to ETFO
2015-2016
important dates
AQ Courses 2015-2016
*aQs tHat WorK WitH YoUr LiFe
ETFO AQ courses are developed by teachers for teachers; current and practical; accredited by the Ontario College of Teachers and recognized by QECO as AQ credits. At only $650 our courses provide exemplary professional learning at a reasonable price. Schedules may change so please check etfo-aq.ca for up-to-date information. Register today!
CaLendar
2015-2016
www.etfo-aq.ca
FULL aQ CoUrse CaLendar
Summer 2015 Fall 2015 Winter 2016 Spring 2016
Adapting Curriculum for Second-language Learners Online – – – Dance – See onsite courses at right – – – Dramatic Arts – See onsite courses at right – – –
Education Law Online – – –
English as a Second Language: Part 1 / Part 2 / Specialist Online Online Online Online Environmental Science / Studies: Part 1 Online – – – French as a Second Language: Part 1 / Part 2 / Specialist Online Online Online Online Geography, Grades 7 and 8 Online – – – Health & Physical Education – See onsite courses at right – – – History, Grades 7 and 8 Online – – – Inclusive Classroom: Part 1 / Part 2 / Specialist Online Online Online Online Integration of Information and Computer Technology
in Instruction: Part 1 / Part 2 / Specialist Online Online Online Online Integrated Arts Online Online Online Online Kindergarten – See online and onsite courses at right
Librarianship: Part 1 / Part 2 / Specialist Online Online Online Online Mathematics, Primary and Junior: Part 1 / Part 2 / Specialist Online Online Online Online Mathematics, Grades 7 and 8 Online Online Online Online Media: Part 1 / Part 2 / Specialist Online Online Online Online Music – Instrumental: Part 1 Online – – Online Occasional Teacher Online Online Online Online Primary Education: Part 1 / Part 2 / Specialist Online Online Online Online Reading: Part 1 / Part 2 / Specialist Online Online Online Online Science and Technology, Primary and Junior:
Part 1 / Part 2 / Specialist Online – – –
Science and Technology, Grades 7 and 8 Online – – – Special Education: Part 1 / Part 2 / Specialist Online Online Online Online Student Assessment and Evaluation Online – Online – Teaching First Nation, Métis and Inuit Children Online Online Online Online Teaching Combined Grades Online – – – Teaching and Learning Through e-learning Online – – Online Use and Knowledge of Assistive Technology Online – – – Visual Arts: Part 1 / Part 2 / Specialist Online – – Online Writing: Part 1 / Part 2 / Specialist Online Online Online Online
Online course Onsite course
Summer 2015 Fall 2015 Winter 2016 Spring 2016 Registration opens April 20 July 20 Nov. 2 Feb. 1 French Proficiency Test registration closes June 12 Sept. 11 Dec. 11 March 11 Registration closes June 17 Sept. 16 Jan. 6 April 6 Classes start June 29 Sept. 21 Jan. 11 April 11 Classes finish July 31 Dec. 11 April 1 June 24
* Schedule subject to change: please check etfo-aq.ca. ETFO reserves the right to cancel programs due to low enrolment. There will be a full refund of registration fees should ETFO cancel the program.
onLine and onsite CoUrses
Summer 2015 Fall 2015 Winter 2016 Spring 2016
Online Online Online Online Onsite:
• Halton • Greater Essex • Kawartha Pine Ridge • Halton
• Niagara • Peel • Niagara • Thames Valley
• Thames Valley Kindergarten – Part 1 Kindergarten – Part 2 Kindergarten – Specialist
Online Online Online Online Onsite:
• Greater Essex • Niagara • Greater Essex • Kawartha Pine Ridge • Kawartha Pine Ridge • Thames Valley • Halton • Thames Valley
• Thames Valley • Peel
• Thames Valley
Online Online Online Online Onsite:
– • Halton • Thames Valley • Greater Essex
• Kawartha Pine Ridge • Peel
onsite CoUrses
Dance: Part 1 / Part 2 / Specialist Onsite:
• Halton
Dramatic Arts: Part 1 / Part 2 / Specialist Onsite:
• Halton
Health & Physical Education, Primary and Junior: Part 1 Onsite:
• Halton
Summer 2015
For details and most recent information scan this or go to www.etfo-aq.ca
register todaY!
ETFO is your professional and protective organization. Together we represent over 78,000 teachers, occasional teachers, designated early childhood educators (DECEs) and education workers employed in the public
elementary schools of Ontario. You are an active member of ETFO provincially and you are also a member of one of the 76 ETFO locals across the province.
In welcoming you to ETFO, this book was developed to provide you with helpful information as you begin your teaching career and outline the work of your organization as well as the services available to you. ETFO strives to develop programs and services that both protect and enhance the working lives of members in these challenging times for education. We also work continuously to provide a welcoming environment that celebrates the diversity of our members and the students in our care. In addition to our internal work in support of members, ETFO reaches out to the broader community to foster a climate of social justice in this province and beyond.
Workplace Protection + Professional Development + Social Activism = ETFO
ETFO’s sTaTEmEnT and dEFiniTiOn OF EquiTy:
It is the goal of the Elementary Teachers’ Federation of Ontario to work with others to create schools, communities and a society free from all forms of individual and systemic discrimination. To further this goal, ETFO defines equity as fairness achieved through proactive measures which result in equality, promote diversity, foster respect and dignity for all.
Published by the
Elementary Teachers’ Federation of Ontario 136 Isabella Street
Toronto, Ontario M4Y 0B5
Copyright @ 2015 by Elementary Teachers’ Federation of Ontario
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner.
Welcome to Teaching! . . . .8
ETFO Human Rights Statement . . . .8
all abOuT ETFO The Objects and Priorities of ETFO . . . .9
ETFO’s Place in the World of Education . . . .10
ETFO: At the Provincial Level . . . .11
ETFO: At the Local Level . . . .14
yOu, ThE nEW mEmbEr Beginning Occasional Teachers . . . .16
Designated Early Childhood Educators (DECE) Are Members of ETFO . . . .17
ETFO Member Information . . . .17
ETFO Stewards . . . .18
Getting Involved – Locally and Provincially. . . .18
Your Local/School/Classroom/Board Information . . . .20
Your Collective Agreement . . . .21
Your Union Dues . . . .21
ETFO advisOriEs Current Advisories to Members . . . .22
ETFO POsiTiOns 2014 Collective Bargaining . . . .26
ETFO nEW mEmbEr suPPOrTs New Members Section of the ETFO Website . . . .27
Online Resources for Occasional Teachers . . . .28
Survive and Thrive . . . .28
ETFO Online AQ Courses . . . .28
ETFO Workshops for New Members . . . .33
Edvantage . . . .33
TiPs FOr nEW mEmbErs rE: ElEcTrOnic cOmmunicaTiOn and sOcial mEdia Practicing Caution — Guidelines for Electronic Communications . . . .34
Defamatory Websites and Social Networking Pages .36 The Hidden Dangers of Electronic Communications .37 Electronic Communication and Social Media. . . .39
Videotaping in the Classroom . . . .39
OThEr TiPs FOr nEW mEmbErs Classroom Advice — The Individual Education Plan (IEP) – What You Need to Know . . . .42
Classroom Management . . . .44
Elementary Progress Report Card and Elementary Provincial Report Card Continued Implementation Update . . . .45
EQAO Testing . . . .47
Getting Started Checklists . . . .49
Occasional Teaching – Frequently Asked Questions (FAQs) . . . .50
Parent/Guardian Communication . . . .53
Preparing for an Occasional Teacher . . . .55
SCHOOL Advice — New Teacher Induction Program (NTIP) . . . .56
Maintaining Professional Relationships Among All Educators . . . .57
Positive School Team . . . .58
Building and Maintaining Positive Professional Full-Day Kindergarten Team Relationships . . . .59
PROFESSIONAL Advice —
Allegations Involving CAS and/or Police – What to do
if it happens to you . . . .61
Balancing Career and Personal Life . . . .62
A Member’s Duty to Report under the Child and Family Services Act . . . .64
Professional Boundaries . . . .65
Professionalism and Ethics . . . .69
Sabrina’s Law – An Act to Protect Anaphylactic Pupils . . . .70
Tutoring and Conflict of Interest Guidelines for Members . . . .72
Volunteering . . . .73
PRS Matters Bulletins: Advice for Members . . . .75
ETFO mEmbErshiP: righTs and rEsPOnsibiliTiEs Rights and Privileges of Membership (Article V ETFO Constitution) . . . .77
Code of Professional Conduct (Article VI ETFO Constitution) . . . .78
Disciplinary Procedures (Article VII ETFO Constitution) . . . .79
ETFO: ThE PrOvincial OrganizaTiOn ETFO on the Web . . . .80
The Annual Meeting . . . .81
Representative Council . . . .81
Standing Committees . . . .81
Awards . . . .82
ETFO and the Labour Movement . . . .82
ETFO PrOvincial: sErvicEs arEas Equity and Women’s Services (EWS) . . . .83
Communications and Political Action (CPA) . . . .84
Professional Learning/Curriculum Services (PL/CS) . .85 Professional Relations Services (PRS) . . . .86
Collective Bargaining . . . .87
ETFO Leadership Development . . . .88
WhO’s WhO in EducaTiOn . . . 89
OThEr imPOrTanT inFOrmaTiOn FOr nEW mEmbErs Duties of Teachers . . . .92
Criminal Allegations . . . .94
Child Abuse . . . .94
Parent Concerns . . . .94
The Ontario Human Rights Code . . . .95
Long-term Disability . . . .96
Workplace Safety and Insurance Board . . . .96
Occupational Health and Safety . . . .96
Pensions . . . .97
Employment Insurance . . . .97
Employment Insurance – Maternity and Parental Benefits . . . .98
A Member’s Guide to Pregnancy and Parental Leave . . . .98
ln Conclusion . . . .98
aPPEndix A Teacher’s Pledge . . . 100
ETFO is the largest teachers’ union in Canada. We are a unique organization representing teachers, occasional teachers, designated early childhood educators (DECEs) and education workers in the elementary public schools of Ontario. I am proud of our members – over 76,000 strong.
When you accepted your position with your board, you became one of those members, joining in their collective strength, enthusiasm and commitment to each other and to their profession. As a member of ETFO provincially, you also became a member of your local – one of 76
throughout the province. The foremost goal of both your provincial ETFO and your local is to serve the needs of all members.
Our members are dedicated and principled professionals. They care deeply about the conditions in which they work, the children in their care and the society in which they live and their students will mature. ETFO’s resources, both human and financial, are directed to developing and implementing programs to meet those concerns. We strive to serve our members in both professional and protective capacities.
As a federation, we offer a wide range of personal and professional development as well as leadership and training opportunities. As a union, we offer collective strength through our bargaining and advocacy efforts. We consider ourselves a union of professionals.
As your union, we work to provide a welcoming environment that celebrates our diversity and encourages the participation of all our members.
We developed this book to show you some of the resources and services that are available to you as a member of ETFO. Equally important is the information about opportunities for your involvement in ETFO and in your local.
You may remember that ETFO members led the way during a difficult fight against Bill 115, one of the most regressive pieces of anti-collective bargaining legislation ever seen in Canada. You should feel great pride in working alongside colleagues who, without hesitation, vigorously defended democratic rights for all working people in Ontario – including the students who will need those rights when they enter the workforce in future.
The current round of collective bargaining has been almost as difficult as the last. Central bargaining for teachers and occasional teachers during this round have been made unnecessarily difficult and lengthy by demands from the Ontario Public School Boards’ Association (OPSBA) that, if implemented, would turn back the clock on working and learning conditions.
In response to OPSBA’s demands, ETFO members rose to the challenge. They provided a 95% strike vote in November 2014 to support ETFO’s bargaining goals. They began work-to-rule job action in May 2015 that derailed EQAO in public elementary schools and made classrooms places where student-centred learning prevailed over data-driven testing. Thousands attended rallies and made their voices heard online and in the media with a collective message: ETFO members will not allow the dismantling of policies and programs that have made Ontario’s public education system one of the best in the world.
As we continue to engage in central bargaining with the government and trustee associations, you become an ETFO member at a challenging time. But remember – you are never alone. No matter where you work in the province, ETFO is as close as your telephone or internet connection.
We are glad you have joined us. Welcome to ETFO!
» Welcome to Teaching!
When you chose teaching as a career, you became part of a larger community of dedicated professionals committed to making a difference.
Whether you are a teacher, an OT, a DECE or an ESP or PSP, you will find the first few years on the job exciting, exhilarating, challenging and exhausting all at the same time. In the end, we trust you will find teaching a rewarding career choice.
The first year can be confusing as you are bombarded with information. What do you need to know? Is this important? Where can I find the right answers? Sometimes you don’t even know what questions to ask. To assist you, ETFO has developed this resource to help you find your way through the maze of information.
Good luck. Welcome to your new profession and welcome to ETFO.
mEmbErshiP in ETFO
When you signed on as an elementary teacher, an early childhood educator or an education worker in your board you became a member of the Elementary Teachers’ Federation of Ontario. ETFO is your protective and professional organization. ETFO is your union.
» ETFO Human Rights Statement
The Elementary Teachers’ Federation of Ontario is committed to:
• Providing an environment for members that is free from harassment and discrimination at all provincial and local Federation sponsored activities;
• Fostering the goodwill and trust necessary to protect the rights of all individuals within the organization; • Neither tolerating nor condoning behavior that undermines the dignity or self-esteem of individuals or the
integrity of relationships; and
• Promoting mutual respect, understanding and co-operation as the basis of interaction among all members. Harassment and discrimination on the basis of a prohibited ground are violations of the Ontario Human Rights Code and are illegal. The Elementary Teachers’ Federation of Ontario will not tolerate any form of harassment or discrimination, as defined by the Ontario Human Rights Code, at provincial or local Federation sponsored activities.
» ETFO FNMI Statement
The Elementary Teachers’ Federation of Ontario acknowledges and thanks the First Peoples of this territory and other Indigenous peoples for sharing this land in order for us to continue our work today.
Every organization has objectives that define its purpose and guide its work. The objects of ETFO are contained in the Constitution (Article Ill).
ThE ObjEcTs OF ThE FEdEraTiOn shall bE:
3.1 to regulate relations between employees and employer, including but not limited to securing and maintaining through collective bargaining, the best possible terms and conditions of employment;
3.2 to advance the cause of education and the status of teachers and educational workers; 3.3 to promote a high standard of professional ethics and a high standard of professional competence;
3.4 to foster a climate of social justice in Ontario and continue a leadership role in such areas as antipoverty, non-violence and equity;
3.5 to promote and protect the interests of all members of the Federation and the students in their care;
3.6 to co-operate with other organizations, in Ontario, Canada, and elsewhere, having the same or like objects; and
3.7 to promote and defend the health and safety of members in the workplace.
designed with these objects in mind, each year at the Annual Meeting the membership sets the priorities of ETFO for the upcoming school year.
ThE PriOriTiEs OF ETFO FOr 2015-2016
• To protect the collective bargaining rights of all members.
• To defend publicly-funded public education. • To serve the needs of the membership.
• To provide for the professional development of members.
• To promote social justice in the areas of peace, anti-poverty, non-violence and equity.
• To support international assistance and co-operation.
• To promote the care and protection of the environment.
• To actively engage members in the Federation. • To promote and protect the health and safety of
» ETFO’s Place in the World of Education
Education International About 30 million members 401 teacher organizations in 171 countries
Canadian Teachers’ Federation approx. 200,000 members
Ontario Teachers’ Federation approx. 160,000 members l’Association des enseignantes et des enseignants franco-ontariens approx. 10,000 members Elementary Teachers’ Federation of Ontario Fédération des enseignantes et des enseignants de l’élémentaire de l’Ontario over 78,000 members Ontario English Catholic Teachers’ Association approx. 45,000 members Ontario Secondary School Teachers’ Federation approx. 60,000 members
Ontario Teachers’ Federation (OTF). The other three are l’Association des enseignantes et des enseignants franco-ontariens (AEFO), the Ontario English Catholic Teachers’ Association (OECTA) and the Ontario Secondary School Teachers’ Federation (OSSTF). ETFO has representation on the OTF Board of Governors and the OTF Executive. OTF is the official voice of all teachers in Ontario in dealings with the Ministry of Education on the Ontario Teachers’ Pension Plan.
ThE ETFO ExEcuTivE
The Executive at the provincial level consists of 14 members: the president; the first vice-president; two vice-presidents, one position open to women only; the ETFO representative to the Ontario Teachers’ Federation; and, additional executive members as necessary to complete an executive of 14. Four of these additional positions are open to women only. The members of the Executive are elected to two-year terms by the delegates to the Annual Meeting.
The Executive meets regularly and is responsible for carrying out the business of the Federation, receiving reports and recommendations from committees, authorizing legal support for members in employment related cases and carrying out a variety of other responsibilities.
Hamilton-Wentworth Teacher Local First Vice-President
Susan Swackhammer Grand Erie Teacher Local Vice-Presidents
Karen Brown Campbell
Elementary Teachers of Toronto Local Nancy Lawler
Bluewater Teacher Local OTF Table Officer Diane Dewing
Upper Canada Occasional Teacher Local Executive Members
Gail Bannister-Clarke Peel Teacher Local Tracy Blodgett
Trillium Lakelands Occasional Teacher Local Adelina Cecchin
Greater Essex County Teacher Local Nathan Core
Waterloo Region Occasional Teacher Local Kelly Holley
Algoma Teacher Local David Mastin
Durham Teacher Local Monica Rusnak
Ontario North East Teacher Local Greg Weiler
Waterloo Region Teacher Local Deb Wells
2015-2017 Executive
Sam Hammond President Hamilton-Wentworth Teacher Local Gail Bannister-Clarke Executive Member Peel Teacher LocalDave Mastin Executive Member Durham Teacher Local
Susan Swackhammer First Vice-President Grand Erie Teacher
Local Tracy Blodgett Executive Member Trillium Lakelands OT Local Monica Rusnak Executive Member Ontario North East
Teacher Local
Karen Brown Campbell Vice-President Elementary Teachers of
Toronto Local
Adelina Cecchin Executive Member Greater Essex County
Teacher Local Greg Weiler Executive Member Waterloo Region Teacher Local Nancy Lawler Vice-President Bluewater Teacher Local Nathan Core Executive Member Waterloo Region OT Local Deb Wells Executive Member Limestone Teacher Local Diane Dewing OTF Table Officer, Executive Member Upper Canada OT
Local
Kelly Holley Executive Member Algoma Teacher Local
Victoria Réaume
General Secretary Sharon O’Halloran Deputy General Secretary
Anne Rodrigue Deputy General
» ETFO—At the Local Level
You are a member of the local in your board. There are 76 locals in ETFO across the province. For the most part, each local is also a bargaining unit with a boundary corresponding to that of an employing school board. However in some of the school authorities there may be two or more bargaining units combined within a local. ETFO is the bargaining agent for all bargaining units.
Each local has a president, executive members, committees and other positions to meet the needs of the membership in the local. Please visit the ETFO website to find your local’s information.
http://www.etfo.ca/AboutETFO/Locals/Pages/default.aspx
nOrThErn OnTariO English-languagE Public disTricT schOOl bOards
1 Ontario North East
2 Algoma 3 Rainbow 4 Near North 5A Keewatin-Patricia 5B Rainy River 6A Lakehead 6B Superior-Greenstone
NortherN oNtario eNglish-laNguage
Public District school boarDs
ontario North east 2 algoma 3 rainbow 4 Near North 5a Keewatin-Patricia 5b rainy river 6a lakehead 6b superior-greenstone
7 Bluewater
8 Avon Maitland
9 Greater Essex County
10 Lambton Kent
11 Thames Valley
12 Toronto
13 Durham
14 Kawartha Pine Ridge
15 Trillium Lakelands 16 York Region 17 Simcoe County 18 Upper Grand 7 bluewater 8 avon Maitland
9 greater essex county 10 lambton Kent
11 thames Valley 12 toronto
13 Durham
14 Kawartha Pine ridge
15 trillium lakelands 16 York region 17 Simcoe county 18 upper grand 19 Peel 20 halton 21 hamilton-Wentworth 22 niagara 23 grand erie 24 Waterloo region 25 ottawa-carleton 26 upper canada 27 limestone 28 renfrew county
29 hastings & Prince edward
19 Peel 20 Halton 21 Hamilton-Wentworth 22 Niagara 23 Grand Erie 24 Waterloo Region 25 Ottawa-Carleton 26 Upper Canada 27 Limestone 28 Renfrew County 29 Hastings-Prince Edward
You, the New Member
» Beginning Occasional Teachers
Most teachers begin their careers as occasional teachers. Ontario’s new teachers across the province are increasingly relying on occasional teaching
assignments as their introduction to the teaching profession.
Occasional teachers are a very important part of the school system. They are fully qualified teachers who are as legally responsible as any other teacher. They face the added challenges of being called at a moment’s notice, following another teacher’s day plan and dealing with a multitude of unknowns in each teaching assignment.
A daily occasional teacher may be in a different school every day. Teachers who are absent for extended periods of time are replaced by long-term occasional (LTO) teachers.
An occasional teacher fulfills all of the responsibilities of the teacher that is absent. In most cases, this means that the occasional teacher has the same yard duty, hall duty, classroom assignments and preparation time as the teacher being replaced. Check with your local occasional teacher collective agreements for the requirements around duty and preparation time, and provisions for the role of long-term occasional teacher.
OnTariO rEgulaTiOn 274/12 and TEachEr hiring by schOOl bOards
Regulation 274 was filed by the provincial government in September 2012 under the Education Act. It
establishes steps all publicly funded school boards must follow when hiring for long-term occasional (LTO) and new permanent teaching positions.
Under Regulation 274, school boards must establish and maintain two occasional teacher lists:
• roster of occasional teachers (or “roster”); • long-term occasional teachers’ list (or “LTO list”). The roster must include the names of all occasional teachers hired by the school board, the day each teacher was placed on the roster and a summary of
each teacher’s teaching experience. A teacher’s ranking on the roster is based on seniority. School boards are required to place the roster on their websites and must update their rosters regularly.
An occasional teacher on the roster may apply to be placed on the LTO list once s/he:
• has been on the roster for at least ten months; AND
• has taught as an occasional teacher with the school board for at least 20 days during a 10-month period. (Note: The 10-month period must have taken place sometime during the five years preceding the teacher’s application to the LTO list.)
School boards must grant an interview to every occasional teacher on the roster who meets these qualifications. Boards then determine, through a hiring process, which occasional teachers will be placed on the LTO list. Being placed upon the LTO list only ensures an occasional teacher is eligible to apply for LTO positions that become available; it does not guarantee hiring.
When permanent teaching positions become available, Regulation 274 stipulates that only occasional teachers on the LTO list who have completed a minimum of one LTO assignment at least four (4) months long can be considered for new permanent positions.
When hiring for LTO and permanent positions school boards must:
• place notice of an available position on their websites for at least five weekdays;
• honour any collective agreement language applicable to hiring and teaching assignments. Unsuccessful candidates to the LTO list, or to an LTO or permanent position, are entitled to meet with the individual or panel that conducted the interview to discuss performance during the interview and how to improve their chances during future interviews.
In September 2010, designated early childhood educators (DECEs) and elementary teachers began working side-by-side in Kindergarten classrooms across the province in Ontario’s Full Day Early Learning Kindergarten Program. ETFO represents DECEs in 10 locals across Ontario. DECEs are also represented by different unions in school boards (CUPE, OSSTF, ERFP, AEFO).
uniquE sTaFFing mOdEl
In Kindergarten, the classroom teacher and DECE work as a team bringing the program to life. Children benefit by having both a DECE and a teacher in the classroom. These two professionals work together to give students the best possible start in school. The Kindergarten team keeps learning child-centred and play-based. ETFO has long been an advocate of Full-Day Kindergarten. We actively promote play-based learning in Kindergarten and beyond.
OngOing advOcacy
ETFO continues to advocate and work to support our members in Kindergarten. They need time for joint planning, curriculum preparation and professional learning. ETFO has made teachers’ professional
needs and working conditions a priority in bargaining and is similarly supporting the DECEs as collective agreements are bargained.
PrOFEssiOnal lEarning
One of ETFO’s commitments to our DECE members is supporting them with their professional learning journeys. ETFO provides many opportunities for DECEs to participate in a wide variety of different workshops, programs and conferences. Members should watch the ETFO website and also the eNewsletter for what is available. Any new projects, workshops or resources for DECEs will be shared through the DECE locals as well to share with their membership.
Is Learning discusses play-based learning. These can be ordered for free from shopETFO and shipped to your school and shared with parents and administrators.
For more information go to www.etfo.ca.
» ETFO Member Information
According to the 2014-2015 Annual Member Survey: • 18% of ETFO teacher members are below the
age of 35;
• 38% of ETFO occasional teacher members are below the age of 35;
• 34% of ETFO teacher members have less than 11 years experience;
• 52% of ETFO occasional teacher members have less than 11 years experience;
• 81% of ETFO teacher members have a QECO rating of A4; and
• 66% of ETFO teacher members are active in the community.
hOW mEmbEr inFOrmaTiOn is usEd
The Member Services Department is responsible for maintaining the ETFO Membership Database. This secure database contains each member’s name, home address, phone numbers, email address, school location, etc. Starting in November each year, a member
information survey is mailed to each member’s home address. This survey shows the member what information is currently on file at ETFO and gives the member an opportunity to revise her/his information. All of your information is kept confidential by ETFO.
KEEP yOur inFOrmaTiOn currEnT
It is critical that the ETFO Membership Database be kept current as it is used to mail out ETFO’s Voice magazine as well as any other information ETFO may need to send to its members.
If your information has changed since you filled out the Annual Member Information Survey, you can submit updated information by one of the following ways:
* Email Member Services at [email protected].
In your email, please include your ETFO ID# as well as the information you would like to have updated.
( Telephone Member Services at
1-888-838-3836, extension 3806
8 Go online to www.etfo.ca + Being a Member
+ Member Information + Update Member Information. There is a form located there. Fill it in with the correct information and your updates will be sent electronically to Members Services.
» ETFO Stewards
In each school an ETFO member takes on the role of steward. ETFO stewards are the visible representatives of ETFO and the local in the workplace. Stewards are responsible for monitoring the implementation of the collective agreement and making ETFO members aware of ETFO services and programs. ETFO stewards receive training to assist them in carrying out their work. Your ETFO steward will be your workplace contact for information about your local and provincial ETFO, including current information about upcoming meetings, conferences, workshops and emerging issues.
» Getting Involved – Locally and
Provincially
ETFO offers members a wide range of personal and professional development as well as leadership opportunities. The strength of ETFO is its members, you and the people you work with, the teachers and educators in public elementary schools across Ontario. Throughout your career there will be many opportunities for involvement. ETFO is your organization. You can help to set the tone and direction of ETFO. There is interesting and challenging work to be done. You will meet new people who share your views about public education. Be involved a little or a lot, you choose. Your participation makes us strong.
Ways TO gET invOlvEd . . .
From the comfort of your own home:
• Get informed. Read the ETFO magazine Voice
and visit the ETFO website www.etfo.ca to
get the latest information about professional development and updates on the work of the union.
• Call your ETFO local with your questions, your opinions or your offer to volunteer for an activity. • Call the ETFO provincial staff with a question
that’s been worrying you.
• Sign up for the CB newsletter at www.etfocb.ca.
Without leaving your school:
• Get to know your ETFO steward, who is the ETFO representative in your school. See how you can help to improve your workplace.
• Get informed. Read the ETFO bulletin board and the local newsletter.
• Read the material ETFO distributes through your ETFO steward.
• Use ETFO curriculum materials in your classroom.
• Keep ETFO pamphlets available to hand out to parents.
• Go to the in-school meetings called by the ETFO steward.
• Talk with colleagues about education issues. • Become an ETFO steward.
» The ETFO Humanity Fund
The ETFO Humanity Fund uses the resources of ETFO members to support children and their teachers around the world, enriching their lives and the lives of their communities.
Build the ETFO Humanity Fund. Talk to your local president. Talk to your colleagues.
For more information, call the ETFO provincial office at 416-962-3836 or 1-888-838-3836.
» Helpful Tip:
Keep all documents related to your career in a safe and accessible place e.g.:
• Certificate of Qualification (COQ) from the Ontario College of Teachers (OCT) • Certificate of Registration from the
College of Early Childhood Educators • District school board correspondence
related to your hiring and placement • University/College transcripts
• Certificates from professional development activities (e.g., course, conference, workshop)
• Current resume
• Copy of criminal record check/offence declaration
• QECO evaluation
• Documents related to your Teacher Performance Appraisal (TPA) • Information from your ETFO local • Ontario Teachers’ Pension Plan
!
Stepping out into your local:
• Attend new member functions hosted by your local.
• Attend professional development events and workshops sponsored by your local.
• Attend your local’s general meetings, annual meetings and bargaining meetings. Take a friend along.
• Join a local committee to help make a difference for teachers in your local.
• Volunteer to work on a project or program within your local.
• Get involved in trustee/political/federal elections through your local’s political action program. • Get involved in community affairs through the
local.
• Get involved in social justice activities through the local.
• Write an article for your local’s newsletter to share new information with other members. • Run for the local executive.
• Mentor a future new member of your local. Going provincial:
• Volunteer for candidates in the provincial
government election who support education and the work of educators.
• Take an ETFO online AQ course, or become an instructor for an ETFO online AQ course. • Contribute an article to an ETFO publication. • Apply to be a member of an ETFO provincial
committee.
• Volunteer for an ETFO focus group.
• Run for the provincial Executive to help shape the future of the union and influence policy on public education.
» Your Local/School/Classroom/Board Information
yOur ETFO lOcal inFOrmaTiOn
Your ETFO local is:
Your ETFO local president and/or representative is: And can be reached at:
Your ETFO school steward is:
Professional relations advice or assistance related to your profession: 416-962-3836 or 1-888-838-3836 Other:
yOur schOOl inFOrmaTiOn
Your principal is: Your vice-principal is: Your mentor teacher is:
The report card administrator is: The secretary in your school is: The chair of your school council is:
The ETFO representative on your school counciI is: The custodian in your school is:
Other:
yOur classrOOm inFOrmaTiOn
Designated Early Childhood Educator(s) working with you: Special education staff working with your students:
Educational assistant(s) working with your students: Teachers in your division:
Other:
yOur disTricT schOOl bOard inFOrmaTiOn
Your district school board is: Central board office telephone is: Your director of education is: Your area superintendent is:
Consultants/coordinators/resource personnel: Human Resources contact:
Payroll contact: Benefits contact: Other:
agreement is negotiated between the union and your board and contains a number of provisions outlining your rights as an employee. Although your salary and benefits may seem the most obvious and important to you right now, your agreement also contains clauses on working conditions such as class size and preparation time, supervision duty, leave provisions, seniority, transfers, resignation and termination dates, protection against arbitrary disciplinary action, access to your personnel file and much more.
The terms of your collective agreement are legally binding upon you, the union and your employer and are enforceable under law. If you think your employer has violated the terms of the agreement, you or the union may have recourse to a grievance. The grievance procedure is a process for resolving differences arising from the application or interpretation of your collective agreement. It provides an opportunity to resolve differences at the local level. If there is no satisfactory conclusion, the parties have access to arbitration, a procedure where a neutral third party hears the arguments and renders a final and binding decision. Check your collective agreement for pertinent clauses:
• Salary
• Grid placement (Have you applied for and received your QECO evaluation?)
• Class size
• Preparation time • Supervision duty • Length of school day
• Leave of absence plans, including pregnancy and parental leaves and deferred salary leaves
• Insured benefits • Transfer dates • Seniority
• Harassment and non-discrimination clauses • Other important clauses
» Your Union Fees
Under the Education Act, an elementary teacher who works in the English-language public education system is represented by ETFO. Some DECEs are ETFO members depending on district school board employment. Based on this statutory representation, ETFO collects fees to support union activities. Union fees are determined at the ETFO Annual Meeting each August. Fees are deducted directly from members’ pay cheques by school boards and submitted to ETFO provincial office.
hOW arE yOur FEEs sPEnT?
Local and Provincial Programs
Fees are used to provide funds to provide programs and services to the members through provincial office and to operate ETFO’s locals. These programs and services include:
• Collective Bargaining,
• Equity and Women’s Programs, • Leadership Development,
• Political Action and Public Relations (PA/PR), • Government Relations, Media Relations,
Communications,
• Professional Development, and
• Professional Relations (counselling/legal services).
Membership in Other Organizations
ETFO is affiliated with other teacher federations and labour organizations such as:
• The Ontario Teachers’ Federation (OTF), • The Canadian Teachers’ Federation (CTF), • Education International (EI),
• The Ontario Federation of Labour (OFL), and • The Canadian Labour Congress (CLC). Membership in these organizations:
• gives ETFO access to a wide range of research and programs,
• links ETFO with teachers and other organized workers (many of whom are parents of the children we teach),
• involves ETFO in the social justice campaigns, and • strengthens the voice of all those who defend
public education and public services. The Defense Fund
A portion of ETFO members’ dues is set aside in the Defense Fund. The Defense Fund is set up to pay for the cost of operating a collective bargaining strike (e.g., strike pay and pension contributions relating to a strike), and to fund certain other extraordinary expenses.
ETFO budgET 2015-2016
ETFO Advisories
» Current Advisories to Members
ETFO issues advisories to members on various issues of concern. A Member Advisory is a position adopted by the Executive to provide its best advice to members about what to do and refrain from doing. It responds to actions taken by the government, its arm’s length organizations and school boards that have a negative impact on members or on public education.
The advisories in effect for 2015-16 deal with EQAO marking, evaluating or reporting on classroom practices of other members and the EQAO teacher questionnaire.
Advisory – Completion of EQAO Teacher Questionnaire
(updated September 2014)
Advisory – EQAO Marking
(updated September 2014)
Advisory – Evaluating or Reporting on Classroom Practices of Other Members
(updated September 2014) POliTical acTiOn/ Public rElaTiOns 3% PrOvincial OFFicE 46% lOcal rEbaTEs and rElEasE 35%% dEFEnsE Fund 8% FEEs TO OThEr OrganizaTOns 8%
Elementary Teachers’ Federation of Ontario/ Fédération des enseignantes et des enseignants de l’élémentaire de l’Ontario 136 Isabella Street, Toronto, Ontario, M4Y 0B5 Telephone: 416-962-3836 Toll-free: 1-888-838-3836 Fax: 416-642-2424 Website: www.etfo.ca
EQAO MARKING
The delegates at the 2001 Annual Meeting passed the following motion:
“That ETFO encourage members not to participate in any EQAO marking exercises.”
The General Secretary ensures that all provincial advisories are posted on the website and that all advisories are reviewed annually and
recommendations of their status are presented at the Annual Meeting.
The Executive reviewed this member advisory and has determined to reissue it September 1, 2015.
Delegates informed the Annual Meeting that the results of these
assessments have been used to undermine the teaching profession and denigrate the success of students in Ontario. The participation of our
members adds validity to a program that the Federation believes is not in the best interests of students.
The Federation views province-wide testing of every student in the primary and junior divisions and grades 9 and 10 as both a misuse of student time, and an ineffective use of funds that should be redirected to support students’ learning.
The consistent trend within the media of ranking schools by assessment results has been unfair to students and is potentially destructive to the education system.
Participation in the marking of EQAO assessment materials could lend undue credibility to the value of the test results. Members are advised to refrain from any involvement in the marking of EQAO assessment materials. Members are advised:
• Not to participate in any EQAO marking exercise. VER:RD:JM:PS
September 1, 2015
Members are advised not to participate in any Primary Division (Grades 1-3), Junior Division (Grades 4-6), Grade 9 Assessment of Mathematics or the Ontario Secondary School Literacy Test (Grade10)
EVALUATING OR REPORTING ON
CLASSROOM PRACTICES OF
OTHER MEMBERS
The General Secretary ensures that all provincial advisories are posted on the website and that all advisories are reviewed annually and
recommendations of their status are presented at the Annual Meeting. The Executive reviewed this member advisory and has determined to reissue it September 1, 2015.
It is ETFO’s position that no member should participate in the assessment of or reporting on another member’s classroom practices.
Some members have been asked to participate on district review teams as part of the Literacy and Numeracy Secretariat’s initiatives. These teams visit schools and classrooms making observations to assist schools in setting goals. They provide a report to the principal highlighting specific areas of need based on their observations.
Members, whether required to participate in such teams due to their role as a consultant or coordinator, or participating in a voluntary manner, must refrain from making any statement and/or assessment that could be considered as evaluative regarding the classroom practices of another member.
Members are advised:
• not to evaluate or report on the classroom practices of other
members.
VER:RD:JB:PS
September 1, 2015
Elementary Teachers’ Federation of Ontario/ Fédération des enseignantes et des enseignants de l’élémentaire de l’Ontario 136 Isabella Street, Toronto, Ontario, M4Y 0B5 Telephone: 416-962-3836 Toll-free: 1-888-838-3836 Fax: 416-642-2424 Website: www.etfo.ca
Members are advised not to evaluate or report on
the classroom practices of other members.
Elementary Teachers’ Federation of Ontario Fédération des enseignantes et des enseignants de l’élémentaire de l’Ontario 136 Isabella Street, Toronto, Ontario M4Y 0B5 Telephone: 416-962-3836 Toll free: 1-888-838-3836 Fax: 416-642-2424 Website: www.etfo.ca
COMPLETION OF EQAO
TEACHER QUESTIONNAIRE
The General Secretary ensures that all provincial advisories are posted on the website and that all advisories are reviewed annually and recommendations of their status are presented at the Annual Meeting. The Executive reviewed this member advisory and has determined to reissue it September 1, 2015.
The completion of the EQAO teacher questionnaire is now voluntary for all teachers, including those teaching grades 3 and 6.
It is ETFO’s position that members not volunteer to complete the EQAO teacher questionnaire that is distributed as part of the EQAO administration process. EQAO offers a questionnaire to all elementary (K-8) teachers. The questionnaire collects information about teacher background, use of instructional resources, communication with parents, and use of school-based testing data. The use of the questionnaire represents an unnecessary expansion of the EQAO testing regime and additional workload for members.
Members are advised:
• not to complete the EQAO teacher questionnaire.
VER:RD:JM:PS September 1, 2015
Members are advised not to complete the
EQAO teacher questionnaire.
ETFO Positions
» 2014 Collective Bargaining
ETFO collective agreements expired on August 31, 2014, and the process to renew those agreements is well underway. ETFO’s overall goals for every round of collective bargaining (CB) are twofold:
• to ensure collective agreement provisions reflect the value and professionalism of our hard-working and highly skilled members;
• to ensure our members are informed about and actively involved in the collective bargaining process. ETFO and other education sector unions are now conducting negotiations under new legislation called the School Boards Collective Bargaining Act. The Act provides for two-tier bargaining -- central and local – and makes the Ontario Public School Boards’ Association (OPSBA) a party to bargaining at ETFO’s teacher and support staff central tables.
During the 2014 round of collective bargaining, OPSBA has tabled demands that promote a management rights agenda and erode educators’ professionalism. Those demands include: principal control over teacher preparation time; having teachers do more testing and less teaching; eliminating class size language in local collective agreements; taking DECEs, ESPs and PSPs out of classrooms and away from students to do non-classroom tasks; and giving principals the “flexibility” to pass over experienced, qualified teachers and occasional teachers for assignments.
Given the challenges inherent in current negotiations, the ongoing engagement of a well-informed ETFO membership is more important than ever to the success of bargaining. That makes it even more important for ETFO to communicate effectively with our members. Your federation provides easily accessible information about bargaining in every possible forum – including print, meetings, email, online, videos, podcasts, voicemails, telephone town halls and, of course, on social media.
In September 2014, ETFO launched a
multi-dimensional CB communications campaign called Our Union Our Values Our Profession. The Our Union campaign is designed to inform, engage and motivate members about bargaining-related issues and events. An important starting point for ETFO members seeking bargaining information is the Our Union CB
website at www.etfocb.ca. On the Our Union CB
website, members can get the latest bargaining news, sign up for the CB eNewsletter, download the CB app and send questions to ETFO CB Communications for a personal response.
The 2014 round of collective bargaining is yet another challenging round for ETFO. But there should be no doubt in anyone’s mind that ETFO members expect bargaining to be focussed on supporting working and learning and working conditions in our classrooms and schools. As always, ETFO’s 78,000 members are prepared to stand firm and united to achieve a successful bargaining outcome.
ETFO New Member Supports
» New Members Section of the ETFO
Website
The New Members committee recommended that a section of the ETFO website be dedicated to new members with links to other relevant sites. Go to
www.etfo.ca, Being a Member, New Members or www. etfo.ca/BeingaMember/NewMembers to see the new member section of the ETFO website. There you will find Quick Links, a link to Survive and Thrive, a link to the New Teacher Induction Program (NTIP) and other links of interest to new members including:
• Professional Links (e.g., QECO, Edvantage), • Curriculum Links (e.g., Curriculum Services
Canada), and
• Other Resource Links (TV Ontario – The Independent Learning Library).
» Online Resources for Occasional
Teachers
Resources for Occasional Teachers.
Go to http://etfo-ots.ca/
» Survive and Thrive
Survive and thrive is a free online conference for teachers in their first five years of teaching. There are downloadable classroom resources, keynote presentations by experts, useful web links and much
more. Go to www.survivethrive.on.ca.
» ETFO Online AQ Courses
www.etfo-aq.ca
ETFO aqs – ThE PErFEcT chOicE FOr nEW mEmbErs
ETFO has long held a reputation for the delivery of quality professional learning programs; teachers know that when they participate in an ETFO program, it will be practical and current. Further the program will be developed by experienced teachers and delivered by teachers. While ETFO has been an AQ provider for many years, it was in 2010 that we launched our online AQ program. The response was incredible and we had more than 8000 participants in 2014-2015 sessions making ETFO online AQ courses, the flagship professional learning program of the organization. In addition to the simple reasons of access spanning the province, many members want the opportunity to engage in professional learning online. The reasons for this are varied but they include:
• Online courses are flexible and convenient; • They make it easier to balance work, professional
learning and family responsibilities;
• Online courses provide opportunities for shared collaborative learning;
• Teachers can manage their own learning and accountability through self-management skills; • The extended reflection time available through
online courses results in more meaningful learning; and
teachers lead, they want courses that are respectful of their work/life balance and still provide an exemplary professional learning experience.
ThE ETFO EdgE
Our AQs are embedded with the ETFO Edge. This means that ETFO strives to make its AQ offerings a superior learning experience by:
• ensuring that ETFO AQ course developers embed ETFO beliefs within the course; • having courses developed by educators who
understand the realities of today’s classrooms; • developing course content that is practical,
well-grounded in effective practice and has a respectful balance between theory and practice; • respecting the delicate work/life balance of
teachers; and
• reviewing courses regularly and updating them to make certain that the course activities, resources and key leanings remain current.
For more information about ETFO professional course
offerings, visit www.etfo-aq.ca
This interactive blog has practical ideas and topics of interest to new members or those who are experiencing a change of assignment, from practicing teachers. The blog is meant to be a continuation of the ETFO resource: The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning
Teachers. www.heartandart.ca
This website www.etfopley.ca was created as a
companion to ETFO’s Learning in the Early Years workshop series. It includes videos focused on effective practices in the early years, mathematics in Kindergarten and observation with accompanying sample facilitator’s guides. There is a photo gallery that provides images of various instructional and organizational components and classroom tours of
This website is a repository for early learning focusing on teaching and learning across the primary grades. You will find practical ideas and topics of interest to
primary teachers. www.earlylearningcentral.ca
ETFO’s provincial collective bargaining website can be found at www.etfocb.ca. Be sure to visit for updates and answers to your collective bargaining questions.
Visit www.etfovoice.ca to read current and back issues
of Voice magazine.
Visit www.buildingbetterschools.ca for more
information about ETFO’s Building Better Schools platform.
cOming sOOn...
ETFO has created a very practical new website called ETFO Members Sharing In Assessment. ETFO has a strong position on the importance of classroom assessment and the information that teachers gather on a daily basis. This site is an opportunity to help members enhance their understanding of assessment and learn new strategies and approaches that are meaningful, well-organized and utilized by their peers in the classroom. It provides a collaborative that features a collection of examples of practical tools that ETFO teachers are using to make assessment work efficiently to enhance student learning.
from the ETFO website and others are available for
purchase from shopETFO at www.etfo.ca.
The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning Teachers is
a new ETFO resource designed specifically for new teachers, but is helpful for all teachers, especially when experiencing a new teaching assignment. It is full of practical tips on setting up your own classroom, classroom management, planning and working with parents. This is also ETFO’s first ever eBook available
through Lulu.com, BarnesandNoble.com and the
iBookstore.
Social Justice Begins With Me is a
school-wide curriculum kit from early years to Grade 8 consisting of five documents; Primary (early years to Grade 3), Junior (grades 4-6) and Intermediate (grades 7-8), a Teacher Resource Guide and a copy of More Than A Play.
More Than a Play is a collection
of nine short plays intended for junior/intermediate grades, written by Canada’s foremost playwrights, exploring equity and social justice issues.
Thinking It Through is designed
to provide early learning educators with a single book that addresses the whole Kindergarten program.
Learning Together: A Classroom Guide to Combined Grades is a practical
resource that shows you how to deliver differentiated instruction and incorporate varied delivery modes, forms of assessment, teaching methods and resources.
Parent-Teacher Relationships: Putting the Pieces Together provides
valuable tips on how to develop positive relationships with parents and successful strategies for dealing with conflict.
After the Chalk Dust Settles is
about achieving and maintaining health, well-being and balance in your career and personal life.
I am the Teacher is a classroom
management guide geared to occasional teachers. Classroom management theory and helpful tips are provided that are reflective of the professional realities of occasional teachers.
ETFO Special Education
Handbook: A Practical Guide for All Teachers contains instructional,
environmental and assessment strategies that all teachers can use to address a range of student needs. It includes suggested
resources and a glossary of special education terms.
Everyone Is Able is a resource
that deals with abilities/disabilities and consists of a DVD and a CD containing a Guidebook that has corresponding lessons at the primary, junior and intermediate levels. There is also a professional development component for educators. This resource will spark conversations and ongoing dialogue among viewers.
Primary ETFO Arts is a new ETFO
publication to support primary generalist teachers in grades 1-3 who have little or no background in dance, drama, music and visual arts. Primary ETFO Arts features 10 picture books with activities to stimulate imagination, communication and critical thinking.
Revised ETFO Arts is a practical,
step-by-step handbook for junior/ intermediate grade teachers who want to include the Arts in their classroom program. The teacher resource includes a CD of music tracks and another CD with a Keith Haring work of art that educators can use as a source of inspiration for integrating the Arts.
Possibilities: Addressing Poverty in Elementary Schools is an ETFO
teacher resource book featuring practical, creative strategies and school initiatives to address socio-economic challenges in elementary schools while highlighting
assumptions, biases around poverty and literature links.
Learning in the Early Years Resource Package is a package of resources
designed to provide with a variety of relevant resources to support their professional learning. It includes the Learning in the Early Years: Exploring Our Thinking Magazine, 3 DVDs and Facilitator Guides.
Learning in the Early Years:
Exploring Our Thinking Magazine: is
a resource written by Dr. Kimberly Bezaire and has four sections focusing on: the child as learner, the educator in the classroom, the learning environment and powerful classroom play. It explores effective practices in the early years and provides reflective questions.
Learning in the Early Years: DVDs and Facilitator Guides: is a set
of 3 DVDs with accompanying facilitator’s guides: Math Happens in Kindergarten, Observation: A Window Into Children’s Thinking and Conversations about Learning in the Early Years with Dr. Kimberly Bezaire. The facilitator guides correspond to video segments.
and a USB flash drive containing reproducible lesson materials in English and French.
Aboriginal History and Realities in Canada: Grades 1-8 Teachers’ Resource incorporates and embeds
the history of Canada’s First Nations, Métis and Inuit peoples in scaffolding thematic units related to Lands and Peoples, Treaties, Environment and Residential Schools.
Positive Space ETFO has had a very
successful Positive Space campaign for the last 10 years. During this time a number of different resources have been created e.g. Positive Space keychain, sticker, brochure, but the most popular has been the Positive Space Poster. The poster is available with English on one side and French on the other. These can be easily posted in schools and classrooms to send a strong message that this is a positive space where human rights are respected.
Welcome to School ETFO has created
a new Welcome to School Poster which includes, “Welcome” in 33 languages along with an accompanying cross-curricular resource that
informs and supports teachers with English language learners. The resource includes information and suggestions around initial supports in the classroom, terminology, levels of English acquisition, differentiation, curriculum connections, modifications and accommodations, best practices and
resources.
Re-Thinking White Privilege ETFO
has created a new resource which is an extension of the Re-Thinking White Privilege project. It offers further reflection and concrete suggestions for grappling with the issues of privilege and racism in educators’ practice.
» ETFO Workshops for New Members
Many locals plan special events for new members (e.g., dinners, workshops, socials). Locals often partner with the provincial ETFO to offer workshops especially for new teachers.
Check with your school steward or local president to see if your local is offering these provincial programs. The Heart and Art of Teaching and Learning is a workshop full of practical ideas that can be used in every classroom. The topics include: themes of success, before school starts, building inclusion, classroom management, communicating with parents, meeting diverse learning needs, preparing for or being an occasional teacher, continuing your professional learning and growth and personal wellness.
For a comprehensive list of ETFO courses, conferences
and workshops, go to www.etfo.ca.
» Edvantage
Edvantage is a savings and discounts program exclusively for members of the educational community. And it’s free for you and your family. Edvantage offers rewards and discounts to education employees and their families through partnerships with retailers and businesses throughout Ontario.
Your ETFO member card is your Edvantage card. For
more information go to www.edvantage.ca.
Chào mÙ’ng WelCome To SChool. AAVKAR Witaj Beet-cheh Bem-vindos Üdvözöllek mabuhay mirësevjen Bienvenido(a) Benvenuto(a) Dobro došli Soo dhowow Bienvenue Biindigen
don’t see your language above? use the space provided to write it in, and help the elementary teachers’ federation of ontario welcome all students to school.
Tips for New Members
Re: Electronic Communication and Social Media
• Practicing Caution: Guidelines for Electronic Communications
• Defamatory Websites and Social Networking Pages
• The Hidden Dangers of Electronic Communications
• Electronic Communications and Social Media • Videotaping in the Classroom
» Practicing Caution: Guidelines for
Electronic Communications
The opportunities to use social media and electronic communication for pedagogical purposes continue to expand on an almost daily basis. Social media offers teachers exciting new ways to engage with students, parents and the wider school community. While
embracing these new opportunities makes pedagogical sense, expectations on us professionally dictate that we do so with proper safeguards in place and a vigilant eye to maintaining the standards of our profession.
When considering using social media to communicate with students, parents or others in the school
community, it is important to remember that the technology does not change the role of teachers and their professional obligations. The principles that have traditionally governed how teachers communicate with the school community have not changed:
professionalism, accountability and boundaries continue to apply. Always remember that material posted online, whether via email, Facebook, blogging, twitter or other media, is never truly erased. If you would not utter a phrase or raise a particular topic in your classroom or in the presence of your principal or a parent, then do not communicate it by electronic means. When using social media, exercise caution and restraint and remain aware. While there is a range of uses of social media and electronic communication in school environments, at least three scenarios have pitfalls that demand teachers exercise caution: teachers communicating with individual students, parents or the wider school
community, through Facebook or other social media; teachers being careless about their personal use of social networking sites or what is posted about them; teachers failing to recognize social networking websites as an arena for potential cyber-bullying.
sOcial nETWOrKs and Email as a mEans OF cOmmunicaTing WiTh ThE schOOl cOmmuniTy
Social media and electronic communication have the potential to provide innovative and exciting options for teaching. They also have the potential to blur professional boundaries and expose teachers to a number of risks. ETFO continues to support the use of electronic communication and social media as a teaching tool but cautions that its use must be consistent with the highest standards of professional conduct.
The use of email, for better or worse, tends to promote a casual conversation style that can blur the boundaries between student and teacher. It is also often perceived with suspicion by parents and administrators. ETFO recommends against individual email communications with students. Emails to an entire class, in relation to specific scholastic projects may be appropriate in certain situations; however, teachers should use their professional email address exclusively and always maintain a professional tone and structure throughout the communication.
For communications with parents, ETFO recommends face-to-face meetings or telephone conversations with parents to discuss any issues that students may be facing. If email is used, teachers should only use their school email accounts during regular business hours. Sending emails late at night can give rise to unrealistic expectations on the part of parents who may get the impression that teachers are available at any time of day. Social media sites clearly have the potential to provide a number of exciting and innovative ways for teachers to interact with their classes and the wider school community. They can be used to encourage group discussions, to facilitate collaborative projects and provide peer-to-peer support. Social media sites also
social networking sites tends to promote an even more casual style than email and does not meet the standards of professionalism expected of teachers. ETFO recommends that a teacher who wants to use a social network for a school related project should ensure that any communication that occurs over the site is accessible to all those who have access to the page – including school administration and parents. Transparency will go a long way towards ensuring that professional standards are maintained and inappropriate conduct is minimized.
While ETFO supports the use of social networking sites as a teaching tool, ETFO cautions that it is rife with serious consequences if used inappropriately. ETFO strongly recommends that teachers who want to use social media, in the classroom consult with their school administrator before doing so, create an account to be used exclusively for pedagogical purposes and ensure that the account is unconnected to their personal information.
carElEss Or inaPPrOPriaTE PErsOnal usE OF sOcial nETWOrKing siTEs
In addition to the problems that may be caused by communicating through social networking sites, teachers can get into trouble if they are careless in how they use these sites personally. While ETFO strongly promotes the protection of a teacher’s private life, teachers must nonetheless be very cautious both in respect to what they post and what is posted about them.
Teachers should manage their privacy settings so that only those whom they personally approve have access to their page. Teachers should similarly request that their friends not post photos or other material that could reflect badly on them.
Teachers should also be alert to students posting material about them online. ETFO strongly
recommends that teachers carry out Google searches on themselves on a regular basis to ensure that there is no harmful material being posted about them. There has been an increase in incidents of teachers having unfounded allegations against them posted online. In
Teachers should never invite students or parents to be their friends on their personal Facebook page, or similar sites and never accept an offer of friendship from a student or a parent on Facebook. Doing so blurs the boundaries between teacher and student and can lead to discipline by the school board and/or the College of Teachers.
cybErbullying
Cyberbullying falls within the definition of bullying mandated by the Ministry of Education. ETFO does not support teachers going online to supervise their students’ Facebook pages. However, teachers need to be aware that the possibility for cyberbullying is very real and should be ready to report any incidents they come across to their administrators.
» Tips:
Given the potentially serious consequences of misusing email and social networking sites here are some tips to consider:
• if you use social media as a teaching tool ensure that the proper safeguards are in place, including providing access to school administrators and parents; • avoid communicating with individual
parents or students through email or social networking sites;
• never use your personal account to friend students or parents;
• if you communicate electronically, only do so from your board email account and maintain the highest standards of professionalism;
• be vigilant in monitoring what is posted about yourself online.