Title Title Et eture rent ab id magniId quam que volo debistibeate nonse voloriatias maximus.

Title Et eture rent ab id magniId quam que volo debistibeate nonse voloriatias maximus.

Title Et eture rent ab id magniId quam que volo debistibeate nonse voloriatias maximus.

01.02.03.

01. French Program Review Committee Meeting #2 Tuesday, March 28, 2017

Opening Prayer

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Jesus, Friend and Teacher, You ask us,

“Who do you say that I am?” Thank you for inviting us

To know you more each day.

Quiet our minds To hear your word; Open our hearts

To love you more; For the more we know you,

The more brightly we reflect you.

You meet us in our every need, Your love, new each day!

Guide us as we build your kingdom, And find our home in you;

For you are the Lord, The face of God,

And the breath of the Holy Spirit. Amen

Last Meeting

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•  Established meeting norms and protocols •  Reviewed the mandate of the French

Program Review Committee •  Elected the Chair of the French Program

Review Committee •  Reviewed background information and staff

findings

Today’s Agenda

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1.  Review of the Mandate 2.  Business Arising

Questions submitted from Committee Member (Appendix A)

3.  FSL Program Background Small Group Discussion and Consolidation

4.  Staffing and Recruitment Small Group Discussion and Consolidation

5.  Correspondence 6.  Next Steps/Action for Next Meeting

Review of the Mandate

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Mandate of the French Program Review Committee

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Establish an Ad hoc committee to work with parents, the Director, Superintendents, Principals, teachers, the Diocese and Ministry of Education to prepare a multi-year plan for an Early French Immersion Program that will endeavour to address and resolve all of the ongoing issues that have been presented by senior staff.

To make recommendations to Trustees as to the future of French Immersion with a view to moving Early French Immersion from a pilot to a sustainable and permanent program.  

 

Business Arising

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Business Arising

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•  Questions submitted from Committee Member – Appendix A

FSL Program Background

French as Second Language

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FSL refers to all French Second Language programs offered in HCDSB. There are currently 3 programs offered, distinguished by the hours of exposure to the language and the level of intensity.

FSL Programming

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Title Et eture rent ab id mag-niId quam que volo debistibeate nonse voloriatias maximus.

Title Et eture rent ab id mag-niId quam que volo debistibeate nonse voloriatias maximus.

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Program distribution

Core French

Offered in every Elementary school

Academic stream (1D, 2D, 3U and 4U) offered in every Secondary school

1P offered in every Secondary school

Early French Immersion

5* Regional sites

§  St. Mary

§  St. Brigid

§  Sacred Heart

§  St. Benedict

§  St. Peter*

Extended French 9* Regional sites

•  St. Gabriel

•  St. Matthew/ St. Bernadette/ St. Joseph/ St. Marguerite

•  Holy Cross/ St.. Brigid

•  St. Benedict/ Holy Rosary M/ OLF* (phasing out)

Extended French – Secondary Program • Notre Dame

• Holy Trinity/ Loyola/ STA

• CTK

• Bishop Reding

• NEW! - AP French at Assumption!

FSL Programming

The goal of optional French programs offered in English school board is to develop functional proficiency, not bilingualism. “French Immersion and Extended French programs are designed to allow students to develop functional proficiency in French without negatively impacting their progress in English.” - Prologue, A Publication for French Immersion and Extended French teachers; Nov 2012

French as Second Language

Activity

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Activity

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In your small group, visit each of the five (5) question stations. Each group will have 2-3 minutes per question before moving on to the next station.

Staffing & Recruitment

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Teaching Staffing Process- Overview

•  Application Process o  Occasional Teachers

•  Hiring - Ontario Regulation 274/12 o  Long-Term Occasional o  Permanent Positions

•  French Teacher Recruitment

•  Ontario College of Teachers – Statistics

Section divider

Application Process

Teacher candidates apply through the Apply to Education

website (www.applytoeducation.com)

Each application must include the following documentation:

o  résumé detailing qualifications and experience

o  transcripts

o  criminal records check

o  a current (positive) Pastoral Letter of Reference

Application Process

Interviews for the Occasional Teacher Roster occur throughout the year as needed with the majority of interviews occurring January – April annually. Teacher candidates who are interviewed and deemed successful are placed on the Board’s ‘Occasional Teacher Roster.’ They are also ranked based on their seniority.

French Teacher applicants are interviewed on a more frequent basis as they are identified.

Occasional Teachers

Section divider

Hiring – Ontario Regulation 274/12

Ontario Regulation 274/12

•  Effective as of September 11, 2012 •  Outlines steps to follow when hiring long

term occasional (LTO) and permanent teaching positions

An Occasional Teacher may ‘apply’ to be placed on the LTO list and be granted an interview providing:

(a)  the teacher has been on the Occasional Teacher Roster for at least ten (10) months and

(b)  has taught for at least twenty (20) full days during a ten month period that is within five years preceding the day the application is submitted.

If the person/panel that conducts the interview recommends that the Board place the teacher on the list, the Board shall do so.

Occasional Teachers

For LTO’s longer than thirty (30) days – the position is posted for three (3) weekdays and the Board interviews five (5) teachers from the LTO List who: a) Have the required qualifications for the position; b) Have the highest ranking (seniority); c) Have agreed to be interviewed.

If fewer than five teachers on the list satisfy the set criteria, the Board is required to interview only those teachers.

Long-Term Occasional Assignments

•  The Board offers the position to each teacher interviewed, one at a time, until a teacher accepts it.

•  If the position remains unfilled, a selection of teachers from the LTO List who applied and have the required qualifications are interviewed.

•  If the position still remains unfilled, a selection of teachers from the Occasional Teacher Roster are then interviewed.

Long-Term Occasional Assignments

When an occasional teacher is successful through the interview process and is placed on the Board’s LTO list, they can then be considered for permanent positions. After following OECTA Collective Agreement provisions, vacant permanent positions are then posted to those on the LTO List.

Consideration for Permanent Positions

Consideration for Permanent Positions

The Board interviews the five (5) teachers from the LTO list who: a) Have completed an LTO that was at least

four (4) months long and provided the teacher has not received an unsatisfactory evaluation;

b) Have the required qualifications; c) Have the highest ranking (seniority) d) Agreed to be interviewed The successful candidate must also be able to provide a current (positive) Pastoral Letter of Reference.

Consideration for Permanent Positions

•  If a permanent position remains unfilled, the Board posts the position on the Board’s website and on the Apply to Education website for a minimum of five (5) weekdays.

•  The Board then interviews qualified teachers from the Occasional Teacher Roster.

•  If no successful candidates from the Occasional Teacher Roster are found, the Board can then consider/ interview/hire external candidates with the required qualifications and necessary documentation.

Staffing - Ontario Regulation 274/12

“In circumstances where there are no qualified teachers on the LTO List and the Board has met its’ obligations under Regulation 274, the Board may post positions externally.”

Section divider

French Teacher Recruitment

•  There is a on-going external posting (specific to French teachers) on the Apply to Education website.

•  there are only a few qualified French teachers in LTO assignments who are not on the LTO List.

French Teacher Recruitment

It is a challenge for Boards in Ontario in general to secure candidates from other Provinces (e.g. Quebec and Nova Scotia) o  cost of living o  re-locating o  distance from family

French Teachers are more likely to be hired within their own province.

French Teacher Recruitment

French Catholic qualified candidates from the various career fairs are ‘flagged’ by the Board’s Recruitment Officers. They are interviewed in person or via Skype and are tracked until they have successfully graduated from the B. Ed Program. We have placed a number of successful candidates on the OT Roster. Our intent is to have them working as uncertified Occasional Teachers for May & June (if necessary), on a Letter of Permission.

French Teacher Recruitment

A Board must apply for a Letter of Permission if it intends to hire an uncertified individual to teach in the classroom in cases where no certified teacher has applied for or accepted the teaching position.

A Temporary Letter of Approval, for a period of up to one year, authorizes a school board to assign or appoint a teacher who does not have the required qualifications.

Letter of Permission/ Temporary Letter of Approval

•  Teacher salaries are based on the OECTA Elementary Collective Agreement salary grid which is relatively consistent across the province.

•  Teacher benefits are based on the OECTA Elementary Collective Agreement. All teachers in Catholic Boards receive the same benefits via an OECTA provincial Employee Life and Health Trust.

French Teacher Compensation

•  French teachers are ‘centrally deployed’ and may be transferred based on their qualifications and needs of the Board.

•  Transfers generally occur prior to the start of a school year as per the OECTA Collective Agreement.

French Teacher Staffing

Board staff have/will be attending 12 Teacher Recruitment Fairs this year both within and outside the Province of Ontario.

Teacher Recruitment 2016-2017

“With reduced numbers of new teachers in 2016 and future years, most French-Language qualified new teachers should expect early job success and Ontario School Boards will likely need to plan for increased FSL and French first language teacher recruitment challenges.”

Ontario College of Teachers (Transition to Teaching 2016)

Ontario College of Teachers (Stats)

Ontario College of Teachers (Stats)

2011 Census – 31% Roman Catholic

Demographics – Roman Catholics

Small Group Discussion

& Consolidation

Small Group Discussion

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In your small group, consider what you have just learned. o  What struck you the most? o  What are some of the

potential impacts?

Correspondence

Correspondence

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•  Emails submitted to the Chair – Appendix C

Next Steps/Actions

Upcoming Committee Meetings

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Thursday, April 20, 2017 •  Proposed Topics : Equity and Early

Intervention

Tuesday, May 9, 2017 •  Proposed Topic: Tuesday, June 13, 2017 •  Proposed Topic:

Questions &

Feedback Form

Closing Prayer