@OECTA April 2016

APRIL 2016

AGM 2016HIGHLIGHTSAWARDS, SPEAKERS, RESOLUTIONS, ANDWHAT IT MEANS TO YOU

PLUS:Your Ontario Federation of Labour

Teacher liability when driving studentsCollaboration - the key to productive professional development

BRIDGINGTHE DIVIDE

STANDING UP FOR CATHOLIC EDUCATION

BALANCING RISK,RETURN, AND REPUTATION

JOSEPH BOYDEN TALKS TRUTH AND RECONCILIATION

RECOGNIZING AND PROMOTING THE HISTORY AND VALUEOF OUR SCHOOLS

OTPP STRIVES FORRESPONSIBLE INVESTING

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During her pregnancy, Nicole1, 34, noticed a palpable lumpin her breast. After the birth of her child, she returned to see the doctor and was diagnosed with breast cancer. Difficulties arose quickly while trying to take care of her new baby and other children.

Nicole was overwhelmed with her doctors’ appointments and all the information that was being given to her. She did not always understand all of the medical terminology and therefore, she was not prepared and did not know which questions to ask. Looking to better understand her diagnosis and to make appropriate decisions for herself and her family, Nicole called CAREpath.

Her CAREpath nurse explained the medical language and herpathology report, which enabled Nicole to grasp and cope with her diagnosis, treatment plan, and prognosis. She was very grateful for the information and caring support that her CAREpath nurse provided her, every step of the way.

We all know someone touched by cancer. There is help. As a part of your long-term disability (LTD) plan, CAREpath, the cancer assistance program, is available to members2 at no additional cost. CAREpath Inc. is a Canadian company providing services to help you navigate the complex health-care system, so you and your family members who are newly-diagnosed with cancer, or have a cancer recur, can receive the very best cancer-related treatment and support. The team at CAREpath includes leading oncology physicians and nurses from across Canada.

CAREpath's role is not to replace your primary treating physician, or any part of a recommended cancer care plan. What CAREpath does is make sure you get the most out of every aspect of your treatment. CAREpath will guide you regarding what questions to ask your doctors, explain your test results, and help determine the best treatment plan for you.

CAREpath offers three services to assist you and your family: the CAREpath Navigation System, Survivor Support Program and Cancer Information Line.

CAREpath Navigation Program Is designed to provide information, advice, and support. After contacting CAREpath, an oncology nurse is assigned who will provide you and your family support and advice from diagnosis until treatment is complete, or as long as necessary. “Continuity of care” is a significant feature of the program, along with having a dedicated nurse who will manage the case and communicate so that everyone understands the information.

CAREpath Survivor Support ProgramA cancer diagnosis requires the right information and guidance for successful survivorship. Cancer survivors are at an elevated risk of developing a recurrence of their original cancer or a different cancer. Survivors are also prone to developing other chronic conditions, as well as late complications from cancer treatments. Survivors may find themselves personally changed in ways which may cause ongoing physical and emotional concerns. The Survivor Support Plan is specifically designed to help survivors learn to live in their new reality.

CAREpath Information Line Is a new service where members can call to get cancer information for extended family members, colleagues and friends who have been diagnosed with cancer. Information will be delivered by phone, with summary information sheets sent by email (or regular post with a charge, if needed).

To learn more about CAREpath, visit www.otip.com/carepath.

You are encouraged to contact CAREpath as soon as possible if you, or a member of your family (spouse or children), has been diagnosed with cancer. All you have to do is call: 1-800-290-5106.

1 Not the member’s real name.2 OTIP (Ontario Teachers Insurance Plan) is the administrator of the OECTA Provincial LTD plan. CAREpath is available to all OTIP eligible members).

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INBOX

4 PRESIDENT’S MESSAGE

5 UP FRONT

6 OECTA’S INDEX / CALENDAR

AGM

7 HIGHLIGHTS

11 AWARDS OECTA honoured five individuals for their contributions to the Association

FEATURES

12 BRIDGING THE DIVIDE Joseph Boyden talks truth and reconciliation at AGM By Adam Lemieux

14 A FINE BALANCE Ontario Teachers’ Pension Plan strives for responsible investing By Mark Tagliaferri

TEACHERS AID

15 BEGINNING TEACHERS Further adventures in education-speak By Claire Laughlin

16 PROFESSIONAL DEVELOPMENT Collaboration is key to productive professional development By Anthony Carabache

17 TEACHER ADVISOR To drive, or not to drive – that is the question By Joe Pece

18 LEGAL BRIEF Defamation By Charlene Theodore

19 INSIGHT Eighty years - and still influencing people By Doug McCarthy

VIEWPOINT

20 STANDING UP FOR CATHOLIC EDUCATION By Victoria Hunt

21 THE VALUE OF ONTARIO’S CATHOLIC SCHOOLS By Josephine Virgilio

22 YOUR ONTARIO FEDERATION OF LABOUR By Liz Stuart

12

14

21

19

CONTENTS/APR 2016

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PRESIDENT’S MESSAGE Michelle DespaultEditor

Adam LemieuxAssociate Editor

Mark TagliaferriWriter/Researcher

Fernanda MonteiroProduction

Anna AnezyrisAdvertising

EDITORIAL BOARD

Ann HawkinsPresident

Liz StuartFirst Vice-President

Marshall JarvisGeneral Secretary

David ChurchDeputy General Secretary

INBOX

The 2016 Annual General Meeting (AGM) was one of the most productive in recent memory. Thanks to everyone who gave up their time to attend. The vitality of this Association depends on your efforts and dedication. I especially appreciate the positive, respectful tone of the debate, which helped to encourage a good number of first-time speakers to step up to the microphones.

There was a lot of talk during the meeting about collective bargaining. The Provincial Bargaining By-Law Review Work Group did a thorough job under very short timelines, and it was great to see AGM delegates endorse their recommendations, which will further improve the

process for the next round of negotiations. We are also looking forward to meeting with the government to review and propose amendments to the School Boards Collective Bargaining Act.

I am proud that AGM delegates extended the mandate of our LGBTQ Work Group. We have a duty to help all teachers feel safe and welcome in the workplace. I was also pleased to hear delegates speak highly of the Association’s efforts to contribute to conversations on a broad range of issues, including gender-based violence, employment standards, and access to education for First Nations, Métis, and Inuit youth. Initiatives like these make our communities better, and they also work to counter the argument that Catholic education is not inclusive. As you probably know, members of the Ontario Secondary School Teachers’ Federation (OSSTF) are continuing with a campaign calling for an end to public funding for Catholic schools. When Catholic teachers make it clear that we love and support people from all walks of life, it takes the wind out of the sails of those who contend there is a moral basis for attacking our system.

I ask you to keep sharing your good news stories about OECTA and Catholic education with the world, just as you were doing during AGM. Use your social media accounts to make sure everyone knows about the work we are doing for students, teachers, and the public. Remember to keep the discussion upbeat and fact-based – social media is not the place for heated debates, and it hurts our image if we are seen to be joining the other side in spreading misinformation. This is going to be a long-term operation. For now, none of the major political parties are showing any interest in challenging our successful system. However, we expect they will be facing pressure from OSSTF and others as the next election approaches. When the time comes, we will be prepared to engage more directly in defence of our system.

We need to be clear that members and local units will have to take more responsibility for promoting the Association’s interests as we move forward. Although AGM delegates did pass resolutions introducing a new variable fee to bolster the reserve fund, no new resources were made available for the general fund. This means the work of the Provincial Executive and the Provincial Office will need to be curtailed. We will do our best to maintain our profile in the public eye and in the labour community, but the reality is that without adequate funding to sustain these activities there is only so much we can achieve. The Provincial Executive and the Finance Committee are examining our programs and services to determine what will be pared down or cut entirely. We will be presenting these recommendations to the Council of Presidents in June.

The financial picture that was detailed at AGM was the product of two years of work by the Finance Committee, the Financial Work Group, the Chief Financial Officer, and the General Secretary. The numbers were verified by the Association’s auditor. I have full confidence that the figures presented were accurate, and I was disappointed to hear some delegates claim otherwise. However, OECTA is a democratic organization, and I respect the will of the members. I can assure you that this Association will wisely use its available resources to protect the common good and provide the best possible service to members, just as we have always done.

In Solidarity,

@OECTA is published five times during the school year. Opinions and ideas expressed in @OECTA are not necessarily those of the Ontario English Catholic Teachers’ Association.

@OECTA is a member of the Canadian Educational Press Association, and the Canadian Association of Labour Media. Return undelivered Canadian addresses to: Ontario English Catholic Teachers’ Association, 65 St. Clair Avenue East, Toronto, ON M4T 2Y8

PHONE 416-925-2493 TOLL-FREE 1-800-268-7230 FAX 416-925-7764 www.oecta.on.ca

Publication Mail Agreement No. 0040062510 Account No. 0001681016

Cover photo:Jamal Warda, President York Occasional Teacher Bargaining Unittaken by Stephanie Lake at Annual General Meeting (AGM) 2016.

4 @OECTA | APRIL 2016

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The forum will be in Montreal, July 11 and 12. Participants will identify some of the wellness challenges that exist in public schools, and examine ways to address these challenges collectively.For more information, and to register for the forum, visit www.ctf-fce.ca.

TRADE PLACES AND TEACH IN AUSTRALIAWant to go Down Under? OECTA members are invited to trade places for a year with a teacher in an Australian Catholic school as part of an exchange program organized by the Canadian Education

Exchange Foundation (CEEF). For more information, visit oecta.on.ca in the Teaching Opportunities section under Career Development. To register, contact Carol Wilkins via email at [email protected] or phone at 705-739-7596.

PHYSICAL AND HEALTH EDUCATION CURRICULUM SUPPORTSThe Institute for Catholic Education has released a series of resources for elementary teachers to support the delivery of the new Health and

Physical Education Curriculum Grades 1-8. These supplemental resources to Fully Alive support Catholic teachers in the delivery of the updated curriculum and are available at www.iceont.ca in the Resources for Teachers section. Resources for secondary teachers will be available in early May.

2016 CENSUS CANADAThe next Canadian census will take place in May 2016. Census information is critical for the planning of programs and services in every community, so please consider completing the

census when it is sent out.

Additionally, Statistics Canada has Teacher’s Kits to help you plan lessons on the census. Visit www.census.gc.ca and click on the Resources for Teachers tab.

TEACHONTARIOEarlier this month, Minister of Education Liz Sandals officially launched TVO’s TeachOntario. The platform, which enables teachers to share, collaborate, and exchange knowledge, was

developed in consultation with the Ontario Teachers’ Federation (OTF), the Ministry of Education, and teachers of all grades across the province. TeachOntario also profiles teachers who are doing innovative work in their classrooms. Among the latest installments is a feature on two Catholic teachers who have developed and implemented a vibrant, student-led inquiry approach. Visit www.teachontario.ca to get started.

TEACHERS TALK ABOUT TECHMediaSmarts and the Canadian Teachers’ Federation (CTF) have released Connected to Learn: Teachers’ Experiences with Networked Technologies in the Classroom, a report detailing the results of a

survey of 4,000 teachers from across Canada. The survey shows that teachers generally find networked devices make it easier for students to learn, and that the devices can help teachers match instructional practice to students’ learning styles. However, half of Canadian teachers say they receive insufficient support to use new technologies to meet curricular goals. These results reinforce earlier findings from CTF, which show that technology in the classroom is most effective if teachers have autonomy to determine when and how to use it to support learning, but also ongoing professional development to support their practice. See the full report at www.ctf-fce.ca.

FORUM ON WELLNESS IN SCHOOLSEach year the Canadian Teachers’ Federation hosts a Forum on Public Education. The forum is an opportunity for a broad group of individuals and organizations interested in public education to

consider an issue of concern. This year’s theme is “Wellness in our Schools: Time to Act!”

UP FRONTINBOX

A NEW OECTA WEBSITE IS COMING!

Our new website will be easier to navigate and provide a more enjoyable user experience.

Look for the new website to launch by June, 2016.

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OECTA’S INDEX CALENDAR

Adam Lemieux is Communications Specialist in the Communications department at OECTA Provincial Office.

APRIL

Leadership Training March 31-April 1

Summer AQ Registration OpensApril 5

Day of PinkApril 13

Special Council of Presidents MeetingApril 21

GSN WorkshopApril 22

Earth DayApril 22

National Day of MourningApril 28

MAY

Catholic Education WeekMay 1-6

Mental Health WeekMay 2-8

Mother’s DayMay 8

Leadership TrainingMay 19-20

Victoria DayMay 23

JUNE

Summer AQ Registration ClosesJune 3

Spring Council of PresidentsJune 8-10

The Ministry of Education released the 2016-17 Grants for Student Needs (GSNs) in March. The GSNs determine the amount and allocation of core resources for publicly funded elementary and secondary education in Ontario. To help provide some perspective, this month’s OECTA Index looks at a few key figures related to education funding.

(Numbers represent 2016-17 year unless otherwise stated)

1.3%1.4%1.6%

$6101.52$5576.56$4644.67$5792.23$3368.00$112 million

55%17%18%10%

$500 million$15 billion

$2.76 billion$2.72 billion

$1.2 million

$31 million

Increase in total funding, 2015-16 to 2016-17Increase in per-pupil funding, 2015-16 to 2016-17Increase in Consumer Price Index, February 2015 to February 2016

Total JK/SK per-pupil amountTotal primary per-pupil amountTotal junior-intermediate per-pupil amountTotal secondary per-pupil amountTotal adult/continuing education per-pupil amountApproximate underfunding of adult/continuing education, 2014-15

Proportion of GSN funding allocated to classroomsProportion of GSN funding allocated to schoolsProportion of GSN funding allocated to specific prioritiesProportion of GSN funding allocated to local management

Funds allocated to address backlog in school renewal needsEstimated repair backlog in Ontario

Special Education Grant, 2016-17 Special Education Grant, 2015-16

Investment for all school boards to establish a First Nation, Métis,and Inuit Education Lead position

Projected expenditure on Education Quality and Accountability Office, 2016-17

By Adam Lemieux

ADDITION AND SUBTRACTION

Sources: Canadian Centre for Policy Alternatives – Ontario, Fix Our Schools, Ministry of Education, Ministry of Finance, Statistics Canada

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AGM2016HIGHLIGHTS

APRIL 2016 | @OECTA 7

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AGM 2016

AGM HIGHLIGHTS

New Variable Fee EstablishedThere was considerable debate on a series offee and financial resolutions put forward bythe Finance Committee, the Financial Work Group, and the Provincial Executive. WarrenGrafton, Provincial Treasurer, and Bob Giasson,Chair of the Financial Work Group, outlined some of the current fiscal challenges facing the organization, including a reduction in members and the resulting decline in dues/revenue. They also considered the need for a healthy reserve fund to help offset the costs of possible province-wide job action, given the advent of provincial bargaining.

Delegates passed three fee resolutions, introducing a new variable fee of 0.13 per centof grid salary for teachers in the regular day school program, occasional teachers, and continuing education teachers. The variable fee is in addition to the base fee of $1,000. Proceeds from the variable fee will be placed into the reserve fund, which is used to offset costs associated with bargaining and labour action, as well as to provide dire distress grants to members. The new variable fee willbe applied whenever the reserve fund is lessthan “three times the gross annual feesrevenue of the Association.” The Association’scurrent annual revenues are approximately $40 million, meaning the variable fee willwork to grow the reserve fund to approximately$120 million from its current $40 million.

See the chart above to see how the new fee will affect you.

A resolution that would have ended the process by which money flows from thebase fee into the reserve fund (rather than the general fund) did not pass. This resolution would have provided five per cent growth to the general fund, to offset the decline in revenues the Association has experienced due to decreased membership numbers. Instead there will be no increased access to resources for the general fund in 2016-17.

Provincial Executive and OTF Governors InstalledFive positions on the Provincial Executive were up for election this year, and all candidates were acclaimed. President Ann Hawkins thanked members for entrusting the group with a “tremendous responsibility.” She vowed that they will all work tirelessly to move forward on issues of broad concern, such as concluding local bargaining and reviewing the process, working with the government to improve teachers’ working conditions, and establishing the Association as a leader in the provincial, national, and global discussions around gender-based violence and inequality in education.

Membership

Base Fee Additional Variable Fee

Member Protection *NEW* Fund Reserve Fund

Regular Day Base Fee

Variable Fee TotalSchool Salary Member Protection *NEW*

Fund Reserve Fund

Regular Day School $1,000* 0.12% 0.13%

$50,000 $1,000 $60 $65 $1,125

Occasional Teachers ** 1.63% 0.12% 0.13%

$75,000 $1,000 $90 $98 $1,188

Continuing EducationTeachers** 1.25% 0.12% 0.13%

$95,692 $1,000 $114.83 $124.40 $1,239.23

Remember that about 40% of union dues may be returned to the member as a tax deduction.Based on a percentage of A4 maximum salary, this is still the lowest fee of the four teacher affiliates.

* Base fee is pro-rated for regular day school teachers who teach half-time or less.** Occasional teachers and continuing education teachers pay a percentage fee with a base fee that cannot exceed the maximum paid by a regular day school teacher.

Back row L-R: Tracey Pecarski, OTF Governor; Chris Cowley, OTF Table Officer; Andrew Donihee, Third Vice-President; Rick Belisle, OTF Governor; Anthony Rocchio, Councillor; James Ryan, Past President; Richard Schrader, OTF Governor; Warren Grafton, Treasurer; Sean Roberts, OTF Governor; Michel Derikx, Councillor.Front Row L-R: Marshall Jarvis, General Secretary; Liz Stuart, First Vice-President; Ann Hawkins, President; Barb Dobrowolski, Second Vice-President; David Church, Deputy General Secretary.


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Resolutions Debated and Passed

Dealing with the various resolutions submitted is one of the major tasks of AGM. This year, there were 108 resolutions brought forward dealing with changes to the Constitution, by-laws, policies, and procedures of the Association. Of those, 32 were action directives that seek to have the Association lobby or take a position on an issue.

The task of dealing with such a large number of resolutions can be challenging when there are also elections, guest speakers, reports, and other orders of business competing for time on the agenda. However, this year marked the first year that at least 60 minutes each day was allocated on the agenda for debating resolutions. With this dedicated time, AGM was able to deal with 69 resolutions – almost 64 per cent.

Highlights of some of the resolutions passed include:

• An action directive was passed mandating the Association, through the Ontario Teachers’ Federation, to lobby for changes to the Ontario Teachers’ Pension Plan to allow teachers working part time (including job share positions) to top up pension contributions for those days or parts of days they do not work, in order to earn a full year of pension credit.

• The Association’s bargaining goals were amended to include new areas of focus: the working conditions, benefits, and rights of continuing education teachers; and funding and job- embedded training for adequate worksite technology required for the fulfillment of teaching duties.

• Several amendments were made to the provincial bargaining by-laws, as recommended by the Provincial Bargaining By-Law Review Work Group. The by-laws were reviewed, and changes recommended, to ensure they reflect the reality of provincial bargaining.

• The Constitution was amended to include a new section, which reads: “The Ontario English Catholic Teachers’ Association is governed by the principles that recognize and respect the contribution of labour to the economic well-being of society, and of the responsibility of democratically elected governments, to positively and proactively ensure that all workers are entitled to the access and benefits of union membership and to a constantly improving standard of living.”

• The mandate of the LGBTQ Work Group was extended for another year.

First-time Speakers Step UpGetting up to a microphone and speaking in front of 800 people can be daunting. This year’s AGM featured 16 brave first-time speakers at the microphones. For her efforts, Amanda Forbes of the London District Unit and Chair of the Catholic Education Committee was presented with the Oratorical Premiere Award, sponsored by the Toronto Elementary Unit.

Amanda Forbes, London District Unit and Chair of the Catholic Education Committee

#PutYerPinkiesUpThe Status of Women Committee launched a new campaign at AGM called #PutYerPinkiesUp. The campaign challenges gender stereotypes and encourages people, especially men, to show their solidarity in the fight against violence against women by holding up a painted pinky fingernail. Many of OECTA’s men, including those on the Provincial Executive, rose to the challenge.


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AGM 2016

Work Groupsand Committees

Delegates took in presentations from the chairpersons of several work groups and committees. Michele MacDonald, Chair of the Provincial Bargaining By-LawWork Group, outlined the recommendations to improve the bargaining process. Bob Giasson,Chair of the Financial WorkGroup, detailed the Association’s fiscal situation. Michel Derikx, Chair of the Long Term Disability Committee, presented relevant statistics and financial information. Michelle Blais,Chair of the LGBTQ Work Group, discussed the group’s activities and action plans.

The presentations from the work groups are part of the AGM materials, which are available in the Members’ Centre at oecta.on.ca

Guest Speakers

Delegates heard from a number of guest speakers over the weekend, who addressed a range of education and labour issues.

Minister of Education Liz Sandals opened her remarks by reiterating the government’s wholehearted support for our publicly funded Catholic education system. Ms. Sandals talked about the need for safe and accepting schools, and told delegates that a review is underway to examine Kindergarten staffing and class sizes. She also responded to members’ questions about special education funding and EQAO testing.

President Ann Hawkins called Barb Byers,Secretary-Treasurer of the Canadian Labour Congress, an “amazing mentor,” and one of Canada’s strongest feminists and labour advocates. Ms. Byers expressed optimism about the new federal government’s willingness to work with the labour movement, but said we cannot take anything for granted. She also spoke about the need for a national child care program, and urged concerted action against domestic violence and violence in the workplace. Heather Smith, President of the

Canadian Teachers’ Federation, talked about the concerns and priorities of teachers across the country: class size, special education resources, planning and preparation time, and reduced non-teaching duties. She also urged teachers to strongly resist the global education reform movement, with its focus on privatization and testing.

Angela De Palma, Chair of Council at the Ontario College of Teachers (OCT), updated members on the current priorities of the College, and took delegate questions about OCT’s role and activities, particularly those that seem to extend beyond the organization’s mandate.

Human Rights Workshop – Blanket Exercise

On the Friday evening before every AGM, the Human Rights Committee hosts a workshop. This year Mireille LaPointe, a member of the Eastern Unit, facilitated the Kairos Blanket Exercise for about fifty members. Those who participated experienced a condensed version of the colonial history of Canada.

Mireille began the presentation by focusing the attention ofparticipants on a number of items that would be of importanceto Indigenous peoples for their daily lives and for trading activities.Bed sheets were then placed on the floor, representing the landmass of Canada. Participants stood on the sheets and took on various roles.

As the presentation moved along, participants witnessed, and were victims of, historical events such as small pox, residential

schools, and the establishment of reserves. As settlers took over land and established reserves, sheets were removed and foldedup, representing the restricted access Indigenous peoples had to their traditional territories. As access to items was restrictedor removed, participants were able to begin to recognize the experience of Canada’s first peoples. It was a useful and meaningful exercise for all involved, and many participants saidthey looked forward to talking to their students about whatthey had learned.

To learn more about Indigenous history in Canada, or to conduct the blanket exercise at your school, visit the Kairos Canada website at:http://kairosblanketexercise.org/

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OECTA’s past presidents, along with the Provincial Executive and more than 800 guests, attended the annual AGM dinner, where five individuals were honoured for their contributions to the Association, Catholic education, the teaching profession, and the labour movement. The recipients are shown below with OECTA President Ann Hawkins and General Secretary Marshall Jarvis.

AGM AWARDS

Honorary memberships are conferred on individuals who have made an outstanding contribution to the Association or to Catholic education.

The Pearse Shannon Memorial AssociationAward honours a current or past OECTA president or bargaining unit president who has made an outstanding contribution to the Association.

Pat McKeown, for more than 25 years of communication, strategy, and thoughtful counsel.

Nina March , for her ef forts to engage members and build solidarity.

Joseph McDonald, for his tireless work as a teacher and activist.

Ed Chudak, for four decades of bargaining and advocacy on behalf of OECTA members and the labour movement.

Lyn Vause, for her commitment to the Association and her contributions to enhancing teachers’ professionalism and working conditions.

Life memberships are granted to former active members who have given distinguished service to the Association at the provincial level. These members have devoted their professional lives with generosity and dedication to the service of Catholic education in Ontario.

AGM 2016


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FEATURE

he Truth and Reconciliation Commission of Canada (TRC) was established in 2008 as part of the Indian Residential Schools Settlement Agreement. The TRC’s objective was to

comprehensively address the realities and consequences of the government-sponsored residential school system. After nearly seven years, the final report and its 94 “calls to action” were released this past December. Given that the report’s timing coincided with the election of a sympathetic federal Liberal government, the conclusions of the TRCignited considerable optimism that progress could finally be achieved on this destructive chapter in Canadian history.

It was in this spirit that OECTA’s Human Rights Committee invited writer and teacher Joseph Boyden to address theAnnual General Meeting. He was certainlyan apt choice. After attending Brebeuf College School in Toronto and finishing his studies in creative writing at York University and the University of New Orleans, Boyden took a job at Northern College in Moosonee. For two years he travelled by bush plane, helicopter, or canoe along the west coast of James Bay, teaching communications and general arts and sciences to Indigenous students who were trying to earn a college degree.Boyden has said that his time in Moosoneehelped him appreciate his desire to write.It also forced him to come to grips with a subject matter he needed to explore ingreater depth: Boyden’s father was partNipmuc and his mother part Ojibwa; now,Boyden saw up close how Indigenous people are treated in Canada. Through ashort-story collection and three novels, Boyden has shed light on various Indigenouslives and cultures, while examining the relationship between Canada’s First Nationsand settlers. He has also worked on a critically acclaimed ballet exploring the

legacy of residential schools, and has profiled Louis Riel and Gabriel Dumont for the Extraordinary Canadians series. “The job I have been given,” he once toldan interviewer, “is to serve as a bridge between communities that often misunderstand each other.”

In keeping with his literary roots, Boydendivided his AGM presentation into three “acts.” The first was a reading of “Legend of the Sugar Girl,” from his short-story collection, Born with a Tooth. Written in 1996, shortly before the last residential school finally closed, the tale describes the life of a woman who is taken from hercommunity and placed in a residential school. She struggles with the sorrow ofseparation and loss of identity throughouther life, attempting to find solace first in sweets, then in alcohol.

Having set the stage with a fictionalized account, Boyden moved on to detail the lingering effects – or “intergenerational trauma” – of what Chief Justice of the Supreme Court Beverley McLachlin andformer Prime Minister Paul Martin haveboth called an attempted “cultural genocide”against Indigenous people. The fallout has been devastating. Boyden referred tothe greatly disproportionate levels of violence experienced by Indigenous women, as well as the “epidemic” of Indigenous youth suicide.

Boyden also spent some time talking about the bleak and persistent achievement gap in education. The evidence of this national problem shouldbe familiar to all of Canada’s teachers. A2014 report from the Office of the AuditorGeneral found that only 45 per cent of Grade 10 Indigenous students in Ontario were on track to graduate high school. Thesituation is even worse on reserves, wherethe C.D. Howe Institute has found that only four of 10 young adults across the country have finished high school. And although there is broad recognition and

concern about the problems, the proposed solutions have often left much to be desired. For example, OECTA andother teacher unions have been incrediblydisappointed to see provincial governmentspartner with Teach for Canada to recruitteachers to work in schools in Indigenouscommunities. A private, corporate-sponsored solution is not what the publicexpects or what Indigenous youth deserve.All students, regardless of background orgeographic location, should have accessto high quality, publicly funded educationwith properly trained and certified teachers.

This was the theme of Boyden’s third act: the road from truth to reconciliation. Hewas an honorary witness for the TRC, andsaid that the commission’s manyrecommendations are mostly encompassedunder the central themes of building commonality and levelling the playing field. This means implementing policies across the country that aim to give equal access to education, and build a cohesive society of communities based on a foundation of mutual respect and caring, rather than suspicion and derision. “For every story of loss there is a story of accomplishment,” said Boyden. He pointed to Indigenous leaders in politics, finance, and arts as examples of the resilience of Indigenous communities and the possibilities for moving forward.

Further progress will partly depend onpublic policy, and there have been promising developments on this front. Forexample, it is estimated that more than 80 per cent of Indigenous students in Ontario attend provincially funded schools,and more than 90 per cent of elementary and secondary schools have some Indigenous students enrolled. The provincial government has sought to meetthese students’ needs through the Aboriginal Education Strategy, whichraises awareness about First Nations, Métis,and Inuit histories and perspectives, whilesupporting the learning and achievement

By Adam Lemieux

TBRIDGING THE DIVIDEJoseph Boyden talks truth and reconciliation at AGM


(April 28, 2016 / 11:16:50)


of Indigenous students. This year’s provincial budget introduced new funds for the Ministry of Education to respond to TRC recommendations on teaching thelegacy of treaties, residential schools, andIndigenous peoples in Canada. Further resources have been made available for mental health and addiction strategies, as well as programs to prevent violence against Indigenous women.

For its part, the new federal government has been commended for its shift in tone with regards to its relationships with Canada’sIndigenous people. The renamed Departmentof Indigenous and Northern Affairs – thechange from Aboriginal Affairs andNorthern Development (and before thatIndian Affairs) is meant to reflect a more equal, less paternalistic relationship – hasbeen tasked with launching a long-sought inquiry into the staggering numbers ofmissing and murdered Indigenous women.The government has also committed toremoving the two per cent cap on fundingincreases for on-reserve programs and services,such as education, which has existed for more than two decades. Over the next fiveyears, $2.6 billion will be spent on primaryand secondary education on reserves.

Still, given the competing demands onpublic focus and resources, and the scaleof the investments required, even the mostwell-meaning institutional changes will take years to be completely implemented

and operationalized. This makes action atthe individual level all the more urgent. Teachers have an especially prominent role to play in this regard, as they have unique opportunities to create safe spacesfor constructive learning and dialogue. After all, as Boyden said, it is the generations being taught now who will beentrusted to forge genuine reconciliation in the future.

It was clear that many AGM delegates were moved by Boyden’s words. However,there was also a sense that our efforts at reconciliation must go beyondexpressions of sorrow or guilt about past injustices, toward an honest reckoning of responsibility. Heather Smith, Presidentof the Canadian Teachers’ Federation, followed Boyden’s speech by saying it isimperative not only that adequate resourcesbe made available to help teachers implement the TRC recommendations, but that teachers feel comfortable using these resources. OECTA President Ann Hawkins was even more direct. Having heard and understood the truth, she said, teachers are bound to do what they can to infuse the curriculum with Indigenous history and perspectives.Prompted by questions from OECTA members seeking specific advice, Boydensuggested reading and assigning works byIndigenous writers such as Drew Hayden Taylor and Tomson Highway. He also recommended inviting Indigenous elders

to visit schools and classrooms. These experiences can help students develop recognition and unity, a shared understanding that individuals and communities have much more in commonthan what divides them.

Nobody can claim that reconciliation will be easy. Just this month, the Attiwapiskat First Nation declared a stateof emergency after 11 people in the community of 2,000 – one of whom is just11 years old – attempted suicide on thesame day. More than 100 people have triedto take their own lives since September. Taken together, the facts can be numbing,and there is a risk of “empathy burnout” as well-meaning citizens become overwhelmed by the scale of the suffering. But according to Boyden, we can all make significant contributions to the process of renewal simply by acting with grace and humility. “To serve our best purpose, we must not lead from on high, from the safety of our own views,” he said. “We must constantly test our views and see our students through their own lens.” We might not all feel that we have been part of the problem, but we all can be part of the solution.

Joseph Boyden speaking at OECTA Annual General Meeting, March 2016

Adam Lemieux is Communications Specialist in the Communications department at OECTA Provincial Office.


(April 28, 2016 / 11:16:51)



FEATURE

Although a market-based economy has proven efficient ingenerating profits, it comes with associated risks. The environmental impact of climate change, for instance, threatensour habitats; lax social policy promotes inequalities; and unethicalgovernance practices negatively impact shareholder value. In response, people across the world have pushed for responsible investing, which seeks to balance financial returns and social value.

OECTA members are no different. In recent years, they havepassed several action directives requesting that the Ontario Teachers’ Pension Plan (OTPP) engage in responsible investing with respect to important issues such as fossil fuels. Although ensuring retirement security for teachers remains the primary consideration, members want to be sure OTPP is doing so in an ethical and sustainable manner.

OTPP has acknowledged these concerns. The plan’s administratorsnow assess environmental, social, and governance factors alongside financial factors when making investment decisions.As a signatory to the Principles for Responsible Investment (PRI)initiative, OTPP completes the Responsible Investing TransparencyReport, which is designed to ensure accountability and facilitate dialogue between investors and their stakeholders.

According to OTPP, its fiduciary obligation does not come at theexpense of responsible investing. Rather, the two are linked: responsible investing contributes to the pension plan’s long-termsustainability, as well as members’ retirement security. As outlined on its website, OTPP bases all investment decisions onfive core principles:1. Consider and evaluate environmental, social, and governance (ESG) factors alongside other risk factors in the investment processes as they can materially impact the value of our investments.2. Remain engaged owners and take a responsible approach to asset management. Good governance is fundamental to effective responsible investing.3. Expand knowledge, deepen understanding, and evolve practices by continually assessing current and emerging ESG risks. OTPP shares experiences across the pension plan by fostering a culture of thought leadership and collaboration.4. Seek clear and relevant disclosure of information that may assist in making investment decisions.5. Collaborate with like-minded investors to more effectively execute these principles.

As Chris Cowley, the Ontario Teachers’ Federation (OTF) TableOfficer on the OECTA Provincial Executive, explains, “Governmentproviding a clear path to a low-carbon economy will help OTPPbetter evaluate current and future investment opportunities. This is the message that the OTPP takes to company officials and policy makers.”

The result is that OTPP has invested in companies with strongESG compliance. Global Container Terminals (GCT), for example,is a member of the Green Marine certification program, and hascommitted to reducing its environmental footprint each year. Asa GCT board member, OTPP encourages the company to remainESG-conscious, and invest in energy-efficient equipment.

Amidst concerns voiced by some OECTA members over the fossil fuels industry, energy and environmental issues have cometo the forefront of OTPP’s mandate. As Cowley puts it, “Climatechange has become a major issue in our investment portfolio andcorporate engagement is the cornerstone of OTPP’s strategy.” OTPP has invested in a range of renewable energy companies, such as BluEarth Renewables, a Calgary-based company that buildsand operates wind, hydro, and solar energy projects across Canada.

At the same time, OTPP has shown a willingness to back away from investments when it has questions about responsible corporate citizenship. A longtime investor in Hitachi, OTPP became concerned about the company’s governance and operational infrastructure. As a result, OTPP began to divest funds, while raising its criticisms with fellow board members. Hitachi began to implement a series of changes recommended by OTPP, and has since demonstrated more corporate social responsibility. OTPP has reinvested in Hitachi and now regards the company as a worthwhile long-term asset.

Cowley notes his pleasure with the strong line OTPP has takenon corporate social responsibility. However, he also warns aboutthe dangers of cutting and running too quickly. “Divestment should be the result of a prudent and responsible investment strategy,” he says. “It should not be the strategy itself.”

With more than 10,000 funds and 500,000 members, OTPP understands that some people might object to particular investments. Feedback from members is certainly welcome, withOTPP asking that people express their views by contacting OTF.

Ultimately, OTPP feels that its responsible investing approach balances risk, return, and the plan’s reputation. Guided by its five principles, OTPP hopes to continue to make sound investments that not only produce financial returns for its members, but also ensure environmental, social, and governance sustainability.

A FINE BALANCE

For more information on OTPP, visit:https://www.otpp.com/home

Ontario Teachers’ Pension Plan strives for responsible investing

Mark Tagliaferri is Writer/Researcher in the Communications and Government Relations departments at OECTA Provincial Office.Chris Cowley is the current OTF Table Officer on the OECTA Provincial Executive and is responsible for promoting members’ interests at OTF. OTF and the Government of Ontario, provide direction on the Ontario Teachers’ Pension Plan.

By Mark Tagliaferri

(April 28, 2016 / 11:16:53)



TEACHERS AID

BEGINNING TEACHERS

One of the roles I fulfill in the Professional Development department is providing interview workshops to beginning teachers, including those still in faculties of education. Time and again, teachers tell me they feel there is certain “jargon” they must utilize when being interviewed for occasional teacher lists and long-term occasional assignments. They often say they find the terms confusing, or that they do not really know how to talk knowledgably about the underlying ideas.

I did a first run at some jargon and acronyms in December. This time I will continue to clarify some relevant terms, particularly in the context of interviewing. Beginning teachers need to keep in mind that it is not just about knowing the terminology. To be most effective, teachers should have a solid understanding of how to apply these concepts in the classroom, especially in interviews for a particular grade or position.

Indigenous EducationLast time we talked about FNMI, Ontario’s strategy for First Nations, Métis, and Inuit students. School board leaders are not simply looking for you to know what the letters stand for – they want to hear you talk about how your planning, instruction, and assessment will include strategies to address the individual needs of any and all Indigenous students. Our Indigenous students live everywhere, not just on reserves. Remember, differentiating our instruction for some can often help many. With the release of the final report of the Truth and Reconciliation Commission of Canada, addressing the needs of Ontario’s Indigenous people is a top priority for the government. As Catholic teachers, it should be ours as well. All teachers need to work at it.

Inquiry-Based LearningMore and more we are hearing about inquiry-based learning. Under this approach, students’ questions, ideas, and observations are at the centre of the classroom experience. This tool is not only for teaching and learning in the early years, but rather it applies to every grade and subject. For example, the new curriculum documents for social studies, history, and geography, which were released in 2013, contain repeated references to inquiry-based learning.*

At the heart of inquiry-based learning is the inquiry process. These curriculum documents state, “Although there are differences in focus, concepts, and the types of questions asked, the inquiry processes for social studies, history, and geography are based on the same general model. The model represents a process that students use to investigate events, developments, and issues; solve problems; and reach supportable conclusions.”

The inquiry process has five components: • formulating questions • gathering and organizing information, evidence, and/or data • interpreting and analyzing information, evidence, and/or data • evaluating information, evidence, and/or data and drawing conclusions • communicating findings

Look for inquiry-based learning in any revised curriculum documents and other Ministry released materials, across the elementary and secondary panels.

Pedagogical DocumentationIt is often a bit of a quandary, especially for beginning teachers, to determine how to make learning visible when utilizing inquiry-based learning. Pedagogical documentation can assist you in making learning visible, especially to you and your students. This might involve recording observations, interpreting what you are seeing, or assisting students in analyzing their own learning and setting further goals.

In January 2015, the Ministry of Education released a monograph entitled Pedagogical Documentation Revisited, which invites teachers to consider using pedagogical documentation to build an understanding of student learning across grades.** Pedagogical documentation “is intended to uncover the student’s thinking and learning processes. It has the potential to help us look at learning in new ways, to assess flexibly with particular needs in mind, and to individualize and differentiate our response.” It is part of a “careful, iterative process of examining and responding to the interplay between learning, the educator’s pedagogical decisions, and the student’s role and voice in the learning.” There are a lot of connections to be made here, and you could certainly help yourself in an interview by talking about your understanding and planning around pedagogical documentation.

Make it PersonalI hope these thoughts advance your interviewing skills as you connect “education-speak” to your own classroom practice. Ultimately, it is all about translating the high-level concepts into your own lesson planning, instructional strategies, and assessments. This is what is necessary to best serve your students, and to help you succeed as you move forward in your teaching career.

FURTHER ADVENTURES IN EDUCATION-SPEAKHelping beginning teachers navigate educational terms and concepts

* The curriculum documents can be found at: https://www.edu.gov.on.ca/eng/curriculum/ elementary/sshg18curr2013.pdf** Pedagogical Documentation Revisited can be found at: https://www.edu.gov.on.ca/eng/literacy numeracy/inspire/research/CBS_PedagogicalDocument.pdf

By Claire Laughlin

Claire Laughlin is a member of OECTA’s Professional Development department. She is also assigned to the Beginning Teachers Committee and Conference.

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TEACHERS AID

PROFESSIONALDEVELOPMENT

I can’t exactly pinpoint when it happened,but at one point during the last 15 years,educational reform became an imperative.Calls for modernization, engagement, andhigher test scores became the dinner bellfor every researcher, blogger, tweeter, administrator, and education minister. As millions of dollars were poured intoinitiatives and their twinned research faculties, teachers’ own voices about effective project management, professional development, and inquiry were drowned out by the system.

For a decade now, OECTA has sponsored and supported Collaborative Learning Communities (CLCs) for teachers interested in pursuing their own burning questions about teaching, practice, student learning, and research.

1. Teacher-InspiredCLCs allow teacher-teams to take the lead on the specific subject matter they wish to pursue. This unfettered, autonomous project is fueled by teachers’ imaginations and desire to help their students achieve more.

Too often, teachers are overloaded with initiatives – or what I call “perpetual pilots” – that are here today and gone tomorrow. In contrast, CLCs provide opportunities for teachers to present ideas that they are interested in. We encourage student curiosity in the context of inquiry, but rarely support teachers in the same vein.

2. Authentic Assessment (observations, documentation, and so much more)As part of a CLC, our teachers understand that assessment of their own processes is critical. OECTA’s respect for, and defence of, teachers’ professional judgment is demonstrated through this aspect. CLC groups document their observations, reflect, and discuss. They reshape their practice and even their attitudes toward teaching.

3. Ability to Try Something NewAsk any teacher in any jurisdiction what they need most and you will hear, “Time and space to try something new.” CLCs are designed to do just that. Although funding is never extravagant, four days of colleague-to-colleague discussions often spark conversations that last a professional lifetime. Sometimes all you need is that spark.

4. Observable ChangeWe have visited hundreds of schools where teachers have documented real change in their practice and in their students. This change is documented through videos, pictures, and anecdotal remarks. The biggest change, however, comes from teachers’ own perspectives on learning.

5. Provincial and Global NetworkingLearning as part of a small group at one school or two can be quite powerful, but connecting with like-minded, curious, and courageous teachers provincially and even globally can be awe-inspiring. At OECTA we assist our CLC projects to connect with one another and share learning. We often refer to ourselves as the groups’ promoters.

6. Teacher-Directed, Teacher-LedOur view of leadership is not nestled within the comfort of hierarchy. Teachers lead CLC projects from the start, and their leadership is often tested academically, socially, and spiritually. Teachers involved in OECTA CLCs demonstrate true selfless, servant-leadership. Their leadership is honed and recognized throughout the process, and they are encouraged to serve others through invitation into their work.

Interested in being part of a CLC?Keep your eye on oecta.on.ca for upcoming opportunities.

COLLABORATION IS KEY TO PRODUCTIVE PROFESSIONAL DEVELOPMENTBy Anthony Carabache

But your Association was

listening quite carefully.

Anthony Carabache is a member of the Professional Development department at OECTA Provincial Office.

Here are six reasons why OECTA’s CLCs are ideal professional learningmodels for teachers.

(April 28, 2016 / 11:16:54)


TEACHERS AID

TEACHER ADVISOR

Should I use my own vehicle to drive students? How about if it’s to a school-sponsored event? What if I’m using a designated school vehicle? These are questions that my colleagues and I in the Counselling and Member Services department frequently receive.

The simple answer to all of these questions is NO! OECTA advises that under no circumstances should teachers drive students, regardless of where you are heading, or whether you are using your own car or a board vehicle.

Transporting students is the sole responsibility of the school board and parents. Public transportation or hired buses are always the best options. It’s important to remember that you are under no obligation to personally transport students, for anyreason, even during an emergency. If an emergency situation arises, call 911 for an ambulance, the fire department, or police assistance, as appropriate

Perhaps, in the past, it may have been more common for teachersto use their own vehicles to transport students to school functionsand field trips. However, given the litigious nature of society today, and the professional, legal, and financial liability you expose yourself to if an accident occurs, we strongly advise you against this practice.

Risks Involved Although school administrators may promise that teachers are protected by the board’s insurance, this is not always the case. If you are in an accident and the damages that are awarded exceed the board’s maximum payout, your insurance may beresponsible for making up the difference. If this happens, youcould face steep increases in your premiums, or even cancellationof your auto insurance policy – especially if your insurer was notnotified that you would be transporting students.

The risks involved with transporting students are not limited tousing your own car. In certain situations, principals have suggestedthat a teacher rent a vehicle, or use a designated school van ormini-bus to transport students. However, even in these scenarios,teachers can be held personally liable. For example, nothing canstop a parent from filing a civil suit against a teacher who drove their child. Also, in cases where a rental car has been involved in an accident, school boards have claimed they are not liable

for any coverage, leaving teachers to battle with the car rental insurers over who is responsible.

One real-life case sums up the potential risk. A teacher volunteered to drive students to a track and field competition. As one of the students got out of the car, he fell and broke his arm. The school board’s insurer claimed that the teacher’s car insurance should pay, while the teacher’s insurer claimed that the school board’s insurance was responsible because the injury occurred outside of the car. To make matters worse, as the insurance companies battled over liability, the student’s parents filed a lawsuit against the teacher, who now faced personal financial liability for the student’s injury. This situation was unfortunate, but also entirely avoidable.

Another point, which may not be immediately obvious, is that transporting students could also put a teacher’s professional liability at risk. A student could make a claim that some sort of professional impropriety occurred during the trip. Without a witness, it would be the student’s word against the teacher’s. This situation would almost inevitably lead to an investigation by the school board, Children’s Aid Society, police, and the Ontario College of Teachers.

Be Prepared, Be SafeAlthough we advise you to avoid driving students in any and allsituations, teachers who do choose to transport students should ensure that: a) the board insurance policy will cover teachers whotransport students, and b) the teacher has sufficient insurance coverage for personal injury to student passengers and property damage. Also, if you’re asked to transport students to or from any school functions, there must be a process in place to obtain parental consent, as well as an established protocol for gaining official board approval prior to the event.

If you have doubts, refuse to drive. However, if you want to transport students and have questions about how to do so responsibly, advice is available through your local OECTA Unit or the provincial Counselling and Member Services department.

TO DRIVE, OR NOT TO DRIVE– THAT IS THE QUESTIONBy Joe Pece

Joe Pece is Department Head in the Counselling and Member Services department at OECTA Provincial Office.


(May 2, 2016 / 09:35:40)


TEACHERS AID

LEGAL BRIEF

DEFAMATION

Teachers are subject to public scrutiny now more than ever. With advent of the modern-day soapbox, the internet, too many of our members have endured a “critique now, ask questions later” scolding online for all the world to see. This has resulted in an increase in questions about the law surrounding defamation, libel, and slander.

What is it? Defamation is communication to a third party that results in damage to someone’s reputation. A written act of defamation is referred to as libel and a spoken act of defamation is referred to as slander. Cyber-libel is a new term for libel, which simply describes the written defamation as being electronic in nature. An assessment of the facts in any defamation claim is always weighed against the speaker or author’s right to freedom of expression under the Canadian Charter of Rights and Freedoms.

What are the exceptions?There are defences to accusations of defamation. The defence of fair comment has been accepted when the Court finds that the comments made were not malicious and, in context, were a fair commentary on the situation in question. Qualified privilege will be a successful defence where a defamatory statement is made in the interest of the public good. Absolute privilege exempts elected officials and government employees from being held liable for defamatory statements made in the course of investigative duties or public reporting. Finally, truth is a defence to a claim of defamation. One cannot be held liable for defamation if the statements made are true.

Charlene Theodore is in-house Legal Counsel at OECTA Provincial Office.

By Charlene Theodore

While the broad principles appear straightforward, the law of defamation in Canada is very complex, and damages awarded can fall short of the cost of bringing a claim to trial. If you feel that you have been subject to defamation, or any other form of harassment from a parent, your best first course of action is to review your school board’s Workplace Harassment Policy and contact your local OECTA representative.

In defamation cases in the education sector, Canadian courts recognize thatparents and other interested parties havea duty to inform the proper officials– such as a principal, superintendent, orschool board – of inappropriate actions by a teacher. The Courts have also recognized a parent’s right to request theremoval of a teacher, where appropriate.Defamatory comments made in these circumstances usually fall under the defence category of qualified privilege.

That being said, when that type of reporting stems solely or primarily fromvindictiveness or self-interest, as opposedto an interest in protecting children, theCourt has found parents liable.

The circumstances in the 1999 case ofMcKerron v Marshall illustrate this point.The defendant parent had a dispute witha teacher at his son’s school, stemming from his son’s poor performance in class.The defendant parent filed several

complaints with the principal and school board, and distributed letters with defamatory content about the teacher at a school board meeting. The parent’s complaints against the teacher was covered by the local media. The school secured a no trespass order against the parent and the parent went to the school several times, in breach of the order. Finally, the parent posted a banner containing defamatory language about the teacher on school property.

The Court determined that the parent was within his right to complain to the school principal and board. His defamatory statements in that regard fell under the qualified privilege defence. However, the Court was not as forgiving toward his other actions. It was determined that his conduct at the board meeting and his display of the banner showed evidence of malice. He was found liable for defamation in regards to those actions.


(April 28, 2016 / 11:16:55)


TEACHERS AID INSIGHT

EIGHTY YEARS - AND STILLINFLUENCING PEOPLE

“I learned a lot from this book and it has the potential to help me improve my relationships and be more successful.”

I was listening to a talk given by a young MBA graduate studentwho was referring to the book How to Win Friends and InfluencePeople, by Dale Carnegie. Her words hit home with me because I had the very same reaction when I read the book at her age – almost 50 years ago! This caused me to wonder just how long has this book been in publication. And considering all the self-improvement books that have been printed over the years, why is this one still having an impact today?

Dale Carnegie was born in 1888 in Maryville, Missouri, and diedin 1955 at age 66. His book has outlived him by more than 60years. He is famous for the development of courses and literatureon public speaking, interpersonal skills, and salesmanship. Youmight be familiar with some of his quotes, such as, “Remember,today is the tomorrow you worried about yesterday,” or, “Any fool can criticize, complain and condemn – and most fools do.”

The first publication of How to Win Friends and Influence People was in 1936, 80 years ago. With an initial printing of only 5,000 copies, it seems that even the publishers did not anticipate the book would be such a success. The most recent edition remains basically unchanged, although it has been slightly revised for the modern reader. Today it is rated as one of the top 25 self-improvement books one should read before age 25.

Dale Carnegie’s work was influenced by a survey, which asked people to identify their main interests. One of those interests was “people”: how to understand and get along with people, how to make people like you, and how to win others toyour way of thinking. It is all about engaging others in the pursuit of common goals.

How to Win Friends and Influence People is built on four pillars. The first, which speaks to fundamental techniques for handling people, opens with a chapter interestingly entitled “If You Want to Gather Honey, Don’t Kick Over the Beehive.” This pillar also develops the principle of giving honest and sincere appreciation, and shares techniques to arouse what Carnegie calls “an eager want” in another person.

The second pillar explores ways to make people like you. Topics include making a good first impression and becoming a good conversationalist. How to win people to your way of thinking is the focus of the third pillar, which discusses how to avoid making enemies, the importance of admitting when you are wrong, and how to handle complaints and get co-operation. The final pillar encourages one to be a leader, to change people without giving offense or arousing resentment. This involves making faults easy to correct, and letting others save face.

The fundamental premise of Carnegie’s book is how to choose and use words that impact people in positive ways, with productive results. In spite of its title, the book is more about the personal self-improvement required to have an influence and win friends. It is about character building at a personal level.As Carnegie has said, “Be more concerned with your character than with your reputation, for your character is what you are, while your reputation is merely what others think you are.”

By Doug McCarthy

Doug McCarthy is a retired OECTA member and principal, and currently a member of OECTA’s Speakers’ Bureau.

“Remember, today is the tomorrow you worried about yesterday.”

- DALE CARNEGIE


(April 28, 2016 / 11:16:56)


down. However, if OSSTF decides to move ahead full speed with their plan, we will be forced to respond in kind.

Sigh. Such a waste of all our energies.

The fact is that our system works. There are 29 Catholic school boards and 1,354 schools, with 81,000 staff, roughly 45,000of whom are teachers. We serve nearly 600,000 students, about one third of allstudents in the province. With almost 180years of history, we are fully integrated inthe province’s society and culture, and wemake significant contributions to the overall strength of Ontario’s world-class education system.

We continue to be supported by the threemain political parties. The Catholic stakeholders – including OECTA, the Bishops of Ontario, Catholic school trustees, and parents – who often disagreeon a wide variety of issues, are united in the defence of the system.

While our public support has decreased slightly over the years, the polling showsthat our support is greater than our population. Only 32 per cent of Ontariansidentify as Catholic, but a recent poll conducted by Forum Research shows that38 per cent of the public supports Catholiceducation. Furthermore, when past surveys have asked members of the publicto offer ideas about how to improve ourpublicly funded education system, only ahandful of people have suggested eliminating public funding for Catholic education.

Part of the rationale from OSSTF is thatby merging the school systems we can freeup funds to invest in other areas. However,it should be clear that amalgamation wouldproduce little, if any, savings. The educationfunding formula works on a per-pupil basis.The same number of students means thesame number of teachers, and administratorsregardless of the number of systems. Ifthe objective is to find savings, large numbers of students must move to private schools, and/or public schools must close. If this is the case, boundaries will need

to be redrawn, resulting in upheaval for every student, family, and teacher, not just Catholics.

The 1998 amalgamations provide real lessons about what can happen. Going from 129 to 72 school boards in Ontario required more than $1 billion in transition costs. And although it is often argued that mergers result in administrative savings, the only people to lose their jobs were low-paid workers such as custodians andsupport staff, not directors or superintendents.

Furthermore, we have learned that biggeris not better when it comes to education. The province’s largest schools boards havehad the most financial troubles. Public andCatholic boards in Dufferin-Peel, Ottawa, Toronto, and Hamilton have been placed under supervision. Most worrisome is that chaos from amalgamation may erode public confidence in publicly funded education and result in an increase in private school enrollment.

There are some serious problems in education. Our schools need to be safer for students and teachers. Our classes arestill too large. Special education funding remains a challenge. Many students cometo school unprepared due to their socio-economic situation. None of these concernswill be addressed by eliminating funding for Catholic education.

OECTA will continue to focus on theproblems that teachers and students face.And we will continue to celebrate ouraccomplishments and encourage others to do the same. The reality is that elaborate,expensive public relation campaigns willnot determine the fate of publicly fundedCatholic education. Our system will be kept alive because of the hard work of Catholic teachers, and the remarkable student successes that result.

STANDING UP FOR CATHOLIC EDUCATIONBy Victoria Hunt

Victoria Hunt is Department Head in the Government Relations department at OECTA Provincial Office.

It has been more than 30 years sinceBill 30 was passed by David Peterson’s Liberal government, guaranteeing full funding for all publicly funded Catholic schools in Ontario. It was a landmark decision, supported by all the major political parties, which continues to benefit all Ontarians to this day. But the debate about publicly funded Catholic education has never really gone away. We continue to face criticism, doubts, and threats to our existence.

Especially if you attended our Annual General Meeting (AGM), you will know by now that the most recent challenge comes from our sister union, the Ontario Secondary School Teachers’ Federation (OSSTF). They passed a series of motionsat their 2016 Annual Meeting of the Provincial Assembly (akin to our AGM)to develop a lobbying and public relationsstrategy, with the goal of eliminating public funding for Catholic education.

One part of the plan is to lobby the three main political parties for a multi-party task force to study amalgamating the school systems. This is slightly different from previous efforts. In the past, they have simply lobbied for the elimination of our system. Having had no success with that objective, they are attempting to make their proposal more palatable to the political parties.

The ultimate aim is a shift in public opinion.We know OSSTF has been actively surveying the public on this issue, and theywill be ramping up their research andpolling initiatives to find the argument that will most resonate. They have alsoproduced a “Charter for Public Education,”which will be shopped around with hopes of securing signatures from varioushigh-profile people, and they will be working with an advertising agency to develop a campaign to build momentum.

OECTA and our Catholic partners will monitor the situation. It is possible thatthere is not a lot of enthusiasm within theOSSTF rank and file to attack another union and turn everyone’s world upside


VIEWPOINT

(April 28, 2016 / 11:16:57)


ne of my favourite movies is “Music of the Heart,” starring Merryl Streep. In this film, Streep plays a tenacious violin teacher named Roberta Guaspari, who has the fortitude to build an extraordinary music program for inner-city children. Guaspari inspired her students to work hard and

give their best performances, despite the looming threat of budget cuts to extracurricular programs. Eventually, the music program was yanked from under her, only to be saved by a concert that featured her students, performing alongside the likes of Itzhak Perlman, Isaac Stern, and Nashville fiddler Mark O’Connor. The moral of the film? Appreciate the value of every person’s effort to better the lives of others.

For almost 180 years, Ontario’s Catholic schools have contributed to community life in Ontario, in co-operation with our public counterparts. Catholic schools are a value-added segment of public education, chosen by millions of Ontario parents for their academic excellence and holistic approach. Our Catholic schools offer education in the Catholic faith tradition to hundreds of thousands of students who reflect Ontario’s diverse cultures and ethnic groups. Rooted in our history, publicly funded Catholic schools are embedded into the culture and social structure of our province.

Catholic education inspires students. Catholic schools’ difference is reflected in the philosophy that permeates the lives of our students, staff, and parents. This philosophy challenges students to improve the world by sharing Gospel values and living Christ’s message of salvation. Students grow to understand the roots of their faith, and their responsibilities as Christians and citizens. Catholic schools also stress the value of self-discipline and commitment. As a faith community, staff

emphasize values that encourage students to accept others rather than exclude them, to understand the difference between right and wrong, and to commit themselves to serve God by serving others.

Developing the 3 R’s (reading, writing, and arithmetic) are just as important as developing the 3 C’s (character, communication, compassion). Extracurricular activities and sports programs provide a venue to cultivate the Catholic virtues, building character and civility in our students. It takes the efforts of an entire school to create a community whose members exhibit positive personal attributes and behaviours, such as respect, honesty, kindness, hard work, and self-discipline. These qualities are expected, celebrated, and consciously practiced every day at Catholic schools.

Catholic schools recognize that parents and family are primary educators, and our caring teachers and staff join with them to form a living community of shared values and vision. We help students understand that each person is unique and valuable, and holds a special place in the family, the Church, and society.

Any attempt to remove public funding for Catholic schools in Ontario would be extremely divisive; a plan of this nature would be vigorously opposed by the Catholic community, and indeed responsible citizens throughout Ontario.

I am proud of our Catholic schools – our caring teachers and staff, and the amazing graduates we have produced. And I am proud to stand up for Catholic education in Ontario.

THE VALUE OF ONTARIO’S CATHOLIC SCHOOLSBy Josephine Virgilio

Josephine Virgilio is a Grade 7 & 8 teacher at St. Margaret’s Catholic school in Toronto. www.josephinevirgilio.com

O


VIEWPOINT

(April 28, 2016 / 11:16:58)


By Liz Stuart

Liz Stuart is First Vice-President on the OECTA Provincial Executive.


In November, delegates from all parts of the labour movement, including OECTA, came together to decide on the future direction of our Ontario Federation of Labour (OFL). At this convention a new leadership team was named: Chris Buckley (Unifor) was

unanimously elected President; Patty Coates (Ontario Secondary School Teachers’

Federation/Barrie and District Labour Council) was acclaimed as Secretary-Treasurer; and Ahmad Gaied (United Food and Commercial Workers) emerged from a three-way race to become the new Executive Vice-President.

It is no secret that the OFL had been struggling in the last few years with many divisions within the labour movement. Chris and his team made rebuilding the movement a priority, running for election under the banner “Federation Forward.” As Chris told delegates at the convention, “My goal is to unite our labour movement across Ontario, and that starts with unity at your OFL.” Patty echoed these sentiments, saying, “It is only when the fight of any worker becomes the fight of every worker that the labour movement can defend good jobs and strong public services that make our economy work for everyone.”

It is apparent in everything Chris, Patty, and Ahmad do that they are truly committed to a united and dynamic OFL. Since November, they have worked tirelessly with the Executive Board to focus on issues relevant to all Ontario workers. In particular, they have championed the Workers Action Centre’s “$15 and Fairness” campaign, which calls for decent wages and fair working conditions for everyone. The Federation has also launched its own campaign seeking major reforms to our employment laws. The “Make it Fair” initiative (www.MakeItFair.ca) will be ramping up over the next few months as the government receives the initial reports from its review of the Labour Relations Act and the Employment Standards Act.

When Chris spoke at OECTA’s Annual General Meeting, he devoted a lot of attention to the struggles faced by Ontario’s youth. “Our young people are going to school and graduating to the unemployment line, or having to work two or three minimum wage jobs, or having to take a precarious job or work for a temp agency,” he said. “It’s disgraceful.” He said it is essential that we remove the “cloud of uncertainty” from above young peoples’ heads, giving them true hope and optimism for the future.

As the house of labour grows and unions begin to return to the OFL, it is an exciting time for me personally to sit on

YOUR ONTARIOFEDERATION OF LABOUR

Chris Buckley speaking in the AGM, March 2016

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the Executive Board and be part of this rebuilding. Working together we can do a lot to help make the #OntarioWeWant. It is also important for our labour allies to see that Ontario’s Catholic teachers are supportive of their concerns and committed to doing what we can to bring about positive change.

I urge you take some time to learn more about the great work being done all across the province by the OFL and local labour councils. For more information, visit www.ofl.ca or follow@OFLabour on Twitter. Also check with your local unit to find out how to become more involved in labour organizations and events in your area.

VIEWPOINT

(April 28, 2016 / 11:17:00)


(April 28, 2016 / 11:17:01)


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@OECTA April 2016

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