TORONTO SECONDARY UNIT - OECTA

DID YOU KNOW?

Assignments by Mutual Agreement must always be made with the goal of providing the best possible program and ensuring the safety and well-being of students. A Temporary Letter of Approval is a document granted by the Minister of Education that authorizes a school board to assign a teacher to teach a subject, teach in a division, or hold a position for a period of up to one year where the teacher does not have the required qualifications. A Letter of Permission is a document granted by the Minister of Education that enables a school board to employ an individual who is not a certified teacher to teach for up to one year in an elementary or a secondary school, if there is no certified teacher available. An Emergency Provision (under Regulation 298) allows a school board to hire a person for up to ten days from the date of appointment if no certified teacher is available for a teaching position. Because such assignments are of short duration, they do not require school boards to request a Letter of Permission from the minister. Your SSSAC Committee member are: Gerard Ardanaz (1st VP TSU) Rene Jansen (TSU President) Pete McKay (Marshall McLuhan) Darrin Sciberras (Jean Vanier) (SSSAC Chairperson) Gillian Vivona (St. Basil) (Executive Liaison)

TSU Notes
V O L U M E 3 / I S S U E 2 A P R I L 2 0 1 2

Staffing the School Year 2012-2013

It is that time of year againtime to begin turning our minds and discussions to setting up the schedule for the new school year. By the time you read this article, all schools should have had their Form 106 LSSAC meeting. It can be a very intense time for many or our members. The outline below will provide a guide to the process that will occur between now and the end of June. The breakdown of the process as per the Collective Agreement is as follows: a) Mid-MarchAdministration sends out the course requests/ wish list to all permanent teaching staff members. This includes those members who are on leave. Members on leave must be consulted directly as to their timetable development whether they are returning from leave or not as their timetable must be suitable in the event of an unforeseen, sudden return to the school. It is greatly appreciated that members who know they are retiring to declare so as soon as possible to allow permanent TSU members the opportunity to apply for a position at the school through the official posting process. Also, this gives the LSSAC the opportunity to best advise the Administration on how to post the open position. This ensures that the process is transparent. b) April 1stThe Board provides the F106 to the Administrators. c) Between April 1st and April 15thLSSAC will meet to discuss the tentative staffing model and review the section allotment outlined in F106. If necessary, decisions regarding surplussing of staff or possible open positions will be discussed/ made. Materials required for this review: the F106, teacher seniority list, teacher qualifications, teachers going/ staying on leave. d) April 22ndthe Board will release the first list of open positions. Only TSU permanent members will be able to apply. e) Mid-MayThe LSSAC will meet to review the proposed departmental assignments prepared by Administration. Materials required for this review: The F106, teachers requests, teacher qualifications, and department assignments. The Department Heads will receive the outline after this meeting. (NOTE: As per the agreement established with the Board, there may be a one-shuffle movement for the timetable for Guidance or any other areas agreed to by SSSAC. For example, Teacher A goes on leave. Teacher B from another department takes over Teacher As timetable which must still be suitable for Teacher A to return to if necessary. The LTO takes over Teacher Bs timetable which must be suitable for Teacher B to assume should Teacher A need to return to the school. This one-shuffle may be done for each teacher on leave.) f) By the end of MayThe courses set out in blocks are given to the Department Heads. g) By mid-JuneA tentative schedule is given to the staff. It is possible that changes may still occur but all changes must occur through consultation with the LSSAC and the members involved. h) End of JuneTeachers are given an official copy of their tentative timetable for the coming school year. Any changes to this timetable must occur through consultation with the members involved at the earliest possible time as per the requirements of the Collective Agreement.

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(NOTE to f: Department Heads do not assign courses but will review the tentative course selections with their department members in a collaborative and collegial manner as per the requirements of the Collective Agreement. All department members must have collective input with respect to the decision-making of course assignments, including those on leave. Discussions and decision-making can be done in a variety of ways and should be growth based and not evaluator.) The LSSAC discussed the criteria that should be considered during the course assignment process. The following are the criteria agreed upon. While qualifications are the most significant item, these items should be considered collectively where possible: 1) QualificationsTeachers with qualifications should be given first opportunity at course selections. Anyone who is teaching a subject for which they do not hold qualifications must sign a mutual consent form. These forms will be reviewed by the LSSAC in September.

2) Teacher wish listDepartment heads may have sent out their own wish list to get an idea of where their members interest lay. 3) Past experience 4) Availability of a course in the schedule 5) Professional development/ growthIt is understood by the LSSAC that there is no ownership of courses. All members should be given the opportunity to teach courses which will enhance and promote their professional growth. Such decisions should be discussed and determined in a consultative and collaborative manner. 6) Total number of preps Where possible, no teacher should have more than 4 preps per year, that is, two per semester. An additional criterion for the Administration may be succession planning, also known in some schools as building capacity. This should not be forced upon members. It is to be developed in a prudent, collaborative and consultative fashion for the future staffing

needs of the school. If necessary, discussions and decisions should be brought to the LSSAC and/or SSSAC. It is understood by the Board and the Teachers that not everyone will be happy with the final scheduling results. Every teacher should feel they were heard and involved fairly in the process. It is imperative that consultation must have occurred with each member and that the goal is to achieve the best possible results in building a staffing model and schedule for the school. If necessary, discussions can be brought to the LSSAC and/or SSSAC for assistance and to ensure that the process is transparent.

What does LSSAC Really Do?

This year for the first time, the TSU SSSAC members, Darrin Sciberras, Pete McKay, and I visited schools between September and January to provide an answer to the question: What does the LSSAC do? The visits were prompted by an SSSAC survey completed in the spring of 2011. The survey revealed that many members, including those on their schools LSSAC, did not understand the function and duties of the LSSAC. Perspectives ranged from advise the Administration on staffing issues, to rubber stamp what Admin wants, to I dont knowits like some kind of secret society. The SSSAC thus committed to providing in-school training for each schools LSSAC. The following is a summary of the main points of the inservice. The LSSAC stands for Local School Staffing Advisory Committee. Article 5 of the Collective Agreement outlines the purpose and duties of the LSSAC.

By Gillian Vivona (SSSAC Executive Liaison)

Its primary goal is to oversee and advise the Administration on staffing and workload issues. The following is a detailed breakdown of the points outlined in Article 5 of the Collective Agreement. 1) To advise administration on staffing and workload issuesWhile management has the right to make final decisions on issues for the staffing of the school, these decisions must be made in consultation with the LSSAC and compliance with the Collective Agreement. Consultation must occur with transparency in a collaborative and collegial manner. 2) To inform staff of LSSAC proceedingsthe LSSAC has an obligation to be transparent with staff regarding discussions and decisions while at the same time maintaining respect and confidentiality concerning individual members. Issues and decisions are to be reported out to staff but not necessarily

the specifics of the conversations. 3) To review dataThere are many pieces of data to be reviewed for staffing and workload issues as outlined in the Collective Agreement. Documents include the Form 106 which outlines the number of teachers assigned to a school. It also provides the breakdown of teachers assigned to each area of focus such as Section ARegular credit bearing subjects, Section BLibrary, Section CGuidance, DChaplaincy and so on. LSSAC also reviews the Form 107 which outlines the Section assignments for each teacher for the year, the Department Head model, the Master Schedule, the LSSAC Staffing Report (which lists the courses and class sizes for each teacher and is used to determine cap piercings), Monthly Oncall tallies, and Mutual Consent forms (which must be signed by teachers teaching outside their area of qualification).

During the scheduling process, the LSSAC will review the assignment of teachers to departments and the development of timetables. (Refer to the criteria and timeline for scheduling outlined in this issue). Each of these pieces of data was reviewed for each school during their inservice and any issues were discussed at that time. Members learned how to access and interpret the information for each piece. 4) To be the local extension of SSSACThe SSSAC reviews the data for the whole Board and monitors the schools regarding staffing. In the event that a school does not have an LSSAC, a member of the SSSAC would represent the staff in discussions with the Administration of a school.

The OECTA Representative in each school is the advocate for the Collective Agreement. The LSSAC Teacher members represent the teachers of a school. All three partners are obliged to uphold and function under the parameters of the Collective Agreement which is for both the Board and the Teachers. No party should endeavour to violate the Collective Agreement. Once the review of Article 5 was completed, individual schools issues could be raised and discussed. Administrators were welcomed to attend but it was left to the LSSAC Teacher members in each school to extend the invitation to their Administrators. Many Administrators accepted the invitation and joined us for the inservice.

In each school, the in-service was deemed a very valuable experience. Comments like, Ive never seen that form before, or this was extremely helpful, were heard from both teachers and administrators alike. It was exciting to see our Teacher members become empowered by the information we provided. As a result, the number of issues that had required the attention of the SSSAC was greatly reduced. Other issues were brought to light and addressed on the spot. LSSAC members were empowered by the knowledge of their role and the expectation of their duties. Knowing what to look for and how to address issues made all the difference. It was well worth the time and effort.

The Data Speaks for Itself

On March 23rd, 2012, the summaries of the SSSAC school/Board data review were submitted to the Board. This process started 3 years ago with the first comprehensive data review. In that first year, I completed each school audit on my own. It took two months to complete. Some schools that had complete data, smaller staff counts and compliance with the Collective Agreement took as little as three hours. Others took as many as seven. The information that this audit provided was nothing short of astounding. For the first time, TSU was able to get a fairly complete overall snapshot of the status of our schools across the Board. In areas such as on-calls, department headship models, the use of student success sections, course codes and compliance with class caps, we were able to provide the Board with a clear picture of what was happening in the schools based on their data. It was quite rewarding to see how sharing this information with the SSSAC Teacher and Board members helped move forward much of the progress the SSSAC made that year.

By Gillian Vivona (SSSAC Executive Liaison)

The Board was very receptive and cooperative in our efforts to be proactive in dealing with issues that the audit revealed. In 2010, the SSSAC expanded its scope by involving each school LSSAC in the development of the data analysis. An audit guide and revised forms were first presented to the OECTA Representatives at the Kingbridge inservice in October. For the first time, the Reps were able to see the results of the previous years data analysis. Many of them were quite surprised to see information they had not seen before. It was definitely an eye opener for them. SSSAC chair, Darrin Sciberras, and I then reviewed the process of analyzing the Form 106/107 and all the other pieces of the audit with the Reps. Following the Kingbridge in-service, packages of SSSAC audit guides, and the forms and materials needed for the audit were distributed to each school for the LSSAC to assist the Rep with the audit process. Workshops were held in both the west and east ends of the city to assist the Reps and LSSAC Teacher members with the completion of their

school audit. It was a very useful exercise and helped the OECTA Reps and LSSAC teacher members to understand the staffing issues at their schools. Once again, I compiled the summaries and submitted them to the Board. This year, the SSSAC implemented phase 3 of the data review process that had been introduced in March of 2011 at the Joint SSSAC meeting. SSSAC welcomed a new addition to our committee, Pete McKay, from Marshall McLuhan. Darrin, as Chair, Pete and I once again reviewed the data analysis process at the annual October in-service. Following that, the three of us divided the schools according to our geographic area of choice and arranged an LSSAC in-service at each of our schools. Administrators were welcomed but it was left to the local LSSAC to extend the invitation. In many schools, Administrators did attend the meeting.

Once again, Teacher and Administrator members of LSSAC were heard to say, I didnt know that or Ive never seen that form before. All the pieces of the data audit were reviewed and individual school issues were discussed. It was a very worthwhile exercise as the results of the audits show. Whether it was the inclusion of the Administrators in the process or perhaps the repetition of the training, this years results have been extremely positive. For example, this was the first year that the SSSAC has received all monthly oncall tallies for every school. This is the first year that we have been receiving LSSAC minutes more regularly from many schools. This is crucial in allowing the SSSAC to address issues in a timely manner. The number of issues surrounding credit recovery, master

schedules and members on leave has been greatly reduced. Main issues still revolve around the completion of the Department Head model forms, the equitable distribution of on-calls/ supervisions, VP teaching sections and the breach of class caps and the negative sum of space (teachers having more students in their classes than the total allowed by the Collective Agreement). Many schools have much better aligned their staffing issues with the requirements of the Collective Agreement. On the other hand, this year, more than with the previous two audits, the more challenging schools are highlighted. On a positive note, this will allow us to work more closely with the Board in identifying and working through the causes of each schools issues.

Suffice to say, it is the hard work of each LSSAC and OECTA Representative that make our success with the Board possible. On behalf of the SSSAC and school staffs, I would like to offer our sincerest thanks for their hard work this year, as in years past. We continue to advocate with the Board for a full release day in November for all OECTA Reps and Administrators to work on their school data review with SSSAC. This would be a welcomed next step in our movement forward in preemptively addressing many of the issues in each school.

IB & AP - Programs Worth Staffing

If we are not prepared to do IB or AP right, we should not do them. If schools wish to move forward with IB or AP programs the Board must recognize several facts. Firstly, each of these programs costs extra money to support and staff. These programs require extra staffing and more genuine and informed consultation with staff. Secondly, and philosophically, we have the concern that these programs are sometimes associated with comments that seem to express elitism. If the program entertains the idea that we want to focus on academic students, be more like an academy, and let applied or other more academically needy students go elsewhere or leave them underserved and undervalued, we have great concern. Is that consistent with our Catholic education values? Where these programs do not match Ontario curriculum, what measures do we use to ensure accountability on the Ontario and Catholic curriculum delivery? Are these programs vetted properly through their affiliated colleges to ensure their legitimacy? Or are these acronyms simply a marketing ploy to attract more suitable students and compete with the perceptions around secular public and private schools? We must have a high level dialogue about these questions so we are all clear on the framework for implementing these programs. Schools that have these programs must cope with ongoing questions, and tensions with staff, students, and parents around these issues.

By Rene Jansen (TSU President)

It must be based on volunteers. It must protect other staff from being disadvantaged by staffing those who volunteer. It must ensure curriculum integrity. It must recognize the additional costs and provide the financial resources and staffing required. It must allow for the PD and training. It must accommodate the additional workload associated with course development. We have clearly stated to the Board that to ensure the above, staffing must involve all teachers, it must involve genuine, informed and early dialogue with LSSAC, and it must have come through SSSAC. Fair process should never be circumvented by ambition, no matter how well intended.

SECONDARY SCHOOL TIMELINES

April 15 (Sunday) Principal in consultation with LSSAC will complete the process to establish a tentative Staffing Model by April 15 April 13 (Friday) Surplus teachers informed in writing by principal or superintendent April 23 (Monday) List of Open positions will be posted electronically Teachers begin to apply April 30 (Monday) Teachers may submit their applications for any open positions for which they hold qualifications until this day. All surplus teachers will have their applications submitted by the Board. April 30 (Monday) Interviews for open positions may begin. May 10 (Thursday) Board will produce and post electronically an updated list of open positions to be posted on school/workplace bulletin board. May 17 (Thursday) Teachers up to this date may submit applications for any open positions. All surplus teachers will have their applications submitted by the Board. May 17 (Thursday) Interviews for open positions may begin. May 31 (Thursday) 2:00 4:00 p.m. CEC Catholic Teachers Centre Teachers will be tentatively assigned to departments (6.07 CA) Board to hold meeting of all Secondary School Principals and Superintendents with TSU in order to place all remaining surplus teachers, teachers returning from leave, and, if possible teachers requesting open transfers. June 7 (Thursday) Board will produce an updated list of open positions. Board may place newly hired teachers into any remaining open positions providing Board has placed all surplus teachers and teachers returning from leave. June 22 (Friday) Board will produce an updated list of all open position. All teachers may submit applications (7.08, 8 CA) Revised March 23, 2012

Teacher Assignment in Ontario Schools

Teacher Assignment in Ontario Schools is a resource guide that was published in May 2010 and is intended to serve as a practical reference for school board staffing committees, principals, teachers, teachers federations, supervisory officers and all those involved in the assignment of teachers to teaching positions. Principals must consider the two basic requirements stated in Regulation 298 (subsections 19(1) and 19(2)) when assigning or appointing a teacher to teach a subject, teach in a division, or hold a position namely, that assignments must be made with the aim of providing the best possible program and ensuring the safety and well-being of students and in accordance with the qualifications recorded on the teachers Certificate of Qualification and Registration. A teachers qualifications are an indication that he or she has the knowledge and skills needed to provide the best possible program in a particular subject, division, or position and to ensure the safety and well-being of students. The following points should also be considered when discussing staffing models and teaching assignments: 1) Ensure that assignment practices are open, flexible, and collaborative so that student needs are addressed and teachers

By Pete McKay (Marshall McLuhan) & Darrin Sciberras (Jean Vanier)

Ask teachers, on an annual basis, to state their teaching preferences for the following school year. Take into consideration prior assignments to ensure that opportunities for professional growth, teaching subjects of interest are afforded to teaching staff fairly. Take into consideration teachers desire for future professional growth and how assignments may help them achieve their objectives in this regard. 2) Give special consideration to new teacher assignments to allow them the best chance of having a positive and successful teaching experience. 3) Provide developmental opportunities and consider professional learning. Teaching is recognized as one of the most effective forms of professional development. Teachers are continually updating their qualifications and engaging in professional learning to improve their practice. Their efforts should be considered when assignment decisions are being made. 4) Principals new to the teacher assignment role should seek out advice from mentors and peers. The key to successful teacher assignment is meaningful consultation throughout the entire process. All parties must be involved. All parties must have their voices heard. All parties must work together for the good of the entire community. All discussions must occur within the view of LSSAC/SSSAC.

TSU Mission Statement TSU, in cooperation with Divine grace and in solidarity with the Catholic community, serves the professional and contractual needs of its members. Core Values Dignity of the Individual Professionalism Catholic Education Faith Based Community Vision 951 Wilson Ave., Unit 20 Toronto, ON M3K 2A7 Phone: 416.633.5502 Fax: 416.633.9495 E-mail: tsu@tsuoecta.org To be a proud community of Catholic educators To establish and protect collective members rights To create, maintain and broaden respectful and collegial relations with partners in Catholic Education. To have a commitment to a strategic planning cycle To have established, effective communications To be recognized and respected advocates for public Catholic Education To network with the broader community To model Christ by supporting each other as brothers and sisters To assist in the professional and spiritual development of our members To be effective Catholic advocates of social justice in the broader community

Toronto Secondary Unit - OECTA

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