes June 12 Sept. 11 Dec. 11 March 11 Registration closes June 17 Sept. 16 Jan. 6 April 6 Classes start June 29 Sept. 21 Jan. 11 April 11 Classes finish July 31 Dec. 11 April 1 June 24 onsite CoUrses Dance: Part 1 / Part 2 / Specialist Dramatic Arts: Part 1 / Part 2 / Specialist Health & Physical Education, Primary and Junior: Part 1 Summer 2015 Onsite: Halton Onsite: Halton Onsite: Halton FULL aq CoUrse CaLendar Online course Onsite course Summer 2015 Fall 2015 Winter 2016 Spring 2016 Adapting Curriculum for Second-language Learners Online Dance See onsite courses at right Dramatic Arts See onsite courses at right Education Law Online English as a Second Language: Part 1 / Part 2 / Specialist Online Online Online Online Environmental Science / Studies: Part 1 Online French as a Second Language: Part 1 / Part 2 / Specialist Online Online Online Online Geography, Grades 7 and 8 Online Health & Physical Education See onsite courses at right History, Grades 7 and 8 Online Inclusive Classroom: Part 1 / Part 2 / Specialist Online Online Online Online Integration of Information and Computer Technology in Instruction: Part 1 / Part 2 / Specialist Online Online Online Online Integrated Arts Online Online Online Online Kindergarten See online and onsite courses at right Librarianship: Part 1 / Part 2 / Specialist Online Online Online Online Mathematics, Primary and Junior: Part 1 / Part 2 / Specialist Online Online Online Online Mathematics, Grades 7 and 8 Online Online Online Online Media: Part 1 / Part 2 / Specialist Online Online Online Online Music Instrumental: Part 1 Online Online Occasional Teacher Online Online Online Online Primary Education: Part 1 / Part 2 / Specialist Online Online Online Online Reading: Part 1 / Part 2 / Specialist Online Online Online Online Science and Technology, Primary and Junior: Part 1 / Part 2 / Specialist Online Science and Technology, Grades 7 and 8 Online Special Education: Part 1 / Part 2 / Specialist Online Online Online Online Student Assessment and Evaluation Online Online Teaching First Nation, Métis and Inuit Children Online Online Online Online Teaching Combined Grades Online Teaching and Learning Through e-learning Online Online Use and Knowledge of Assistive Technology Online Visual Arts: Part 1 / Part 2 / Specialist Online Online Writing: Part 1 / Part 2 / Specialist Online Online Online Online online and onsite CoUrses Kindergarten Part 1 Kindergarten Part 2 Kindergarten Specialist Summer 2015 Fall 2015 Winter 2016 Spring 2016 Online Online Online Online Onsite: Halton Greater Essex Kawartha Pine Ridge Halton Niagara Peel Niagara Thames Valley Thames Valley Online Online Online Online Onsite: Greater Essex Niagara Greater Essex Kawartha Pine Ridge Kawartha Pine Ridge Thames Valley Halton Thames Valley Thames Valley Peel Thames Valley Online Online Online Online Onsite: Halton Thames Valley Greater Essex Kawartha Pine Ridge Peel register today! * Schedule subject to change: please check etfo-aq.ca. ETFO reserves the right to cancel programs due to low enrolment. There will be a full refund of registration fees should ETFO cancel the program. For details and most recent information scan this or go to

3 Welcome to ETFO Welcome to the Elementary Teachers Federation of Ontario ETFO is your professional and protective organization. Together we represent over 78,000 teachers, occasional teachers, designated early childhood educators (DECEs) and education workers employed in the public elementary schools of Ontario. You are an active member of ETFO provincially and you are also a member of one of the 76 ETFO locals across the province. In welcoming you to ETFO, this book was developed to provide you with helpful information as you begin your teaching career and outline the work of your organization as well as the services available to you. ETFO strives to develop programs and services that both protect and enhance the working lives of members in these challenging times for education. We also work continuously to provide a welcoming environment that celebrates the diversity of our members and the students in our care. In addition to our internal work in support of members, ETFO reaches out to the broader community to foster a climate of social justice in this province and beyond. Workplace Protection + Professional Development + Social Activism = ETFO ETFO s Statement and Definition of Equity: It is the goal of the Elementary Teachers Federation of Ontario to work with others to create schools, communities and a society free from all forms of individual and systemic discrimination. To further this goal, ETFO defines equity as fairness achieved through proactive measures which result in equality, promote diversity, foster respect and dignity for all.

4 Welcome to ETFO Published by the Elementary Teachers Federation of Ontario 136 Isabella Street Toronto, Ontario M4Y 0B by Elementary Teachers Federation of Ontario All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Design by thepublicstudio.ca.

5 Welcome to ETFO Contents Welcome to the Elementary Teachers Federation of Ontario Welcome to Teaching!...8 ETFO Human Rights Statement...8 All About ETFO The Objects and Priorities of ETFO...9 ETFO s Place in the World of Education...10 ETFO: At the Provincial Level...11 ETFO: At the Local Level...14 You, the New Member Beginning Occasional Teachers...16 Designated Early Childhood Educators (DECE) Are Members of ETFO...17 ETFO Member Information...17 ETFO Stewards...18 Getting Involved Locally and Provincially Your Local/School/Classroom/Board Information...20 Your Collective Agreement...21 Your Union Dues...21 ETFO Advisories Current Advisories to Members...22 ETFO Positions 2014 Collective Bargaining...26 ETFO New Member Supports New Members Section of the ETFO Website...27 Online Resources for Occasional Teachers...28 Survive and Thrive...28 ETFO Online AQ Courses...28 ETFO Blogs and Websites...29 ETFO Publications...31 ETFO Workshops for New Members...33 Edvantage...33 Tips for New Members Re: Electronic Communication and Social Media Practicing Caution Guidelines for Electronic Communications...34 Defamatory Websites and Social Networking Pages. 36 The Hidden Dangers of Electronic Communications. 37 Electronic Communication and Social Media Videotaping in the Classroom...39 Other Tips for New Members Classroom Advice The Individual Education Plan (IEP) What You Need to Know...42 Classroom Management...44 Elementary Progress Report Card and Elementary Provincial Report Card Continued Implementation Update...45 EQAO Testing...47 Getting Started Checklists...49 Occasional Teaching Frequently Asked Questions (FAQs)...50 Parent/Guardian Communication...53 Preparing for an Occasional Teacher...55 SCHOOL Advice New Teacher Induction Program (NTIP)...56 Maintaining Professional Relationships Among All Educators...57 Positive School Team...58 Building and Maintaining Positive Professional Full-Day Kindergarten Team Relationships...59

6 Welcome to ETFO PROFESSIONAL Advice Allegations Involving CAS and/or Police What to do if it happens to you...61 Balancing Career and Personal Life...62 A Member s Duty to Report under the Child and Family Services Act...64 Professional Boundaries...65 Professionalism and Ethics...69 Sabrina s Law An Act to Protect Anaphylactic Pupils...70 Tutoring and Conflict of Interest Guidelines for Members...72 Volunteering...73 PRS Matters Bulletins: Advice for Members...75 ETFO Membership: Rights and Responsibilities Rights and Privileges of Membership (Article V ETFO Constitution)...77 Code of Professional Conduct (Article VI ETFO Constitution)...78 Disciplinary Procedures (Article VII ETFO Constitution)...79 ETFO: The Provincial Organization ETFO on the Web...80 The Annual Meeting...81 Representative Council...81 Standing Committees...81 Awards...82 ETFO and the Labour Movement...82 Professional Relations Services (PRS)...86 Collective Bargaining...87 ETFO Leadership Development...88 Who s Who in Education Other Important Information for New Members Duties of Teachers...92 Criminal Allegations...94 Child Abuse...94 Parent Concerns...94 The Ontario Human Rights Code...95 Long-term Disability...96 Workplace Safety and Insurance Board...96 Occupational Health and Safety...96 Pensions...97 Employment Insurance...97 Employment Insurance Maternity and Parental Benefits...98 A Member s Guide to Pregnancy and Parental Leave...98 ln Conclusion...98 Appendix A Teacher s Pledge Glossary of Acronyms used in Education ETFO Provincial: Services Areas Equity and Women s Services (EWS)...83 Communications and Political Action (CPA)...84 Professional Learning/Curriculum Services (PL/CS)..85

7 Welcome to ETFO Isabella Street, Toronto, Ontario, M4Y 0B5 Telephone Toll-free Fax Website: Welcome to the Elementary Teachers Federation of Ontario! ETFO is the largest teachers union in Canada. We are a unique organization representing teachers, occasional teachers, designated early childhood educators (DECEs) and education workers in the elementary public schools of Ontario. I am proud of our members over 76,000 strong. When you accepted your position with your board, you became one of those members, joining in their collective strength, enthusiasm and commitment to each other and to their profession. As a member of ETFO provincially, you also became a member of your local one of 76 throughout the province. The foremost goal of both your provincial ETFO and your local is to serve the needs of all members. Our members are dedicated and principled professionals. They care deeply about the conditions in which they work, the children in their care and the society in which they live and their students will mature. ETFO s resources, both human and financial, are directed to developing and implementing programs to meet those concerns. We strive to serve our members in both professional and protective capacities. As a federation, we offer a wide range of personal and professional development as well as leadership and training opportunities. As a union, we offer collective strength through our bargaining and advocacy efforts. We consider ourselves a union of professionals. As your union, we work to provide a welcoming environment that celebrates our diversity and encourages the participation of all our members. We developed this book to show you some of the resources and services that are available to you as a member of ETFO. Equally important is the information about opportunities for your involvement in ETFO and in your local. You may remember that ETFO members led the way during a difficult fight against Bill 115, one of the most regressive pieces of anti-collective bargaining legislation ever seen in Canada. You should feel great pride in working alongside colleagues who, without hesitation, vigorously defended democratic rights for all working people in Ontario including the students who will need those rights when they enter the workforce in future. The current round of collective bargaining has been almost as difficult as the last. Central bargaining for teachers and occasional teachers during this round have been made unnecessarily difficult and lengthy by demands from the Ontario Public School Boards Association (OPSBA) that, if implemented, would turn back the clock on working and learning conditions. In response to OPSBA s demands, ETFO members rose to the challenge. They provided a 95% strike vote in November 2014 to support ETFO s bargaining goals. They began work-to-rule job action in May 2015 that derailed EQAO in public elementary schools and made classrooms places where student-centred learning prevailed over data-driven testing. Thousands attended rallies and made their voices heard online and in the media with a collective message: ETFO members will not allow the dismantling of policies and programs that have made Ontario s public education system one of the best in the world. As we continue to engage in central bargaining with the government and trustee associations, you become an ETFO member at a challenging time. But remember you are never alone. No matter where you work in the province, ETFO is as close as your telephone or internet connection. We are glad you have joined us. Welcome to ETFO! Sam Hammond, President, Elementary Teachers Federation of Ontario

8 Welcome to ETFO Welcome to Teaching! When you chose teaching as a career, you became part of a larger community of dedicated professionals committed to making a difference. Whether you are a teacher, an OT, a DECE or an ESP or PSP, you will find the first few years on the job exciting, exhilarating, challenging and exhausting all at the same time. In the end, we trust you will find teaching a rewarding career choice. The first year can be confusing as you are bombarded with information. What do you need to know? Is this important? Where can I find the right answers? Sometimes you don t even know what questions to ask. To assist you, ETFO has developed this resource to help you find your way through the maze of information. Good luck. Welcome to your new profession and welcome to ETFO. Membership in ETFO When you signed on as an elementary teacher, an early childhood educator or an education worker in your board you became a member of the Elementary Teachers Federation of Ontario. ETFO is your protective and professional organization. ETFO is your union. ETFO Human Rights Statement The Elementary Teachers Federation of Ontario is committed to: Providing an environment for members that is free from harassment and discrimination at all provincial and local Federation sponsored activities; Fostering the goodwill and trust necessary to protect the rights of all individuals within the organization; Neither tolerating nor condoning behavior that undermines the dignity or self-esteem of individuals or the integrity of relationships; and Promoting mutual respect, understanding and co-operation as the basis of interaction among all members. Harassment and discrimination on the basis of a prohibited ground are violations of the Ontario Human Rights Code and are illegal. The Elementary Teachers Federation of Ontario will not tolerate any form of harassment or discrimination, as defined by the Ontario Human Rights Code, at provincial or local Federation sponsored activities. ETFO FNMI Statement The Elementary Teachers Federation of Ontario acknowledges and thanks the First Peoples of this territory and other Indigenous peoples for sharing this land in order for us to continue our work today.

9 Welcome to ETFO All About ETFO The Objects and Priorities of ETFO Every organization has objectives that define its purpose and guide its work. The objects of ETFO are contained in the Constitution (Article Ill). The objects of the Federation shall be: 3.1 to regulate relations between employees and employer, including but not limited to securing and maintaining through collective bargaining, the best possible terms and conditions of employment; 3.2 to advance the cause of education and the status of teachers and educational workers; 3.3 to promote a high standard of professional ethics and a high standard of professional competence; 3.4 to foster a climate of social justice in Ontario and continue a leadership role in such areas as antipoverty, non-violence and equity; 3.5 to promote and protect the interests of all members of the Federation and the students in their care; 3.6 to co-operate with other organizations, in Ontario, Canada, and elsewhere, having the same or like objects; and 3.7 to promote and defend the health and safety of members in the workplace. While the programs and services of ETFO are designed with these objects in mind, each year at the Annual Meeting the membership sets the priorities of ETFO for the upcoming school year. The Priorities of ETFO for To protect the collective bargaining rights of all members. To defend publicly-funded public education. To serve the needs of the membership. To provide for the professional development of members. To promote social justice in the areas of peace, anti-poverty, non-violence and equity. To support international assistance and cooperation. To promote the care and protection of the environment. To actively engage members in the Federation. To promote and protect the health and safety of members.

10 Welcome to ETFO ETFO s Place in the World of Education Education International About 30 million members 401 teacher organizations in 171 countries Canadian Teachers Federation approx. 200,000 members Ontario Teachers Federation approx. 160,000 members l Association des enseignantes et des enseignants francoontariens approx. 10,000 members Elementary Teachers Federation of Ontario Fédération des enseignantes et des enseignants de l élémentaire de l Ontario Ontario English Catholic Teachers Association approx. 45,000 members Ontario Secondary School Teachers Federation approx. 60,000 members over 78,000 members

11 Welcome to ETFO ETFO At the Provincial Level The Ontario Teachers Federation ETFO is one of four affiliates that make up the Ontario Teachers Federation (OTF). The other three are l Association des enseignantes et des enseignants franco-ontariens (AEFO), the Ontario English Catholic Teachers Association (OECTA) and the Ontario Secondary School Teachers Federation (OSSTF). ETFO has representation on the OTF Board of Governors and the OTF Executive. OTF is the official voice of all teachers in Ontario in dealings with the Ministry of Education on the Ontario Teachers Pension Plan. The ETFO Executive The Executive at the provincial level consists of 14 members: the president; the first vice-president; two vice-presidents, one position open to women only; the ETFO representative to the Ontario Teachers Federation; and, additional executive members as necessary to complete an executive of 14. Four of these additional positions are open to women only. The members of the Executive are elected to two-year terms by the delegates to the Annual Meeting. The Executive meets regularly and is responsible for carrying out the business of the Federation, receiving reports and recommendations from committees, authorizing legal support for members in employment related cases and carrying out a variety of other responsibilities. Elementary Teachers Federation of Ontario Executive President Sam Hammond Hamilton-Wentworth Teacher Local First Vice-President Susan Swackhammer Grand Erie Teacher Local Vice-Presidents Karen Brown Campbell Elementary Teachers of Toronto Local Nancy Lawler Bluewater Teacher Local OTF Table Officer Diane Dewing Upper Canada Occasional Teacher Local Executive Members Gail Bannister-Clarke Peel Teacher Local Tracy Blodgett Trillium Lakelands Occasional Teacher Local Adelina Cecchin Greater Essex County Teacher Local Nathan Core Waterloo Region Occasional Teacher Local Kelly Holley Algoma Teacher Local David Mastin Durham Teacher Local Monica Rusnak Ontario North East Teacher Local Greg Weiler Waterloo Region Teacher Local Deb Wells Limestone Teacher Local

12 Welcome to ETFO Executive Sam Hammond President Hamilton-Wentworth Teacher Local Susan Swackhammer First Vice-President Grand Erie Teacher Local Karen Brown Campbell Vice-President Elementary Teachers of Toronto Local Nancy Lawler Vice-President Bluewater Teacher Local Diane Dewing OTF Table Officer, Executive Member Upper Canada OT Local Gail Bannister-Clarke Executive Member Peel Teacher Local Tracy Blodgett Executive Member Trillium Lakelands OT Local Adelina Cecchin Executive Member Greater Essex County Teacher Local Nathan Core Executive Member Waterloo Region OT Local Kelly Holley Executive Member Algoma Teacher Local Dave Mastin Executive Member Durham Teacher Local Monica Rusnak Executive Member Ontario North East Teacher Local Greg Weiler Executive Member Waterloo Region Teacher Local Deb Wells Executive Member Limestone Teacher Local

13 Welcome to ETFO Administrative Leaders The administrative leaders work with the staff of the Federation to implement the programs and services approved by the Executive and the Annual Meeting. Victoria Réaume General Secretary Sharon O Halloran Deputy General Secretary Anne Rodrigue Deputy General Secretary

14 Welcome to ETFO ETFO At the Local Level You are a member of the local in your board. There are 76 locals in ETFO across the province. For the most part, each local is also a bargaining unit with a boundary corresponding to that of an employing school board. However in some of the school authorities there may be two or more bargaining units combined within a local. ETFO is the bargaining agent for all bargaining units. Each local has a president, executive members, committees and other positions to meet the needs of the membership in the local. Please visit the ETFO website to find your local s information. NortherN ontario english-language Public District school boards Northern Ontario English-Language Public District School Boards ontario North east 2 algoma 1 Ontario North East 2 Algoma 3 rainbow 3 Rainbow 4 Near North 4 Near North 5a Keewatin-Patricia 6A Lakehead 6B Superior-Greenstone 5b rainy river 6a lakehead 5A Keewatin-Patricia 5B Rainy River 6b superior-greenstone

15 Southern ontario english-language Public DiStrict School boards Welcome to ETFO Southern Ontario English-Language Public District School Boards 17 Simcoe county 18 upper grand 19 Peel 7 bluewater 8 avon Maitland 9 greater essex county 10 lambton Kent 7 Bluewater 11 thames Valley 8 Avon Maitland 9 Greater Essex County12 toronto 13 Durham 14 Kawartha Pine ridge 14 Kawartha Pine Ridge 15 trillium lakelands 15 Trillium Lakelands 16 York region 18 Upper Grand Lambton Kent Toronto York Region Thames Valley Durham Simcoe County 20 halton 21 hamilton-wentworth 22 niagara 23 grand erie 19 Peel Halton Waterloo region 21 Hamilton-Wentworth 25 ottawa-carleton 22 Niagara 23 Grand 26 Erie upper canada 24 Waterloo Region 25 Ottawa-Carleton 27 limestone 26 Upper Canada 28 renfrew county 27 Limestone 28 Renfrew 29 County hastings & Prince edward 29 Hastings-Prince Edward

16 Welcome to ETFO You, the New Member Beginning Occasional Teachers Most teachers begin their careers as occasional teachers. Ontario s new teachers across the province are increasingly relying on occasional teaching assignments as their introduction to the teaching profession. Occasional teachers are a very important part of the school system. They are fully qualified teachers who are as legally responsible as any other teacher. They face the added challenges of being called at a moment s notice, following another teacher s day plan and dealing with a multitude of unknowns in each teaching assignment. A daily occasional teacher may be in a different school every day. Teachers who are absent for extended periods of time are replaced by long-term occasional (LTO) teachers. An occasional teacher fulfills all of the responsibilities of the teacher that is absent. In most cases, this means that the occasional teacher has the same yard duty, hall duty, classroom assignments and preparation time as the teacher being replaced. Check with your local occasional teacher collective agreements for the requirements around duty and preparation time, and provisions for the role of long-term occasional teacher. Ontario Regulation 274/12 and Teacher Hiring by School Boards Regulation 274 was filed by the provincial government in September 2012 under the Education Act. It establishes steps all publicly funded school boards must follow when hiring for long-term occasional (LTO) and new permanent teaching positions. Under Regulation 274, school boards must establish and maintain two occasional teacher lists: roster of occasional teachers (or roster ); long-term occasional teachers list (or LTO list ). The roster must include the names of all occasional teachers hired by the school board, the day each teacher was placed on the roster and a summary of each teacher s teaching experience. A teacher s ranking on the roster is based on seniority. School boards are required to place the roster on their websites and must update their rosters regularly. An occasional teacher on the roster may apply to be placed on the LTO list once s/he: has been on the roster for at least ten months; AND has taught as an occasional teacher with the school board for at least 20 days during a 10-month period. (Note: The 10-month period must have taken place sometime during the five years preceding the teacher s application to the LTO list.) School boards must grant an interview to every occasional teacher on the roster who meets these qualifications. Boards then determine, through a hiring process, which occasional teachers will be placed on the LTO list. Being placed upon the LTO list only ensures an occasional teacher is eligible to apply for LTO positions that become available; it does not guarantee hiring. When permanent teaching positions become available, Regulation 274 stipulates that only occasional teachers on the LTO list who have completed a minimum of one LTO assignment at least four (4) months long can be considered for new permanent positions. When hiring for LTO and permanent positions school boards must: place notice of an available position on their websites for at least five weekdays; honour any collective agreement language applicable to hiring and teaching assignments. Unsuccessful candidates to the LTO list, or to an LTO or permanent position, are entitled to meet with the individual or panel that conducted the interview to discuss performance during the interview and how to improve their chances during future interviews.

17 Welcome to ETFO Designated Early Childhood Educators (DECEs) Are Members of ETFO In September 2010, designated early childhood educators (DECEs) and elementary teachers began working side-by-side in Kindergarten classrooms across the province in Ontario s Full Day Early Learning Kindergarten Program. ETFO represents DECEs in 10 locals across Ontario. DECEs are also represented by different unions in school boards (CUPE, OSSTF, ERFP, AEFO). Unique Staffing Model In Kindergarten, the classroom teacher and DECE work as a team bringing the program to life. Children benefit by having both a DECE and a teacher in the classroom. These two professionals work together to give students the best possible start in school. The Kindergarten team keeps learning child-centred and play-based. ETFO has long been an advocate of Full- Day Kindergarten. We actively promote play-based learning in Kindergarten and beyond. Ongoing Advocacy ETFO continues to advocate and work to support our members in Kindergarten. They need time for joint planning, curriculum preparation and professional learning. ETFO has made teachers professional needs and working conditions a priority in bargaining and is similarly supporting the DECEs as collective agreements are bargained. Professional Learning One of ETFO s commitments to our DECE members is supporting them with their professional learning journeys. ETFO provides many opportunities for DECEs to participate in a wide variety of different workshops, programs and conferences. Members should watch the ETFO website and also the enewsletter for what is available. Any new projects, workshops or resources for DECEs will be shared through the DECE locals as well to share with their membership. Pamphlets for Kindergarten ETFO has created a new pamphlet to discuss this unique staffing model called Kindergarten: A Unique Program A Unique Partnership; a second pamphlet called Playing Is Learning discusses play-based learning. These can be ordered for free from shopetfo and shipped to your school and shared with parents and administrators. For more information go to ETFO Member Information According to the Annual Member Survey: 18% of ETFO teacher members are below the age of 35; 38% of ETFO occasional teacher members are below the age of 35; 34% of ETFO teacher members have less than 11 years experience; 52% of ETFO occasional teacher members have less than 11 years experience; 81% of ETFO teacher members have a QECO rating of A4; and 66% of ETFO teacher members are active in the community. How Member Information is Used The Member Services Department is responsible for maintaining the ETFO Membership Database. This secure database contains each member s name, home address, phone numbers, address, school location, etc. Starting in November each year, a member information survey is mailed to each member s home address. This survey shows the member what information is currently on file at ETFO and gives the member an opportunity to revise her/his information. All of your information is kept confidential by ETFO. Keep Your Information Current It is critical that the ETFO Membership Database be kept current as it is used to mail out ETFO s Voice magazine as well as any other information ETFO may need to send to its members.

18 Welcome to ETFO If your information has changed since you filled out the Annual Member Information Survey, you can submit updated information by one of the following ways: * Member Services at [email protected]. In your , please include your ETFO ID# as well as the information you would like to have updated. ( Telephone Member Services at , extension Go online to + Being a Member + Member Information + Update Member Information. There is a form located there. Fill it in with the correct information and your updates will be sent electronically to Members Services. ETFO Stewards In each school an ETFO member takes on the role of steward. ETFO stewards are the visible representatives of ETFO and the local in the workplace. Stewards are responsible for monitoring the implementation of the collective agreement and making ETFO members aware of ETFO services and programs. ETFO stewards receive training to assist them in carrying out their work. Your ETFO steward will be your workplace contact for information about your local and provincial ETFO, including current information about upcoming meetings, conferences, workshops and emerging issues. Getting Involved Locally and Provincially ETFO offers members a wide range of personal and professional development as well as leadership opportunities. The strength of ETFO is its members, you and the people you work with, the teachers and educators in public elementary schools across Ontario. Throughout your career there will be many opportunities for involvement. ETFO is your organization. You can help to set the tone and direction of ETFO. There is interesting and challenging work to be done. You will meet new people who share your views about public education. Be involved a little or a lot, you choose. Your participation makes us strong. The ETFO Humanity Fund The ETFO Humanity Fund uses the resources of ETFO members to support children and their teachers around the world, enriching their lives and the lives of their communities. Build the ETFO Humanity Fund. Talk to your local president. Talk to your colleagues. For more information, call the ETFO provincial office at or Ways to get involved... From the comfort of your own home: Get informed. Read the ETFO magazine Voice and visit the ETFO website to get the latest information about professional development and updates on the work of the union. Call your ETFO local with your questions, your opinions or your offer to volunteer for an activity. Call the ETFO provincial staff with a question that s been worrying you. Sign up for the CB newsletter at Without leaving your school: Get to know your ETFO steward, who is the ETFO representative in your school. See how you can help to improve your workplace. Get informed. Read the ETFO bulletin board and the local newsletter. Read the material ETFO distributes through your ETFO steward. Use ETFO curriculum materials in your classroom. Keep ETFO pamphlets available to hand out to parents. Go to the in-school meetings called by the ETFO steward. Talk with colleagues about education issues. Become an ETFO steward.

19 Welcome to ETFO Stepping out into your local: Attend new member functions hosted by your local. Attend professional development events and workshops sponsored by your local. Attend your local s general meetings, annual meetings and bargaining meetings. Take a friend along. Join a local committee to help make a difference for teachers in your local. Volunteer to work on a project or program within your local. Get involved in trustee/political/federal elections through your local s political action program. Get involved in community affairs through the local. Get involved in social justice activities through the local. Write an article for your local s newsletter to share new information with other members. Run for the local executive. Mentor a future new member of your local. Going provincial: Volunteer for candidates in the provincial government election who support education and the work of educators.! Become one of your local s delegates to the ETFO Annual Meeting. Attend a provincial ETFO conference or workshop as a participant or workshop presenter. Take an ETFO online AQ course, or become an instructor for an ETFO online AQ course. Contribute an article to an ETFO publication. Apply to be a member of an ETFO provincial committee. Volunteer for an ETFO focus group. Run for the provincial Executive to help shape the future of the union and influence policy on public education. Tell another member about the services of ETFO. Helpful Tip: Keep all documents related to your career in a safe and accessible place e.g.: Certificate of Qualification (COQ) from the Ontario College of Teachers (OCT) Certificate of Registration from the College of Early Childhood Educators District school board correspondence related to your hiring and placement University/College transcripts Certificates from professional development activities (e.g., course, conference, workshop) Current resume Copy of criminal record check/offence declaration QECO evaluation Documents related to your Teacher Performance Appraisal (TPA) Information from your ETFO local Ontario Teachers Pension Plan

20 Welcome to ETFO Your Local/School/Classroom/Board Information Your ETFO Local Information Your ETFO local is: Your ETFO local president and/or representative is: And can be reached at: Your ETFO school steward is: Professional relations advice or assistance related to your profession: or Other: Your School Information Your principal is: Your vice-principal is: Your mentor teacher is: The report card administrator is: The secretary in your school is: The chair of your school council is: The ETFO representative on your school councii is: The custodian in your school is: Other: Your Classroom Information Designated Early Childhood Educator(s) working with you: Special education staff working with your students: Educational assistant(s) working with your students: Teachers in your division: Other: Your District School Board Information Your district school board is: Central board office telephone is: Your director of education is: Your area superintendent is: Consultants/coordinators/resource personnel: Human Resources contact: Payroll contact: Benefits contact: Other:

21 Welcome to ETFO Your Collective Agreement As an employee of a district school board or school authority and as a member of your ETFO local, you are covered by the terms of a collective agreement. That agreement is negotiated between the union and your board and contains a number of provisions outlining your rights as an employee. Although your salary and benefits may seem the most obvious and important to you right now, your agreement also contains clauses on working conditions such as class size and preparation time, supervision duty, leave provisions, seniority, transfers, resignation and termination dates, protection against arbitrary disciplinary action, access to your personnel file and much more. The terms of your collective agreement are legally binding upon you, the union and your employer and are enforceable under law. If you think your employer has violated the terms of the agreement, you or the union may have recourse to a grievance. The grievance procedure is a process for resolving differences arising from the application or interpretation of your collective agreement. It provides an opportunity to resolve differences at the local level. If there is no satisfactory conclusion, the parties have access to arbitration, a procedure where a neutral third party hears the arguments and renders a final and binding decision. Check your collective agreement for pertinent clauses: Salary Grid placement (Have you applied for and received your QECO evaluation?) Class size Preparation time Supervision duty Length of school day Leave of absence plans, including pregnancy and parental leaves and deferred salary leaves Insured benefits Transfer dates Seniority Harassment and non-discrimination clauses Other important clauses»» Make sure you have a copy of your collective agreement handy and get to know what s in it! Your Union Fees Under the Education Act, an elementary teacher who works in the English-language public education system is represented by ETFO. Some DECEs are ETFO members depending on district school board employment. Based on this statutory representation, ETFO collects fees to support union activities. Union fees are determined at the ETFO Annual Meeting each August. Fees are deducted directly from members pay cheques by school boards and submitted to ETFO provincial office. How Are Your Fees Spent? Local and Provincial Programs Fees are used to provide funds to provide programs and services to the members through provincial office and to operate ETFO s locals. These programs and services include: Collective Bargaining, Equity and Women s Programs, Leadership Development, Political Action and Public Relations (PA/PR), Government Relations, Media Relations, Communications, Professional Development, and Professional Relations (counselling/legal services).

22 Welcome to ETFO Membership in Other Organizations ETFO is affiliated with other teacher federations and labour organizations such as: The Ontario Teachers Federation (OTF), The Canadian Teachers Federation (CTF), Education International (EI), The Ontario Federation of Labour (OFL), and The Canadian Labour Congress (CLC). Membership in these organizations: gives ETFO access to a wide range of research and programs, ETFO BUDGET fees to other organizatons 8% defense fund 8% political action/ public relations 3% links ETFO with teachers and other organized workers (many of whom are parents of the children we teach), involves ETFO in the social justice campaigns, and strengthens the voice of all those who defend public education and public services. The Defense Fund A portion of ETFO members dues is set aside in the Defense Fund. The Defense Fund is set up to pay for the cost of operating a collective bargaining strike (e.g., strike pay and pension contributions relating to a strike), and to fund certain other extraordinary expenses. ETFO Advisories local rebates and release 35%% provincial office 46% Current Advisories to Members ETFO issues advisories to members on various issues of concern. A Member Advisory is a position adopted by the Executive to provide its best advice to members about what to do and refrain from doing. It responds to actions taken by the government, its arm s length organizations and school boards that have a negative impact on members or on public education. The advisories in effect for deal with EQAO marking, evaluating or reporting on classroom practices of other members and the EQAO teacher questionnaire. Advisory Completion of EQAO Teacher Questionnaire (updated September 2014) Advisory EQAO Marking (updated September 2014) Advisory Evaluating or Reporting on Classroom Practices of Other Members (updated September 2014)

23 Welcome to ETFO EQAO MARKING Members are advised not to participate in any Primary Division (Grades 1-3), Junior Division (Grades 4-6), Grade 9 Assessment of Mathematics or the Ontario Secondary School Literacy Test (Grade10) EQAO marking exercise. The delegates at the 2001 Annual Meeting passed the following motion: That ETFO encourage members not to participate in any EQAO marking exercises. The General Secretary ensures that all provincial advisories are posted on the website and that all advisories are reviewed annually and recommendations of their status are presented at the Annual Meeting. The Executive reviewed this member advisory and has determined to reissue it September 1, Delegates informed the Annual Meeting that the results of these assessments have been used to undermine the teaching profession and denigrate the success of students in Ontario. The participation of our members adds validity to a program that the Federation believes is not in the best interests of students. The Federation views province-wide testing of every student in the primary and junior divisions and grades 9 and 10 as both a misuse of student time, and an ineffective use of funds that should be redirected to support students learning. The consistent trend within the media of ranking schools by assessment results has been unfair to students and is potentially destructive to the education system. Participation in the marking of EQAO assessment materials could lend undue credibility to the value of the test results. Members are advised to refrain from any involvement in the marking of EQAO assessment materials. Members are advised: Not to participate in any EQAO marking exercise. VER:RD:JM:PS September 1, 2015 Elementary Teachers Federation of Ontario/ Fédération des enseignantes et des enseignants de l élémentaire de l Ontario 136 Isabella Street, Toronto, Ontario, M4Y 0B5 Telephone: Toll-free: Fax: Website:

24 Welcome to ETFO EVALUATING OR REPORTING ON CLASSROOM PRACTICES OF OTHER MEMBERS Members are advised not to evaluate or report on the classroom practices of other members. The General Secretary ensures that all provincial advisories are posted on the website and that all advisories are reviewed annually and recommendations of their status are presented at the Annual Meeting. The Executive reviewed this member advisory and has determined to reissue it September 1, It is ETFO s position that no member should participate in the assessment of or reporting on another member s classroom practices. Some members have been asked to participate on district review teams as part of the Literacy and Numeracy Secretariat s initiatives. These teams visit schools and classrooms making observations to assist schools in setting goals. They provide a report to the principal highlighting specific areas of need based on their observations. Members, whether required to participate in such teams due to their role as a consultant or coordinator, or participating in a voluntary manner, must refrain from making any statement and/or assessment that could be considered as evaluative regarding the classroom practices of another member. Members are advised: not to evaluate or report on the classroom practices of other members. VER:RD:JB:PS September 1, 2015 Elementary Teachers Federation of Ontario/ Fédération des enseignantes et des enseignants de l élémentaire de l Ontario 136 Isabella Street, Toronto, Ontario, M4Y 0B5 Telephone: Toll-free: Fax: Website:

25 Welcome to ETFO COMPLETION OF EQAO TEACHER QUESTIONNAIRE Members are advised not to complete the EQAO teacher questionnaire. The General Secretary ensures that all provincial advisories are posted on the website and that all advisories are reviewed annually and recommendations of their status are presented at the Annual Meeting. The Executive reviewed this member advisory and has determined to reissue it September 1, The completion of the EQAO teacher questionnaire is now voluntary for all teachers, including those teaching grades 3 and 6. It is ETFO s position that members not volunteer to complete the EQAO teacher questionnaire that is distributed as part of the EQAO administration process. EQAO offers a questionnaire to all elementary (K-8) teachers. The questionnaire collects information about teacher background, use of instructional resources, communication with parents, and use of school-based testing data. The use of the questionnaire represents an unnecessary expansion of the EQAO testing regime and additional workload for members. Members are advised: not to complete the EQAO teacher questionnaire. VER:RD:JM:PS September 1, 2015 Elementary Teachers Federation of Ontario Fédération des enseignantes et des enseignants de l élémentaire de l Ontario 136 Isabella Street, Toronto, Ontario M4Y 0B5 Telephone: Toll free: Fax: Website:

26 Welcome to ETFO ETFO Positions 2014 Collective Bargaining ETFO collective agreements expired on August 31, 2014, and the process to renew those agreements is well underway. ETFO s overall goals for every round of collective bargaining (CB) are twofold: to ensure collective agreement provisions reflect the value and professionalism of our hard-working and highly skilled members; to ensure our members are informed about and actively involved in the collective bargaining process. ETFO and other education sector unions are now conducting negotiations under new legislation called the School Boards Collective Bargaining Act. The Act provides for two-tier bargaining -- central and local and makes the Ontario Public School Boards Association (OPSBA) a party to bargaining at ETFO s teacher and support staff central tables. During the 2014 round of collective bargaining, OPSBA has tabled demands that promote a management rights agenda and erode educators professionalism. Those demands include: principal control over teacher preparation time; having teachers do more testing and less teaching; eliminating class size language in local collective agreements; taking DECEs, ESPs and PSPs out of classrooms and away from students to do nonclassroom tasks; and giving principals the flexibility to pass over experienced, qualified teachers and occasional teachers for assignments. Given the challenges inherent in current negotiations, the ongoing engagement of a well-informed ETFO membership is more important than ever to the success of bargaining. That makes it even more important for ETFO to communicate effectively with our members. Your federation provides easily accessible information about bargaining in every possible forum including print, meetings, , online, videos, podcasts, voic s, telephone town halls and, of course, on social media. In September 2014, ETFO launched a multidimensional CB communications campaign called Our Union Our Values Our Profession. The Our Union campaign is designed to inform, engage and motivate members about bargaining-related issues and events. An important starting point for ETFO members seeking bargaining information is the Our Union CB website at On the Our Union CB website, members can get the latest bargaining news, sign up for the CB enewsletter, download the CB app and send questions to ETFO CB Communications for a personal response. The 2014 round of collective bargaining is yet another challenging round for ETFO. But there should be no doubt in anyone s mind that ETFO members expect bargaining to be focussed on supporting working and learning and working conditions in our classrooms and schools. As always, ETFO s 78,000 members are prepared to stand firm and united to achieve a successful bargaining outcome.

27 Welcome to ETFO ETFO New Member Supports New Members Section of the ETFO Website The New Members committee recommended that a section of the ETFO website be dedicated to new members with links to other relevant sites. Go to Being a Member, New Members or www. etfo.ca/beingamember/newmembers to see the new member section of the ETFO website. There you will find Quick Links, a link to Survive and Thrive, a link to the New Teacher Induction Program (NTIP) and other links of interest to new members including: Professional Links (e.g., QECO, Edvantage), Curriculum Links (e.g., Curriculum Services Canada), and Other Resource Links (TV Ontario The Independent Learning Library).

28 Welcome to ETFO Online Resources for Occasional Teachers ETFO Online AQ Courses Resources for Occasional Teachers. Go to Survive and Thrive Survive and thrive is a free online conference for teachers in their first five years of teaching. There are downloadable classroom resources, keynote presentations by experts, useful web links and much more. Go to ETFO AQs the Perfect Choice for New Members ETFO has long held a reputation for the delivery of quality professional learning programs; teachers know that when they participate in an ETFO program, it will be practical and current. Further the program will be developed by experienced teachers and delivered by teachers. While ETFO has been an AQ provider for many years, it was in 2010 that we launched our online AQ program. The response was incredible and we had more than 8000 participants in sessions making ETFO online AQ courses, the flagship professional learning program of the organization. In addition to the simple reasons of access spanning the province, many members want the opportunity to engage in professional learning online. The reasons for this are varied but they include: Online courses are flexible and convenient; They make it easier to balance work, professional learning and family responsibilities; Online courses provide opportunities for shared collaborative learning; Teachers can manage their own learning and accountability through self-management skills; The extended reflection time available through online courses results in more meaningful learning; and

29 Welcome to ETFO Excellent classroom resources, which are unavailable locally, are only a click away through online courses. Clearly with new technology and hectic lives that teachers lead, they want courses that are respectful of their work/life balance and still provide an exemplary professional learning experience. ETFO Blogs and Websites The ETFO Edge Our AQs are embedded with the ETFO Edge. This means that ETFO strives to make its AQ offerings a superior learning experience by: ensuring that ETFO AQ course developers embed ETFO beliefs within the course; having courses developed by educators who understand the realities of today s classrooms; developing course content that is practical, well-grounded in effective practice and has a respectful balance between theory and practice; respecting the delicate work/life balance of teachers; and reviewing courses regularly and updating them to make certain that the course activities, resources and key leanings remain current. For more information about ETFO professional course offerings, visit This interactive blog has practical ideas and topics of interest to new members or those who are experiencing a change of assignment, from practicing teachers. The blog is meant to be a continuation of the ETFO resource: The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning Teachers. This website was created as a companion to ETFO s Learning in the Early Years workshop series. It includes videos focused on effective practices in the early years, mathematics in Kindergarten and observation with accompanying sample facilitator s guides. There is a photo gallery that provides images of various instructional and organizational components and classroom tours of early years classrooms.

30 Welcome to ETFO This website is a repository for early learning focusing on teaching and learning across the primary grades. You will find practical ideas and topics of interest to primary teachers. Visit to read current and back issues of Voice magazine. Visit for more information about ETFO s Building Better Schools platform. ETFO s provincial collective bargaining website can be found at Be sure to visit for updates and answers to your collective bargaining questions. COMING SOON... ETFO has created a very practical new website called ETFO Members Sharing In Assessment. ETFO has a strong position on the importance of classroom assessment and the information that teachers gather on a daily basis. This site is an opportunity to help members enhance their understanding of assessment and learn new strategies and approaches that are meaningful, well-organized and utilized by their peers in the classroom. It provides a collaborative that features a collection of examples of practical tools that ETFO teachers are using to make assessment work efficiently to enhance student learning.

31 Welcome to ETFO Communicating with Members: enewsletters Sign up for ETFO s enewsletter and CB enewsletter at ETFO Publications ETFO publications are valuable to all members but the following ones are of particular interest to new teachers. Some can be downloaded free of charge from the ETFO website and others are available for purchase from shopetfo at The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning Teachers is a new ETFO resource designed specifically for new teachers, but is helpful for all teachers, especially when experiencing a new teaching assignment. It is full of practical tips on setting up your own classroom, classroom management, planning and working with parents. This is also ETFO s first ever ebook available through Lulu.com, BarnesandNoble.com and the ibookstore. Social Justice Begins With Me is a school-wide curriculum kit from early years to Grade 8 consisting of five documents; Primary (early years to Grade 3), Junior (grades 4-6) and Intermediate (grades 7-8), a Teacher Resource Guide and a copy of More Than A Play. More Than a Play is a collection of nine short plays intended for junior/intermediate grades, written by Canada s foremost playwrights, exploring equity and social justice issues. Thinking It Through is designed to provide early learning educators with a single book that addresses the whole Kindergarten program. Learning Together: A Classroom Guide to Combined Grades is a practical resource that shows you how to deliver differentiated instruction and incorporate varied delivery modes, forms of assessment, teaching methods and resources.

32 Welcome to ETFO Parent-Teacher Relationships: Putting the Pieces Together provides valuable tips on how to develop positive relationships with parents and successful strategies for dealing with conflict. After the Chalk Dust Settles is about achieving and maintaining health, well-being and balance in your career and personal life. I am the Teacher is a classroom management guide geared to occasional teachers. Classroom management theory and helpful tips are provided that are reflective of the professional realities of occasional teachers. ETFO Special Education Handbook: A Practical Guide for All Teachers contains instructional, environmental and assessment strategies that all teachers can use to address a range of student needs. It includes suggested resources and a glossary of special education terms. Everyone Is Able is a resource that deals with abilities/disabilities and consists of a DVD and a CD containing a Guidebook that has corresponding lessons at the primary, junior and intermediate levels. There is also a professional development component for educators. This resource will spark conversations and ongoing dialogue among viewers. Primary ETFO Arts is a new ETFO publication to support primary generalist teachers in grades 1-3 who have little or no background in dance, drama, music and visual arts. Primary ETFO Arts features 10 picture books with activities to stimulate imagination, communication and critical thinking. Revised ETFO Arts is a practical, step-by-step handbook for junior/ intermediate grade teachers who want to include the Arts in their classroom program. The teacher resource includes a CD of music tracks and another CD with a Keith Haring work of art that educators can use as a source of inspiration for integrating the Arts. Possibilities: Addressing Poverty in Elementary Schools is an ETFO teacher resource book featuring practical, creative strategies and school initiatives to address socioeconomic challenges in elementary schools while highlighting assumptions, biases around poverty and literature links. Learning in the Early Years Resource Package is a package of resources designed to provide with a variety of relevant resources to support their professional learning. It includes the Learning in the Early Years: Exploring Our Thinking Magazine, 3 DVDs and Facilitator Guides. Learning in the Early Years: Exploring Our Thinking Magazine: is a resource written by Dr. Kimberly Bezaire and has four sections focusing on: the child as learner, the educator in the classroom, the learning environment and powerful classroom play. It explores effective practices in the early years and provides reflective questions. Learning in the Early Years: DVDs and Facilitator Guides: is a set of 3 DVDs with accompanying facilitator s guides: Math Happens in Kindergarten, Observation: A Window Into Children s Thinking and Conversations about Learning in the Early Years with Dr. Kimberly Bezaire. The facilitator guides correspond to video segments.

33 don t see your language above? use the space provided to write it in, and help the elementary teachers federation of ontario welcome all students to school. Welcome to ETFO Think, Respect and Thrive Online is a new curriculum resource about digital citizenship containing lessons for students from K-8. It consists of a print curriculum document and a USB flash drive containing reproducible lesson materials in English and French. Aboriginal History and Realities in Canada: Grades 1-8 Teachers Resource incorporates and embeds the history of Canada s First Nations, Métis and Inuit peoples in scaffolding thematic units related to Lands and Peoples, Treaties, Environment and Residential Schools. Positive Space ETFO has had a very successful Positive Space campaign for the last 10 years. During this time a number of different resources have been created e.g. Positive Space keychain, sticker, brochure, but the most popular has been the Positive Space Poster. The poster is available with English on one side and French on the other. These can be easily posted in schools and classrooms to send a strong message that this is a positive space where human rights are respected. Witaj WelCome To SChool. Chào mù ng AAVKAR mabuhay Üdvözöllek Soo dhowow Beet-cheh Biindigen Bem-vindos Bienvenido(a) Benvenuto(a) Dobro došli mirësevjen Bienvenue Welcome to School ETFO has created a new Welcome to School Poster which includes, Welcome in 33 languages along with an accompanying cross-curricular resource that informs and supports teachers with English language learners. The resource includes information and suggestions around initial supports in the classroom, terminology, levels of English acquisition, differentiation, curriculum connections, modifications and accommodations, best practices and resources. Re-Thinking White Privilege ETFO has created a new resource which is an extension of the Re-Thinking White Privilege project. It offers further reflection and concrete suggestions for grappling with the issues of privilege and racism in educators practice. Engaging the Aboriginal Learner Teacher s Resource A teacher s resource will be developed by Right to Play Canada and ETFO that includes information about Aboriginal peoples and culturally responsive and engaging teaching strategies. ETFO Workshops for New Members Many locals plan special events for new members (e.g., dinners, workshops, socials). Locals often partner with the provincial ETFO to offer workshops especially for new teachers. Check with your school steward or local president to see if your local is offering these provincial programs. The Heart and Art of Teaching and Learning is a workshop full of practical ideas that can be used in every classroom. The topics include: themes of success, before school starts, building inclusion, classroom management, communicating with parents, meeting diverse learning needs, preparing for or being an occasional teacher, continuing your professional learning and growth and personal wellness. For a comprehensive list of ETFO courses, conferences and workshops, go to Edvantage Edvantage is a savings and discounts program exclusively for members of the educational community. And it s free for you and your family. Edvantage offers rewards and discounts to education employees and their families through partnerships with retailers and businesses throughout Ontario. Your ETFO member card is your Edvantage card. For more information go to

34 Welcome to ETFO Tips for New Members Re: Electronic Communication and Social Media Practicing Caution: Guidelines for Electronic Communications Defamatory Websites and Social Networking Pages The Hidden Dangers of Electronic Communications Electronic Communications and Social Media Videotaping in the Classroom Practicing Caution: Guidelines for Electronic Communications The opportunities to use social media and electronic communication for pedagogical purposes continue to expand on an almost daily basis. Social media offers teachers exciting new ways to engage with students, parents and the wider school community. While embracing these new opportunities makes pedagogical sense, expectations on us professionally dictate that we do so with proper safeguards in place and a vigilant eye to maintaining the standards of our profession. When considering using social media to communicate with students, parents or others in the school community, it is important to remember that the technology does not change the role of teachers and their professional obligations. The principles that have traditionally governed how teachers communicate with the school community have not changed: professionalism, accountability and boundaries continue to apply. Always remember that material posted online, whether via , Facebook, blogging, twitter or other media, is never truly erased. If you would not utter a phrase or raise a particular topic in your classroom or in the presence of your principal or a parent, then do not communicate it by electronic means. When using social media, exercise caution and restraint and remain aware. While there is a range of uses of social media and electronic communication in school environments, at least three scenarios have pitfalls that demand teachers exercise caution: teachers communicating with individual students, parents or the wider school community, through Facebook or other social media; teachers being careless about their personal use of social networking sites or what is posted about them; teachers failing to recognize social networking websites as an arena for potential cyber-bullying. Social Networks and as a means of communicating with the school community Social media and electronic communication have the potential to provide innovative and exciting options for teaching. They also have the potential to blur professional boundaries and expose teachers to a number of risks. ETFO continues to support the use of electronic communication and social media as a teaching tool but cautions that its use must be consistent with the highest standards of professional conduct. The use of , for better or worse, tends to promote a casual conversation style that can blur the boundaries between student and teacher. It is also often perceived with suspicion by parents and administrators. ETFO recommends against individual communications with students. s to an entire class, in relation to specific scholastic projects may be appropriate in certain situations; however, teachers should use their professional address exclusively and always maintain a professional tone and structure throughout the communication. For communications with parents, ETFO recommends face-to-face meetings or telephone conversations with parents to discuss any issues that students may be facing. If is used, teachers should only use their school accounts during regular business hours. Sending s late at night can give rise to unrealistic expectations on the part of parents who may get the impression that teachers are available at any time of day. Social media sites clearly have the potential to provide a number of exciting and innovative ways for teachers to interact with their classes and the wider school community. They can be used to encourage group discussions, to facilitate collaborative projects and provide peer-to-peer support. Social media sites also

35 Welcome to ETFO provide opportunities for teachers to communicate with groups of parents and students in an effective and efficient manner. In contrast, communicating with individuals through social networking sites tends to promote an even more casual style than and does not meet the standards of professionalism expected of teachers. ETFO recommends that a teacher who wants to use a social network for a school related project should ensure that any communication that occurs over the site is accessible to all those who have access to the page including school administration and parents. Transparency will go a long way towards ensuring that professional standards are maintained and inappropriate conduct is minimized. While ETFO supports the use of social networking sites as a teaching tool, ETFO cautions that it is rife with serious consequences if used inappropriately. ETFO strongly recommends that teachers who want to use social media, in the classroom consult with their school administrator before doing so, create an account to be used exclusively for pedagogical purposes and ensure that the account is unconnected to their personal information. Careless or inappropriate personal use of social networking sites In addition to the problems that may be caused by communicating through social networking sites, teachers can get into trouble if they are careless in how they use these sites personally. While ETFO strongly promotes the protection of a teacher s private life, teachers must nonetheless be very cautious both in respect to what they post and what is posted about them. Teachers should manage their privacy settings so that only those whom they personally approve have access to their page. Teachers should similarly request that their friends not post photos or other material that could reflect badly on them. Teachers should also be alert to students posting material about them online. ETFO strongly recommends that teachers carry out Google searches on themselves on a regular basis to ensure that there is no harmful material being posted about them. There has been an increase in incidents of teachers having unfounded allegations against them posted online. In one instance, a student set up a Facebook account in a teacher s name and posted offensive comments using that account. Should such material be found, it should immediately be reported to both the teacher s principal and ETFO. Teachers should never invite students or parents to be their friends on their personal Facebook page, or similar sites and never accept an offer of friendship from a student or a parent on Facebook. Doing so blurs the boundaries between teacher and student and can lead to discipline by the school board and/or the College of Teachers. Cyberbullying Cyberbullying falls within the definition of bullying mandated by the Ministry of Education. ETFO does not support teachers going online to supervise their students Facebook pages. However, teachers need to be aware that the possibility for cyberbullying is very real and should be ready to report any incidents they come across to their administrators.! Tips: Given the potentially serious consequences of misusing and social networking sites here are some tips to consider: if you use social media as a teaching tool ensure that the proper safeguards are in place, including providing access to school administrators and parents; avoid communicating with individual parents or students through or social networking sites; never use your personal account to friend students or parents; if you communicate electronically, only do so from your board account and maintain the highest standards of professionalism; be vigilant in monitoring what is posted about yourself online.

36 Welcome to ETFO Defamatory Websites and Social Networking Pages A multitude of websites offer social networking services and/or act as public message boards that cater specifically to students. Some of these websites, such as encourage students to comment publicly about the teachers in their school. Many of these websites do not monitor or filter the content or comments posted by the students that use them. Further, these services offer students a level of anonymity that may lead to a diminished sense of culpability. The result is that some of the comments and/or content posted on these websites is rude, hurtful and even defamatory. Historically, when a person was the subject of an offensive and/or defamatory publication, that person could sue the publisher and the author of the defamatory content. Today, the internet has added a new level of complexity to this course of action. Many websites are run from servers located outside of Canada and the operators can be very difficult to locate. Nevertheless, victims of offensive or defamatory postings have avenues of recourse aside from civil litigation. Most reputable websites and social networking services, such as Facebook and MySpace, have policies in place to ensure that any offensive or defamatory postings can be removed as soon as they are brought to the attention of the service operators. Postings on other websites, like ratemyteachers.com, can be more difficult to remove. This type of website actively encourages students to post comments about their teachers and their policies state that they will remove comments only in extreme cases. Also, www. ratemyteachers.com does not offer an easy to use content removal procedure. However, despite these variances between website policies, it is generally understood that offensive or defamatory content should be removed once discovered and brought to the attention of the appropriate managers. Even though offensive content may be removed from these websites once discovered, this does not mean that it is expunged from the internet. Search engines, such as Google and Yahoo, store snapshots of billions of websites in their databases to provide fast search results. Consequently, offensive content from these websites may get caught and stored in these databases. As a practical matter, search engines must also be contacted directly in order to have all of the offending content removed from the internet. What you can do Monitor your online reputation. Action can be taken quickly to remove the offending content. Also, be mindful of your online footprint and carefully consider the information and pictures you post on the internet so that you can minimize the chances that someone will use your own information and/or pictures to harass you. Periodically search your own name in various search engines to ensure nothing offensive or defamatory is posted on some or all of the following websites: (this site searches several different services at once) If you find something offensive and/or potentially defamatory, note the date, time and web address (i.e. of the offending web page, along with any other potentially useful information.

37 Welcome to ETFO Contact your ETFO local president or staff in PRS for additional advice Protect your online footprint by minimizing the amount of personal information you publish about yourself on the internet: check your privacy settings on Facebook, MySpace, MSN Messenger or any other similar service that you use to ensure your page can be accessed by only those whom you have invited; DO NOT invite or add students to your Facebook, MySpace, MSN Messenger or similar service; review the pictures of yourself posted on the internet; if you do not want your students or employer to see a certain picture or series of pictures, have them removed; minimize the amount of personal information you give to various online services; ask yourself, do I need to give my friend list, phone number, address to this service? ; consider creating a separate online account through Hotmail or Gmail or a similar service with minimal personal information specifically for using online services without giving out your personal and/or address information. For further information contact your local ETFO president or professional relations staff (PRS) at or In PRS Matters #43, entitled, Changes to the Safe Schools Act Bill 212: What You Need to Know, we outlined the changes to the Act, especially the inclusion of cyberbullying on the list of infractions that may lead to suspensions. In PRS Matters #46, entitled, Defamatory Websites and Social Networking Pages, we outlined the difficulties associated with having defamatory messages removed from websites such as In addition, the Canadian Teachers Federation has developed a handy pamphlet entitled, Cybertips for Teachers and presented a brief to the Department of Justice Canada on the topic, Addressing Cyberconduct. The brief calls for the government to recognize the very negative impact of the misuse of technology by supporting amendments to the Criminal Code of Canada that make it clear that the use of information and communication technology to convey a message that threatens death or bodily harm, or perpetuates fear and intimidation in another constitutes a punishable offence under the Criminal Code. Members are advised to consult Professional Relations staff (PRS) at or for additional advice. The Hidden Dangers of Electronic Communications The issue of electronic communication, cyberbullying, defamatory websites and social networking sites have been the topic of numerous ETFO publications over the past few years. In an effort to be proactive and prevent possible difficulties, we have advised members to be extremely cautious when communicating electronically with students as well as parents. In PRS Matters #48, entitled, Electronic Communications, the issue of electronic abuse was explored in detail. Members were provided with strategies to deal with inappropriate student electronic communications.

38 Welcome to ETFO ! Tips: General Always maintain a professional demeanor in all interactions with students, parents, colleagues and administrators. Failure to communicate appropriately puts teaches at risk with the employer, College of Teachers, Children s Aid Society and police. Do not students or communicate via instant messaging services. Always maintain professional boundaries and avoid communications that could be interpreted as personal. It may be inadvisable to use your home/ personal computer for contact with parents or students. Communicating with students Do not students for personal reasons. Your messages may be forwarded to a much wider audience deliberately or unintentionally and they may be manipulated. Avoid casual, familiar tone that can erode boundaries. Watch your language. Do not comment on student-parent or student-student relationships or other colleagues. Avoid sharing or receiving personal information which might be construed as violating boundaries or grooming. Communicating with parents Be aware that your can be used as evidence of your conduct. Your messages may be forwarded to a much wider audience deliberately or unintentionally. Avoid lengthy exchanges that consume a lot of time. In addition to increasing your workload, protracted exchanges may be prone to misinterpretation. Respect confidentiality: obtain permission to use communications. Protect yourself Refrain from using a personal computer account for school communication purposes and use caution when using school based computers. Do not leave a computer unattended when logged into the school board system. Protect username and password against identity theft to prevent unauthorized under your name or access to school documents. Where possible, change your password(s) on a regular basis. Respond to messages from parents by telephone or face-to-face meeting whenever possible. Clear the web browser s cache memory after every session on a computer. If you do send messages Save a copy of the original message. Use spelling and grammar checks on materials that you plan to or post on a website. Signatures should include your name, assignment title and school name. Avoid unnecessary attachments and/or forwards. Do not write s in capital letters (capitals indicate SHOUTING). Never forward a message without permission from the sender first. Always maintain professional standards when sending s to students, parents, colleagues (including friends) and administrators on board equipment- treat every as though it is a written letter. Do not engage in casual gossip on chat lines as it is unprofessional.

39 Welcome to ETFO Electronic Communication and Social Media You are a seasoned teacher. Your Grade 7 class is a handful. There are a couple of bright lights in your class who seem to reward all of your hard work. One in particular is a girl with so much potential you want to challenge her, help her and watch her achieve remarkable things. You know that her family circumstances are difficult and are amazed that she succeeds despite considerable obstacles. She confides in you that she struggles to study but is determined to do so. She thanks you for your help. One day she s (or texts) you her considerable distress about whether she will be able to continue with her dream of going to university. You sense she is losing hope and you write back: Don t worry, I ve got your back, I believe in you, you re the best. She s back: you have no idea what you mean to me, you are the key to my future, luv u. You back luv u too sweetie, can t wait to see you on Monday. She s you a heart emoticon in return. Questions: Does this exchange concern you? Does it cause you to seek advice from ETFO? Does it cause you to report this communication to your principal? Does it cause you to seek assistance from the guidance counselor or social worker? Does it cause you to speak to the student with a colleague present to discuss boundaries? Does this interaction raise no cause for concern? Would you continue this type of communication with this student? Answer: In the example above, the first time you ed or texted this student you may have officially started down the slippery slope leading to boundary violations according to the Ontario College of Teachers and its PROFESSIONAL ADVISORY ON THE USE OF ELECTRONIC COMMUNICATIONS AND SOCIAL MEDIA. Every member of the College received a copy of the advisory in the June 2011 edition of Professionally Speaking. It is also available on the College website. ETFO continues to support the responsible use of social media as an excellent teaching tool, provided it adheres to professional standards. ETFO warns its members that anything they post can be: forwarded, taken out of context, copied, manipulated and impossible to remove from cyberspace. In the example above, this overly casual communication may be misconstrued as inappropriate and as a boundary violation. Friending students; posting pictures of partying or sending overly casual messages or texts to students, parents or others may lead to professional difficulties that you may not anticipate. While the use of technology has changed dramatically over time, the standards of professionalism have not changed. Interactions must be respectful, courteous, professional and boundaries must be maintained. Members are expected to be friendly, but not friends with their students. ETFO has seen an increase in cyberbullying by electronic media in the education community. Members of ETFO can be the target of this. Sometimes members initiate careless electronic communication which may have unintended, but grave professional consequences. Videotaping in the Classroom ETFO members videotaping themselves, their colleagues or teacher candidates, in the classroom for purposes of self-evaluation, or peer reflection, raises a number of potential issues. While ETFO recognizes the potential value of using video as a means of seeking to improve, ETFO does not encourage members to engage in this particular practice. It is fraught with risks for members and could lead to serious issues down the road, including potential fines and/or discipline. Privacy Concerns Members have professional obligations to maintain the confidentiality of all personal information about a student, teacher or other individuals in their classroom.

40 Welcome to ETFO ! Some Tips: 1. Communication with parents, students and other members of the education community is best done verbally or face-to-face in a professional and structured manner. 2. Casual, off hand, joking remarks or expressions of support via electronic media are easily misconstrued. 3. Pictures of you, chat discussions you initiate or participate in and or text messages between you and others create a permanent record. Reflect on your electronic postings. 4. Advise friends and family not to post pictures of you on social media sites without first asking for your consent. 5. Slow down. Don t press send until you evaluate whether or not your postings, texts, s will be considered professional and appropriate in the education community. 6. You are not your students friend. You are their teacher and must maintain a professionally appropriate relationship. If in doubt, call to find out. ETFO has distributed a variety of publications on the topic of the appropriate professional use of electronic communication. These are available on the ETFO website. The Ontario College of Teachers (OCT) and the College of Early Childhood Educators (CECE) have also cautioned members to be mindful of the privacy of student personal information. The privacy concerns of others who may be in the class (including EAs, parent helpers, etc.) must also be considered. Consents a) For Students Prior to undertaking any videotaping which could involve students, ETFO members would need written permission from parents and their school board. With respect to parents, that permission must take the form of a consent form. Parents must also receive notice that personal information about a student has been collected. The notice must set out the purposes of the collection, contact details for someone who can answer questions about the collection and the legal authority for the collection. b) For Teachers and Others If teachers are videotaping other teachers, EAs, DECEs or others, for whatever reason, they must ensure that the individual captured on video also signs a consent form. The consent form should include the express permission of the person being videotaped, restrictions on the uses to which the video will be put and information concerning how the videotape will be either stored and/or destroyed. Videotaping in the classroom, where images of students, teachers and others may be captured raises a number of these privacy concerns. Personal information regarding students, teachers and others is largely private. Educational staff are subject to an array of obligations concerning the collection, use, storage, disclosure and disposal of private and personal information. The Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) applies with respect to the personal information of students, teachers and others. The definition of personal information in MFIPPA is very broad and includes videotaped images. Video Storage MFIPPA does not contain detailed language on the storage of personal information. However, MFIPPA requires that school boards document and implement reasonable measures to prevent unauthorized access to records containing personal information. Given this requirement, school boards should have policies in place about the storage of personal information and school staff should familiarize themselves with these policies or, with the assistance of ETFO, request training on storage. Storing video on a home computer, keeping the copy on a zip drive in your briefcase or at home, or ing it home to yourself to review may be inconsistent with board policies.

41 Welcome to ETFO It should be noted that the disclosure rules under MFIPPA do not allow for disclosure through inadvertence or error. Education staff should consider how videos that are in their possession at schools are stored: are they accessible to other teachers or students in the classroom? Can other staff or visitors to the school access them? If staff are unsure, they should seek direction from their school administrator. If staff thinks that the school board has not implemented secure storage systems for personal information at school, this could be raised through ETFO. Liability Under MFIPPA anyone who wilfully discloses personal information in contravention of the statute is guilty of an offence and may have to pay a fine of up to $5,000. These provisions apply not just to school boards, but also to education staff. This means that education staff must be diligent in working to understand what MFIPPA requires of them as they carry out their professional duties. In addition, and as noted above, the disclosure rules under both statutes do not allow for disclosure through inadvertence or error. College of Teachers/College of Early Childhood Educators In addition to raising a number of privacy concerns, videotaping a classroom and capturing images or other information, even inadvertently, could be considered professional misconduct by both the OCT and the CECE. Both Regulation 437/97 of the Ontario College of Teachers Act and Regulation 233/08 of the Early Childhood Educators Act define professional misconduct in a manner that could include conduct related to videotaping in the classroom. The definition under both Regulations includes unauthorized disclosure of personal information, disgraceful, dishonourable, or unprofessional act or omissions or conduct unbecoming a member, any of which could be triggered as a result of videotaping in the classroom. Board Policies/Protocols Education staff should be aware of policies their school boards have in place concerning privacy of personal information and what they require in terms of the collection, use, storage, disclosure and destruction of personal information concerning students, teachers and others. Failure to comply may lead to disciplinary consequences. ETFO s policy on information and communication technology reinforces many of the issues addressed in this publication. It can be found on the ETFO website. Recommendations In light of the many sources of obligations around protecting the privacy of personal information of students, teachers and others, ETFO recommends avoiding the practice of members videotaping themselves, colleagues or teacher candidates in the classroom. However, if it is a common practice at your board, ETFO recommends the following best practices: familiarize yourself with the policies governing your workplace; treat all information about students, teachers and others as personal information deserving of protection under the network of applicable legislation; be aware that school boards are likely to consider any information education staff create in the performance of their duties to be the property of the board, not the member. Videos should be deleted after they have been reviewed or should be maintained in a way to ensure privacy and limited access. Members should be prepared for the possibility that access to such videos likely will be granted to students or their parents if requested, or to other adults who have been videotaped; if you are unsure about anything to do with videotaping, seek direction from your school administration. If you have concerns about the direction you have been given, consult your ETFO local office or staff in PRS; and consider whether there should be a request for training of staff more generally on these issues from the school administrator or the school board s information and privacy officer.

42 Welcome to ETFO ! Other Tips for New Members CLASSROOM ADVICE: The Individual Education Plan (IEP) What You Need to Know Classroom Management Elementary Progress Report Card and Elementary Provincial Report Card Continued Implementation Update EQAO Testing Getting Started Checklists Occasional Teaching Frequently Asked Questions (FAQs) Parent/Guardian Communication Preparing for an Occasional Teacher SCHOOL ADVICE: New Teacher Induction Program (NTIP) Maintaining Professional Relationships Among All Educators Positive School Team Building and Maintaining Positive Professional Full-Day Kindergarten Team Relationships PROFESSIONAL ADVICE: Allegations Involving CAS and/or Police What to do if it happens to you Balancing Career and Personal Life A Member s Duty to Report Under the Child and Family Services Act Professional Boundaries Professionalism Advice to Members Professionalism and Ethics Sabrina s Law An Act to Protect Anaphylactic Pupils The Student Safety Plan Tutoring and Conflict of Interest Guidelines for Members Volunteering PRS Matters Bulletins: Advice for Members CLASSROOM ADVICE: The Individual Education Plan (IEP) What You Need to Know IEPs are written plans describing the special education assistance provided to students with special needs and how that assistance will be delivered. Ontario Regulation 181/98 requires that an IEP be developed for every student identified as exceptional by an Identification, Placement and Review Committee (IPRC). School boards may also prepare IEPs for students who have not been identified as exceptional but are receiving accommodations and program modifications. The principal is responsible for ensuring that an IEP is prepared within 30 school days after a student has been placed in a special education program (a program based on and modified by the results of continuous assessment and evaluation and that includes a plan containing specific accommodations and/or expectations and an outline of educational services) for most students, this would occur at the beginning of the school year. The principal must also take into consideration any recommendations made by the IPRC. Every IEP must include: relevant assessment information; student s strengths and needs; an outline of the special education services the student will receive; accommodations and/or modified expectations; a statement about how the student s progress will be reviewed; and

43 Welcome to ETFO a transition plan (if the student has no particular need of support during transitions, the transition plan should state that no actions are required). The IEP is the result of a collaborative effort among teachers, parents, the student, the school and other professionals involved with the student. Parents must be asked to sign a consultation form indicating whether they were consulted during its development; parents are also entitled to receive a copy of the final IEP. The IEP is kept in the Ontario Student Record (OSR), unless parents object in writing. IEPs are reviewed at least once every formal reporting period. The Elementary Progress Report Card introduced in the fall of 2010 represents one formal reporting period, and so the requirement for three IEP reviews during the school year remains. Because the IEP is a working document, adjustments to its program goals may be necessary throughout the school year; those adjustments should be noted and significant changes should be shared with the parent. The IEP Process Tips for Teachers Become familiar with IEP requirements in the IEP Standards document and The Individual Education Plan, A Resource Guide (2004). An electronic version is available through the Ontario Ministry of Education website. Review posted IEP samples developed by writing teams from across the province. Ensure your principal has established, in a collaborative manner, clear roles and responsibilities for staff members assisting in the development of the IEP. Involve parents in the collaborative process as early as possible. The IEP is a confidential document; use discretion when disseminating any information contained in an IEP. Consult with the principal and teachers involved in the student s program as often as necessary. Communicate regularly with parents regarding the IEP and resources available to support the IEP. Differences of opinion related to IEPs may arise between teachers or between teachers and principals; express your opinion in a professional manner. IEPs and Workload Completion of IEPs can represent a significant time commitment. It is important for ETFO members to establish strategies that keep their IEP workload manageable while ensuring that the needs of students are being met. Ask your principal for time during the instructional day to be trained on and complete IEPs. An IEP should not commit to accommodations and alternative programs or services that cannot be delivered. Keep the plan s program goals achievable, reasonable and manageable. Although the decision to create a discretionary IEP lies with the principal, best practices cited by the Ministry refer to a team approach on the part of teachers and principals with respect to the development of IEPs. Think carefully about whether the degree of accommodation for a student warrants the development of an IEP or can be met through the instructional techniques that teachers normally employ in their classrooms (e.g., differentiated instruction). Remember the E in IEP you are responsible for the education plan of the student, not therapy or medical plans. Promptly report in writing to your principal any technical difficulties you encounter using webbased IEP tools. Make arrangements with your principal to have school support personnel photocopy and file IEPs. Refer to your local collective agreement as it may contain negotiated language specific to the workload associated with the preparation of IEPs.

44 Welcome to ETFO Classroom Management The majority of discipline problems can be avoided or controlled by effective classroom management. This includes clear daily routines, consistency, proper use of teaching strategies and a well-prepared curriculum. The following strategies should be kept in mind. Plan and be Prepared Have your curriculum effectively and appropriately planned for all levels of students. Know when your units will start and when they will end. Dragging a unit on too long will hamper the completion of the rest of the curriculum as well as lose student interest. Have your short and long-range plans written and available in your classroom for parents or administrators who may request to see them or meet to discuss them. Prepare your daybook at the very least one week in advance (recognizing that there may be minor variations from day-to-day). Have written assessment and evaluation plans and results readily available in your classroom for reference by students, parents, colleagues and administrators. Should differences arise, your material will provide support for your decisions. Do NOT try to plan day-to-day. This kind of planning affects your curriculum, your flexibility, your confidence and your sense of readiness. This could also cause problems for you, an occasional teacher and your students if you are suddenly absent. Prepare your materials well in advance (e.g., the previous afternoon), NOT before each class or lesson. Time getting ready while students wait is time for inattention and off-task behaviour. Assess student work promptly. When work is quickly evaluated and returned, students are able to see their progress immediately and will be clear on your expectations about work completion and work habits in your class. It will also allow you to evaluate student needs and modify the program if necessary, thus preventing off-task behaviour due to a student s inability to complete a task. S tudent performance will assist you in your planning for future lessons. Establish Routines Establish your classroom routines immediately in September. It is wise to develop these expectations with the students to ensure appropriate student buy-in. Be sure to consider the age/grade level(s) of your students. Routines which work for younger students may cause behaviour problems in older students and vice-versa. Communicate your routines clearly to students, parents, teaching partners and administrator(s). Regularly review the success of your routines and make changes as necessary. Remember to be as consistent as possible once routines are established. Ask Yourself... Are my routines logical and efficient? Am I consistent with my routines? Are my routines appropriate for all age/grade levels I teach? What changes will I make? Are my routines clearly communicated to my students? teaching partners? parents? Are my routines fair and achievable by my students? The above examples are only a few of the classroom management techniques. As a beginning teacher you are not expected to know everything. Just remember that consistency is the key. Don t hesitate to ask an experienced teacher, the Federation or your administrator for advice. Teachers are happy to pass on helpful information to other teachers. Adapted from ETFO, A Teachers Guide to Planning and Programming.

45 Welcome to ETFO ! Recommended Classroom Management Resources: Power Plays: Moving from Coping to Cooperation in your Classroom. Barrie Bennett, Peter Smilanich, Class Interrupted: Strategies for Positive Behaviour. Avis Glaze, Ruth Mattingley, Classroom Management that Works. Robert J. Marzano, Jana S. Marzano and Debra Pickering, Creating the Dynamic Classroom A Handbook for Teachers. Susan Schwartz and Mindy Pollishuke, The First Days of School. Harry K. Wong and Rosemary T. Wong, The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning Teachers. ETFO, With All Due Respect. Ronald Morrish, Beyond Discipline: From Compliance to Community. Alfie Kohn, Elementary Progress Report Card and Elementary Provincial Report Card Continued Implementation Update (Growing Success Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, 2010) Schools will continue to use the Elementary Progress Report Card between October 20 and November 20 of the school year. The progress report card is designed to show the development of a student s learning skills and work habits during the fall of the school year, as well as a student s general progress and growth in working towards the achievement of the curriculum expectations. The first Elementary Provincial Report Card will be issued between January 20 and February 20. The second Elementary Provincial Report Card will be issued at the end of the school year. Exact dates are set by individual school boards. The Elementary Provincial Report Card is designed to show a student s achievement at two points in the school year. The first provincial report card will reflect the student s achievement from September to January/February of the school year. The second provincial report card will reflect the student s achievement from January/ February to June of the school year. The following guidelines will support members, protect against increased workload and ensure consistency from school to school across the province as the report cards are completed. The ETFO Elementary Progress Report Card Guiding Principles: 1. The term teachers professional judgement is used consistently throughout the Growing Success document. Teachers use their professional judgement to determine where a child is progressing in the progress report card boxes. The teachers professional judgement should also be relied upon to determine which subject areas to comment on in the Strengths/ Next Steps for Improvement comments boxes. Teachers do not need to comment on every subject or learning skill. In the case of the Elementary Progress Report Cards, it is not necessary for teachers to comment on all subjects/strands in the one space provided for comments. Growing Success, page 64. (See Pages of Growing Success, for Progress Report Templates.) 2. Completion of the progress report card should not be the sole responsibility of the homeroom teacher. A process should be in place for all teachers who instruct a classroom to have the opportunity to include comments on any report card if he/she requests to. A school based strategy should be developed and in place. Ministry policy does not require teachers to enter comments for all subjects/strands on the progress report card. The comment area on the progress report card is not subject specific. Teachers are to share this

46 Welcome to ETFO space and, if possible, the electronic versions should facilitate the sharing. The position of the ministry is that students benefit when teachers collaborate in the assessment of their work. In addition, it is alright for one teacher to enter more comments than another. The comments do not need to line up with the subjects and teachers do not need to enter comments for all subjects/strands. Growing Success, Elementary and Secondary Report Cards: Q s and A s: Version # 4 August 11, Comments should be general rather than specific as it is the beginning of the year. The comments should describe in overall terms what students know and can do Growing Success, page The phrases Progressing Very Well, Progressing Well and Progressing with Difficulty are terms used on the Progress Report card and they are not meant to be directly aligned with the achievement chart, letter grades or percentage marks. The Progress Report Card uses these terms to indicate early on in the school year areas of strength and possible areas for improvement in student learning. 5. The inclusion of appropriate comments should be considered when Progressing with Difficulty is checked off for a student. 6. Space for Board Information and Space Designated for Board on the progress report card is to be completed by the school board, not the classroom teacher. 7. IEPs need to be created and in place within 30 school days of the start of the student s program, typically the first day of school. The IEP is to be reviewed and updated if changes are needed, for the fall progress report card. It is unlikely that within a few weeks of completion of the initial IEP there would be many changes to it. If upon review of the IEP there are no changes to it, then the initial IEP is what will stand for the fall Elementary Progress Report Card. Elementary Provincial Report Card Guiding Principles: 1. A letter grade or percentage mark does not have to be assigned along with the code I. 2. Teachers are expected to enter a grade for Social Studies and for Science and Technology on both the January/February and June report cards. Teachers may indicate in the comments box which strands are being reported on within each subject. It is mandatory that a grade be entered for each subject at least once over both reporting periods. All of the strands in both Social Studies and Science and Technology must be accounted for in instruction, assessment and evaluation by the end of the year. 3. Teachers are expected to enter a grade for both Health and Physical Education on both the January/February and June report cards. It is mandatory that a grade be entered for each strand at least once over both reporting periods. 4. For Language, four strands are reported on in January/February and four strands in June. For Mathematics, at least four strands are reported on in January/February and at least four strands are reported on in June. Each strand must be reported on at least once. For The Arts, at least three of the subjects are reported on in January/ February and at least three subjects are reported on in June. Each subject is reported on at least once. 5. The development and inclusion of report cards for junior and senior Kindergarten is still in the consultation phase. The final edition of Growing Success will include policy related to Full-Day Kindergarten. Elementary Progress Report Card and Provincial Report Card Guiding Principles: 1. The term personalized comments does not mean that every student must have a different comment. A well written and meaningful comment may apply to several students in the class. 2. Teachers are not required to completely fill the comment boxes; the comments should be based on quality not quantity. Comments should

47 Welcome to ETFO follow the format of Strengths/Next Steps for Improvement and be linked to the learning goals for students as opposed to curriculum expectations. 3. Comments may be written in full sentences or in point form. Individual boards and schools may make decisions about this format. 4. The design of the progress card and the provincial report card is standard. The size and location of boxes cannot be changed. 5. The six week rule regarding report card completion applies for all three formal reporting periods. In the case where neither teacher has had the student for six weeks, support from administration and collaboration on behalf of the teachers is suggested. Teachers should not be asked to do any additional written reporting to parents (formal or informal) other than the progress report card and two provincial report cards. Please discuss any concerns with your ETFO school steward or your ETFO local president so that the Federation can monitor the implementation of the new reporting system. For further information contact your local ETFO president or Professional Relations staff in Protective Services at or EQAO Testing Standardized testing is not new for students. For many years, elementary and secondary students have taken part in testing at all levels provincially, nationally and internationally. Over the past ten years, the amount of testing in our schools has increased. This is largely because successive governments have viewed standardized tests as tools to monitor a few select variables. EQAO Established The government established the Education Quality and Accountability Office (EQAO) to: accomplish its mandate of designing new tests for grades 3, 6, 9, 10 in reading, writing and mathematics; manage the administration of these tests; report the results to the public; and collect data to help determine the effectiveness of Ontario s education system. From the onset, the tests raised levels of anxiety for students, parents, teachers and school boards. Since its creation, the EQAO has faced criticism, particularly on the issues of security, timelines and validity of the tests. Despite this, each year it continues to assess elementary school students in Grade 3 and Grade 6 reading, writing and mathematics. Tests Not a Reflection on Teacher Performance It is important to note that students results on these tests are NOT a comment on teacher performance in the classroom. While teachers in grades 3 and 6 may feel pressured to deliver high test results so that their class, and school, scores well, ETFO urges its members not to succumb to this pressure. Poor test scores are usually the result of multiple factors that are far beyond the teacher s control. EQAO Process Must Be Followed Properly If the rules surrounding test administration are not followed, a teacher may be accused of improperly administering the test, intervening or assisting students to influence test results, or even changing students answers on the test. Such allegations, if proved, can result in severe disciplinary measures against a teacher and an allegation of professional misconduct at the Ontario College of Teachers. Some cases have alleged that: The teacher erased answers and substituted the correct answers. The teacher provided students with inappropriate resource material. The teacher provided the students with the answers by writing information on the board. The teacher spoke to and inappropriately coached student answers. The teacher had received an advance copy of the real test and provided it as practice to the students prior to the test.

48 Welcome to ETFO The allegations were made because children told their parents about incidents surrounding the testing. When the EQAO receives test results, it searches for anomalous results or problems. This could mean similar wrong answers, similar erasures or many identical right answers on problems that do not lend themselves to the same answers. A suspicion of inappropriate application of the test may result in a prolonged investigation by the EQAO and the school board involving the teacher s actions. Some Reminders about EQAO Testing ETFO strongly advises members to: Read the material describing what you can and can t do around the testing. Be sure you understand the directions on resource materials. Be sure you understand how the test is to be administered, and how materials are to be safeguarded. Attend any seminars relating to test administration. Ask questions if you don t understand your role and the role of students. Use the practice tests the EQAO provides to assist your students in understanding how to write the tests. Do not assist your students unless you are permitted to do so under EQAO s direction, and be clear about the assistance you may provide. Never change any students answers on an EQAO test. Never provide answers to students during testing. Remember, these tests do not reflect on your performance as a teacher. EQAO publishes a yearly Administration Guide available at to provide direction and information to principals and teachers administering the assessments in the primary and junior divisions in the spring. It provides a clear outline of do s and don ts of administering the assessments. These guidelines should be followed closely. ETFO Advisory on EQAO Marking in Effect See the ETFO Advisory to Members on page 22 regarding EQAO marking.

49 Welcome to ETFO ! Getting Started Checklists What to prepare for the first day: o Classroom layout: o seating plan arrangement of desks or tables to meet students needs and learning styles o bulletin boards o storage of materials o Method for tracking: o bus numbers and going-home routines o textbooks and supplies o Prepare: o a first-day newsletter and/or monthly calendar o some fun get-to-know-each-other activities o a process for collaboratively establishing classroom rules o Procedures: o for taking attendance and reporting to the office o for handing in assignments o for passing out handouts and material o Process for receiving: o parent correspondence (e.g., late and absent notes) o office correspondence (e.g., staff memos) o information (e.g., trip forms) o money (e.g., for pizza days) o Routines: for entering and leaving the classroom, as a group and individually for washroom breaks, lunch and recess What you should know about the physical layout of the school: o map of school o main office/secretary s desk o principal s office o your classroom o staff room/workroom o audio/visual equipment and copiers o gym, computer lab, library o staff washroom/student washroom o general supply room o custodian s room School Procedures you should know about: o school arrival and dismissal times and attendance procedures for students, including late arrivals o opening-day activities (e.g., assembly) o opening exercises o school-wide rules o paper and other supplies what the school provides and where to find them o classroom budgets, purchase orders, petty cash o fire drills and other emergency procedures o school keys, classroom keys and security system o homework policy (for the school or district school board) o parent volunteers o schedules and timetable for gym, library, labs n expectations of secretarial and custodial staff n supervision schedule and responsibilities o educational support staff o school calendar or handbook o use and storage of Ontario Student Records (OSRs) o student medical and physical procedures o safe schools/health and safety issues; reporting forms o guidelines for referral to Children s Aid Society o school improvement or action plan o process for getting support for special needs students o occasional teachers what materials to leave o library resources process for teachers and students to sign out materials o field trips school and board policies and procedures o school council members and meeting schedule o report card information (e.g., hardware and software requirements) o student safety plans o board policies regarding the safe use of technology Adapted from ETFO, Professional Beginnings: An Induction Guide, 2002.

50 Welcome to ETFO Occasional Teaching Frequently Asked Questions (FAQs) Should I take anything with me to the teaching assignment? It is important for you to maintain the continuity of the classroom teacher s academic program. This is achieved by following the teacher s lesson plans as closely as possible. However, you may arrive in a classroom where it is not possible to implement the planned lessons for that day. In fact, if you were called in with little warning, there may not be any lesson plans. In order to ensure you are prepared to handle just about any situation, you need a tote full of materials that may be used to enhance an activity, for time between activities or to assist in creating a lesson. These high-interest activities should be linked to the Ontario curriculum and provide students with meaningful and purposeful learning experiences. You may want to keep three bags of materials; one for each division: primary, junior and intermediate. What do I do when I arrive at school? Check in at the office to announce your arrival. Introduce yourself to the school secretary and administration. Pick up keys to the classroom. Locate the classroom and other rooms you may need throughout the day. A school map may be provided to you or there may be one in the classroom. Be sure to locate the staff room, the workroom and the staff washroom. Unlock the classroom door, find the daybook and prepare for the day. Ask about student safety plans and if there is a Worker s Safety Plan. Once I have familiarized myself with the lessons, what else should I do? It is to your advantage to learn as much as possible about the school, the schedule and the students. The degree to which you are able to do this depends on the information the classroom teacher has left. Following are some suggestions that may help you prepare for your assignment prior to the students arrival. Perform any tasks necessary to execute the lessons (e.g., photocopying, cutting, reading information in a textbook). Find the seating plan; if there isn t one, be prepared to make one. Familiarize yourself with school safety routines (e.g., fire drills), school timetable, yard duty supervision schedule and school discipline policy. Find a class list and prepare name tags. Review any behaviour plans and student safety plans that exist to ensure you will maintain consistency for those students involved. Identify the names of students with high needs, allergies and those requiring medications. It is a good idea to identify those students as soon as they enter the classroom. Review the in-school support program timetable (e.g., special education, ELL). Find out if you need to collect anything from the students (e.g. money, homework). Find out if there are any special events happening in the school (e.g., pizza day, special visitor). How do I maintain classroom continuity? Review the established classroom rules, routines and expectations. Encourage students to take ownership of their classroom by having them explain the rules and expectations to you. Try to follow the rules and routines as closely as possible in order to maintain consistency for the students. If you believe a temporary rule should be instituted, provide the students with an explanation for its need. Students are more likely to adhere to a new rule when they understand why it is necessary. Rules should be short, concise and stated in a positive manner. It is helpful to write the rule on the blackboard or to post it as a reminder. You may need to review rules and expectations several times during the day, especially after high-energy activities such as recess or physical education class.

51 Welcome to ETFO What should I do if I cannot find information about lessons and established rules and routines? If the minimal amount of information is not available from reviewing the daybook, you can ask the school secretary and other staff; once the students arrive, you can ask them too. Students are particularly helpful in answering your questions about classroom procedures around attendance, washroom use, collecting money, etc. Helpful students are a valuable resource and will identify themselves quickly to you. Be sure to use them. What do I need to do at the end of the day? At the end of the day, follow this useful checklist: ensure that students have completed their usual end-of-day activities (e.g., fill out planner, homework review); distribute newsletters or notes that need to go home with the students; ask students to assist with tidying the room; and tell the students how much you enjoyed working with them. Once students have been dismissed, complete these tasks: finish tidying the room, if necessary; write a note to the classroom teacher; mark any work completed during the day; collect all your own teaching resources and personal effects; thank staff who assisted you during the day; check in at the office to return the classroom keys and to determine if the classroom teacher is scheduled to return the next day; maintain confidentiality about the students and the school; and inform the office of any incidents or accidents that may require follow up. What should I include in the note to the classroom teacher? Classroom teachers need to know what happened during their absence and where to start when they return. It is very helpful when a clear and detailed outline of the day is provided. The note to the classroom teacher may include: anecdotal comments about the day and the students be truthful but positive; a list of helpful students; a list of absent students; an explanation of what work was completed and what still needs to be finished; a review of material with which students had difficulty; an explanation of any disruptions to the day (e.g., unexpected assembly, fire drill); if you were unable to follow the prepared lesson plans, an explanation and a copy of the lesson you gave; and your name and the date. What is a positive classroom environment? A positive classroom environment is a reflection of the sense of community between the students and the teacher. It involves an understanding of and agreement with classroom rules and routines. It incorporates the methods used to motivate students as well as the physical organization of furniture, materials and space. Basically, a positive environment is the good and welcome feeling you ought to get when you walk into a classroom. As an occasional teacher you cannot control the physical arrangement of the classroom and materials, but you can foster a sense of community. Why is a positive classroom environment so important for an occasional teacher to establish? Students become comfortable with established routines and the familiarity of their own classroom teacher. The absence of their regular teacher can disrupt everything to which the students are accustomed. This is especially evident when the arrival of an occasional teacher is unexpected. Students need to feel welcome and comfortable in their own classroom and to have as much continuity as possible in their everyday activities.

52 Welcome to ETFO How do I create a positive learning environment and establish a respectful relationship with the class? Successful occasional teachers have compiled the following tips for creating a positive learning environment: Greet students at the door. Smile. Introduce yourself. Tell the students something about yourself. Explain why you are there. Allow students an opportunity to introduce themselves or each other. Allow students to take ownership of their classroom by asking them to explain the established rules and routines. Try to adhere to these rules and routines as closely as possible. If a temporary rule or routine is required provide the students with a reason for its need; record it on the board as a reminder. Treat each student with respect and dignity; it will be returned to you. Call each student by name (use name tags or cards). Be an active, attentive listener. Be fair and consistent. Maintain a confident composure. Encourage appropriate behaviour by acknowledging it. Do an icebreaker activity. What can I do to encourage appropriate behaviour? First and foremost, be proactive. Preventing discipline problems is easier and more effective than responding to them. When a well-planned, stimulating learning environment is created, most behaviour problems can be avoided. Student behaviour may appear to be more disorderly when an occasional teacher is in the classroom because some students may take advantage of your lack of familiarity with the rules and routines. In other words, they try to test the established limits. How can I be proactive? Arrive early. Review lesson plans. Gather the necessary materials required for the lessons (e.g. photocopy a class set of worksheets). Identify potential times for off-task misbehaviour, such as transitions or when work is completed. Try to make transitions quickly and smoothly by planning ahead and knowing what comes next. Also, have some prepared activities appropriate for the grade and/or division. These may include puzzles, trivia and word games. When students are busy and on-task, there is a lower rate of misbehaviour. Check the daybook, calendar or memos to see if there will be any alterations to the regular school day (e.g. assemblies, drills). Write an outline of the day s activities on the board for students to see. Locate a seating plan or be prepared to make one. Familiarize yourself with students who have special needs (e.g. behaviour plans, medications). This information should be in the daybook. If it isn t, check with the school administration or secretary. Review classroom rules, routines and expectations. At the start of class inform the students that the regular classroom rules, routines and expectations will be followed. Inform students about what you need them to do, rather than what they need to stop doing. Provide clear instructions before an activity begins, offering students an opportunity to ask questions.

53 Welcome to ETFO What does professionalism mean for an occasional teacher? Be punctual. Dress professionally. Familiarize yourself with board policies. Familiarize yourself with school and class routines and policies. Be a role-model for how you want the students to conduct themselves. Be flexible. Be respectful. Your collective agreement may identify specific items of information that each school should supply to you. Many schools have occasional teacher packages outlining important information about the school and individual classrooms; check to see if one is available for each school at which your work. Remember to support the collective agreement by following its provisions. If in doubt, contact the local. Adapted from: ETFO, Head of the Class Making it Work!, Did you know that most board consultative staff, coaches, facilitators, and resource support teachers are ETFO members? Parent/Guardian Communication Parents/Guardians are your partners in the learning process. You need to establish a relationship with them from the beginning days of school. There is evidence that when parents/guardians are involved in their child s education, achievement is enhanced. Involvement may include two-way communication, assisting with homework and volunteering in the school. Communicate regularly about individual and class achievements. Invite parents/guardians to share their observations and insights about their child. Send home monthly newsletters outlining the learning topics, upcoming events and field trips. Provide tips on how parents/guardians can support student learning at home: reading to and with the student; playing games that require thinking and problem-solving; and monitoring homework. Extend an invitation to parents to join in creating a successful learning experience for their child. Meet the Teacher Your first formal introduction to parents/guardians will be at a Meet the Teacher activity which is usually held early in September. This is a time to introduce you, the curriculum and to begin to establish a relationship with the parents/guardians. Many parents/guardians will be coming to check you out. Be prepared to instill confidence regarding your instructional abilities. Share your relevant experiences and let your enthusiasm show. It is a good idea to post relevant information for parents/guardians on chart paper and have a display of the text series you will be using as well as the Ontario Curriculum for your grade(s) since you will likely get busy talking with one family after another. Topics to address: Outline the topics you will cover during the year. Cover all relevant points. Include classroom routines, expectations for students, assessment/evaluation strategies and homework policies. Identify how, when and where you can be reached. Share ideas about how the school and home can work together to support the child s learning in and out of school.

54 Welcome to ETFO Successful Parent/Guardian Interviews Before the Interview: Be aware of any family situations where parents/ guardians may not have access to their children and the information about their school progress (check the OSR for court orders regarding this). Determine how much time you will allow for each interview. Consider whether students will be involved in the interview. Consider the set-up of your room and the area for the interview. Provide translators if English is the second language. Practice your message if you perceive a conflict. Invite other staff to be present (resource teachers, principal, special education teacher) if it is beneficial to the interview. Have forms on hand that require a parent s/ guardian s signature. Be ready for questions about the child s behaviour, ability level and achievement in certain subjects. Have dated student work samples that show growth and needs. Make accommodations for physical disabilities. Arrange for chairs in the waiting area. Set up information in the waiting area with curriculum documents, school plan, samples of student work. During the Interview: Greet the parents/guardians at the door. Begin with a positive statement about the student and his/her involvement in the classroom. Listen to what the parents/guardians say. Ask if there is anything you should know that might impact on the child s school work and life. Avoid the use of educational jargon which can create awkwardness for the parents/guardians. Be specific in your comments about the student by giving examples of what you mean and showing examples of student work. Ask for the opinions of the parents/guardians. Collaboratively develop goals and a course of action. Summarize the discussion. End on a positive note. After the Interview: Thank the parents/guardians and walk them to the door. Summarize the interview for documentation. Follow up with whatever was decided in the interview. Keep your principal informed about student/ parent/guardian concerns. Adapted from ETFO, Classroom Beginnings, 2000.

55 Welcome to ETFO Preparing for an Occasional Teacher There will be days that you will be absent. In order to ensure that a quality education program continues in your absence, advance preparation for an occasional teacher is necessary. Qualified occasional teachers are ETFO members. They are professionals who can continue to implement your regular program. Many schools have specific expectations about preparing for an occasional teacher. Ask your administrator about the process at your school. Prepare an occasional teacher folder for use in your absence. Include enough detail for a teacher who does not know your students, or your schedule. Suggestions to include in your folder: Class rules, routines and expectations A class list, identifying special needs and health issues A seating plan A map of the school Supervision schedule and guidelines Fire and emergency procedures Daily and weekly schedule Timetable for student support Lessons and materials A Where to Find list (e.g., attendance book, art supplies, guided reading books, safe schools reporting forms) Other staff information (e.g., names of administrators, teachers in the classroom next to yours) Other helpful information (e.g., structure of your literacy block, parent volunteer days)

56 Welcome to ETFO SCHOOL ADVICE: New Teacher Induction Program (NTIP) Every district school board must provide a New Teacher Induction Program (NTIP) for certified new teachers (including teachers trained out-of-province) who have been hired into permanent positions (full-time or part-time). The NTIP must include the following components: 1. Orientation for new teachers by the school and school board; 2. Professional development and training in specified areas; 3. Mentoring programs established by the school board and principals; and 4. Two teacher performance appraisals for each new teacher in the first year of teaching. Successful completion of the NTIP will be noted on the new teachers Ontario College of Teachers certificates and the public register. If a new teacher moves to a different school board before completing the NTIP, the process will carry on with the new school board. Information collected by the first school board in the context of the NTIP and appraisal process will be forwarded to the new school board. Boards are funded for and must include, their beginning teacher LTOs in the induction elements of the NTIP (orientation, professional development and training, and mentorship). A beginning teacher LTO is defined as a certified occasional teacher who is in his/her first long-term assignment, with that assignment being 97 or more consecutive school days as a substitute of the same teacher. Boards may use their NTIP funding to support secondyear teachers in the NTIP. This will assist those teachers who need or would like more than one year of support to gain proficiency in the role. It is important to note that not all second-year teachers may wish or need to take part in another year of supports. Participating in an additional year of NTIP supports is optional and is not related to the requirements of the TPA. Performance Appraisal of New Teachers The Education Act and Regulations outline the process required for teacher evaluation. New teachers must achieve two satisfactory performance appraisals within the first 24 months of teaching in order to successfully complete the New Teacher Induction Program (NTIP). As soon as two satisfactory appraisals are achieved, the NTIP is complete. The teacher is then placed on the regular five-year evaluation cycle from that point onward. This may be as early as the second year of teaching. If a new teacher receives a not satisfactory rating, the teacher has a chance to continue with the NTIP with an enrichment plan and further appraisal. If a new teacher receives two not satisfactory ratings in the course of the NTIP, the teacher may continue with the NTIP with an improvement plan established but will be placed on review. A further not satisfactory appraisal may result in termination of employment and notification to the College of Teachers. A rating is not satisfactory if it is either Development Needed or Unsatisfactory. Advice to New Members If you are a new teacher, it is very important that you become familiar with the expectations and components of the performance appraisal process. Many locals provide workshops on the TPA process. You have the right to: know what standards of performance are expected of you; receive adequate feedback and opportunities for input; receive timely notice of concerns and assistance to improve; have the opportunity to work on the identified improvements; have a Federation representative present at any meetings regarding the performance appraisal process. You also have other rights as defined in your local collective agreement or entitlements arising out of your school board s policy or procedures on performance appraisals. If you are not in agreement with the summative report of your performance

57 Welcome to ETFO and the evaluator is unwilling to change it, you may attach a response to address what you believe to be inaccuracies, omissions or concerns about the evaluation process. You should also consider contacting your ETFO local office or ETFO staff in professional relations (PRS) for assistance with your response. You will be asked to sign the report. Your signature is acknowledgment that you have received the report. It does not constitute agreement with its contents. Members can contact the Federation at any time throughout the process; however, if you receive an unsatisfactory rating, it is very important that you contact the Federation as soon as possible for support and advice. Even if it looks like you might be moving towards a Development Needed or Unsatisfactory, you can contact ETFO for advice. Mentorship Mentoring programs are a necessary part of the NTIP. Experienced teachers may be asked to volunteer to mentor new teachers. Mentoring may be carried out in a number of different ways depending on the needs of the individual new teacher. However, the key to any form of mentoring is the relationship between the people involved. This relationship must maintain the professionalism demanded of our profession and should be built on trust and respect. A mentor is not a supervisor or an evaluator. A mentor is a colleague, a coach, a support and a resource. Mentors normally need training to be effective. The Ministry of Education has indicated that school boards must include training as part of their mentoring programs. Some of the skills for which training will be important concern the following: development of mentoring plans, consulting, coaching and collaborating without supervising or evaluating; identifying resources to share; providing meaningful feedback; elements of an effective mentoring relationship; effective and supportive mentoring; communication skills; and maintaining confidentiality of the mentoring relationship. If the mentoring relationship is not effective, it may be necessary to explore opportunities for new mentoring partnerships. Teachers should consult the processes established under the school board s mentoring process for this or consult the Federation for advice. Ministry of Education NTIP Resources The Ministry of Education has produced two manuals regarding the NTIP: Induction Elements Manual 2010, and Teacher Performance Appraisal Technical Requirements Manual (2010) There are other helpful resources available on the Ministry of Education NTIP website: Resource Handbooks for New Teachers, Mentors and Principals Resources to Support New Teachers Professional Development Individual NTIP Strategy Form and Board Plan Teacher Performance Appraisal System Frequently Asked Questions They are all available at teacher/induction.html Maintaining Professional Relationships Among All Educators Increasingly, the task of educating children and maintaining safe and effective schools is being carried out by teams of education practitioners. In addition to full-time teachers, many schools employ occasional teachers, educational assistants, early childhood educators and a number of other professionals including health professionals, community workers and social workers. This plethora of professionals, each of whom plays a vital role in the development and education of students, has given rise to new concerns regarding the professional relationships within school communities. Professional and respectful relationships among educators and other professionals is not only a necessary ingredient for effective learning, it is also mandated by governmental, regulatory and organizational policy. Sources that establish the obligation to maintain respectful and professional relationships The Ontario Human Rights Code and Occupational Health and Safety Act apply to all employees working within Ontario schools. Both of these statutes prohibit workplace harassment, defined broadly as a course

58 Welcome to ETFO of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome. This includes bullying behaviour. While the Human Rights Code prevents harassment that is based on one of the listed prohibited grounds of discrimination, the Occupational Health and Safety Act prohibits all forms of harassment and requires school boards to have specific policies setting this out. For teachers and early childhood educators, both the Ontario College of Teachers Act and the Early Childhood Educators Act prohibit conduct that is unbecoming a member. Violation of that requirement may result in a finding of professional misconduct and could affect the ability of a teacher or early childhood educator to practice in Ontario. In addition, the Ontario College of Teachers has a code of ethics and standards of practice that apply to the relationship between teachers and other educators. The College of Early Childhood Educators has recently approved its own code of ethics and standards of practice that contain similar provisions regarding the requirement to treat colleagues and other professionals with respect, trust and integrity. ETFO represents teachers, early childhood educators and other education practitioners working in Ontario schools. The following provisions of the ETFO Constitution are directly relevant to the issue of respectful professional relationships and apply to all ETFO members: Article VI. Code of Professional Conduct 6.1 A member shall: strive to eliminate all forms of harassment between individuals in the educational system; endeavour to ensure equity and inclusiveness in the workplace; and strive to achieve and maintain a high degree of professionalism and to uphold the honour, dignity and ethical standards of the teaching profession. The Teaching Profession Act applies to all teachers and other members of the Ontario Teachers Federation (OTF). The following provision is contained in a regulation established under the Teaching Profession Act: s.18(1) A member shall, a) avoid interfering in an unwarranted manner between other teachers and pupils; b) on making an adverse report on another member, furnish him with a written statement of the report at the earliest possible time and not later than three days after making the report. In addition to the rules, regulations and policies listed above, each individual school and school board will likely have its own standards that will apply to the professional relationship between co-workers. Such policies will likely be enforceable as a condition of employment and breach of these policies could lead to discipline. What to do if there is a breakdown in the professional relationship between educators Consistent with the requirements set out above, ETFO encourages all educators to treat each other with mutual trust and respect, acknowledging that each has a unique and important role to play in student learning and development. ETFO members are encouraged to discuss, in a respectful manner, any professional relationship issues that arise between them. If issues can t be resolved, ask your local ETFO representative to help. Mediation is also available through ETFO provincial office to help resolve colleague-to-colleague disputes. ETFO s Professional Relations staff possess relevant expertise in this area and can assist in working out a reasonable and respectful working relationship. These solutions should be sought early in order to avoid harassment complaints, human rights complaints, grievances and deteriorating working environments. Positive School Team Teachers Support Personnel Principals Teachers, support personnel and principals are all important to the school staff and student support team. Establishing a professional relationship based on mutual respect and communication is essential. The teacher, as instructional leader, is responsible for program planning, student assessment and liaison with parents. Support personnel are there to support and assist the teacher with these responsibilities.

59 Welcome to ETFO Important Considerations for Developing a Positive Team: It is essential that the role of the teacher and the role of the support personnel be established and clarified at the beginning of the professional relationship. This should be done between the two and/or in consultation with other staff or the school administration depending on the circumstances of the particular assignment. Role descriptions, responsibilities and duties must be clearly defined and should be communicated to the whole school team at the beginning of each school year to assist in preventing overlap, communication problems, confusion or conflict regarding role description. Expectations and protocols should also be clearly established. These should include: communication: with each other, with parents and students, with administration strategies for classroom management, the appropriate way to express concerns, conflict resolution, confidentiality, ethics and professionalism, use of non-violent crisis intervention and/or restraint procedures, administration of medication and emergency procedures. Support Personnel It is the policy of ETFO: 1. That paid support personnel be responsible to the principal of the school. 2. That the evaluation of support personnel be the responsibility of the principal and vice-principal. 3. That teachers and support personnel be provided additional preparation time within the students instructional day to plan and communicate. 4. That district school boards provide appropriate training for teachers and support personnel to enhance the effectiveness of teachers and support personnel working together. 5. That district school boards provide appropriate training for support personnel that is relative to the condition of his/her student(s). Building and Maintaining Positive Professional Full-Day Kindergarten Team Relationships As of September 2014, Full-Day Kindergarten (FDK) was fully implemented in Ontario. FDK classrooms have a team of two educators who work collaboratively as partners to provide a full-day of learning for four and five year olds. DECEs (Designated Early Childhood Educators) are registered members of the College of Early Childhood Educators (CECE) and are obligated to adhere to the Ethical and Professional Standards of Practice for Early Childhood Educators. The majority of DECEs in Ontario are members of one union, ETFO, CUPE or OSSTF. Some DECEs are still not represented by a union. FDK teachers are members of the Ontario College of Teachers (OCT) and governed by their Ethical Standards and Standards of Practice and are members of ETFO or OECTA. DECE and teacher collective agreements differ from local to local and as such can create misunderstandings. These misunderstandings can be avoided if each one understands the collective agreement language and entitlements. FDK is a unique partnership. Here are some strategies and suggestions for you to consider to help build a positive and professional working relationship with your partner: Building the Relationship Find out what each person brings to the partnership and get to know each other s strengths. Understand and share personal philosophies about learning in the early years. Agree to have a strong commitment to maintaining a respectful professional relationship with the students best interest as the central focus.

60 Welcome to ETFO Remember that building a relationship takes time; you are working together to build a trusting, professional and mutually respectful relationship. Continually Communicating Time to talk and collaborate is key. Set ground rules for when, where and how you will communicate to ensure you respect each other s needs and time outside working hours. Be proactive, before conflict happens, decide together how you will share concerns with each other. If potential conflict situations arise, make sure communication takes place away from students, their families and other colleagues. Remember Conflict can be good. Dialoguing together can encourage discussions. Explore new ideas and thinking as you share your experiences from different backgrounds and situations. If problems arise, how can you resolve them? 1. Talk with each other first. If you have a concern, go to your partner directly. Follow the ground rules that you set as a team. 2. Remember, the purpose is to move forward, make sure you have this goal in mind. 3. Presume positive intentions. 4. Be concise, state your concern, its effect on you and what you wish to change. 5. Listen to the other person s perspective. One person speaks at a time, avoid interrupting. 6. Stay calm despite what the other may say and avoid personalizing the situation. 7. Be willing to compromise. 8. Conclude the meeting with a specific plan for improved communication. Things to keep in mind: Focus on the issue and stick to the message. Choose words carefully. Avoid such words as: don t, should, ought, always, ever, must and you. Avoid blame, insults, put-downs, giving advice, being evaluative or gossiping. Seek to understand. Focus your language statements on how the situation is affecting you and your ability to do good work for the students and the school community. Never undermine your partner in front of students, parents or other educators, either through your words, facial expressions or body language. Available Resources and Supports for Conflict Resolution Know who your local ETFO president is and make contact with them. Teacher and DECE local presidents meet regularly and work together on an ongoing basis to support members and provide advice with problem-solving and mediation if necessary. Your locals are there to support you in the following ways: Providing professional advice to support its members; Sharing what resources are available to you; Providing advice and guidance on how to approach the situation; Coaching you through your initial discussion; Brainstorming strategies you can put in place as team members; Offering clarification to any entitlements or limitations under your collective agreement(s); If necessary, facilitating conversations with you and your FDK partner; and Connecting you with ETFO provincial PRS staff for support. Before going to your principal, connect with your ETFO local president or ETFO provincial PRS staff to seek advice. They may suggest speaking with your administrator as a team and can offer support on how to approach the situation.

61 Welcome to ETFO ETFO Member Rights and Responsibilities ETFO represents teachers, early childhood educators and other education workers in Ontario schools. The following provisions of the ETFO Constitution are directly relevant to the issue of respectful professional relationships and apply to all ETFO members: Article VI: Code of Professional Conduct 6.1 A member shall: strive to eliminate all forms of harassment between individuals in the educational system; endeavour to ensure equity and inclusiveness in the workplace; and strive to achieve and maintain a high degree of professionalism and to uphold the honour, dignity and ethical standards of the teaching profession. In addition to the rights and responsibilities, each individual school board will have Respectful Workplace policies and will have its own standards that apply to the professional relationship between co-workers. Make sure you are familiar with your school board s policies and procedures. Remember, working together, communicating and being respectful of each other s experiences are key to building and maintaining positive and professional relationships in FDK. PROFESSIONAL ADVICE: Allegations Involving CAS and/or Police What to do if it happens to you Has someone made an allegation against you? Even allegations that appear to you to be frivolous or entirely false can result in CAS and/ or criminal investigations. Many can also result in discipline by your school board and complaints to the Ontario College of Teachers or College of Early Childhood Educators. At the first hint of any allegation against you that could potentially lead to a criminal charge or investigation by CAS, you should immediately contact the provincial office of ETFO for advice and support. If you are still at the school, find a place in the school where you can make the call to ETFO in private. Ask your administrator to allow you to use the office to make the call if necessary. DURING OFFICE HOURS If you are contacted by the police or the Children s Aid Society (CAS) regarding an allegation made against you: DO NOT participate in or consent to an interview. Make no statement to anyone regarding the allegation or charges. Say, I am willing to co-operate but I am unable to comment until I contact my Federation and legal counsel. Get the name, title and contact information for the police officer or CAS worker who has contacted you. Call Professional Relations Services (PRS) at or and state that your call is urgent. You will be put in touch with the Professional Relations Services (PRS) counsellor on call who will provide you with the necessary assistance, including legal counsel, if deemed appropriate, and contact information for you to access additional support through your EAP. AFTER HOURS EMERGENCY LEGAL ASSISTANCE What is an emergency? Police are on the scene or on the way. You are facing criminal charges for an alleged criminal offense directly related to the performance of your professional duties. You are at risk of being arrested and/or incarcerated. What to do? Call: or

62 Welcome to ETFO After Hours: A voice message will provide the necessary instructions to put your call through to an operator. You will be asked a few important questions. Where appropriate, a lawyer will be contacted and you will be connected immediately. Working with School Staff When a member is accused of abuse or assault and is either reassigned or placed on leave by the school board, the school steward may be called upon to reassure staff colleagues that due process is being served and that the Federation is assisting the member. It is the responsibility of the principal, on behalf of the school board, to provide staff with specific advice for responding to student, parent and media enquiries relating to the colleague who is being investigated or accused of a criminal offense. You should refrain from providing any comments on the situation and should instead direct any such enquiries to the school principal. If you are contacted by anyone as a potential witness to the alleged conduct, you should contact PRS for advice. Supporting Your Colleague The stress factors on a member facing allegations are enormous and should not be underestimated. If possible, staff should attempt to maintain regular communications with the member; this will help reduce the acute sense of isolation and despair, especially if the colleague has been suspended. Your colleague will have been advised not to make any statements about the allegations or the circumstances surrounding their case and you should be careful not to ask him or her any questions about the case or otherwise encourage a discussion about it. Making such statements, even in confidence, could be detrimental to your colleague s case. If your colleague has not yet contacted PRS for assistance, you should urge them to do so immediately. You should also remind your colleague that additional counselling and support are available through your EAP. For further information contact your local ETFO president or Professional Relations staff in PRS at or Balancing Career and Personal Life Balancing Your Life In your first few years of teaching you will be very concerned with giving your students every opportunity to succeed. To do this well sometimes you have to take a step back and remember that you have to take care of yourself so that you can give your best for your students. If you are experiencing difficulties and need to talk to someone in confidence call ETFO staff in professional relations at or Lack of time is a major concern of new teachers. As educators, we must learn strategies to manage time. We must determine what is important in our lives and plan accordingly. Although things may get hectic, remember to take time for yourself to eat properly and get rest, to enjoy hobbies, friends and interests outside of your work. Only you will know what techniques work for you, but here are some suggestions to help you maintain your balance and wellbeing: Eat well balanced meals. Get enough sleep. Call a friend or family member to talk. Take time to do something you enjoy doing. Practice saying the word no. Remember that everything doesn t have to be perfect.

63 Welcome to ETFO Realize the in-basket will never be empty. Write down the funny things your students say. Look at them when you re feeling stressed. Keep a file of positive notes, cards and letters. Review them regularly. Laugh often. Write down why you wanted to become a teacher in the first place and read it to yourself if you start to question your choice. Managing Your Time Effectively: Prioritize You need to know what matters to you. Simplify It doesn t have to be picture perfect, at home or at work. Plan Create a schedule that is reasonable. Remember that your schedule is to help you, not make you its slave. If it s not done, it s okay! Make choices Balance chores you like with those you don t. Don t turn leisure activities into chores. Eliminate Give up something and schedule a free night or free day, at least one day a week. Get help Use your support systems! This might include family, friends, colleagues, Federation support, agencies, etc. Delegate Consider how chores/responsibilities can be balanced among each family member or, at work, delegated to students and colleagues. Delegating often requires teaching others initially and backing off when it is not done. Make sure that you are not taking on responsibilities that are not yours. Delay It s okay... everything doesn t have to be done immediately! Manage Your Work Effectively Understanding that a teacher s work is never completely finished and that we could fill every minute of every day with something for our job, helps us to plan and make decisions about what is most important. Here are some tips to help keep you on track and confident that you are managing your work effectively: Maintain plans for units, daily work and other tasks. Keep assessment and evaluation records in one place. Avoid spending too much time making everything look cute. Let students take an active role in creating bulletin boards, organizing math/art materials, etc. Return student work as quickly as possible. Tackle one task at a time and then move on. Don t become overwhelmed. Don t mark every single piece of work for everything. Select key performance examples that support the curriculum to include an assessment picture of each student. Tests should always be graded and returned. Use assessment checklists/rubrics to assist in student, self and peer review of the work before you mark it. Use a daily agenda posted for student and personal use. Outline your week. Use a calendar and chart overview to assist organization. Prepare copied materials several days or weeks ahead. Place items in a folder marked for the day of the week. Plan! Plan! Plan! Maintain a To Do folder with items that need to be completed right away Work smarter PLAN, PRIORITIZE, DO. Use planning times effectively beware of time wasters. Keep parents informed by using class newsletters and/or calendars. This saves a lot of time in the long run. Simplify what you can. Prepare open-ended work for students that meet a range of abilities. Remember if students can finish work faster than it took you to create it, you re doing something wrong. Adapted from ETFO, After the Chalk Dust Settles, 2000.

64 Welcome to ETFO A Member s Duty to Report under the Child and Family Services Act Section 72(1) of the Child and Family Services Act (CFSA) requires a person who performs professional or official duties with respect to children to report any reasonable grounds to suspect that a child under their care is at risk of harm, abuse, neglect, etc. There are a number of situations and types of harm that are mentioned in the Act. These are detailed below. A failure to report can lead to conviction of a provincial offence and a fine, as well as an investigation at the Ontario College of Teachers. What kinds of situations trigger a member s Duty to Report? Section 72(1) of the CFSA describes the following situations: 1. The child has suffered physical harm, inflicted by the person having charge of the child or caused by or resulting from that person s: i. failure to adequately care for, provide for, supervise or protect the child; or ii. pattern of neglect in caring for, providing for, supervising or protecting the child. 2. There is a risk that the child is likely to suffer physical harm inflicted by the person having charge of the child or caused by or resulting from that person s: i. failure to adequately care for, provide for, supervise or protect the child; or ii. pattern of neglect in caring for, providing for, supervising or protecting the child. 3. The child has been sexually molested or sexually exploited, by the person having charge of the child or by another person where the person having charge of the child knows or should know of the possibility of sexual molestation or sexual exploitation and fails to protect the child. 4. There is a risk that the child is likely to be sexually molested or sexually exploited as described in number 3 above. 5. The child requires medical treatment to cure, prevent or alleviate physical harm or suffering and the child s parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, the treatment. 6. The child has suffered emotional harm, demonstrated by serious: i. anxiety; ii. depression; iii. withdrawal; iv. self-destructive or aggressive behaviour; or v. delayed development; and vi. there are reasonable grounds to believe that the emotional harm suffered by the child results from the actions, failure to act or pattern of neglect on the part of the child s parent or the person having charge of the child. 7. The child has suffered emotional harm of the kind described in #6 above and the child s parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, services or treatment to remedy or alleviate the harm. 8. There is a risk that the child is likely to suffer emotional harm of the kind described in number 6 above resulting from the actions, failure to act or pattern of neglect on the part of the child s parent or the person having charge of the child. 9. There is a risk that the child is likely to suffer emotional harm of the kind described in number 6 above and that the child s parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, services or treatment to prevent the harm. 10. The child suffers from a mental, emotional or developmental condition that, if not remedied, could seriously impair the child s development and the child s parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, treatment to remedy or alleviate the condition. 11. The child has been abandoned, the child s parent has died or is unavailable to exercise his or her custodial rights over the child and has not

65 Welcome to ETFO made adequate provision for the child s care and custody, or the child is in a residential placement and the parent refuses or is unable or unwilling to resume the child s care and custody. 12. The child is less than 12 years old and has killed or seriously injured another person or caused serious damage to another person s property, services or treatment are necessary to prevent a recurrence and the child s parent or the person having charge of the child does not provide, or refuses or is unavailable or unable to consent to, those services or treatment. 13. The child is less than 12 years old and has on more than one occasion injured another person or caused loss or damage to another person s property, with the encouragement of the person having charge of the child or because of that person s failure or inability to supervise the child adequately. A member does not need to be sure that any of the situations above is taking place. The member needs only reasonable grounds to suspect that one of the events has occurred. Members are professionals who deal with children on a daily basis and are alert to many cues from them. Students may also disclose information to members which they don t disclose to other people. If you are unsure whether you should call CAS, call your local ETFO president or Professional Relations staff (PRS). What kind of reporting is required? A member must: Report directly to a children s aid society any reasonable grounds of suspicion of harm or risk of harm to a child. This reporting can be done verbally or in writing, but must be done personally/directly by the member to the CAS. A member cannot rely on his or her report to a principal, police or school board to satisfy this duty; Continue to report any new grounds to suspect. The duty is ongoing each new fact or suspicion creates a new duty to report. A member cannot rely on his or her previous report about a child to cover all problems that a member suspects about that child s health, safety or risk of harm. What happens if a member fails to make a report to a Children s Aid Society? It is a provincial offence for a member to fail to report. If convicted, this can lead to a fine of up to $1000. In order to be found guilty, the failure to report must concern information or suspicions that a member learned of through his or her professional duties, and does not apply to volunteering or work outside of his or her role as a member, according to the courts of Ontario. It does not normally involve information learned outside of teaching, off duty. It is also a breach of a member s professional obligations to fail to report to the CAS. Failing to report can lead to a complaint under the Ontario College of Teachers Act Regulation 437/97 Professional Misconduct states that it is professional misconduct to fail a duty under the CFSA. This includes failing the duty to report. Consequences for a teacher could include a variety of penalties under the College of Teachers Act, depending on the circumstances of the failure to report. Bill 157 Keeping Our Kids Safe at School Act Bill 157 also obligates members who become aware that a pupil of a school of the board may have engaged in an activity described in subsection 306(1) or 310(1) of the Education Act (suspension and expulsion offences) shall, as soon as reasonably possible, report to the principal about the matter. Professional Boundaries Failure to understand professional boundaries can lead any member to make serious mistakes career threatening ones in the management of teacher-student relationships. Any act of professional misconduct can lead to disciplinary measures being taken by the Ontario College of Teachers (OCT). Even an unfounded allegation of professional misconduct could be permanently damaging to a teacher, to the teacher s family and to the profession. If you have any questions or concerns about your ethical obligations, or are considering filing an adverse report about colleague and want to discuss it, contact staff in professional relations (PRS) at or

66 Welcome to ETFO Professional Boundaries Defined The term Professional Boundaries is not easily defined. When teachers were asked how they understood the term, ETFO learned that it can mean different things to different people. Some common responses were violation of the position of trust; abuse of power in a teacher s relationship with a child; and teachers using their relationship to meet their own needs instead of the needs of their students. The most extreme form of boundary violation is that of sexual abuse against a student. Sexual abuse represents the ultimate breach of the trust placed on a teacher. The Onus is On the Teacher Teachers are responsible for recognizing in themselves whether they are at risk of crossing boundaries and, if they are, the issue must be addressed. This makes the issue an important and potentially dangerous one for teachers. Teachers have a responsibility to address this issue when they witness a colleague who may be crossing boundaries. In serious situations, reporting suspicion of child abuse may be required. What Places Teachers at the Highest Risk? Insufficient training: Teachers insufficiently trained in their roles can become too personally involved with students. This can lead to actual or alleged sexual misconduct. Ignorance of the law: There is no excuse for being ignorant of the law. Teachers need to be informed about legal liability and the standards of the Ontario College of Teachers (OCT). Unacceptable Behaviours In general, activities which take a teacher beyond the expectations of the employer could easily qualify as boundary violations. These include: becoming too personally involved with students friend, confidant, surrogate parent; seeing students in private or non-school settings; writing or exchanging notes, letters or s; serving as a confidant with regard to a student s decision about his/her personal issues; giving gifts or money to students; inviting students to one s home or cottage; having students stay overnight in one s home/cottage; driving individual students to or from school; giving one student undue attention; being alone with a student with the exception of an emergency situation; sharing your personal problems with students; sharing personal information about a student with a third party; and initiating physical contact. Protective Strategies The best way for members to protect themselves is to follow that old adage an ounce of prevention is worth a pound of cure. Teachers must be ever vigilant of situations that place them in vulnerable positions. As a teacher, do you protect yourself by: learning about the law and your liability as a teacher? teaching with your classroom door open? having another adult present when attending to the personal needs of special needs students? complimenting or commending students without hugging or touching them? reporting any reasonable suspicion of child abuse to proper authorities?* *All members of ETFO have a statutory obligation under the Child and Family Services Act to persontally report to the Children s Aid Society (CAS) when a child is or may be in need of protection. clarifying procedures with your principal regarding potentially threatening situations? getting parents and principals approval regarding all activities off school property? letting students know when they are overstepping your personal boundaries? seeking input from colleagues or other professionals if unsure of the appropriateness of your actions or plans?

67 Welcome to ETFO Remember... a caring professional relationship always helps a student to learn. But this relationship has boundaries of time, place, purpose and activity. Members are advised to consult their local president or professional relations staff (PRS) in at or for additional advice. Professionalism Advice to Members Educators have long been regarded as leaders and role models in the community. School boards, the College of Teachers and the College of Early Childhood Educators share these expectations. Failure to maintain professional standards can result in allegations of professional misconduct being made to the College and can lead to possible discipline in employment. The big question is: what does professionalism mean? This will depend on individual circumstances. As a basic principle however, it means knowing your role, the expectations required of you by your school board and your governing college and acting accordingly. Whether you are a new professional coming to terms with this new role or whether you are an experienced professional, we recommend regular reflection on this question in the course of your career. Professionalism in the Classroom Interaction with students must, at all times, be professional. Interactions should be friendly, but avoid behaving like a friend. You are a role model, not a friend or peer of your student. (i) Physical Contact Physical contact with a student, even contact intended to comfort an upset student, should be avoided. Any kind of physical contact can potentially raise boundary issues and result in allegations of professional misconduct. Approach verbal interaction with students in a positive and constructive way. Keep the classroom door open for all discussions with students and take steps to avoid being alone with a student. (ii) Preferential positive or negative treatment of a student All students have the right to be treated fairly and without favouritism. Use encouragement. Be fair, be inclusive, be positive and balanced in your feedback. Avoid singling students out either positively or negatively in ways which may be seen to separate them from their peers. Extend opportunities broadly, create a climate of inclusion. Gifts, school or class special privileges or extra time (e.g. at recess or at lunch) given to one or a few students only should be avoided and may be interpreted as favouritism and/or grooming behaviour. (iii) Use of Vehicle Do not give students rides home or offer to take individual students on field or sports trips. Such conduct can be seen as displaying favouritism and moving beyond the professional bounds of your relationship with the student. Such behaviour, regardless of a member s intention, could be interpreted as grooming the student for an inappropriate sexual relationship. (iv) Use of Personal Items/Discussion of Personal Information Students may ask to borrow or use a member s phone, ipad, camera, memory stick, laptop, ipod or other electronic devices. Members should not share their personal electronic devices for any reason with a student. Students may use the item inappropriately without your knowledge (i.e., access private information or photos, download or save inappropriate images, take inappropriate photos or review personal content). This could be seen as favouritism and/or grooming behaviour. (v) Personal conversations It is best to refrain from engaging in personal conversations with students about the students or members own personal information relating to family, health, relationships or other personal topics. If a student raises a personal matter, members should be aware of the resources available to assist the student and should direct the student towards them in order to support the student. The Child and Family Services Act also imposes a duty to report any abuse, suspected abuse or neglect of a student. If this is disclosed to you, act on it immediately. At no time should members discuss their own or the student s dating experiences or sexual experiences even in a joking fashion. Such conversations are inappropriate and will also be viewed as grooming behavior. Professionalism within the School and Broader Community It is best to maintain a professional tone in all communication with school administration, colleagues, students, parents and school visitors while at work or off duty. This also holds true with respect to any communication made through a third-party, for example the media, through a survey or petition or

68 Welcome to ETFO on a social media platform. It also applies in social as opposed to strictly classroom or school settings. Finally, communication between members should also be professional. Spreading gossip about, or criticizing other members, the administration, students, parents or others should be avoided, as should any conduct which could be seen to create a negative school climate. Professionalism and Off-Duty Conduct Members obligations to conduct themselves professionally may on occasion extend beyond the classroom. Conduct which is unprofessional can be the subject of College and/or school board investigations even if the conduct has occurred during non-teaching hours. For instance, posting videos about behaviour at private parties on the weekend may cause problems. Professionalism and Social Media Social media presents special challenges for teachers. Communication is abbreviated, less formal and immediate. These qualities are useful, but can also present risk for unprofessional conduct. Inappropriate use of social media and other forms of electronic communication can and has resulted in discipline both at the College and by school boards. Members should review any applicable school board policies on the use of social media and electronic communication as well as the Ontario College of Teacher s Professional Advisory on the Use of Electronic Communication and Social Media, which is available online. ETFO also has publications on the ETFO website that provide important advice to members on these issues. Members should not have students as Facebook friends or have any other type of social networking contact with students. Members should not be posting pictures of students on their Facebook (or other social networking sites) pages and should be careful not to have any material on their personal pages which would be inappropriate for students to see. Similarly, members should not post critiques of their employers or messages that will reflect badly on their employer in the community. To do so will be seen as inconsistent with your duties to your employer and will attract discipline. Members who decide to maintain an online social networking presence should take steps to ensure that their privacy settings are set to their most restrictive levels and should review those settings periodically to ensure that they are maintained. Members should ask their friends not to tag them in photos. Take care to ensure that inappropriate material is not sent to your accounts. Members must exercise great caution in having parents of students as Facebook friends. Communication with parents of students needs to maintain a level of professionalism that is not normally found on social media websites. Allowing parents access to a member s online social media may permit viewing of this material. Inappropriate pictures of other adults, tasteless jokes or other such material may offend the community and may be seen as unprofessional. Twitter represents an even greater risk to members. Unlike most social media websites, where the user maintains a certain amount of control over what other people can access, Twitter is accessible by almost everyone. Postings can be retweeted, out of the user s control. However, should a member decide to maintain a Twitter account and to actively tweet, they should maintain the same level of professionalism expected in their regular communications as an educator and role model. Failure to do so could result in discipline at both the College and school board level. In conclusion, educators are repeatedly required to exercise their judgement to determine if a course of behaviour is appropriate. It is important for members to know that as professionals responsible for students, they are held to a higher standard. Your conduct should reflect such a standard. PRS has many publications on each topic covered in this Bulletin. Please consult our full list of Bulletins posted on the website. For further information contact your local ETFO president or Professional Relations staff at or

69 Welcome to ETFO Professionalism and Ethics Regulation made under the Teaching Profession Act Ontario Teachers Federation Section 18 (1) (b) of the regulation made under the Teaching Profession Act states that a member shall, on making an adverse report on another member furnish him (her) with a written statement of the report at the earliest possible time and not later than three days after making the report. What is meant by an Adverse Report? An adverse report is a negative report made about a member to an individual in a supervisory position who has authority to impose discipline or work sanctions against the member, or to make recommendations for discipline or work sanctions. The report may be verbal or in writing and will contain criticisms of the member s performance and/or conduct. An adverse report is NOT idle gossip or nasty, pejorative comments made amongst colleagues. Does this include principals and vice-principals? Principals and vice-principals are not members of the Ontario Teachers Federation and therefore Section 18 (1) (b) does not apply to them. However, members are advised that it is inappropriate to make adverse comments about principals and viceprincipals. Ontario College of Teachers Principals and vice-principals are members of the Ontario College of Teachers. A principal or viceprincipal could make a complaint of professional misconduct concerning another member of the College if they believe that a member has not acted ethically. Does Section 18 (1) (b) apply to teachers in their role as parents? Yes, if members, who have parental concerns about their child s teacher, make an adverse report about the teacher to the principal, the parent/teacher would have to inform the teacher in writing within 72 hours as required in Section 18 (1) (b) of the Regulation made under the Teaching Profession Act. If members have concerns they should go to the teacher to discuss whatever concern exists. This is what members would expect any parent to do first, rather than going to the principal. It may be that the concerns can be cleared up at this point. If not, the option of going to the principal still exists, but the substance of the conversation must be provided in writing within three days, assuming that this conversation is critical of the teacher. It would also be appropriate for members to inform a colleague if they intend to discuss matters further with the principal. It is also possible to include the teacher in the meeting with the principal. Are there any exceptions to the Section 18 (1) (b) obligation? If you have any questions or concerns about your ethical obligations, or are considering filing an adverse report about colleague and want to discuss it, contact staff in professional relations (PRS) at or Yes. The Student Protection Act 2002 added a new subsection (2) to Section 12 of the Teaching Profession Act... a member who makes an adverse report about another member respecting suspected sexual abuse of a student by that other member need NOT provide him or her with a copy of the report or with any information about the report. This makes it clear that the obligation to notify another teacher in writing of an adverse report does not apply to allegations of sexual abuse of students. What to do? If you have reason to believe that a colleague has made an adverse report about you and has not informed you of this within 72 hours, consider: speaking to the teacher about your concerns; and speaking to professional relations staff (PRS) for advice. Professionalism is at the core of our being as teachers. Professionals support each other and approach problems with the attitude that they can work together to solve their concerns. Maintaining professionalism should be foremost in the way you conduct yourself in the workplace.

70 Welcome to ETFO Sabrina s Law An Act to Protect Anaphylactic Pupils Administering an epinephrine autoinjector (e.g., the EpiPen, Twinject ) could save a life. Failure to do so could result in serious illness or death. Members of ETFO must know their rights and responsibilities with regard to administering autoinjectors. Sabrina s Law Sabrina s Law, an Act to Protect Anaphylactic Pupils, was named after a student who died of anaphylactic shock following exposure in her school. This law came into effect in It protects students with life threatening allergies. It requires all school boards to establish and maintain an anaphylactic policy, which must include strategies to reduce risk of exposure to anaphylactic causative agents in classrooms and common school areas. The school board must develop a communication plan to share information on life threatening allergies with parents, pupils and employees. This plan should include information on the symptoms of anaphylactic shock. The school board must provide training on dealing with life threatening allergies for all employees who are in regular contact with students. The school board must ensure there is a storage plan for autoinjectors and that there is a plan for using them in emergency situations. Members are advised to consult professional relations staff at or for additional advice if concerned about a possible conflict of interest. Individual Plans (IPs) Principals are required to develop individual plans (IPs) for students with anaphylactic allergies. The IP must inform employees who are in direct contact with the student of the type of allergy, monitoring, avoidance strategies and appropriate treatment. The IP must also include readily accessible emergency procedures and storage for autoinjectors. What Members Should Know About Autoinjectors Members should be informed of: their school board s and principal s policies on anaphylaxis; which students in the school are susceptible to an anaphylactic reaction and which allergies are known for each student; and anyone pre-authorized to administer the autoinjector. Members should also know that: the autoinjector is easy to administer; the autoinjector does not pose a health risk to students, even if it is administered unnecessarily; the autoinjector can be self-administered, but it should generally be done by, or with the assistance of, an adult because the onset of anaphylaxis can be debilitating; and that Sabrina s Law provides immunity from lawsuits for any act done in good faith in response to an anaphylactic reaction. Members Legal Obligations with Regard to Administering Epinephrine Autoinjectors Members have a common law duty of care to take all reasonable steps to ensure the safety of students. Failure to do so could result in a charge of negligence. A member might be the subject of a criminal investigation if the failure or refusal to administer an epinephrine autoinjector was considered criminally negligent or a failure to provide the necessities of life. Section 20(g) (Duties of Teachers) of Regulation 298 under the Education Act requires teachers to ensure that all reasonable safety procedures are carried out in courses and activities for which the teacher is responsible. These include positive

71 Welcome to ETFO steps that a reasonable parent would take to safeguard the health and safety of students. Collective agreements may have provisions limiting a member s responsibility for performing medical procedures of any sort, but in an emergency situation the member may have to administer the epinephrine autoinjector because of the life threatening nature of anaphylaxis. Human Rights Code If the student is identified as having a disability under the Human Rights Code, the school board must accommodate a student s susceptibility to anaphylaxis. Not to do so would be considered discriminatory. For more information on epinephrine autoinjectors including videos on how to administer, go to: or The Student Safety Plan ETFO members are finding that some district school boards are not doing an effective job of developing student safety plans. This is a serious concern when the student safety plan fails to protect the student him or herself, ETFO members and others from physical injury. This document provides information to assist in recognizing and responding to shortfalls in student safety plans. If you believe that a student safety plan falls short of its intended purpose, you should report your concerns to your principal. You should also contact your ETFO local for advice and assistance. What is a student safety plan? The student safety plan is developed for a student whose behaviours are known to pose an ongoing risk of physical injury to him or herself, staff and others in the school community. The safety plan is designed to protect the student and others from physical harm related to these risks. The student safety plan is based on the findings of a risk assessment that identifies what the student is doing that causes or is likely to cause injury. The injury could be to the student him or herself, or other people at the school site or school program including ETFO members and other staff, students, parents or guardians. The student safety plan includes vital information such as a description of the unsafe behaviours; preventative or instructional strategies; how to get immediate assistance; steps to protect the student, other students and staff from harm; crisis response; first aid and emergency procedures; and reporting requirements. When a student safety plan deals with workplace violence Sometimes a student safety plan deals with the risks of workplace violence against an ETFO member or others who work for the district school board. In such cases, the district school board and the principal must ensure that the development, use and revision of the student safety plan reflect the requirements of the Occupational Health and Safety Act, for example: The assessment and re-assessment of the risks of workplace violence, as often as may be required, to protect a worker from workplace violence; Measures and procedures (e.g., safety plans) to control the risks identified in the risk assessment; Measures and procedures for getting immediate assistance when workplace violence occurs or is likely to occur; Measures and procedures to report workplace violence incidents to the principal; How such reports will be investigated and dealt with; The provision of information, instruction and supervision to a worker to protect the health and safety of the worker; and Taking every precaution reasonable in the circumstances for the protection of a worker. The student safety plan is a work in progress The student safety plan is a work in progress. It needs to be reviewed and revised as often as necessary to control the known risks of harm. The student safety plan should be developed by the principal in consultation with staff who work with the student on a daily and ongoing basis, with support as may be required from parents and guardians, the special education and health and safety departments of the district school board, and community agencies.

72 Welcome to ETFO The student safety plan is part of a larger system of support The student safety plan should be a component of the district school board s management procedures for student behaviours causing risk-of-injury. The components of these procedures may include responsibilities; risk assessment and safety planning guidelines; notification of staff about the risks of injury; and classroom safety audits. A student safety plan should also be a component of the district school board s larger program of supports and services that may also include case conferences and assessments; a behaviour plan; an Individual Education Plan (IEP); the services of a school support counsellor; and the support of a community agency. What to do about shortfalls in a student safety plan If you have concerns about shortfalls in a student safety plan, you should report your concerns to your principal. You are also encouraged to contact your ETFO local for additional advice and support. Tutoring and Conflict of Interest Guidelines for Members Members often ask whether they can engage in private tutoring on their own time. ETFO has publicly opposed referring students in publicly-funded schools to private education providers. ETFO believes that all students in the public system should have access to the resources, services and supports they need to succeed. OTF s Tutoring Policy Members should know the Ontario Teachers Federation (OTF) policy on tutoring: Teachers must not tutor their own students for remuneration. The teacher should consult the student s regular teacher. The teacher will be in violation of the Code of Ethics if he or she makes adverse comments about the student s regular teacher, or if the teacher interferes in an unwarranted manner between the student and the student s regular teacher. Conflict of Interest Teachers are bound by the Professional Misconduct Regulation 437/97 under the Ontario College of Teachers Act. Section 26 states that a teacher is guilty of professional misconduct when practising the profession while in a conflict of interest. Public servants, such as teachers, are held to higher standards than other employees in conflict of interest situations. Teachers should be guided by the following rules, which apply to public servants: Guidelines for Members ETFO has developed specific guidelines for members: Find out whether the board has a policy on tutoring and follow it. If a teacher breaches the policy, he or she may be disciplined and/or reported to the College of Teachers. Private tutoring should not take place on school property or during the instructional day. Members should not advertise private tutoring through connections at the school, through school or board publications or through the board s computer network. Regular communication should occur with the student s own teacher so as not to work at cross purposes or outside the regular classroom curriculum. Members tutor students at their own risk and may not be eligible for ETFO support should problems arise from the private tutoring situation. Members must not advance their own agendas, financial or otherwise, in ways that might prejudice their employer s interests or reputation. Members must not use information that is unavailable to the general public and to which they have access because of their official duties, for private gain. Members must not place themselves in situations where their judgement could, even unconsciously, be affected by their private business. Members interest in their private financial affairs must not clash, or appear to clash, with the employer s interests.

73 Welcome to ETFO Volunteering To Volunteer or Not? Volunteering during the Instructional Day There are a number of circumstances in which ETFO members may feel they should volunteer in schools. Many members volunteer in classroom settings before beginning to teach in hopes of securing a spot in Teacher Education Programs. ETFO members working on a part-time or occasional basis may feel volunteer work will improve their chances of being hired for fulltime, permanent contracts, long-term occasional work or work as an Educational Assistant (EA), Designated Early Childhood Educator (DECE), Professional Support Worker (PSP) or Educational Support Personnel (ESP). Others may have been absent for various reasons and may wish to volunteer as part of a return to work, or as a way to reintroduce themselves to the school setting. Professional Liability Professionally, any member volunteering services must be aware of their ongoing obligations and accountability to the College to which they belong. Whether you are a member of the College of Teachers or the College of Early Childhood Educators, you could potentially be at risk if an allegation or complaint is made. Whether your volunteer activity involves contact with students, parents, colleagues or other members of the school community, you are at risk of being the subject of complaints about your conduct. If you are working in a school in a paid capacity and are also volunteering in that school, the distinction between your paid and unpaid work may not be understood by other members of the school community: they may see you as teacher or DECE, no matter what your arrangement is with the school board. They will expect the same level of professionalism regardless of the duties you perform: it is likely that your College will also share the same view. It is important to remember that the Child and Family Services Act does not clearly distinguish between paid or volunteer activities when it comes to the duty to report suspicion of harm or risk of harm. This statutory duty rests generally with any person who performs professional or official duties with respect to children. Ongoing Risk and Limited Protection Members volunteering for school boards must recognize that they have ongoing risks when volunteering with limited protection. The protections and entitlements negotiated for ETFO members generally only apply to paid positions, not to volunteer activities. An exception to this may occur where the volunteer work arises through a medical accommodation process agreed upon between the union and the employer. The legal assistance provided by ETFO in College, CAS, civil and criminal matters is generally limited to complaints arising in the course of performing employment duties. You are not covered for issues arising during volunteer activities outside your professional obligations. Entitlement to benefits under the Workplace Safety and Insurance Act may also limit your activities. Your employer only pays premiums for employees based on payroll: injuries arising from volunteer activities may not provide entitlements under the Act. For example, if you are working in a part-time assignment and you volunteer for a skating event or a skiing trip during unpaid time, you may not be covered by WSIB. The injury could prevent you from working and limit your ability to secure a full-time permanent contract or a long-term occasional assignment. What is your role in the school? Confusion about your role may put you and your colleagues at risk of liability as well. If you have a partial assignment in your school and also work in a volunteer capacity, you have to be careful about your role while in that volunteer portion. For example, while in the school as a volunteer, you should not agree to cover a colleague s class or let your colleague leave the class under your supervision. It is important that your colleagues recognize that you are not acting as a teacher in the school in the time period when you are actually volunteering. Working for no pay? Working for no pay is not something ETFO views to be in a member s best interest. Your professional services are valuable to the employer and the education community. Work should be compensated. If work performed by volunteers is work of bargaining

74 Welcome to ETFO ! Tips If you do decide to volunteer for your employer or another school board, there are several tips that you should bear in mind: Volunteering in a school setting is by choice and members should not be coerced or pressured by promises of full-time work. There should be a formal written plan in place clarifying the scope of your volunteer role. The hours of the volunteer work should be formalized. If you are not being paid as a classroom teacher, DECE, EA, PSP or ESP, you should not be taking on the responsibilities of that position. The classroom teacher must have all responsibility for planning, supervision, discipline, assessment, communications with parents and teaching. All parties should be aware of the limitations you have in your volunteer capacity: this includes staff colleagues, students and parents: It must be clear that you are attending in a volunteer capacity. Continue to conduct yourself professionally. Maintain boundaries. Maintain reliable, diligent and professional work habits. Maintain positive, professional relationships with staff. Recognize that you are in an employment environment. If you would not do something as a teacher or DECE, don t do it as a volunteer. Minimize your involvement in activities that will expose you to risk of injury or liability for which you have no or limited coverage. Ensure that the volunteer placement is limited. Be sure to notify the school administration when participating in a field trip or event outside your paid assignment. You can also refer to the ETFO Reference Book Volunteering in the Worksite Policy Statement for additional information re volunteering. unit employees, then performing such work voluntarily may be depriving colleagues of paid work and may be contrary to one or more collective agreements. Other bargaining units outside ETFO may have specific language around not volunteering. Collective agreement rights may be an issue where a teacher volunteers to teach, a DECE volunteers to perform a DECE role or a volunteer does the work of an educational assistant or CYW. You can also refer to the ETFO Reference Book Volunteering in the Worksite Policy Statement for additional information re volunteering.

75 Welcome to ETFO PRS Matters Bulletins: Advice for Members PRS (Professional Relations Services) Matters Bulletins are articles about issues relating to your rights and responsibilities. They are designed to keep members informed on a variety of important legal and professional issues. The most relevant bulletins have been adapted for the Tips for New Members section of this book. Look for new bulletins in the Steward mailings that come to your school. They are also available on the ETFO website. Go to Advice for Members, PRS Matters Bulletins. A Member s Duty to Report under the Child and Family Services Act Allegations involving CAS and/or Police What to do if it happens to you Allegations of Sexual Misconduct Anger in the Workplace Annual Learning Plan Advice to Members Assertive versus Aggressive Behaviour Attitude It s Everything Bill 13 Accepting Schools Act Bill 157 Keeping our Kids Safe at School Act Bill 168 Protects Educational Personnel from Violence and Harassment in the Workplace Changes to the Safe Schools Act (Bill 212) Criminal Allegations or Charges Class Building Criminal Background Checks Dealing with Conflict DECE Performance Appraisal, Learning Plans and Continuous Professional Learning (CPL) Defamatory Websites and Social Networking Pages Diagnostic Assessment in Support of Student Learning Documentation and Personal Information Concerning Students

76 Welcome to ETFO Electronic Communication and Social Media Advice to Members Electronic Communications Elementary Progress Report Card and Elementary Provincial Report Card Continued Implementation Update Employment Insurance Benefits Epipen Fact Sheet Sabrina s Law EQAO Testing Advice to Members FDK Team Relationships Fifths Disease and You Filling in for the Absent Principal Health and Safety The 3Rs Implementation of the Elementary Progress Report Card Individual Education Plan Advice to Members Maintaining Professional Relationships among all Educators Making an Adverse Report on Another Member Member Mental Health Members as Witnesses in Court Proceedings Money in Schools New Teacher Induction Program (NTIP) Notice of Resignation Other Teaching Roles Are You Protected Ontario Human Rights Code Overnight School Trips Practicing Caution Guidelines for Electronic Communications Pregnancy and Parental Leaves Pregnancy Parental Leave Professional Boundaries Professional Learning Communities Professionalism Advice to Members Professionalism and Ethics Reporting Workplace Accidents Requests for Medical Information Resolving Staff-Principal Concerns Revised Teacher Performance Appraisal Safe Schools Teams One Year Later Any Progress? Shared Workspaces Student/Parent Custody Issues Teacher Performance Appraisal for Experienced Teachers Advice to Members Teacher Performance Appraisal for Experienced Teachers Overview of the Process Teacher Workload Juggling the Increasing Demands of the job Teachers Acting in Advisory Roles The Different Roles of Teachers The Hidden Dangers of Electronic Communications The Special Education Teacher and Student Aggression The Student Protection Act The Student Safety Plan Tutoring and Conflict of Interest Guidelines for Members Use of Member s Own Vehicle Use of Restraint Voluntary Extracurricular Activities Volunteering Videotaping in the Classroom Working with Support Workplace Accommodations Workplace Harassment and Bullying Workplace Safety and Insurance Board

77 Welcome to ETFO ETFO Membership: Rights and Responsibilities As a teacher, occasional teacher or DECE working in the elementary panel of a public district school board or school authority, or as an education worker in a bargaining unit for which ETFO holds bargaining rights, you are an active member of the Federation. Your membership brings many benefits as well as responsibilities. These are outlined in the ETFO Constitution. Rights and Privileges of Membership SECTION 1 Rights and Privileges of Active Membership An active member shall have full rights, privileges and responsibilities of membership in the Federation unless limited by disciplinary action taken in accordance with Article VII: Disciplinary Procedures The rights of an active member shall be: to attend, participate and vote at meetings of the local; to attend meetings of the Representative Council and the Annual Meeting; to lodge a complaint against another member, through the Federation, in accordance with Article VII: Disciplinary Procedures; to request Federation support, through the grievance arbitration process; to request Federation support for employment-related matters including: termination or resignation of employment; protection from being slandered, libeled, or harassed in any form; and protection from fraudulent or malicious allegations or charges; to request Federation support in any problem directly related to professional duties; to request Federation support in an investigatory or disciplinary procedure undertaken by the College of Teachers; to request Federation support for employment-related matters which are alleged to have occurred when the individual was a member of the Federation or its predecessors; and to approve, after duly-called information meetings, the commencement and conclusion of any provincial job action by an allmember vote An active member who accepts a position as a temporary or acting principal/viceprincipal which involves any responsibility for the evaluation and/or disciplining of other members, shall have the rights, privileges, and responsibilities of membership suspended for the duration of the appointment An active member who accepts a position as a temporary or acting principal/vice-principal may not also be the workplace steward for the duration of the appointment To approve any provincial collecting bargaining framework agreement through an all-member vote after duly called information meetings. (Article V ETFO Constitution)

78 Welcome to ETFO Code of Professional Conduct (Article VI ETFO Constitution) Within the ETFO Constitution is the Code of Professional Conduct. This Code outlines your obligations within the Federation. As a member of ETFO you are expected to adhere to these obligations. Why is the Code of Professional Conduct important? A Code of Professional Conduct is a framework that informs and guides your actions in relation to your colleagues, your Union and your profession. The Federation can best accomplish its objects when individual members adhere to the Code of Professional Conduct. Respecting the Code helps ETFO work on your behalf to improve working conditions, to advance the profession and to ensure a professional working environment. We all benefit from this individual responsibility within collective action. A strong union for teachers and education workers is vital to quality education in the province. 6.1 A member shall: recognize the Federation as the official voice of all the active members of the Federation; adhere to the Constitution, Bylaws and Directives of the Federation; support collective bargaining initiatives, including a strike authorized by the Executive; refrain from undertaking or supporting actions which undermine established bargaining procedures; honour the terms of the collective agreement; strive to eliminate all forms of harassment between individuals in the educational system; endeavour to ensure equity and inclusiveness in the workplace; and strive to achieve and maintain a high degree of professionalism and to uphold the honour, dignityand ethical standards of the teaching profession. 6.2 A member who is representing ETFO on the local executive and/or the Executive shall, in addition to 6.1: strive to achieve and maintain a high degree of professionalism and to uphold the honour, dignity and ethical standards of the Elementary Teachers Federation of Ontario. What happens if I violate the Code? As a member of a union, it is essential that you understand the importance of the Code of Professional Conduct and adhere to your responsibilities in order to reinforce the strength of the collective. ETFO employs the principles of due process and natural justice in investigating alleged violations of the Code. Complaints must be submitted, in writing, to the General Secretary. The procedure for investigating formal complaints is outlined in Article VII of the ETFO Constitution. ETFO may implement a range of sanctions for a breach of the Code that may include, but are not limited to: Letter of Concern or Discipline Publication of the member s name in a Federation document Denial of services for a specific period of time Suspension of the right to hold office locally or provincially for a specific period of time Monetary fines

79 Welcome to ETFO This is what your membership means on paper. But what does your membership mean for you in your everyday life as an employee who deserves a healthy working environment and good working conditions, as a professional who strives for continued growth, and as a citizen in the broader society who wants to build a better and safer world? Look at ETFO programs and services for the answer. Disciplinary Procedures (Article VII ETFO Constitution) 7.1 A complaint alleging violation of the Code of Professional Conduct shall be submitted by a member, in writing, to the general secretary of the Federation within 60 calendar days of the date of the alleged violation or within 60 calendar days of when a member ought reasonably to have become aware of the violation. 7.2 The complaint shall state the facts and shall indicate that a copy has been provided to the member about whom the complaint has been lodged. 7.3 The general secretary, or designate, shall investigate the complaint and report with recommendations for further action to the Professional Relations and Discipline Committee Should the general secretary, or designate, after investigation, deem that a complaint against a member is vexatious, frivolous or an abuse of process, the full- time released officers of the Federation will be informed of the complaint, the course of the investigation and the rationale or reason for dismissal. 7.4 The Professional Relations and Discipline Committee shall consider complaints referred to the committee by the general secretary and report with recommendations to the Executive. 7.5 The Executive shall determine the discipline to be enacted. 7.6 The principles of natural justice shall be followed in the disciplinary proceedings. 7.7 Members deemed to be in non-support during a job action may be subject to disciplinary procedures that include the possibility of a monetary fine of up to $500 per day. 7.8 Members found to be in violation of Article VI, Code of Professional Conduct, shall be subject to a range of sanctions that may include, but is not limited to, publication of name in a Federation publication, suspension of the right to hold office in the Federation and suspension of Federation services except those required by law.

80 Welcome to ETFO ETFO: The Provincial Organization ETFO on the Web is your entry to up-to-date information about what is going on in and around ETFO. Sections allow you to find out important information on: the organization of ETFO, including the Executive, the staff, committees, ETFO priorities and ETFO awards; the latest information concerning collective bargaining; being a new member of ETFO; education issues, such as teacher testing, privatization of education and education funding; equity initiatives, such as homophobia, anti-racist education and women s issues; ETFO Takes Action, a listing of social justice, equity, political action and humanitarian aid campaigns supported by ETFO and its locals; a variety of important legal and professional issues impacting on education workers in Professional Relations (PRS) Matters bulletins and webcasts; how to access related ETFO websites, such as a website with updates on Collective Bargaining, a website for beginning teachers and ca, a site to access information about ETFO s AQ courses; links to all of ETFO s locals; links to ETFO s Facebook page, Twitter account and YouTube channel where you can follow us and receive regular updates from your Federation; advice for members, including advisories responding to various government and agency initiatives; the latest ETFO news releases, magazines and briefs to government; an enewsletter you can subscribe to so that you receive all the latest information from your Federation; political action, including Queen s Park Highlights; a database of resources for educators containing lesson plans, activities, units and blackline masters; multimedia content, including regular video addresses from the President, webcasts and photo albums; professional development information, including courses, workshops and conferences from ETFO; and information on how to purchase ETFO publications and curriculum resources from shopetfo. All of the information you need to be an active member in ETFO is on the website.

81 Welcome to ETFO The Annual Meeting is responsible for reviewing the proposed annual budget, recommending policy to the Executive or Annual Meeting, recommending actions to the Executive, approving ETFO s bargaining goals, and other activities. The Annual Meeting of ETFO is held in August each year. Your local has a minimum of two voting delegates to this meeting as well as additional delegates calculated on the basis of one per every one hundred and twenty members of the local. The local may also send alternate delegates and observers to the meeting. The Annual Meeting ratifies the priorities of the organization, elects the Executive, approves the budget and fees, amends the Constitution, votes on resolutions and fulfills a variety of other responsibilities. Representative Council The Representative Council is composed of the president of each local and additional representatives based on the size of the local. The Council meets three times a year and Standing Committees ETFO has a number of Standing Committees: Aboriginal Education Annual Meeting Anti-Racist Education Arts Awards Collective Bargaining Disability Issues Early Years Education Support Personnel/Professional Support Personnel/Designated Early Childhood Educator English As A Second Language Environmental French As A Second Language Human Rights Intermediate Division International Assistance Labour Lesbian, Gay, Bisexual, Transgender, and Queer or Questioning Members Library Men s Focus New Members Occasional Teacher Occupational Health and Safety Pension Political Action Professional Learning/Curriculum Professional Relations and Discipline Special Education Status of Women Teacher Education/Faculty Liaison The members of these committees are appointed provincially and they meet during the year to provide the perspective of the member and advice on Federation initiatives and programs, as well as make recommendations to the Executive. To apply for a standing committee, complete the application form available on the website

82 Welcome to ETFO Awards Each year, the ETFO Awards and Scholarships program recognizes member achievements and assists with academic studies. ETFO recognizes activities and programs at the local level, distinguished academic achievements and outstanding contributions to education and to Federation by its members and others. Bursaries are available to assist with continuing studies, including additional qualification courses, as well as scholarships to assist with post-graduate studies. The following program of Awards and Scholarships is administered by the Awards Committee on behalf of ETFO and its members. Deadline dates for the various awards and scholarships are February 1 and April 30 of each year. For more detailed information including descriptions, criteria and application forms for the following awards and scholarships, visit About ETFO, Awards and Scholarships. Aboriginal Education in Women Bursary Women s Program Anti-Bias Award Arts and Culture Award Bev Saskoley Anti-Racist Scholarship Bev Saskoley Anti-Racist Scholarship Women s Program Children s Literature Award Curriculum Development Award Curriculum Development Award Women s Program Doctoral Scholarship Doctoral Scholarship Women s Program Environmental Education Award ETFO Bursaries For Members of Designated Groups (Persons with a Disability, Racialized Groups, Aboriginal Persons, Lesbian, Gay, Bisexual, Transgender and Queer or Questioning) ETFO Bursaries For Members of Designated Groups (Persons with a Disability, Racialized Groups, Aboriginal Persons, Lesbian, Gay, Bisexual, Transgender and Queer or Questioning) Women s Program ETFO Bursaries For Sons and Daughters of ETFO Members ETFO Member Bursary Health and Safety Activist Award Honorary Life Membership Humanitarian Award for an ETFO Member Humanitarian Award for a Non-ETFO Member Master s Scholarship Master s Scholarship Women s Program Member Service and Engagement Award Native as a Second Language (NSL) Professional Learning Bursary New Member Award Outstanding Role Model for Women Award Women s Program Rainbow Visions Award Women Who Develop Special Projects in Science and Technology Award Women s Program Women Working in Social Activism On Behalf of Women and Children Award Women s Program Women s Studies Scholarship Writer s Award Writer s Award Women s Program ETFO and the Labour Movement ETFO is the largest teachers organization affiliated to the Canadian Labour Congress (CLC) and the Ontario Federation of Labour (OFL). The CLC is the largest democratic and popular organization in Canada with over three million members. The CLC brings together Canada s national and international unions, the provincial and territorial federations of labour and 130 district labour councils. Most national and international unions in Canada belong to the Congress. The Ontario Federation of Labour is the umbrella organization for the labour movement in Ontario and represents 700,000 unionized workers. Because of its size, ETFO is represented on the Executive Board of the OFL by two representatives. The majority of the members of both the CLC and the OFL are public sector workers and both organizations are strong advocates on behalf of these workers and public services. ETFO membership in these organizations ensures that issues of concern to ETFO members are included in all discussions.

83 Welcome to ETFO Our membership in these organizations gives ETFO access to labour research and programs; links ETFO with other organized workers, many of whom are parents of the children we teach; involves ETFO in the social justice campaigns the labour movement undertakes; and strengthens the voice of all those who defend public education and public services. ETFO Provincial: Service Areas For administrative purposes ETFO programs are organized into five service areas Equity and Women s Services, Communications and Political Action, Professional Development/Learning, Professional Relations Services and Collective Bargaining. What follows are brief descriptions of the major programs and services offered to members. Equity and Women s Services (EWS) ETFO is a leader among education unions on equity issues, particularly in its support for women s participation and leadership. There are designated positions for women on the ETFO Executive (five of 14 positions), and constitutional guarantees that programs for women will be provided, with funding allocated for this purpose. These programs offer direct services to women members through courses, workshops, awards and publications. Funding is also available to establish provincial and local partnerships with other organizations and to support groups that advance the status of women and women s issues in society. A number of ETFO locals are affiliated to labour councils in their communities. Find out if your local is one of them and see how you can get involved. For more information go to and www. ofl.ca. ETFO s equity and women s programs are offered in the context of the Federation s constitutional object to foster a climate of social justice in Ontario and continue a leadership role in such areas as antipoverty, non-violence and equity, and in the spirit of the statement and definition of equity adopted by the ETFO Executive: It is the goal of the Elementary Teachers Federation of Ontario to work with others to create schools, communities and a society free from all forms of individual and systemic discrimination. To further this goal, ETFO defines equity as fairness achieved through proactive measures which result in equality, promote diversity, foster respect and dignity for all. Work incorporating these principles spans all service areas of ETFO. The particular issues of women members, Aboriginal members, racialized members, members with disabilities and lesbian, gay, bisexual, transgender and queer or questioning members are included in women s programs, addressed through standing committees and explored through a range of other equity programs. Issues of poverty and classism are addressed throughout. Some of the ongoing programs and initiatives offered through Equity and Women s Services include: An annual women s leadership conference,... and still we rise, held in February; Leaders for Tomorrow: leadership training for diverse women; Workshops for teachers addressing a variety of equity issues including in-service sessions for the ETFO social justice focused curriculum resources; Workshops on disabilities and accommodation issues offered to locals;

84 Welcome to ETFO Workshops on confronting homophobia and other exclusionary practices; Introduction of equity issues to pre-service teachers; Sisters in the Struggle: Six day advanced leadership training for women leaders; Partnerships with the Ontario Association of Interval and Transition Houses (OAITH), Workers Action Centre, Springtide Resources, Centre Ontarien de Prevention des Agressions (COPA) and other community groups; Support for the collaboration between local members and women s initiatives in their communities; Participation in the Ontario Federation of Labour (OFL) and the Canadian Labour Congress (CLC) equity committees and events; Work at the local level including training on equity, classism and social justice issues; Partnerships with organizations addressing international human rights issues and initiatives; Participation in Pride Day parades and events; Participation in International Women s Day and special events for women; Anti-violence programs and workshops offered at the provincial and local levels; Outreach to members from designated groups to increase their involvement in ETFO; Curriculum resources, pamphlets and publications addressing broad-based equity issues; A multi-session program for new women members to encourage participation in ETFO. Watch for additional information on these programs and others from local presidents, ETFO stewards, local status of women chairs, ETFO publications, the Equity section on the ETFO website and in Voice. Be sure to check shopetfo for a variety of inclusive curriculum resources ready for classroom use. Equity and Women s Services also publishes a brochure each year outlining current programs and services. Communications and Political Action (CPA) A strong, active membership is built on an informed membership. ETFO keeps members informed in a number of ways. Communications and Political Action Services is responsible for the Voice magazine, the member enewsletter, Queen s Park Highlights, videos, management of the website content and a number of listservs aimed at keeping members informed of current events and political issues. The work of the service area engages members through online participation on the ETFO Facebook pages, online campaigns, Twitter and through attendance at conferences and training workshops designed to support member political action and leadership work. The service area work also furthers members interests in the public domain and at the Ontario legislature through media relations, public relations and government relations. ETFO Voice The print publication of ETFO Voice includes a range of visually appealing feature stories, curriculum resources, idea and research articles, reviews and news items about Federation activities. The magazine is organized around engaging themes and offers a place for members to share teaching and learning ideas with each other, and to enhance their knowledge of best classroom practices, helpful resources and new ideas in education. The magazine is published quarterly. The online magazine continues to increase in popularity. Etfovoice.ca publishes online-only articles and reviews, as well as items from the print publication. The online magazine format allows educators to tap

85 Welcome to ETFO into the power of social and online media through the sharing of articles through trust-based networks and engagement with content through posting comments. A digital archive has been created so all articles are now searchable. The best way to stay in touch with the magazine is to like the Voice Facebook page at facebook.com/ ETFOVoice. The Facebook page allows for up-to-date information about newly released articles, resources and reviews, as well as writing opportunities and contests. Professional Learning/Curriculum Services (PL/CS) Political Action ETFO maintains a list of political action contacts in each local to keep them informed about activities at Queen s Park those of the government and of the opposition parties. Members are informed through . ETFO also coordinates all-local and all-member campaigns to advance public education. Position papers, fact sheets and other resource material supporting the Federation s policies are posted online. Check out the ETFO website at Politically active members are also encouraged to join their local s political action committee. ETFO members who are active in a provincial or federal party have access to financial support to attend conventions and conferences of the main political parties. The ETFO Political Convention Subsidy provides up to $500 to cover the expenses of members who attend these political meetings. The guidelines for accessing the subsidy are available in the Action and Advocacy section of the ETFO website on the Political Action page. A 24-hour emergency assistance line is available to members facing criminal allegations related to their profession. For advice or assistance in any of these areas, contact ETFO professional relations staff (PRS) at or toll free: All information shared by a member with professional relations staff is held in confidence. Increasing accountability demands, the focus on data driven instruction, teacher inquiry and a shift to increased collaboration at the school level have placed a new emphasis on teacher learning and leadership. ETFO has responded to this challenge by offering a wide variety of professional learning opportunities delivered in multiple formats, times and locations. ETFO professional learning activities respect sound principles of effective professional learning: are practical yet grounded in theory and best practice, integrate the acquisition of new skills and prior learning, are selfdirected and provide opportunities for collaboration, networking, reflection and feedback. Our high-quality curriculum resources are developed by our members who understand the realities of our classrooms. ETFO is a provider of over 70 online interactive practical and engaging Additional Qualification courses that are facilitated by knowledgeable and experienced instructors. In addition, ETFO also provides many onsite AQ courses (e.g., Kindergarten, Special Education). More information may be found at The ETFO Summer Academy Program offers members a wide variety of three-day courses

86 Welcome to ETFO across the province throughout July and August. These motivating and refreshing courses provide teachers with opportunities for ongoing professional growth and collegial networking. ETFO Book Clubs provide an excellent opportunity to enhance professional knowledge and practice. There are 30 book club resources available for interested locals. Local curriculum workshops and ICT courses are offered in co-operation with ETFO locals and school boards. Every year both a Financial Management and an Information Communication Technology Conferences are offered. These conferences provide members with current information and learning to support both their professional and personal lives. ETFO Presenters on the Road Program offers a variety of workshops developed by members for members and delivered throughout the province. Your ETFO local makes this happen. ETFO also offers numerous workshops and annual conferences. Additional information about all these programs, dates and locations can be found on our website Check out the online calendar of events. Your ETFO steward receives regular mailings with application forms for many programs. Your local professional learning chair is an important source of information as is your local president. Additionally, these professional learning activities are highlighted in the ETFO electronic newsletter and on Twitter (@etfopd You can sign up for this newsletter at the ETFO website. Professional Relations Services (PRS) During the course of your career you may experience professional difficulties that cannot be addressed or resolved through the collective agreement. Teachers and education workers have complex and varying roles in a litigious climate during a time of continual change and ongoing challenges. ETFO professional relations staff provide information, advice, support and intervention for members who are experiencing professional difficulties covering a broad range of issues. Staff in professional relations will advise you of your rights and responsibilities in matters such as: difficulties with students, staff, parents, administration; ethics and professionalism; performance appraisals; Ontario College of Teachers/College of Early Childhood Educators complaints; Criminal or CAS related allegations; conflict resolution; Employment Insurance; harassment and discrimination; human rights issues; long-term disability; resignation and termination; stress and sick leave; and Workplace Safety and Insurance Board (WSIB). This service is confidential and no action would be taken without the knowledge and consent of the member.

87 Welcome to ETFO Collective Bargaining The School Boards Collective Bargaining Act, 2014, also known as Bill 122, mandates a system of twotiered collective bargaining in the education sector that includes central bargaining (provincial) and local bargaining. ETFO has two central tables: a central table for negotiating central items for teachers and occasional teachers; and a central table for negotiating central items for Education Support Workers, that is ETFO Designated Early Childhood Educators (DECEs), Educational Support Personnel (ESPs) and Professional Support Personnel (PSPs). ETFO staff negotiate at the central tables on behalf of teachers, occasional teachers, DECEs, ESPs and PSPs. Representatives of OPSBA and the Ministry negotiate on behalf of the school boards. Under the legislation, once central items have been determined, local bargaining may commence and proceed concurrently with central bargaining. ETFO is the legislated bargaining agent for 76 locals across Ontario. Each bargaining unit has its own collective agreement. ETFO collective bargaining staff provide direct assistance to each local to help achieve and maintain strong collective agreements. They provide assistance with the preparation of local preliminary submissions to bargain in each district school board for improvements to each local s collective agreement as well as provide: ongoing advice and strategies and bargaining positions; assistance at the local collective bargaining table with the district school board; collective bargaining training for local presidents, chief negotiators, collective bargaining committee members and members interested in collective bargaining; assistance in collective agreement enforcement including the processing of grievances; access to legal advice through collective bargaining staff; and production of resource documents, statistical and clausal analyses, trends in local negotiations and other materials relevant to collective bargaining. Collective agreements provide rights, entitlements and protection against arbitrary treatment by the employer. Whether the right, entitlement and protection is negotiated at the central table, or locally with each district school board, the following are a few items which would not have been achieved to date for teachers, occasional teachers, DECEs, ESPs and PSPs without collective bargaining: Salary, Daily Rates of Pay and Hourly Rates of Pay ETFO teacher members salaries are not set out in the legislation. In fact, teachers are exempt from the law which provides minimum wage protection to most other workers in this province. The fact that teachers salary rises each year, and that there is an experience grid which causes it to rise even further in your first ten or so years of teaching, is due to collective bargaining. For DECE, ESP and PSP members, while the legislation sets out a minimum wage, the negotiated improved hourly and daily rates of pay and the advancement on their grids is also due to collective bargaining. Insured Benefits The coverage ETFO members receive for prescription glasses, prescription drugs, dental services, hearing aids and semi-private hospital room care is negotiated at the bargaining table. So, too, are their life insurance policies and long-term disability coverage.

88 Welcome to ETFO Workday The general framework in the Education Act with respect to school day and student instructional time leaves wide scope for collective bargaining. Therefore, the collective agreement can cover the instructional day, preparation time, supervision time and an overall limit to the working day. Work Assignment For all ETFO members, transfer, seniority and lay-off provisions are all subject to collective bargaining. So, too, are the rights of part-time ETFO members. For occasional teachers, the size of the occasional teacher roster, the right to remain on the occasional teacher roster and the district school board call-out system are all bargained items which ensure that occasional teachers have equitable work. Job Security One of the most important parts of the collective agreement is the just cause clause. Without it, ETFO members job security would be much less secure and the employer would be able to discharge or discipline ETFO members far more easily. Collective Bargaining An Evolving Process Collective bargaining, both centrally and locally, is an ongoing process which continually evolves, gaining more protections and better working conditions for ETFO members over time. Each and every ETFO member has a stake in reading and understanding the collective agreement, and in supporting the central and local bargaining process. Collective bargaining protects ETFO members rights. ETFO Leadership Development In addition to maintaining strong links between the provincial organization and the locals, ETFO works to foster a strong active membership and an effective leadership through a variety of services and programs. ETFO runs a unique program for local leaders called Union School. This intensive year-long program assists local leaders in developing more inclusive and engaging leadership skills. Participants complete a variety of readings, assignments and online activities in an effort to become the dynamic, proactive leaders of tomorrow. The ETFO video Voices of the Union, available from your local, shows new as well as experienced ETFO members discussing the value of the union and the opportunities for involvement. The pamphlet Workplace Protection + Professional Development + Social Activism = ETFO provides more information about ETFO and opportunities for involvement. The fall leadership training gives local elected leaders opportunities to hone their skills and increase their knowledge of education issues. ETFO offers members a variety of workshops on communications, rights and responsibilities, collective bargaining, equity issues, conflict resolution and many more. ETFO offers specific programs designed to assist members of designated groups seek leadership positions within the union. Offered by ETFO s Equity and Women s Services department, these powerful sessions are designed to assist those members who might otherwise encounter barriers to leadership positions.

89 Welcome to ETFO Who s Who in Education Your Union ETFO As has been outlined, ETFO is your professional organization. A strong union of over 78,000 teachers, occasional teachers and education workers, ETFO speaks for its members and makes sure their voices are heard. ETFO protects teachers rights, provides professional development, promotes the profession and the cause of education and works for social justice. Public District School Boards and OPSBA There are 31 public district school boards in Ontario. These district school boards are the employers for the teachers in the province s public schools. See the map of Ontario in the All About ETFO section of this resource for the alignment of locals and district school boards. As the employer, the district school board negotiates the collective agreement with its teachers. The district school board is responsible to the Ministry of Education to implement Ministry policies and legislation regarding the teachers and pupils of Ontario. The Ontario Public School Boards Association (OPSBA) is an organization that represents public district school boards and public school authorities across Ontario. The Association advocates on behalf of the interests and needs of the public school system in Ontario. OPSBA is called on by the provincial government for input and advice on legislation and the impact of government policy directions. Ontario Ministry of Education The Ontario Ministry of Education is responsible for establishing the policies and regulations and drafting legislation which govern education in the province. Through its policies, the Ministry establishes the curriculum that is to be taught and sets the regulations for teacher evaluations and pupil testing. As Ministry guidelines are set, they are communicated to the district school boards that are responsible for their implementation. The Ontario College of Teachers (OCT) The Ontario College of Teachers Act gives the College the authority to regulate the profession and govern the conduct of its members, including teachers, principals and most supervisory officers in the school system. Membership in the College is a requirement for those who wish to maintain their teacher certification in Ontario. Membership is open to anyone qualified to teach in Ontario including: teachers in public and private schools; occasional teachers; university professors and college instructors; and qualified teachers working in government, federations and the private sector. All teacher and occasional teacher members must be certified with the College before they are eligible to teach in a classroom in Ontario. Accordingly, members are required to pay an annual fee to ensure that they remain in good standing with the College. If a member fails to maintain active membership in the College, their certificate of qualification will be suspended. As part of its mandate, the Ontario College of Teachers investigates complaints against members and deals with discipline and fitness to practise issues. The College s Professional Misconduct Regulation outlines numerous examples of conduct that may lead

90 Welcome to ETFO to the investigation of a member. A few of these are as follows: failing to maintain the standards of the profession; abusing a student physically, abusing a student sexually, abusing a student verbally, abusing a student psychologically or emotionally, failing to keep records as required by his or her professional duties; failing to comply with the Education Act or the regulations made under the Act conduct unbecoming a member; failing to co-operate in a College investigation. It is important that all members are aware of this regulation and the impact it may have on their professional lives. Please refer to the College website to access this regulation in its entirety. Complaint Against You? If you are contacted by the College and advised that a complaint has been made against you: listen to what the College staff is advising you about the complaint; ask questions to clarify, if necessary; DO NOT make any statement or respond to questions related to the complaint itself; you will receive a copy of the complaint along with the investigation procedures in the mail after they make the telephone contact; contact ETFO staff in Professional Relations Services (PRS) immediately. Contemplating a Complaint Against a Teacher? Members are advised to contact ETFO BEFORE making a complaint to the College about another member of the College. Every member of the Ontario Teachers Federation is bound by the Code of Ethics, in particular Section 18 (1) (b) of the regulation made under the Teaching Profession Act which states that A member shall, on making an adverse report on another member, furnish him with a written statement of the report at the earliest possible time and not later than three days after making the report (Note: A member who makes an adverse report about another member respecting suspected sexual abuse of a student by that other member need not provide him or her with a copy of the report or with any information about the report.) College of Early Childhood Educators The College of Early Childhood Educators (the College) is a professional self-regulatory body for early childhood educators focused on quality and standards in the practice of early childhood education. It is the first self-regulatory college for early childhood educators in Canada. The duties of the College of Early Childhood Educators include: Setting registration requirements to ensure that only qualified and competent individuals are registered as members; Maintaining a public register of early childhood educators; Establishing a code of ethics and standards of practice for early childhood educators; Investigating complaints from the public about the conduct of its members and, if necessary, disciplining members; Setting standards of practice that all early childhood educators are accountable to meet; and Assuring parents that members of the College will be held accountable for providing a high standard of care and early education for children.

91 Welcome to ETFO Qualifications Evaluation Council of Ontario (QECO) QECO was founded in 1969 by OECTA, ETFO and AEFO to provide, and to objectively administer, the evaluation of teacher qualifications for salary purposes. Under Program 5, QECO provides a consistent plan for teacher salary recognition when specific academic and professional requirements are achieved. The QECO program of evaluation for salary purposes is unique since it is negotiated by teachers and their boards for inclusion in local collective agreements. Teachers qualifications are assessed and a QECO Statement of Evaluation is provided. QECO Statements of Evaluation are accepted by school boards in Ontario for salary category placement purposes. The salaries teachers are paid is a matter which is negotiated between teacher bargaining units and their board. A QECO evaluation may result in one of four category placements: Category A1 through Category A4. After receiving a QECO Statement of Evaluation, it is the teacher s responsibility to submit it to the school board for appropriate salary category placement. ETFO members need to be aware of their board s policy around QECO deadlines and to apply early for an evaluation, since the onus is on the teacher to ensure he or she meets those deadlines. It is important for teachers to keep QECO apprised of any additions to their qualifications. They must do this by formally completing a QECO application. Members are also reminded to apply regularly for upgrading advice that will assist them toward the most expedient route to reach their next QECO salary category. Application forms are available on the QECO website ( Completed applications should be mailed to QECO and should include the following: A copy of your Certification of Qualification (a copy printed from the Ontario College of Teachers website is acceptable Proof of employment (e.g., pay stub, letter of employment); Official university transcripts;! Helpful tip QECO applications may be processed more quickly if you ensure all documents, including official university transcripts, are delivered in one package to QECO. While QECO accepts official transcripts submitted directly from universities, waiting for their delivery may slow the evaluation process. Complete documentation for every course taken. QECO can only process a request after receiving a complete application. There is an average 12-week turnaround time for QECO applications accompanied by complete and accurate supporting documentation. Qualifications and Evaluation Council of Ontario 1300 Yonge Street, Suite 308 Toronto ON M4T 1X3 Toronto: (416) Toll Free in Ontario: 1 (800) Website:

92 Welcome to ETFO Other Important Information for New Members This section contains more details on specific topics that will be important for you to know throughout your career in education. The information will also help you to make the transition from new member to experienced member. Duties of Teachers The Education Act is the core statute governing elementary and secondary education in the province of Ontario. In addition to the Education Act, other statutes and regulations exist to further expand upon the various legal requirements for educators in Ontario. Section 264 of the Education Act and Regulation 298 clearly delineate the duties of a teacher and a temporary teacher. Excerpts from the Education Act, Section 264 (1) It is the duty of a teacher and a temporary teacher, a) to teach diligently and faithfully the classes or subjects assigned to the teacher by the principal; b) to encourage the pupils in the pursuit of learning; c) to inculcate by precept and example respect for religion and the principles of Judaeo-Christian morality and the highest regard for truth, justice, loyalty, love of country, humanity, benevolence, sobriety, industry, frugality, purity, temperance and all other virtues; d) to assist in developing co-operation and coordination of effort among the members of the staff of the school; e) to maintain, under the direction of the principal, proper order and discipline in the teacher s classroom and while on duty in the school and on the school ground; f) in instruction and in all communications with the pupils in regard to discipline and the management of the school; i) to use the English language, except where it is impractical to do so by reason of the pupil not understanding English, and except in respect of instruction in a language other than English when such other language is being taught as one of the subjects in the course of study, or ii) to use the French language in schools or classes in which French is the language of instruction except where it is impractical to do so by reason of the pupil not understanding French, and except in respect of instruction in a language other than French when such other language is being taught as one of the subjects in the course of study; g) to conduct the teacher s class in accordance with a timetable which shall be accessible to pupils and to the principal and supervisory officers; h) to participate in professional activity days as designated by the board under the regulations; i) to notify such person as is designated by the board if the teacher is to be absent from school and the reason therefor; j) to deliver the register, the school key and other school property in the teacher s possession to the board on demand, or when the teacher s agreement with the board has expired, or when for any reason the teacher s employment has ceased; and k) to use and permit to be used as a textbook in a class that he or she teaches in an elementary or a secondary school, i) in a subject area for which textbooks are approved by the Minister, only textbooks that are approved by the Minister, and ii) in all subject areas, only textbooks that are approved by the board. l) to perform all duties assigned in accordance with the Act and regulations.

93 Welcome to ETFO Excerpts from Regulation 298, Section 20 In addition to the duties assigned to the teacher under the Act and by the board, a teacher shall, a) be responsible for effective instruction, training and evaluation of the progress of pupils in the subjects assigned to the teacher and for the management of the class or classes, and report to the principal on the progress of pupils on request; b) carry out the supervisory duties and instructional program assigned to the teacher by the principal and supply such information related thereto as the principal may require; c) where the board has appointed teachers under section 14 or 17, co-operate fully with such teachers and with the principal in all matters related to the instruction of pupils; d) unless otherwise assigned by the principal, be present in the classroom or teaching area and ensure that the classroom or teaching area is ready for the reception of pupils at least fifteen minutes before the commencement of classes in the school in the morning and, where applicable, five minutes before the commencement of classes in the school in the afternoon; e) assist the principal in maintaining close cooperation with the community; f) prepare for use in the teacher s class or classes such teaching plans and outlines as are required by the principal and the appropriate supervisory officer and submit the plans and outlines to the principal or the appropriate supervisory officer, as the case may be, on request; g) ensure that all reasonable safety procedures are carried out in courses and activities for which the teacher is responsible; h) co-operate with the principal and other teachers to establish and maintain consistent disciplinary practices in the school; i) ensure that report cards are fully and properly completed and processed in accordance with the guides known in English as *Guide to the Provincial Report Card, Grades 1-8 and Guide to the Provincial Report Card, Grades 9-12, and in French as Guide d utilisation du bulletin scolaire de l Ontario de la 1re à la 8e année and Guide du bulletin scolaire de l Ontario de la 9e à la 12e année, as the case may be, both available electronically through a link in the document known in English as Ontario School Record (OSR) Guideline, 2000 and in French as Dossier scolaire de l Ontario Guide, 2000, online at: osr.html; or osrf.html; *Beginning in September 2010, assessment, evaluation and reporting in Ontario schools will be based on the policies and practices described in the document Growing Success: Assessment, Evaluation and Reporting in Ontario s Schools, First Edition Covering Grades 1 to 12 found online at: on.ca/eng/policyfunding/growsuccess.pdf j) co-operate and assist in the administration of tests under the Education Quality and Accountability Office Act, 1996; k) participate in regular meetings with pupils parents or guardians; l) perform duties as assigned by the principal in relation to co-operative placements of pupils; and m) perform duties normally associated with the graduation of pupils.

94 Welcome to ETFO Criminal Allegations Legal Assistance for Members The Federation provides legal assistance to defend members against allegations that are related to the member s employment responsibilities. If you are contacted by the police or the Children s Aid Society (CAS) regarding an allegation against you: 1. DO NOT participate in or consent to an interview. Do not provide a written statement or account of what occurred to anyone before consulting ETFO. 2. Make no statement (verbal or written) to anyone regarding the allegations/charges. 3. Say I m willing to co-operate but I am unable to comment until I contact the Federation and legal counsel. 4. Call ETFO staff in professional relations (PRS) at ( ) and state that your call is urgent. After Hours Emergency Legal Assistance If you require emergency legal assistance outside of ETFO office hours a voice message will provide you with the necessary instructions to reach an operator. The operator will ask you a few questions and will contact a criminal lawyer, if appropriate. What is an emergency? Police are on the scene or on the way. You are at risk of being arrested/incarcerated. You are facing criminal charges for an alleged criminal offence that arises directly from your employment responsibilities. Child Abuse All members of ETFO have a statutory obligation under the Child and Family Services Act to personally report to the Children s Aid Society (CAS) when a child is or may be in need of protection. Such a need may arise as a result of physical, sexual or emotional abuse or neglect. The failure of a member to report suspected child abuse or a pattern of neglect could result in charges under the Act with a fine, upon conviction, of up to $1,000. It should be noted that, in addition to charges under the Act, a member may face the possibility of legal action for failure to report suspected abuse or pattern of neglect situations. The Statutory Obligation to Report Suspected Child Abuse: 1. Applies to every person who performs professional or official duties with respect to a child, including teachers, principals, supervisory officers and members of the support staff. 2. Arises if there are reasonable grounds to suspect a pattern of neglect or abuse or the risk of neglect or abuse regardless of whether one believes the information. 3. Requires a report to be made directly to the local CAS, not through the principal or vice-principal. 4. Protects the informant from future liability. Parent Concerns Parent concerns must be acknowledged and addressed at the school level. If parents believe they have been ignored they may take further action, which could escalate the situation. If you are made aware of a parent complaint other than an allegation of assault or abuse, you should contact the parent directly or arrange for you, the parent and the principal to meet to discuss the problem. Depending on the seriousness of the situation, the principal may wish to facilitate the discussion between you and the parent. Every effort should be made to reach an understanding and a positive outcome for all concerned parent, member and principal. Every situation will need careful consideration of what is the most appropriate way of dealing with the complaint. ETFO staff in professional relations can assist you with strategies and resources for responding to parent concerns. The ETFO resource entitled Parent-Teacher Relationships: Putting the Pieces Together addresses a variety of issues including establishing positive relationships with parents, conflict management, parent harassment and more. This resource is available for purchase through shopetfo.

95 Welcome to ETFO The Ontario Human Rights Code The Ontario Human Rights Code sets out every person s right to equal treatment with respect to employment without discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex (including pregnancy), sexual orientation, gender identity, gender expression, age, record of offences, marital status, same-sex partnership status, family status, disability or socio-economic status. The Code also sets out every person s right to equal treatment without discrimination related to prohibited grounds with respect to services, membership in a trade union, occupational association or self-governing profession, contracts and accommodation. Harassment Harassment is a form of discrimination encompassing a wide range of comment or conduct, and is prohibited under the Ontario Human Rights Code. Section 10 of the Code defines harassment as engaging in a course of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome. The Code also ensures that every person who is an employee has a right to freedom from harassment in the work place because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, record of offences, marital status, family status or disability. Examples of behaviour that have been found to constitute harassment include: remarks or jokes about race, religion, sexuality, disability, etc.; verbal threats, intimidation, abuse; displaying offensive pictures or posters; subjecting an individual to pranks, practical jokes or ridicule; and physical assault. It is important to distinguish between harassment on the basis of a prohibited ground and general unpleasant treatment in the workplace. The latter is not covered by the Ontario Human Rights Code. However, if a board policy or your collective agreement goes beyond the prohibited grounds set out in the Code, other types of harassment may be addressed through the grievance procedure. For example, a board policy or collective agreement could prohibit personal harassment, or abuse of authority. While many members may feel harassed by their principals when they are overly scrutinized or given onerous workloads, harassment in this form is not covered by the Code and can be more difficult to prove. Contact ETFO staff in professional relations to discuss possible solutions for resolving these types of situations. Duty to Accommodate The right to equal treatment is accompanied by the duty to accommodate with respect to prohibited grounds under the Ontario Human Rights Code. Employers, for example, must take steps to eliminate the consequences of any general workplace practices or rules that have the effect of being discriminatory. In other words, an employer s obligation to treat employees in a non-discriminatory fashion will not necessarily mean treating them the same. Special equipment may need to be provided for an employee with a disability. A pregnant employee may need a temporary reassignment better suited to her physical condition. The religious beliefs of an employee may give rise to the need for flexibility around scheduling or dress codes. In fulfilling its duty to accommodate under the Human Rights Code, an employer must do whatever it can, short of causing undue hardship. In assessing what constitutes undue hardship, the cost and health and safety requirements are factors to be considered. However, the threshold is high, and the legal test of undue hardship means much more than inconvenience. There must be a real question as to whether the measure taken to accommodate would affect the viability of some or all of the employer s business. If you are pursuing an accommodation, you should speak with your ETFO local to find out more about the process in your board. Human Rights Code Complaints Complaints may be brought under the Ontario Human Rights Code to the Human Rights Tribunal of Ontario as applications if it falls under one of the grounds in the Code. The Tribunal may decide not to hold a hearing if they determine that a grievance has already appropriately dealt with the substance of an application.

96 Welcome to ETFO Long-term Disability Long-Term Disability (LTD) coverage is available to members through a provincially negotiated plan with the Ontario Teachers Insurance Plan (OTIP). This benefit is meant as an income replacement plan and protects your pension plan contributions in the event of an illness or injury that extends beyond your sick leave protection. Members must meet the terms of the LTD contract to qualify for benefits. If you need to file a claim or are having difficulty getting your claim accepted, your local ETFO office or school board personnel will be able to assist you. A Disability Service Representative (DSR) with the Ontario Teachers Insurance Plan can also assist you with your claim. ETFO staff may become involved when an appeal of a denied claim has been turned down. Please see ETFO s resource booklet, A Members Guide to LTD at for additional information. Specific guidelines have been established by the ETFO Executive that outlines the type of assistance that may be provided by ETFO when an appeal of a denied claim has been unsuccessful. Workplace Safety and Insurance Board All accidents/injuries that occur on the worksite or that arise out of and in the course of employment, no matter how trivial, should be reported to the employer. A WSIB claim should be filed if there is lost time or medical treatment was/is required as a result of a workplace accident. If you are injured at work you may qualify for benefits from the Workplace Safety and Insurance Board (WSIB). Please see ETFO s resource booklet, A Members Guide to the WSIB at for additional information. ETFO staff may become involved when a WSIB claim has been denied. Specific guidelines have been established by the ETFO Executive that outlines the type of assistance that may be provided by ETFO when a claim has been denied. Occupational Health and Safety When working conditions are healthy and safe, ETFO members are free to be at their professional best. Clean and fresh indoor air, protection from violence in the workplace and well maintained schools are important factors in our wellbeing. School boards have a legal duty to provide information, instruction and training about working safely. The school board and the principal have a duty to inform educators about potential or actual hazards in the workplace. Both the school board and the principal are required to take every precaution reasonable to protect educators from workplace hazards. Educators have duties too. For example, when we know about a hazard, we must report it to our supervisor. In turn, the school board or the principal must investigate and deal with the report. The outcome of the investigation might result in a new safety plan, an improved procedure or additional training. These duties are among many prescribed in Ontario s Occupational Health and Safety Act, (OHSA). The main purpose of the Act is to protect everyone in the workplace from health and safety hazards on the job. The Act sets out the duties for school boards, supervisors such as the principal and everyone who works for the school board. Some of these duties include requirements for programs and policies on subjects such as workplace violence and harassment. The Act sets out rules for enforcement of the law when duties are not met. Also described are the duties and powers of the Joint Health and Safety Committee (JHSC). The JHSC is where worker and management representatives meet to deal with workplace risks and hazards. The OHSA is the cornerstone of the legal framework that protects educators in the workplace. The Education Act and the Workplace Safety and Insurance Act are two examples of laws that also contribute to educator

97 Welcome to ETFO safety. There are also number of legal regulations that affect our working conditions on subjects such as construction, asbestos and other hazardous materials. Sometimes, reporting workplace hazards or trying to get more information about concerns can be a lot of hard work. As a first step, it s important to report potential or actual hazards and concerns to your principal. Activate ETFO s health and safety network to support you. Get support from your ETFO local health and safety representative and your steward. Get advice from your ETFO local president. Your president can contact ETFO provincial for expert health and safety advice. If you would like to become more involved in occupational health and safety, there are plenty of opportunities. You could consider being a health and safety representative in your school. Maybe you would like to serve on a Joint Health and Safety Committee. Even if you would simply like to know more about your rights and duties, ETFO offers health and safety workshops, training and resources to meet your needs. Pensions ETFO members with teacher qualifications are members of the Ontario Teachers Pension Plan (OTPP). Other ETFO members become members of Ontario Municipal Employees Retirement System (OMERS) when eligible. You are never too young to care about your pension plan or to learn what benefits accrue to you. ETFO, through OTF, participates in the joint sponsorship of the OTPP with the Ontario government. Through that partnership ETFO works to ensure that the interests of our members are protected as the plan is administered, and when plan changes are negotiated. Both OTPP and OMERS provide members with secure online access to their pension information. Instructions can be found on their websites. OTPP calls this iaccess Web, OMERS calls it myomers. Ontario Teachers Pension Plan (OTPP) 5650 Yonge Street, Suite 300 Toronto, ON, M2M 4H5 Tel: (416) (toll free) Fax: (416) (toll free) [email protected] Website: Ontario Municipal Employees Retirement System (OMERS) One University Avenue, Suite 800 Toronto ON, M5J 2P1 Tel: (416) (toll free) Fax: (416) (toll free) [email protected] Website: Have your social insurance or pension membership number available to use when making inquiries by mail or telephone. ETFO provides workshops through our locals about pensions and retirement planning. EMPLOYMENT INSURANCE REGULAR BENEFITS Many members (occasional teachers, DECEs, educational assistants, PSPs, ESPs) are employed by their boards for fewer than 12 months a year. As a result, they are laid off from their positions at different times during the year. These members are entitled to apply for Employment Insurance (EI) benefits from Service Canada. Contract teachers are typically precluded by regulation, from collecting regular employment insurance benefits. The hours that you work and for which you are paid are accumulated toward eligibility for EI benefits. Eligibility is calculated by the information provided on the Record of Employment (ROE) prepared by the district school board after your last day worked. It is important to request a copy of the ROE and check the information carefully to ensure that it is accurate. The total hours worked is critical for determining eligibility. The Service Canada website states that most people will need between 420 and 700 insurable hours of work within the last 52 weeks, or since the start of their last claim, whichever is shorter. The number of hours required is also dependent on the unemployment rate in the region. However, if you are in the work force for the first time you will require a minimum of 910 hours in the last 52 weeks to qualify. Please check with the nearest Service Canada office to determine the specific requirements in your area.

98 Welcome to ETFO There is a two-week waiting period for benefits. The basic benefit rate is 55% of the claimant s average insured earnings to a maximum dollar figure which changes from year to year. Your EI payment is a taxable income, meaning federal and provincial taxes will be deducted. Claimants may work while on a claim for regular benefits. However, 50% of each dollar earned will be deducted from the benefit up to a threshold of 90% of weekly insured earnings used to calculate the benefit amount. After this, earnings are deducted on a dollar for dollar basis. The number of weeks for which benefits are payable is based on the claimant s hours worked and the regional unemployment rate. The maximum is 50 weeks. To facilitate claims, members are encouraged to apply for EI benefits online at the Service Canada website at Employment Insurance Maternity and Parental Benefits In order to be eligible for maternity and parental benefits, the Employment Insurance Act requires that you work a minimum of 600 hours during the 52-week qualifying period preceding the claim. Service Canada will provide maternity benefits to a birth mother for a period of 15 weeks after a two-week waiting period. A claim for maternity benefits may begin up to eight weeks before the child is born. Parental benefits are available to a birth or adoptive mother or spouse/partner for a period of 35 weeks. The benefits can be accessed by one parent or shared. A claim for parental benefits must start no later than 52 weeks after the baby is born or comes into care, custody or control. A birth mother s claim for parental leave must follow her maternity leave claim. To facilitate claims, members are encouraged to apply for EI benefits online at the Service Canada website at For more information, check the Service Canada website at: or visit your local Service Canada office for the publication Employment Insurance: Maternity, Parental and Sickness Benefits. You may also wish to download a copy of the ETFO resource Pregnancy and Parental Leave A Guide to Rights and Responsibilities from the ETFO website. This bilingual resource contains helpful information for members preparing for the birth or adoption of a child. A Member s Guide to Pregnancy and Parental Leave The new ETFO booklet sets out a general guide to member rights and responsibilities under the Employment Standards Act, the Employment Insurance Act and Collective Agreement entitlements. It is available at pregnancyparental/pages/default.aspx in both PDF and RTF formats. The chart on the following page highlights the benefits available through federal legislation (i.e. payment of Employment Insurance) and through Ontario provincial legislation (i.e. right to leave of absence). You should also check your collective agreement to see what other benefits apply such as Supplementary Employment Benefits (SEB) plan payments or conditions for extended leaves. Teachers continue to contribute to the Ontario Teachers Pension Plan during statutory leaves unless they sign a waiver giving up this right. ln Conclusion As new members, we hope you found this introduction to ETFO, its programs and its services a useful guide. Remember, ETFO is your protective and professional organization. Make sure you are in the picture. We welcome you, we look forward to working with you and we invite you to make the most of your membership. We are as close as your telephone, or your internet connection. Elementary Teachers Federation of Ontario 136 Isabella Street Toronto, Ontario M4Y 0B5 Telephone: Toll free: Fax: Website:

99 Welcome to ETFO FEDERAL EMPLOYMENT INSURANCE (EI) ONTARIO EMPLOYMENT STANDARDS ACT Maternity and Parental Benefits Right to Leave of Absence PREGNANCY two weeks unpaid waiting period (may have up to 17 weeks entitlement to Supplementary Employment may begin no earlier than 17 weeks before Benefits (SEB) for this period) expected date of delivery 15 weeks of El benefits paid no benefits earlier than eight weeks before birth or later than 17 weeks after birth 35 weeks of El benefits are available they may be claimed by a birth or adoptive parent caring for a child or shared between two parents no benefits later than 52 weeks after birth or after the child comes into the parent s care PARENTAL must provide employer with two weeks written notice of the date the leave is to begin must provide a certificate from a legally qualified practitioner stating expected birth date up to 35 weeks for birth mother or 37 weeks for second birth parent or two adoptive parents birth mother s leave must follow pregnancy leave other parents must begin leave no later than 52 weeks after the child is born or comes into the parent s care no second waiting period if leave is shared between two parents CONDITIONS Pregnancy and parental benefits are known as Special must have been employed for at least 13 weeks Benefits by the same employer must have accumulated 600 hours of insurable earnings in the last 52 weeks (can be with different employers) the average weekly earnings calculation typically based on the 26 week period preceding the filing of the claim maximum of 50 weeks of combined maternity and parental benefits in a 52 week period must give two weeks notice before the leave must give four weeks notice to change the end date of the leave (except in cases where there are complications in the pregnancy or where collective agreement language exists that shortens this period of notice) employers must continue to pay their share of benefits seniority and service credit continue to accumulate during leave redundancy cannot take effect during leave reinstatement to position held before leave, if it still exists (refer to collective agreement for additional information) parent means a birth parent, adoptive parent, and a person in a relationship of some permanence with the birth or adoptive parent who intends to treat the child as his or her own There are exceptions to some of these rules if the expectant mother is ill or the baby is hospitalized.

100 Welcome to ETFO Appendix A Teacher s Pledge I am a teacher I am an instructor, a listener, a caregiver and a coach. In order to give of myself, I need to value myself I have the responsibility, ability and power to create a safe, supportive learning environment for my students and myself. I am part of a universal profession that gives, shares and reaches out to the future of the world. I am a teacher I am strong and a person of worth. My students and I have the right to a workplace that is free from discrimination and harassment. My working conditions should be guaranteed and fair as they are students learning conditions too. I believe in human rights and the universal right of all children to a quality education regardless of their birthright. I am a teacher I try my best to model respect, humanity, kindness and honesty. I am not perfect, I make mistakes. I am a human being with needs and feelings that count. My needs, my wishes, my dreams and my hopes are important. I have chosen my profession to make a difference in the world. I am a teacher I do make a difference! Source: Jan Moxey and Susan Thede, ETFO Staff, After the Chalk Dust Settles, I am a teacher I am a motivator, a mender of hurt feelings and a problem solver. I need time to develop the skills of a teacher, as well as time for me. Time to rejoice, renew and celebrate my professional contribution and the daily miracles I experience in my classroom. I need time to rejuvenate and to connect with my colleagues, my family, my friends and myself.

101 Welcome to ETFO Glossary of Acronyms used in Education AECEO Association of Early Childhood Educators Ontario AEFO l Association des enseignantes et des enseignants franco-ontariens ALP Annual Learning Plan AQ Additional Qualification ASCD Association for Supervision and Curriculum Development CAS Children s Aid Society CBC Collective Bargaining Committee CEA Canadian Education Association CEC Council for Exceptional Children CFSA Child and Family Services Act CLC Canadian Labour Congress COQ Certificate of Qualification CPP Canada Pension Plan CSBA Canadian School Boards Association CSC Curriculum Services Canada CTF Canadian Teachers Federation CUPE Canadian Union of Public Employees DECE Designated Early Childhood Educator DSB District School Board EA Education Act EA Educational Assistant EAP Employee Assistance Program ECE Early Childhood Educator EI Education International EI Employment Insurance ELP Early Learning Program ELL English Language Learner (formerly ESD) EQAO Education Quality and Accountability Office ESP Education Support Personnel ETFO Elementary Teachers Federation of Ontario FI French Immersion FSL French as a Second Language FNMI First Nations, Métis and Inuit FTE Full-time Equivalent IEP Individual Education Plan IPs Individual Plans (for students with anaphylactic allergies) IPRC Identification, Placement, and Review Committee LEAF Legal Education and Action Fund LGBTQ Lesbian, Gay, Bisexual, Transgendered, Queer or Questioning LNS Literacy and Numeracy Secretariat LTD Long-Term Disability LTO Long-Term Occasional MOE Ministry of Education MOU Memorandum of Understanding NEA National Education Association NTIP New Teacher Induction Program OCBCC Ontario Coalition for Better Child Care OCT Ontario College of Teachers OECTA Ontario English Catholic Teachers Association OFHSA Ontario Federation of Home and School Associations OFL Ontario Federation of Labour

102 Welcome to ETFO OHRC Ontario Human Rights Commission OPC Ontario Principals Council OPSBA Ontario Public School Boards Association OPSEU Ontario Public Service Employees Union OSR Ontario Student Record OSSTF Ontario Secondary School Teachers Federation OT Occasional Teacher OTF Ontario Teachers Federation OTIP Ontario Teachers Insurance Plan OTPP Ontario Teachers Pension Plan PAR Position of added responsibility PLC Professional Learning Community PQP Principal s Qualification Program PRS Professional Relations Services PSP Professional Support Personnel PTR Pupil Teacher Ratio QECO Qualifications Evaluation Council of Ontario ROE Record of Employment RTO Retired Teachers of Ontario RTW Return to Work SEB Supplementary Employment Benefits SO Supervisory Officer SOE Superintendent of Education TPA Teacher Performance Appraisal TVO Television Ontario WHMIS Workplace Hazardous Materials Information System WSIB Workplace Safety and Insurance Board