Education News updated February 13, 2012
Letter to the Editor, Kevin O'Dwyer, President
Dodging the Gay Issue, Toronto Star Editorial Feb. 1, 2012
"Respecting Differences" is a document produced by the Ontario Catholic
School Trustees' Association, which represents the officials elected to sit on
Catholic school boards in Ontario. The document is not reflective of any views
or input from the Ontario English Catholic Teachers' Association (OECTA), which
represents the 45,000 elementary and secondary teachers who work in Ontario's
publicly funded Catholic schools.
OECTA has stated its support for gay-straight alliances (GSAs) and other
student-led anti-homophobia groups. OECTA teacher members are in schools every
day working with students championing efforts to make our schools more
respectful and welcoming places for everyone. They are supporting students,
including LGBT students, who are struggling with the consequences of schools
that are not safe and accepting.
Our faith teaches us to treat everyone equitably and with dignity. We teach
students to embrace and promote our common humanity.
Our mandate as teachers includes promoting active citizenship. We encourage
students to exercise leadership and take initiative in solving problems such as
bullying and homophobia. Empowering students to deal with issues with their
peers is essential if we are to make any progress in eradicating bullying and
all forms of discrimination in our schools.
It is not enough to tell students "it gets better" some day - when their reality
is today. That starts now with Bill 13, The Accepting Schools Act.
Kevin O'Dwyer, President
Catholic Teachers Digest
Digest is a weekly collection of news and events
provided by organizations with which OECTA is affiliated or supports.
One
World, One Heart Beating
This
Valentines’ Day, celebrate kindness and inclusion in your classroom. Watch
“One World, One Heart Beating at http://oneworldoneheartbeating.com/
a four-minute music video created by kids from Africa, Mexico, Canada
and Europe to promote global unity and compassion. Follow-up the video with
a heart-opening activity for your whole school or dig deeper with the easy
to use teaching resources and lesson plans on the website.
Proceeds from
this innovative project support War Child’s acclaimed educational
programs for war-affected children in the Congo, Ethiopia and Dafur. Visit
http://www.warchild.ca/about
No more
broken hearts – Kindness in the classroom – this Valentine’s Day and the
whole year through.
* * * * *
CTF online survey - Student Mental Health
The Canadian Teachers’ Federation (CTF) is conducting a survey on
student mental health. OECTA members are encouraged to participate the
survey. The views of teachers collected in the survey will provide CTF with
information that will be useful in policy making decisions. The survey will
take approximately 10 minutes to complete. Please complete the survey by
4:00 p.m., Friday, February 17, 2012.
To complete the survey, please click on the link
below. If you are unable to connect to the survey, copy the link and paste
it in the address bar of your internet web browser to launch the survey. If
you experience any technical difficulties with the survey please notify us
by email <mailto:research_recherche@ctf-fce.ca>
.
Click
here to start the survey <http://ctf-fce.ctf-survey-mental-health.sgizmo.com/s3/>
* * * * *
Teachers and students invited to promote Canadian defenders for human
rights
The Canadian Teachers’ Federation
(CTF) is pleased to be working with the Robert F.
Kennedy Center for Justice and Human Rights
in support of the Canadian Museum for Human Rights
in the development of a major national human
rights initiative intended for K-12 schools across the country.
Through its Imagineaction
platform, CTF invites teachers and students to
add a Canadian dimension to the RFK Center’s Speak Truth To Power
resource that uses the experiences of human rights
defenders from around the world to educate students and others about those
fundamental rights and urge them to take action.
Imagineaction subsidies are available to a
limited number of teachers and students. Deadline for applications is
February 29, 2012.
To apply for subsidies for this initiative or any other under the
Imagineaction program, teachers must register online at
www.imagine-action.ca
* * * * *
OTIP Teaching Awards
Dedication. Motivation. Inspiration. Do these
words describe a teacher you are proud to know? Share their unique story and
nominate them for an OTIP Teaching Award! Deadline for nomination is
March 31, 2012.
Sponsored by
the Ontario Teachers’ Insurance Plan (OTIP) and administered by the Ontario
Teachers’ Federation (OTF), the OTIP Teaching Awards are presented to
teachers representing a range of disciplines, teaching methods, age groups
and geographical locations. Awards are given each year to outstanding
teachers in the categories of elementary, secondary and beginning teacher.
The
nominations are open to all teachers in Ontario's publicly funded schools,
and anyone may nominate.
The awards are
presented in the fall just prior to World Teachers’ Day. For nomination
information, visit
www.teachingawards.ca/en/nomination/index.php
* * * * *
People for Education’s Researcher of the
Month
People for Education is partnering with leading Ontario researchers
to highlight emerging research. University deans across the province
were asked to nominate top researchers from their faculties. A committee at
P4E chooses an outstanding scholar to feature as their researcher of the
month, and Professor Heather Lotherington of York University was
chosen for February. “Kids can do a whole lot more than we’re asking them
to,” says Professor Lotherington. Her big question: How can we use two great
assets – 16 languages in a class of 25 students, and cutting edge digital
technology – to teach language and literacy the way it is used in the 21st
Century? Visit
www.peopleforeducation.ca to learn more about Heather’s research and
ask a question about reading, technology and multilingual classrooms.
Questions and Dr. Lotherington’s answers will be posted on their website.
* * * * *
Educate to Eradicate Poverty in Ontario
Ontario
Campaign 2000 recently released its 2011 Report Card on child and family
poverty, Poverty Reduction in an Age of Uncertainty and Change.
Poverty is a significant issue for all Ontarians and the report card calls
on the government to make decisions on the fact that we, as a province,
cannot achieve our economic potential until we lift our children, families,
workers and residents out of poverty.
Some facts about poverty in Ontario:
393,000 children live in poverty
1 in 3 low-income children has at least one parent working full-time
148,219 children whose families rely on food banks to survive
What can you do to eradicate poverty in Ontario? Visit
www.campaign2000.ca/Ontario/
OECTA is a member of Campaign 2000and provides
funding to the coalition, which is widely respected as an effective,
unifying voice for a wide range of advocacy groups.
Ontario Campaign 2000 also launched “Educate to Eradicate,” a campaign to
educate the public (particularly youth) on issues around poverty and to
increase their interest in anti-poverty work. You can follow Campaign 2000
on twitter @campaign2000 and on Facebook at
https://www.facebook.com/pages/Ontario-Campaign-2000/274323069301484?sk=info
* * * * *
Young artists contest
The National Gallery of Canada (NGC) recently launched the second
edition of So You Want To Be an Artist? -- a nation-wide contest for
young Canadian artists between the ages of 16 and 19.
The NGC’s goal is to engage with youth from every region of the country,
encourage them to make art about an issue of importance to them, and to
share their creativity. Contestants must submit their original artwork to
www.makeart.gallery.ca by March 18, 2012.
All accepted entries will be showcased online between March 26 and April 30
where the public can vote for their favourite artworks by using the Facebook
“Like” button.
The 12 works with the most votes will be displayed at the National Gallery
of Canada for a month where they will be judged by the NGC’s jury of
experts. The top three artists whose entries are selected will receive
outstanding prizes, and the grand prize winner will enjoy a
behind-the-scenes visit with NCG experts.
In 2011, the first edition of the contest attracted over 120 participants,
20,000 votes and some 50,000 online visitors.
For contest information, visit
www.contest@gallery.ca
OECTA’s Elementary Report Card Comment Bank now online
The OECTA Elementary Report Card Comment Bank is now on OECTA’s website,
www.oecta.on.ca, under Teaching Resources in the Members section.
The comment bank was developed by OECTA classroom teachers to help fellow
elementary teachers develop effective report card and progress report comments
consistent with the requirements of the provincial government policy. Growing
Success, 2010.
The comments provide a framework and foundation which can be personalized to the
student and the topic of study. In each comment, italics are used to indicate
words that the teacher would substitute with appropriate information, based on
his/her instruction and the individual student.
Comments are provided for the Grades 1–8 subject areas: Language, Mathematics,
the Arts, Health & Physical Education, Geography, History, Science & Technology,
and Social Studies.
The French as a Second Language (FSL) curriculum will soon change significantly,
therefore FSL comments are not included at this time.
OECTA has taken all reasonable action to ensure these report card comments are
consistent with curriculum expectations and that they are reflective of the
policies of the Ministry of Education. Please use your professional judgment to
make decisions about how you use these comments.
OECTA’s Guide to Reports/Progress Reports
Copies of OECTA’s Guide to Reports/Progress Reports for Elementary and
Secondary are being distributed to teachers across the province through the
Association Representative.
The guide answers many of the questions teachers have about completing report
cards and progress reports, and addresses the subjects and strands that teachers
are required to report on.
Ontario Classrooms Get Online Access To NFB Films
McGuinty Government Promotes More Canadian Content
All students and educators in Ontario now have free, online access to
award-winning Canadian films from the National Film Board of Canada (NFB).
View full text at:
http://www.news.ontario.ca/edu/en/2010/04/ontario-classrooms-get-online-access-to-nfb-films.html
Full-Day Kindergarten is a good investment for Ontario
OECTA fully supports Ontario’s full-day early learning program that is being
implemented under Bill 242, the Full Day Early Learning Statute Law Amendment
Act.
“Ontario has chosen to confront the economic crisis by transforming early
learning and care and making a bold investment in our future. Our members view
this investment as one of the wisest that could be made by any government,” says
James Ryan, president of the Ontario English Catholic Teachers’ Association
(OECTA).
He says Catholic teachers are pleased that stakeholders were given an
opportunity to contribute to the amendments that were made to the enabling
legislation.
The new full-day Kindergarten program will provide every child in Ontario equal
learning opportunities, Ryan says. “Full-day learning helps level the playing
field for all children, because not all children have the same opportunities
before they begin their formal learning experience. Early enrichment provided
through the new program will help reduce social and academic problems later on.”
OECTA members have been delivering a full-day Kindergarten program for over 30
years in many areas of the province.
Family Life
Family Life is included in the Catholic Curriculum. Read the e-agenda here.
Bill 157 – Keeping Our Kids Safe
Effective
Duty to Report: Legislation requires
all board employees, including occasional teachers:
Ø Should you observe a student behaving in a way that is likely to have a negative impact on “school climate”, you need to take action. It may take the form of asking the student to stop the inappropriate behaviour. Respond by naming the type of behaviour and explaining why it is inappropriate and/or disrespectful, and asking that the student’s future behaviour changes.
Ø Report any incidents to the principal. This includes behaviours that are racist, sexual, or sexist in nature, or conduct involving swearing, uttering threat, bullying, using or possessing a weapon, physical or sexual assault, trafficking, as well as any activities for which a student may be suspended or expelled. These activities include incidents that occur while at school, at a school-related activity or in circumstances where the activity will have a negative impact on the school climate.
When to report:
Ø You must consider the safety of others and the urgency of the situation in reporting the incident. A report should be made as soon as reasonably possible to the principal and must be made no later than the end of the school day. Where immediate action is required a verbal report to the principal may be made.
How to report:
Ø
You must complete the
ministry’s form Reporting to the Principal –
Safe Schools Incident Reporting Form
– Part I. This report must be
submitted to the principal when it is safe to do so and on every occasion
there’s student misconduct which could lead to suspension or expulsion.
Ø
You should talk to the
Principal about the incident even if you have completed a written report.
Ø
The principal is required to
provide the person who submitted the report with a written acknowledgement of
receipt – Reporting to the Principal – Safe Schools Incident Reporting Form – Part
II. You are advised to keep this
document, along with your personal documentation of the incident (date, place,
names of witnesses, detail account of the incident), in your personal files.
Do I have the duty to report to the parents?
Ø
No.
Under Bill 157, it is the Principal’s responsibility to inform the
parents.
Ø
The Principal may delegate
limited authority to a teacher by requesting that he/she contact the parent of a
student who has been harmed in the incident.
It is at the discretion of the teacher if they choose to accept this
responsibility. The information to
be shared with the parent is to be limited to the nature of the harm to the
student and the nature of the activity that resulted in the harm.
The teacher cannot discuss the nature of any discipline measures taken in
response to the activity.
Does mandatory response include daily occasional teachers?
Ø
Bill 157 requires any board
employee who becomes aware of inappropriate student behaviour to respond in
addressing these issues resulting in improving “school climate”.
This requirement is not limited to activities that could lead to
suspension or expulsion.
Ø
Responding may simply include
asking a student to stop the inappropriate behaviour, explaining why it is
inappropriate or disrespectful, and asking that they change their behaviour in
the future.
Ø
Should you believe that by
taking action would cause immediate physical harm to a student, another person
or yourself, you are not
required to respond. You are
expected to verbally inform the principal as soon as possible, if you choose not
to respond immediately due to risk.
Will there be training?
Ø Boards must implement a training strategy on the board’s revised policies on progressive discipline and bullying prevention and intervention. Policies must include how to respond to gender-based violence, sexual harassment, homophobia, and inappropriate sexual behaviour.
Ø We have not, as yet, heard how this training will be provided for occasional teachers.
You are required to take any allegations of gender-based violence, homophobia, bullying, sexual harassment, and inappropriate sexual behaviour seriously and act in a timely, sensitive and supportive manner. Failure to comply with these new obligations could lead to discipline.
View a copy of the Safe Schools Incident Reporting Form (Part 1)
OTF Says NO to Professional Designation
Ontario Teachers Federation (OTF) has spent considerable time researching "professional designation", and has concluded that it is not in the best interest of teachers. The Federation feels that teachers do not need a few letters added to their name to feel that they are professionals who teach with pride.
The Federation's main concerns are:
1. the additional cost to the College, therefore, to teachers to implement and enforce a professional designation;
2. the lack of demand by teachers for a professional designation; and
3. almost all professions that have designations have entrance exams to
achieve professional designation, creating the potential for an entrance to
profession exam for teachers.
While OTF has received assurances from the
College that this is not the current expectation, nothing can bind future
College Governing Councils from initiating an exam.
Inform yourself about the full implications of the professional designation. OTF's full position paper is available on their website. A copy is available here.
Professional Designation for Certified Teachers
The Ontario College of Teachers has implemented a professional designation for all certified Ontario teachers who are in good standing. Teachers may begin using the designation, OCT (Ontario Certified Teacher), immediately to promote their professionalism. By using OCT after your name will let the public know that College members' professional practice is guided by the profession's practice and ethical standards. For more information, please go to their website. *** Please note OTF's position on this matter (article above).
Duty to Report any Abuse and/or Neglect
Amendments to the Child and Family Services Act requires that
any person who performs professional or official duties with respect to
children is obligated, under the law, to report to the Catholic
Children’s Aid Society any abuse and/or neglect – or suspected abuse
and/or neglect – of those children.
That means that our members are required by law to report
directly to the Catholic Children’s Aid Society. As an
occasional teacher, you should seek assistance from the school
administrator if you suspect any abuse or neglect of a student or if a
student discloses it to you. Failure to report could result in a
conviction subject to a fine of up to $1000.
Read the Ministry of Children and Youth Services booklet here.
Bill 212 Changes to Safe Schools Act
The provincial Code of Conduct has been revised to reflect changes made in the Education Act that pertain to suspension and expulsion of students. The Progressive Discipline & School Safety 2007 amends Part XIII of the Education Act dealing with behaviour, discipline and safety. Changes to the safe schools' provisions of the Act more effectively combine discipline with opportunities for students to continue their education. These amendments are effective February 1st, 2008.
The Legislative changes to "Suspension" are:
- removes "mandatory" and "discretionary"
- adds "bullying" as a factor the principal must consider for suspensions
- suspension is not less than 1 day and no more than 20 days
- only principals have power to suspend students
- requires Boards to offer program to students who are suspended
- all suspensions are appealable
The Legislative changes to "Expulsion" are:
- removes "mandatory" and "discretionary"
- gives Boards sole power to expel
- students expelled from their school are assigned to another school of the board
- students expelled from all schools of the board is assigned to a Board program
- students expelled from all schools of the board may go to another board
- all expulsions are appealable
- elimination of limited and full expulsion
Legislative changes make it more difficult to "suspend" or "expel" students.
Sabrina's Law
Effective January 1, 2006, Bill 3 - Sabrina's Law - became law to better protect students with life threatening allergies. Under this law, all school boards must establish and maintain an anaphylactic policy that shall include the following:
- strategies that reduce risk of exposure to anaphylactic causative agents in the classrooms and common school areas;
- a communication plan for the dissemination of information on life threatening allergies to parents, pupil and employees;
- regular training on dealing with life threatening allergies for all employees and others who are in direct contact with pupils on a regular basis.
Principals are now required to develop an
individual plan for each student who has an anaphylactic allergy. This
plan must inform employees in direct contact with the student of the
type of allergy, monitoring, avoidance strategies, and appropriate
treatment. The plan must also include readily accessible emergency
procedures and storage for epinephrine auto injectors (Epi-Pens). These
plans, along with the individuals' pictures, are posted in the schools'
office, staffrooms, and classrooms.
There will also be 3 types of support:
- a resource kit developed by Anaphylaxis Canada containing information manual, posters and demo Epi-pens. One kit will be available at the board and at each school in the province;
- an interactive e-learning tool with video clips;
- establishment of a Bill 3 "hotline" for school board employees.