Halton_Highlights_FEB19_Newsletter_compressed2

Halton Highlights

January/February 2019

OECTA
Celebrating 75 years

February 2019

SUN MON TUE WED THU FRI SAT

27 28 29 30 31 1 2

Report Card
Writing PA Day
OT PA Day

3 4 56 7 89

Deadline: Joint PD *Report cards due
Young Authors to office
Submissions to
Staff Reps

10 11 12 13 14 15 16

Arbitration Deadline:
Y.A. Submissions in
Bd. courier bag for
HEU

17 18 19 20 21 22 23

Family Day SAC Committee Report Cards go HEU Executive Coldest Night of the
Meeting home meeting Year Walk
Fundraiser
Deadline: Arbitration
YA rec’d in Unit 2

24 25 26 27 28 1 Page 1

Young Authors PD network: OT Labour
Committee meeting Developing Self Managment
Regulation Skills
UGM #3
All AGM reps must
attend

Nina March, President
Halton Elementary OECTA

Changes to the Ontario College of
Teachers:Moving toward Policing our Profession?

On October 25, 2018, Lisa Thompson, Minister of Education introduced Bill 48 The Safe and Supportive
Classrooms Act. This bill makes amendments to four Acts, (the Childhood Educators Act, the Education Act, the
Ontario College of Teachers Act, and the Teaching Profession Act) all four are related to education.

Of particular concern to this government is the amendment to the Ontario College of Teachers Act, altering the
definition of “professional misconduct” to include “prescribed sexual acts.” It notes that if members of the
Ontario College of Teachers are found guilty of professional misconduct which includes prohibited acts of a sexual
nature, there will be a mandatory revocation of a member’s certificate.

When this Bill was introduced there was some confusion about the need to put this into legislation as it already
exists. Currently members found guilty are de-certified so why change the Act?

In isolation, this change may seem insignificant, in reality however this act is an omnibus bill, an opportunity for
the government to set the stage for nonsensical attacks on educators and to appease their supporters. Included in
this omnibus bill are significant and concerning recommendations to change the governance structure of the
Ontario College of Teachers. The changes would effectively change the College of Teachers from a self-regulating
body, where teachers are respected as professionals who can and have governed their own profession for more
than 20 years to a regulatory body, where OCT members will no longer hold the majority of seats on the College
Council, and will not be democratically elected by their peers (teachers).

Survey data, responded to by only 89 members of the public, in the entire province of Ontario (15, 775 were
invited to respond) and just 255 members of The College out of more than 235, 000 members (8000 were invited
to respond), was used to form the basis of these far-reaching, proposed changes attempting to deprofessinalize
the teaching profession. It is understating the obvious to note that the abysmal number of responses makes this
survey statistically invalid (less than 1% respondents) amounting to zero responses and zero representation. This
methodologically flawed survey and resulting report (prepared by Governance Solutions Inc., November 26, 2018)
funded by the current provincial government with taxpayer dollars, if implemented will fundamentally change and
erode both the teaching profession and publicly funded education in Ontario. You may be wondering why you
were not aware of this survey. OECTA Provincial was only invited to participate four (4) business days before the
survey closed. It’s not too late, there is still a way that you can have your say on this critical issue. On February
28, 2019, The College Council will be voting on whether to implement the proposed changes. It is critical that our
members email both The College Chair and The College Registrar by February 21st to tell them that The College
of Teachers must remain in its current form - a self-regulatory body with the majority of seats being

Page 2

democratically elected and held by OCT members. The GSI report makes 37 recommendations.

Fundamental changes to the composition of the Council of the Ontario College of Teachers (OCT) include new
requirements for the composition of the Council’s committees, this causes much concern for the Association. The
government’s report proposes making legislative changes that will shift the Ontario College of Teachers from its
current status, a self-regulating body, to an arm of the government. It is clear that the government, through its
report is stating that teachers no longer deserve to be a part of a self-regulatory profession.
In order to increase representation, in 2006, Premier Dalton McGuinty expanded the number of elected and
appointed Councillors to 23 and 14, from 17 and 14 respectively, numbers determined under Premier Harris.
Currently OCT members hold the majority of seats.

The GSI Report’s recommendations would dramatically and negatively impact the OCT’s founding principles of
self-governance and the teaching profession. The report appears to be littered with misinformation and gives
incredible importance to data collected from such a diminutive sample size (less than 1%), stating “widely-held
perception among the membership”, “the diagnostic showed a widespread lack of and misunderstanding of the
College’s mandate, strategic priorities, initiatives and outcomes…”, “The diagnostics reveal a huge gap in
understanding what governance is, why it exists and how it’s done.” It appears as though the 37recommendations
from this report were predetermined – even before potential participants were selected and invited to participate,
of which fewer than 1% responded. Some of the more critical recommendations include:

● Changing the name from the Ontario College of Teachers to “The Ontario Teachers Regulatory Authority”;
● Consolidating power in the Registrar’s hands; and,
● Altering the OCT structure and composition process:

• Council will be comprised of 14 members, 7 from the profession and 7 from outside. They will be
appointed, not elected. This is a reduction from 37 members and teachers will lose their majority,

• Council members will be “selected from a pool of qualified applicants following a robust transparent
process”. The lack of definition of “qualified applicant” is concerning. Does this mean Principals and
Superintendents, (as they are only two OCT member employee groups identified when referring to the
‘improved’ Discipline and Fitness to Practice committees)? Will OCT teachers be appointed? The selection
process for appointment will ensure that there will be no more democratic elections for teacher
representatives.

• Additional rosters of “qualified individuals to supplement the panels” will be maintained and “have a
voice and a vote equal to committee members”; and,

• The Chair of the Council will not be required to be a member of the teaching profession; and,

• There is no transparent indication of how much teachers will be expected to pay for this regulatory “arm

of the government” but the report does note that “The College will tidy up its membership records for

budget and fee setting purposes”. As you may be aware, one of the current responsibilities of the OCT

council is to set membership fees. Last spring while OCT staff wanted to increase the OCT fee to pay off

the mortgage at 101 Bloor St., Toronto, the OCT Council voted down this staff recommendation after

receiving staff reports, hearing presentations from stakeholder groups, such as OTF, seeking input from

members and engaging in debate. This informed, thoughtful decision making process appears

to be problematic and “political” by GSI standards and another of the concerning changes that the

government is seeking. Page 3

• This report and its recommendations can be viewed as a direct attack on the teaching profession and the
professionalism of teachers. When the College was established, the Association and other education
stakeholders advocated for self-regulation to ensure that the individuals overseeing the profession
would be familiar with, and understand the circumstances in which teachers work. The proposed
changes risk teachers losing their voice at the table and eliminate teachers’ ability to regulate the activities
of their own profession. The result will be the de-professionalized policing of our profession. Teachers are
parents, community leaders, voters and consumers. We must maintain that our profession remain
self-regulated and at arms-length from the government.

It is imperative that you send your send your emails to both:

• Nicole van Woudenberg, OCT, OCT Chair
• Michael Salvatori, Registrar

at [email protected] so that your correspondence is collated and included for sharing to all Council members.
If you wish to cc. Alicia Nunn-Deluca, OCT Councillor on these emails, please email her at
[email protected].

I have included the link to OECTA’s response to the GSI report for your review:
http://www.catholicteachers.ca/OECTA/media/pdfs/Communications/Briefs%20and%20Position%20Papers/2019/
OCT_review.pdf

Save the Date:

Young Authors Due Dates and Deadlines: Unit General Meeting # 3
*All AGM Delegates must attend.
Young Authors Submissions to OECTA Staff Reps Thursday, February 28, 2019
Monday, February 4, 2019 4:30 p.m. – 6:00 p.m.
HEU Office – 980 Fraser Drive, Unit 113, Burlington, ON
Young Authors School Level Committee Selections in
Board Courier Page 4
Thursday, February 14, 2019

*Family Day Holiday
Monday, February 18, 2019

**Young Authors Submissions to HEU Office
(deadline)**
Tuesday, February 19, 2019

Young Authors Local Selection Committee Meeting
Monday, February 25, 2019
4:00 p.m. – 5:30 p.m.

75th Anniversary

OECTA is celebrating its 75th anniversary at this year’s Annual General Meeting in Ottawa.
Our nation’s capital is where OECTA’s Constitution was first signed in 1944.

Over 700 AGM delegates from various OECTA units will gather on March 9, 10, and 11, 2019 to represent their
local membership and all OECTA members across the province. They will exercise their right and responsibility to
make decisions regarding the by-laws, processes, financial resolutions, and more that govern the Association. The
goal is always to ensure fulsome discussion and debate on issues, that democratic decision making is adhered to,
and that processes are both transparent and accountable for members.

Engagement from OECTA members who participate in our Provincial AGM, local and provincial committees,
meetings, political action and social justice events, social activities, PD, collective bargaining processes, and all that
your Union has to offer, are what keep your OECTA vibrant and strong. It’s never too late to get involved. Together
we are stronger.

If you wish to be considered as a delegate for future AGMs, please submit your name on the spring application
form.

In Solidarity,

Nina March, President, Halton Elementary OECTA
[email protected]

1997 Political Protest at Queen’s Park.

Page 5

VIEWPOINT FOR WHAT
IT’S WORTH
THE TIMES THEY
ARE A-CHANGIN’

By Gian Marcon

At a recent seminar, I was pulled aside “notwithstanding clause” of the Charter do not alter the fact that when it comes
by a veteran colleague who wanted to of Rights and Freedoms, to unravel to the public sector, “e ciencies” are
compliment me on the song lyric that is progressive legislation that has improved synonymous with layo s and diminished
part of my email signature: quality of life for Ontarians. And by services.
“May you have a strong foundation when gutting the Fair Workplaces, Better Jobs As teachers and OECTA members, we
the winds of change shift.” Act, and eliminating crucial aspects of have a lot to lose. Our pensions, salaries,
The lines are from the song “Forever both the Employment Standards Act (ESA) rights, working conditions, seniority,
Young,” which Nobel Prize-winning and the Labour Relations Act (LRA), their leave provisions, and job security were not
songwriter Bob Dylan originally true agenda has been revealed. achieved and maintained without sacrifice
recorded with the Band, as a reflective The details of this agenda were not and continued vigilance. While Premier
and almost prayer-like closing of side articulated in the recent provincial Ford sows division, we need to engage
one of the 1974 album Planet Waves. campaign, but it has produced the hasty with the full appreciation that workable
The colleague commented that the lyric chopping of Toronto’s city council, solutions require meaningful consultation
was as inspiring a couplet as Dylan had cuts to the university campuses in and negotiation. The government will
ever written. Then we both chuckled Brampton, Milton, and Markham, and need to engage beyond the sphere of
that Dylan’s 45-year-old advice may soon many other changes. As a long-time PC those with whom they agree at some
prove to be particularly relevant, given supporter and fellow Brampton resident point, otherwise the education system
the current political climate in Ontario commented, “Well, I didn’t vote PC so will merely reflect the grievances and
and what may be in store for teachers Ford could do that!” Caveat emptor, I insecurities of the ill-informed.
and publicly funded education. guess. The Ford agenda to date seems designed
If the start to Doug Ford’s premiership It is clear that this crew of Ford to appeal to his supporters who want to
and the implementation of sweeping but conservatives are driven almost exclusively tick o and punish those with whom they
previously unannounced cuts are any by a fiscal agenda. For those of us who disagree, regardless of the damage this
indication of what lies ahead, we can survived the Harris years this is nothing may entail. Recognizing this government’s
readily surmise that, to quote another new; in fact, it is part of the tired old tendency to make rash and unexpected
Dylan song, “a hard rain’s gonna fall.” In mantra of modern conservative parties decisions that have huge impacts on the
the months and years ahead, awareness that all governments are wasteful and province’s citizens, OECTA members
around who we are and where we have ine cient, and public servants are need to reflect upon what we have, why we
come from – our strong foundation overpaid. have it, and how we are going to preserve
as Ontarians, teachers, and OECTA Unfortunately, this ideology and the Ford it. Our resolve may be tested in the next
members – will be crucial, if we are to government’s propensity for “e ciencies” year, and our vigilance will be required.
avoid being bu eted by shifting winds will negatively impact our publicly funded As Bob Dylan wrote, “The times, they are
of change. Without a true awareness of schools, as well as the workers in them. a-changin’.”
where we have come from, we risk what While none of us want a return to the days
Dylan warns about in “Like a Rolling of bitter public sector strikes, we have Gian Marcon is a member of the Bargaining
Stone,” his most-cited song: “If you ain’t already seen the impact of cancelling the and Contract Services department at the
got nothing, you got nothing to lose.” cap-and-trade program, as school boards OECTA Provincial Office.
The Ford government has signalled across Ontario are suddenly short $100
that it is prepared to use any million in money earmarked for repairs
means necessary, including the to facilities. No doubt further cuts are
coming, and thinly disguised euphemisms

Page 6

______________________________________________

2019 AGM DELEGATION

Nina March Head of Delegation
Tara Hambly Release Officer
Alicia Nunn-De Luca St. Timothy
Lesia Kilyk St. Catherine of Alexandria
Angela De Palma Centrally Deployed
Krista Hutchinson St. Joan of Arc
Victoria Lipinski St. Elizabeth Seton
Anthony Biggs St. Marguerite D’Youville
Kim Sas St. Dominic
Matthew Stodolak LTO St. Elizabeth
Jessica Fernandes Holy Rosary
Dina Dametto O.T.
Ann Wyroba Holy Cross
Jacqueline Hart St. Dominic
Jennifer De Meo St. Nicholas
Jennifer Rainey St. Mary
Andrea Longo St. Francis of Assisi
Claire Slaven St. Gabriel
Anne McNeill O.T.
Rose Pomponio St. Gabriel
Monica Bertuzzi-Matthews St. Catherine of Alexandria
Nicole Commisso St. Joan of Arc

Alternates: LTO St. Anthony of Padua

Jessica Belmonte Queen of Heaven

Greg Santarelli

Page 7

Tara’s Topic of the Month
February – Report Cards and the
Coldest Night of the Year Event

We are often asked who writes the report card where there is a transition between the

classroom teacher and an LTO teacher close to report card writing.

Teachers often assume that the person who is in the classroom for the 6 weeks prior to the
report card is the one who writes it, this is false. The 6-week rule is in regard to how long a student must be in
a classroom for the teacher to write a report card for them, it is not about whether a teacher is responsible
for writing the report card. February report cards reflect the achievement of a student from September –
January/February and therefore each teacher is responsible to report on what they covered in that time.

When in a transition period each teacher is responsible for providing marks and comments for the curriculum
they taught. If someone finished a complete math strand it is that teacher who would provide the mark and
entire comment for that strand. If the transition happened in the middle of a strand the teacher leaving
would provide all assessments and anecdotal comments, they have completed to date to allow the returning
teacher to complete the remainder of the strand.

Learning skills are an important area that should not be overlooked, a teacher leaving an assignment is
responsible for providing marks and comments for learning skills for the students they taught up to the date
of their departure.

Often the teacher who is leaving an assignment may not have access to Trillium to input their information, in
this case that teacher should provide a word document to the returning teacher so they can copy and paste it
into Trillium.

The teacher that is at school on report card writing day is expected to be writing the report cards, if that
person returned very recently to their job that day may be spent inputting all comments and marks provided
to them by the teacher who left.

If a teacher is involved in a return to work plan where the returning teacher and an LTO teacher are sharing
responsibilities those teachers should be consulting each other and collaborate on who will do what for the
report cards.

A teacher who has not provided any input into the grades or comments on a report card should not be signing
it. Report cards are legal documents and your signature means you agree to the report and can speak to the
comments and marks. If you were not involved in any of the assessments and evaluation you should inform
your principal, you are not comfortable signing it as the report card is not a reflection of your professional
judgement. The principal can be the sole signature on the report card in this case.

Page 8

If you are the teacher leaving a classroom prior to report cards think to yourself what you would need for reports
if you were in the other teacher’s shoes. Remember that you are responsible for reporting on the curriculum
you taught and that the report card will reflect your professional judgement for the time you were in the class.
Make sure that the reports are a true reflection of your professional judgement by providing the comments and
marks for the subjects/strands you taught.
Making a transition can be tricky close to report cards but if both teachers communicate and collaborate the
transition can be a smooth one.

It’s cold out there…

On the evening of February 23rd members of the HEU Human Rights/Status of Women Committee will be walk-
ing together in the Coldest Night of the Year to raise money for those in need in our community.
The Coldest Night of the Year is a walk fundraiser which began in 2011 and has grown to be a Canada wide
event which occurs in over 100 communities across the country. The walk is to help local charities raise money
for the hungry, homeless and hurting. As a committee we are walking in the Burlington event which will support
Open Doors.
Open Doors provides 13 community based programs at St. Christopher's Church that focus on food, children,
youth, parenting, and community resources. Over 3100 people in the community are supported through services
such as emergency food services, a free clothing store, after school programs and other weekly and monthly
events.
Our goal as a team is to raise $500 to help Open Doors. If you would like to support the Human Rights/Status of
Women Committee team “Halton Catholic Teachers” the team link is https://secure.e2rm.com/registrant/Team-
FundraisingPage.aspx?teamID=841488
All HEU members are welcome to join us in this cause and walk with the members of the Human Rights/Status of
Women Committee. If you are interested in joining the team please email [email protected] for
more information.

Tara Hambly
HEU 1st Vice President

Page 9

TEACHERS AID PROFESSIONAL
DEVELOPMENT

AUCSLNSADESESSRSRSMOTEAONNMTD: IIBNNEGTGHINE MWOITDHERN

By Anthony Carabache

Pre-service teachers, teachers readying for to use assessment tools to learn about learning), while the other is summative,
the interview, and tenured teachers all themselves, to see where they are on final, and categorized (of learning). When
tend to lower their eyes whenever I bring their learning journey. It is a way to it comes to teaching, the more time you
up the importance of assessment during involve students in their own diagnostics, invest in the formative assessments, the
a workshop. I know it is not the most so they can ask themselves the crucial more bountiful the results will be in the
attractive subject, but what gives? Are we questions: “How do I learn?” and “What summative.
still feeling the e ects of the poor do I need to keep learning?”
implementation of Growing Success from Assessment of learning occurs when The importance of planning for
as far back as 2010? It is a well-written teachers use assessment for accreditation assessment
document that really empowered teachers’ or decision-making. Evidence is required To begin implementing assessment
professional judgment, but unfortunately to make those judgments. This is a strategies with purpose in your classroom,
it seems to have become mired in a lack process of culmination, one that measures pick a unit or course of study that you
of understanding. It is time to take the how far a student’s understanding has are well-acquainted with, and start with
mystery and stigma out of assessment come over the course of study. the idea of assessment for learning. One
and reclaim our professional control. Here is the most important part: You can use very simple idea is the use of an exit card
Pesky prepositions: for, as, and of any type of assessment for any of these at the end of the lesson. It could have a
We have all heard it in one workshop or purposes. A written quiz or worksheet, prompt that asks:
another: “You ought to design and use for example, can be used to assess for, as, • “What did I learn today?”
assessment for three purposes: for or of learning. The question really is • “What got me stuck?”
learning, as learning, and of learning.” about what is most e ective. • “What do I need more of to do well on
Without over-simplifying, let us get down Assigning purpose to this topic?”
to what each purpose means in our assessment
classrooms. For teachers, the most crucial aspect of The information gathered on these cards
Assessment for learning is the most assessment in the modern-day classroom is only as valuable as your plan to use the
powerful use of assessment for teachers. is undoubtedly to ask ourselves what information for the next class, so allot time
This type of assessment is given to purpose we want the assessment to serve. to read your students’ thoughts on their
students so that we can understand where When we ask that question, we are forced own learning, and allot time for yourself to
they are in their own learning, and to to commit to one of two approaches to respond meaningfully.
help us plan for what comes next. information. One is formative, driving
Assessment as learning allows students pedagogy and future plans (for and as Anthony Carabache is a member of the
Professional Development department at
the OECTA Provincial Office.

PHOTO: @smolaw / Shutterstock.com

Page 10

HEU

On October 10, 2018 the HCDSB released a memo to Elementary Principals and Vice-Principals requesting that
the memo be given to “Elementary Teachers, Child and Youth Workers and Social Workers.” This memo
contains a list of grade specific, board approved resources developed by Halton Women’s Place to support
curriculum expectations in the HPE curriculum addressing healthy relationships.
The memo noted that Halton Women’s Place will provide a guest expert to conduct class presentations for the
titles, which you will find listed below. Please note, approval must be given by your administrator to arrange a
presentation. If you have not yet seen this memo please ask your administrator to send it to you so that you can
review it in full.
This Top Ten, make that Top Eight, is to ensure that you aware of these grade specific, board approved
resources/presentations that are available to you.
By Grade:
8) * Make It or Break It, * Red Flags, * Turn it Around
7) * Mirror, Mirror, * Technology in Relationships
6) * Myth Busters, * Problem? Solved!, * Besties, Bros and BFFs
5) * HWP 101, * Take a Stand, * Me, My Selfie and I
4) * Tech Smart, * Rock, Paper, Scissors, * Bullying and Abuse
3) * Free to Be You and Me, * Healthy Friendships, * Villains, Violence and Video Games
2) * Safe at Home, * Is It Right to Fight, * Personal Boundaries
1) * We Can Get Along, * Caring or Scaring, * My Safe Community

Page 11

Health and Safety Minute

Welcome Back!
Cold and flu season is back upon us and while we all want to avoid getting sick, there are important precautions
we all need to follow when using cleaners and disinfectants at school.
First and foremost, only board issued products are to be used in the schools. It is important to know that
cleaning products can have toxic interactions with each other. Therefore, adhering to Board policy and only
using their products helps protect us from such interactions.
Secondly, there have been changes made to the WHMIS\MSDS system that labels all hazardous materials
including cleaners. As of December 1, 2018, employers were required to replace the WHMIS\MSDS information
sheets and labels with the GHS\SD information sheets. This new system is consistent worldwide and is required.
If you notice that any product you have is not labelled under the new system please inform your Health and
Safety Rep. and your administrator.
Finally, if you have any concerns regarding the cleanliness of the school and or your classroom be sure to share
them with your administration or worker rep.
Wishing you a cold and flu free winter!
Krista Hutchinson
HEU Health and Safety Chair, Treasurer

Page 12

Occasional Teachers’ Update

The occasional teacher’s professional development day on February 1 was well attended and enjoyed by all.
During the sessions, Occasional Teachers had the opportunity to ask questions of the school board and an area
of concern for teachers was receiving classroom keys when arriving at a work site. If you have concerns because
you’re not receiving keys at a certain workplace, please contact Nina or Tara at the Unit office. As noted by
school board officials, this will be an issue disscussed further at Labour Managment.
If you signed in at the beginning of the day and signed out at the end of the day you will receive pay for this
special day. I enjoyed meeting many of you and look forward to meeting more of you in the future.
Anne McNeill
HEU Executive/OT Representative

Tenant Insurance, is it worth it?

About 34 per cent of Canadians rent their homes, yet more than half of Canadian renters (58.2 per cent)1 are
living without any tenant insurance coverage. While tenants are not currently required to have a tenant
insurance policy in place, most are confused about the level of coverage available through their landlord’s
insurance. Here are three reasons why you should have a tenant insurance policy.
To learn more, visit www.otipinsurance.com/article32

Page 13

TEACHERS AID TEACHER
ADVISOR

RECENT LEGISLATIVE CHANGES THAT
IMPACT THE TEACHING PROFESSION

By Joe Pece

Ontario College of Teachers Act child pornography. In such a scenario, Bill C-45, Cannabis Act ILLUSTRATION: @arxichtu4ki / Shutterstock.com
Last spring, the Ontario legislature the committee shall make orders for the As of October 17, 2018, the legalization of
passed Bill 31, the Plan for Care and revocation of their teaching certificate. cannabis will take e ect, and people who
Opportunity Act, 2018. Passed as part of Finally, a new section has been added are of legal age will be able to consume
the omnibus bill containing the Liberal to the Act that requires the College to marijuana recreationally without criminal
government’s 2018 budget measures, establish a program to provide funding penalties.
the new legislation made a number of for therapy and counselling for students With the legalization of cannabis products,
amendments to various statutes. Of who are the subject of sexual abuse, members should be aware that although
particular importance, Schedule 19 of or of a prohibited act involving child the use and possession of marijuana will
the bill amended the Ontario College of pornography. More importantly for the be legal, it is not appropriate for you to be
Teachers Act, 1996 with respect to the member, the OCT is entitled to recover impaired at work. The same expectations
powers and procedures of committees of from the member the money paid for that hold true for alcohol and other substances
the Ontario College of Teachers (OCT). therapy/counselling for the eligible will apply to cannabis products.
student. Just as there are implications for being
Firstly, as a result of the legislation, Although Schedule 19 makes a number impaired at work, members should also
the powers of the OCT Investigation of amendments to the Act, it does be aware that o -duty conduct can have
Committee have been expanded not alter teachers’ responsibility to employment and/or OCT implications. Be
to address situations in which the exercise professional judgement in their careful not to post pictures or videos that
committee believes that a member may interactions with students, both within display inappropriate conduct of any kind,
be incapacitated. In the event such a and outside of the school day. because you might be scrutinized for that
determination is made, the committee behaviour. In addition, there are possible
can require a member to submit to a Joe Pece is Department Head in the ramifications for impaired driving and
physical or mental examination, and Counselling and Member Services department international travel. The rules for driving
subsequently could make an order to at the OECTA Provincial Office. and crossing borders have not changed.
suspend the member’s certificate until Keep in mind that criminal charges can
they submit to the examination. In bring possible discipline from your
addition, the Investigation Committee employer and the College. The legal ability
may refer a complaint to the OCT to access or possess cannabis does not
Council or Executive Committee for the remove other legal expectations and
purpose of placing a member on interim obligations, or the higher standard of
suspension and/or imposing terms, behaviour to which teachers are held. In
conditions, or limitations on a member’s addition, you should be aware that the Act
teaching certificate. This can occur in restricts youth access to cannabis and
situations where the Council or the imposes serious criminal penalties on
Executive Committee is of the opinion those who provide cannabis to youth.
that the actions or conduct of the The legalization of cannabis also modifies
member expose, or are likely to expose, a several relevant sections under the
student to harm or injury. Education Act. Once proclaimed by the
Secondly, amendments were made Lieutenant Governor, several sections of
that relate to orders of the Discipline the Act will be updated to include “cannabis”
Committee. The changes pertain to alongside alcohol as activities that will
members who are found guilty of an act lead to suspension, or possible suspension,
of professional misconduct consisting unless the pupil is a medical cannabis user.
of, or including, sexual abuse of a Regardless of the legalization of cannabis,
student, or a prohibited act involving teachers must maintain their professionalism,
as well as uphold their responsibilities
under the Education Act with respect to
student behaviour and discipline.

Page 14

What is the Government’s Plan for
Publicly Funded Education?

By: Filomena Ferraro, President YCT and Nina March, President HEU

In the fall of 2018 the government held a public consultation on education. That consultation asked parents to
comment on matters of curriculum content and also to provide input into Premier Ford’s promise of a Parents’
Bill of Rights. At that time, the government also released the 2019-20 Education Funding Guide. You may recall
that an email was sent to all YCT members to participate in the most recent online public consultation by
December 14, 2018. On the same day that consultations closed the government announced cuts to EPO grants
across the province totaling $25 million. This begs the question, “Is the government truly looking for public
opinion and recommendation on education, or does the government already have a plan for publicly funded
education in the province of Ontario?”

In conjunction with the above mentioned report and online public consultations, the government released a
line-by-line review of all government spending in a document titled, Managing Transformation-A Modernization
Action Plan for Ontario, developed by Ernst and Young LLP. The information presented in the documents only
reflect expenditure and does not consider revenue opportunities or conduct any cost benefit analysis. Rather,
in accordance with its title, the government provides examples of how to “transform and modernize”
government spending. Based on the examples provided the document is clearly a manifesto for the
privatization of public services.

The future direction of education, according to the government, can be understood in the section called, A
framework for better public finance management. This section outlines renewing funding models for major
programs, specifically referencing health care, social services and education. Page 23 of the report states that,
“Governments around the world are moving towards alternate arrangements for funding, including tying
funding to the achievement of outcomes, and to providing funding to individuals, who can then choose their
service providers through a form of market activity and discipline.” It is clear that the government is using this
document, Managing Transformation-A Modernization Action Plan for Ontario, to guide education funding as it
is also referenced in the 2019-20 Education Funding Guide.

What does this mean for our education system? The 2019-20 Education Funding Guide makes reference to
efficient price setting, outcome-based funding and models, accountability and value-for-money so it would
appear that a private sector approach to funding education is in the cards. The government may consider the
introduction of a voucher system which would result in the redirection of tax dollars, meant for publicly funded
education, to private schools.

It also means funding schools based on their achievement outcomes, or an Ontario version of the
Orwellian-named US program ‘no child left behind’. This approach rewards schools that perform well on
standardized tests with additional funding, and removes funding from schools that do not perform well,
punishing those who are most in need of additional resources. In order to understand the effects of a voucher
system, charter schools and outcomes-based funding, we need to look to the USA. American governments have
used these systems for 20 years and it has resulted, due to lack of funding, in poor quality education for the
most marginalized children. These programs have starved the public system by placing control of education into
the hands of large corporations like Pearson Publishing.

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This “privatization” approach could also mean the introduction of a charter school system. This is a system that
allows corporations or groups of individuals to write a school charter indicating the specialty focus of the school,
and the type of student it will serve. It is funded by tax dollars, further redirecting monies away from the
general student population and exacerbating existing financial challenges.

Voucher systems, outcomes-based funding and charter schools each have the same result, the de-funding of
our public education system. This defunding will also create increased barriers to equitable access to quality
education for the most marginalized members of our communities.

If Ford is looking for justification to move forward on a “USA style” of education he will justify it under the guise
of public consultation, a Parent’s Bill of Rights, legal reports and continuing the narrative of finding “efficiencies”
to reduce the province’s $15 billion deficit.

The fact of the matter is that parents, in urban areas like York Region and the City of Toronto, already have
plenty of choice. The public system is rife with all kinds of specialty programs including AP, IB, RAP, French
Immersion and sports schools. Currently these programs are fully funded by the government which makes them
accessible and equitable for all. Is it the intent of the government to find “efficiencies” by cutting funding from
the education system and offering these and similar programs under a “private” system?

The introduction of the 2019-20 Education Funding Guide clearly calls on education partners and school boards
to improve accountability and to find “efficiencies,” in other words, cuts! The government states in the report
that it “is committed to improving accountability and making efficient and effective use of taxpayers’ dollars”
(page 3). During the election campaign, the PC Party, under the leadership of Doug Ford, stated that savings
equivalent to four cents on every dollar must be made. This would mean a 1 billion dollar cut to education.
Although this amount is not mentioned in the report, we cannot ignore what was said during the election and
the changes that have already transpired since this government took office.

Teachers are parents too. Please ask yourself, “Is this proposed system the system I want for my child(ren), my
grandchild(ren), my students in the province of Ontario? Do I want an American style education system?” We
need to tell the government, and our local MPPs, that any education bill of rights must be based on the right to
have equitable access to quality education in a publicly funded system and funded properly, by tax dollars, in
order to provide adequate resources to our students.

Since this paper was first authored, two more consultation papers have been issued by the Government. The
content of these papers is very concerning, partly because they are being used as platforms to introduce
discussions related to and conducted during the collective bargaining process between the employer and
employee parties. This government may be attempting to bargain in the court of public opinion, using the media
as its vehicle. This is completely inappropriate because, as you know, collective bargaining is a confidential
process and public sector contracts do not become public until they are ratified.

These consultation papers are indicating that one of the ways that “efficiencies” in education can be achieved
are through a review of class size caps in Kindergarten to grade 12 with the focus on Primary grades and
Kindergarten classes. So far this has garnered much criticism from the public, education sectors and in the
media. The other consultation focusses on Regulation 274, Fair Hiring. Reg 274 forces school boards to use a

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prescriptive and transparent process to hire qualified teachers to the Daily OT Roster, Long Term Occasional List 22
and for permanent hire. This process incorporates the notion that board specific teaching experience,
performance appraisals, qualifications and seniority are critical and concrete factors in hiring. Revoking Bill 274
will once again empower school boards to engage in a nepotistic hiring process. These “efficiencies” have the
potential to be the starting points on this government’s roadmap to privatization of our world-class publicly
funded education system.

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TEACHERS AID CATHOLIC
CONNECTION
LIVING THE LEGACY
WE CALL OECTA

By Shannon Hogan

“Oh to be alive in such an age, The words of Mohandas Gandhi on this Then, as now, we are called to live out
When miracles are everywhere topic remain relevant: our vocation as Catholic teachers with
And every inch of common air a purpose and dedication to the core
Throbs a tremendous prophecy “When I despair, I remember values that grounded our Association
Of greater marvels yet to be.” that all through history the way of truth from its inception.
and love has always won. We proclaim Christ as the pure
WALT WHITMAN There have been tyrants and murderers, opposition to all tyrannical ideals and
and for a time they seem invincible, images. The image itself, of a crucified
As we begin a new academic year, the but in the end, they always fall. Christ, is utterly counterintuitive to the
recognition and celebration of our Think of it --- always.” machinations of dominance, hatred, and
Association’s 75th anniversary will be control.
front and centre throughout the OECTA It was during that time of great turmoil Through his resurrection we proclaim
community. in the world that the Ontario English Christ triumphant over death, in all
Catholic Teachers’ Association was its forms and mutations. We live and
Seventy-five years ago, a world war was born. Our own sacrifices were made as teach in the knowledge that “nothing
raging – the tyranny of dictatorship we overcame challenge, prejudice, and can separate us from the love of Christ”
reigned in several countries across indi erence to provide a strong voice (Romans 8). No war, no tyranny, no
Europe, North Africa, the Middle East, for the Catholic community in Ontario. challenge to our faith or our schools.
and Japan. As subjects of the British The hard-fought battle for our existence, Nothing can ever take that love from us.
Empire, Canadians had been in the though not like that being fought on It is that love that we o er in our schools
theatre of battle since war was declared the world stage, ignited the courage – the enduring kind – that can be
in 1939. My own six uncles were o in and fierce compassion of our founding seen above the large clouds of political
distant lands, engaged in battles by air, members – a courage and compassion bluster, and heard above the vile roar of
land, and sea. Food rationing was the that was encouraged by what was prejudice, intolerance, and exclusion.
norm. happening in the world around them. As we celebrate our 75th anniversary
as an Association, let us rejoice in the
During that time, in the midst of great In 2018, we enjoy the fruits of those great legacy left to us, and commit to
hardship and loss, there was a resilience victories. We are called to speak out defending it and engaging in its growth
among people, which seemed to rule the against injustice and limits to freedoms for generations to come.
day. According to my parents and others wherever we are witness to it. Likewise,
who experienced events firsthand, as Catholic teachers we are called to Shannon Hogan is a member of the
people exhibited a certain strength be leaders in the defence of our system Counselling and Member Services department
and an unrelenting integrity, despite whenever it is challenged. at the OECTA Provincial Office.
encountering prejudice, the destruction
of civil discourse, and a separation of Presently, there are many world
people based on race, faith, and origin. situations that seem to mimic the 1940s
– tyrannical leaders, the language of
Throughout history, it seems that prejudice, the separating of humans
when humanity has encountered great by race, faith, and origin, and the
challenge, it has responded often with destruction of civil discourse. These ring
courage and fierce compassion. an all-too-familiar bell.

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Not all of us remember the day that we were baptized because we were so young. Some of us remember the
day clearly because we were older children or even adults. Regardless, we all have something in common on the
day of our baptism: we were all welcomed into the Catholic faith and freed from original sin.
Baptism is the first sacrament that we celebrate as Catholics. It is a sacrament of initiation and welcoming. We
are welcomed into the family of God and we are given a pathway to eternal life.
During the rite of Baptism, the priest says, “I baptize you in the name of the Father, and of the Son, and of the
Holy Spirit,” while pouring water on our foreheads and making the sign of the cross on our heads and hearts. He
also anoints us with sacred oil and lights our baptismal candle. All these rituals are done to give us #lifegoals.
They represent that we have the power of the Holy Spirit within us to spread the Good News. They challenge
and encourage us to love as Jesus did and to live a faith-filled life.
Baptism is a celebration that we are all children of God and with Him, we have new life!
https://www.loyolapress.com/our-catholic-faith/sacraments/baptism/what-happens-at-baptism

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TEACHERS AID TEACHER
ADVISOR

OECTA’S PROVINCIAL LTD PLAN

What you need to know about when to cancel your long-term
disability coverage

By Mary Lachapelle

Most members are in a highly vulnerable financial position when LTD benefits would be payable until: you recover, you become
they are confronted with a loss of income during a lengthy or eligible for a 60 per cent unreduced service pension, or you
permanent disability. The OECTA provincial long-term reach the end of the month following your 65th birthday (as
disability (LTD) insurance plan provides a safety net that will long as you were not receiving Ontario Teachers’ Pension Plan
replace a percentage of your salary and provide pension plan benefits).
protection if you are unable to work because of an illness or
injury. You might have sound reasons for cancelling your LTD
This being said, it is possible to terminate your LTD coverage, coverage and discontinuing your premium payments, but you
in which case you will no longer have premiums deducted from should carefully consider your options. You likely do not want
your pay. to be in a situation where you are unable to work and are not
Three scenarios receiving su cient income. Also note that coverage cannot be
There are three scenarios in which you might be able to cancel cancelled retroactively.
your LTD insurance:
If you wish to terminate your LTD coverage, you should
1) You are eligible for a 60 per cent unreduced service pension, complete an Application for Coverage Termination. Submit the
or will be within the latter of either: the next 110 working completed application to your local OECTA unit o ce at least
days, or the expiration of your sick leave credits. two months prior to the desired cancellation date to ensure
• To qualify for an unreduced pension you must have the the board stops deducting LTD premiums on time. Be sure to
“85 factor,” meaning your age and years of qualifying include the required supporting documentation.
service add up to 85.
• To qualify for a 60 per cent unreduced pension, you must Your LTD benefits plan is sponsored by OECTA Provincial and
meet the above criteria with 30 years of credited service. administered by the Ontario Teachers Insurance Plan (OTIP).
Please do not call your school board for assistance; direct any
2) You have reached the end of the month in which you turned questions to your local OECTA unit o ce.
65, or you will reach the end of the month in which you
will turn 65 within the latter of either: the next 110 What is OTIP?
working days, or the expiration of your sick leave credits.
e Ontario Teachers Insurance Plan (OTIP) is a not-for-profit
3) Your retirement date is within the next 110 working days, insurance advocate that is part of the education community. OTIP
and you have notified both the Ontario Teachers’ Pension is governed, led and inspired by the four education affiliates and
Plan and your school board. their local leaders. OTIP’s products and services include a full range
of group and individual insurance from your group benefit plans
Eligible until retirement and long-term disability coverage to individual insurance products
You should know that you are not required to terminate your such as your home and auto coverage.
LTD coverage simply because you have notified your board of
your intention to retire. You are still eligible for coverage up to Mary Lachapelle is a member of the Counselling and Member Services
the date of your retirement, and you the have the right to make department at the OECTA Provincial Office.
a claim if you become disabled prior to this date. If approved,
Q e information for this article was provided by the Ontario Teachers
Insurance Plan. To learn more, visit www.otip.com.

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PAC: Public Consultation on Education

In December 2018 Ontario’s PC government, Ministry of Education, concluded its public consultation on
education. The consultation was focused on:
• Improving student performance in Science, Technology, Engineering and Math (STEM)
• Preparing students with needed job skills, such as skilled trades and coding1
• Improving provincial standardized testing
• Ensuring students graduate with important life skills, including financial literacy
• Managing the use of technology in classrooms, such as cell phones
• Building a new age-appropriate Health and Physical Education curriculum that includes subjects like mental

health, sexual health education and the legalization of cannabis
• Developing the first-ever Parents’ Bill of Rights (Taken from Ministry of Education, Ontario)

The Ontario government has not yet publicized results or made additional changes to curriculum. However, The
Toronto Star reported that some 72,000 people participated in the public consultation and that early results
from telephone town halls demonstrated a public desire to revert back to the 2015 modernized H.P.E.
curriculum. Premier Ford suggested that at the time of the early reported results, ‘interest groups had flooded
the survey skewing the results.’ (https://www.thestar.com/politics “Ontario Education draws some 72,000
submissions”- Kristin Roshowy).

While the Ford PC government conducted online, public consultations, relying on opinion with the goal of
making changes to our publicly funded education system in Ontario, which currently ranks among the top 10 in
the world, the question that comes to mind is, ‘Why not rely on the experience and knowledge of experts in
curriculum and pedagogy?’ If the most recent announcements about cutting OSAP grants for low-income
students, eliminating the interest-free grace period and slashing funding to post-secondary institutions is any
indication of the how this government intends to respond to public consultation, the sense of hopelessness and
mediocrity are looming.

In the 1990’s when education and educators were minimized and demonized, teachers banded together for our
students, our profession, each other and our shared vision for the future of education. We need to regroup,
continue this work of our teaching colleagues of the 1990’s and find our renewed vision.

In Solidarity,
Victoria Lipinski
HEU, PAC Chair and HEU Executive Councillor

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PD Retrospective

Did you know that you may be able to get some money for courses and conferences through your OECTA Halton
Elementary Unit?
In the last few months, we have given our HEU permanent and Occasional Teacher member’s subsidies for the
following professional development opportunities:
AQ/ABQ:
• Special Education Part 1
• Kindergarten Specialist
• English Language Learners
Conferences:
• Primary Basic Conferences:
• Self-Regulation and Inclusive Schooling
• Reading for the Love of It
• Ontario Physical Literacy Summit
• OAME Math
If you are interested in accessing the PD subsidy for Halton Elementary teachers, please go to
www.haltonoecta.ca and look for the application form under “PD Subsidy” in the drop-down menu.
Please be sure to read and complete the form fully and submit it to [email protected] for consideration.
Currently there are a lot of great OECTA courses and OECTA PD to consider.

In solidarity,
Jennifer De Meo
HEU Executive Councillor

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HEU Celebrates Catholic Teachers
Model UN

Model UN is a smaller rendition of the United Nations Organization where we
conduct mock trials and conferences discussing real world problems. Like the UN,
we debate over world issues n order to come to a suitable solution and resolve
the dilemma. We go out to mock conferences where each individual represents a
country. Then, we debate, discuss, and argue our country’s perspective.

It is a diverse club where all students are welcome to discuss political issues. We
research and prepare ourselves for conferences that are usually held at different
locations. Model UN assists students with public speaking skills, leadership
qualities, and confidence.

The goal of the organization is to maintain equality and peace all around the
globe. Leaders of different nations are called forth to different headquarters to
dispute over issues that consider their nation. The UN includes many nations
from different backgrounds and origins.

The club itself is a safe place for students to share their ideals and truths. Where
students may shed new light on difficult situations that are rarely known about. Students will learn how to
research smoother, develop debating skills and most of all, have a good time.

Thank you to Rita O’Brien, Grade 7/8 Teacher from St. Marguerite d’Youville CES for sharing the great
opportunities that you are giving to and facilitating for students so they can discuss and explore world issues,
developing a greater understanding and focusing on peace.

In Solidarity,
Anthony Biggs
HEU Executive Councillor

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In Memoriam Feb 2019

Our sincere sympathy and prayers go out to the
following members, as well as to their family and friends:

Maureen Childerhose, a retired elementary teacher of our Board (2006) passed away on Monday,
November 26, 2018.

Raimondo “Mimmo” Sanfilippo, father of Sandra Sanfilippo, a Grade 1 teacher at St. Gabriel
Catholic Elementary School in Burlington, passed away on Friday, December 14, 2018.

Alick Duguid, husband of Caroline Duguid, an Educational Assistant at Ascension Catholic
Elementary School in /Burlington, father of Brent Duguid, an Occasional Teacher with our
Board, great uncle of Amanda Duguid, an Educational Assistant at Corpus Christi Catholic
Secondary School in Burlington, and brother-in-law of Jane Mauth-Arseneault, a Special Edu-
cation consultant in our Special Education Services, at the Catholic Education Centre in Burl-
ington, passed away on Friday, January 4, 2019.

Roberta Florence Thomas, mother of Barbara Fitzmaurice, an elementary teacher at St. Brigid
Catholic Elementary School in Georgetown, passed away on Monday, January 21, 2019.

Marisa Cerruti, mother of Mary DiSabatino, a Grade 5 extended French teacher at St. Matthew
Catholic Elementary School in Oakville, passed away on Monday, January 21, 2019.

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2018-2019 OECTA Events

Blue Jays Game Sunday, September 9 ¥

Getting Hired Workshop Cancelled (lack of enrollment) ¥

Maternity & Parental Leave Workshop Tuesday, October 23 ¥

Unit General Meeting Thursday, October 25 ¥

Paint Night Monday, October 29 ¥

Halton OT Welcome & Social Tuesday, November 20¥

Unit General Meeting Thursday, November 29¥

Volleyball Friday, November 16, 2018¥

Floor Hockey Friday, November 30, 2018¥

Skating & Santa Sunday, December 9¥

Pension Workshop January 26, 2019¥

Coldest Night of the Year Walk Saturday, February 23

Unit General Meeting Thursday, February 28

Maternity & Parental Leave Workshop Tuesday, April 23

OTIP Retirement Workshop Wednesday, April 17

3 on 3 Basketball Friday, May 3

Unit AGM Thursday, May 23

OECTA Recognition Night Thursday, May 23

Come out and get involved in
YOUR OECTA!

More information can be found in Halton Highlights, Information
Updates, and on www.haltonoecta.ca
Follow us on Twitter @oectaheu

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