srta newsletter june 2010

7/30/2019 SRTA Newsletter June 2010

http://slidepdf.com/reader/full/srta-newsletter-june-2010 1/10

President—Suzanne Moore

Phone: 204-270-0215

[email protected]

Proud member of ..

HelloEveryone!

Amen —So be it!

Another

year overand

another

group of studentsmoves on.

And so it

is with theSRTA. As this year draws to a

close, it is time to look back overthe accomplishments and events

that shaped the direction of SRTA.

Special thanks go out to the council

representatives. Through yourfaithful attendance at meetings on

behalf of your colleagues, you wereable to keep them informed of thecurrent issues and helped the SRTArun more efficiently.

I would also like to thank the

separate members of the 2009-2010 executive:

Georgina Dyck-Hacault: for beinga well of information and for takingon the large task of operating the

SRTA PD fund.

Pat Liss: for being a soundingboard, for keeping us connected

with the SRSD and for addinghumour to our council meetings!

Lindsay Hutchinson: for handling

the onerous task of handling all thefinances

Frances Gauthier: for keeping

records of our activities and loggingour history

Steve Muzyka: for chairing our

collective bargaining committee and

preparing our opening package fornegotiations

Debra Mitosinka: for looking afterthe health and wellness of the

members of the SRTA

Pat McDonald: for representing allof us on the divisional Workplace

Safety and Health committee and

bringing forward our concerns

Allison Graham: for serving as

Resolutions chair while on maternityleave!

So what did we do?

• Worked with the SRSD in dealing

with Pandemic Preparedness

• Worked with SRSD to welcome

new teachers to our division

•Hosted speakers on Role of Representatives, Teacher Workload , Short-term Disability ,

Workplace Safety and Health,and Appropriate Education

• Hosted a retreat for Central

Presidents

• Hosted a hospitality suite at AGM

• Created WSH bulletin boards for

all work areas in SRSD

• Met with board to discussteachers’ recommendations forbudget

• Worked on informing members

about Short Term DisabilityBenefits and held a division-wide

vote

• Donated books to elementary

schools for I Love to Read month

• Awarded 3 scholarships to

graduating students

• Met several times over the y

and prepared the openingpackage for negotiations

• Hosted workshops for Short

term disability and for MaterParental Leave for all memb

• Presented report on PD fund

school board; three teachersgave personal accounts

• Supported members in their

Professional Development totune of $50,000+

• Promoted the SRTA by

sponsoring teams for MTS

curling and golf

• Continued to inform the

members via the newsletter

• Finalized the changes to the

SRTA constitution

• Saw our resolution on

transportation of studentspassed at AGM

It has been a busy year, indeedTruly, without everyone’s suppo

and individual contributions, the

SRTA would not have accomplisall that it did. For all of this andof you, I am grateful.

I am wishing you a restful, yet

fruitful summer, full of everythithat you were not able toaccomplish during the school ye

[email protected]

204-270-0215

Suzanne Moore Suzanne Moore Suzanne Moore Suzanne Moore



Ode to the End of theOde to the End of theOde to the End of theOde to the End of theOde to the End of theOde to the End of theOde to the End of theOde to the End of the

YearYearYearYearYearYearYearYear

By Heather Skipworth Craven

Roses are rare,Violets need care.My desk is a chaotic mess.The bulletin boards are holey and worn,How many more assessment tests???

Folders are creased,Pencils are chewed and nubby,

My file cabinet bulges and bends,And if I get one more apple thing for teacher appreciationI will definitely go off the deep end.

Roses are magicViolets are fragileAnd so is my classroom controlSpring fever has descended...My expectations up endedAnd my schedule is taking its toll...

But ah, there are the momentsThat are now etched in deepOf trust and the awe of discovery,The laughter, and tensionIdeas…too many to mention,Friendships to savour and keep.

Roses all too soon fadeViolets are delicate as glassMy students will move on

Their lives a learning song,My hope and daily prayerIs for my touch on each child to last.

Roses are treasured,Violets are nurturedStudents grow, blossom and transcend,Oh that I can be that teacher they rememberAs a life gardener and a friend.

Happy Retirement Happy Retirement Happy Retirement Happy Retirement Happy Retirement Happy Retirement Happy Retirement Happy Retirement

Life GardenersLife GardenersLife GardenersLife GardenersLife GardenersLife GardenersLife GardenersLife Gardeners

Ernie Wiebe, CSNCErnie Wiebe, CSNC

Les Leonoff, SACLes Leonoff, SAC

Don McWhirter, SACDon McWhirter, SAC

Linda Berard, EIDCLinda Berard, EIDC

Peter Slobodzian, SACPeter Slobodzian, SAC Laura Dorge, SAELaura Dorge, SAE



If you ...are passionate about teachingcare about teachers’ rightshave talents to share with othershave a vision for the SRTAwant to make a difference, then you need to

Join the SRTA Executive in 2010-2011

The SRTA would like to extend an invitation to any member who would be willing to sit on the executive or committee for the 2010-2011 year. Please indicate which committee (s) you would be willing to chair or b

member of, by placing a check mark beside each one.

Name: ____________________________________ School: _____________________

Home Phone: _______________________________ Cell # (optional) ________________

Non-work Email: _______________________________

Please return to Pat Liss @ DTS by June 30, 2010

Chair

Person

Committee

Member

Chair

Person

Committee

Member

Professional Development Workplace Safety & Heal

Employee Benefits Resolutions

Public Relations Equity & Social Justice

Health & Wellness Ed Finance



The annual fee teachers pay to The

Manitoba Teachers’ Society will decrease

slightly for 2010-2011 in the budgetapproved at the Society’s Annual General

Meeting.

The proposed fee going into the three-daymeeting was $912 a year, but at the endstood at $879. This year the fee was $905.

The drop was realized after delegatesvoted to transfer funds from accumulatedsurpluses to offset the proposed fee

ncrease.

The reserves had been built up because of

past operating surpluses and delegatessupported the idea that money paid by

members should be returned to members.

Few other changes were made to the$12.4 million MTS budget.

MTS will discourage membefrom driving their own vehicor division-owned or leased

vehicles to transport studenfor school-related activities.

Delegates to the Society’s A

voted in favour of a resoluticalling for teachers not totransport students because

liability issues. MTS will beproviding more information members about the issue.

Combined with this, theSociety will lobby the

provincial government to provide adequate funding fortransportation of students for school-related activities.

AGM delegates elected three newmembers to the provincial executive.

Two incumbents were also returned as

11 teachers were in the running for 5open positions.

Joining the executive for 2010-2011 will

be Sherilyn Bambridge, BrandonTeachers’ Association; Arlyn Filewich,Pembina Trails Teachers’ Association and

Donna Johnston, Thompson Teachers’ Association.

Incumbents returned were Richard

Alarie, AEFM and John Ehinger, SunriseTeachers’ Association. Leaving theexecutive are Georgina Dyck-Hacault,

Adam Grabowski and Julia McKay.

The full executive for 2010-2011 is:

President, Pat Isaak

Vice-President, Paul Olson

Members at large: Richard Alarie

Sherilyn BambridgeJohn EhingerArlyn Filewich

Norm GouldPat HammBlaine Johnson

Donna Johnston

Kyle McKinstryPam StinsonKaren Wiebe



Delegates decided provincial

executive members should not be

allowed to serve for more than sixconsecutive years.

They supported a resolution fromthe River East Transcona Teachers’

Association that members be

imited to serving a maximum of three two-year terms. They could,however, run again a year later.

The change is consistent with termimits already in use for other MTS

committees and elected positions.

The Manitoba teachers’ pension plan showed a so

turnaround in investment income after having itsworst showing in history in 2008.

In that year investments showed a minus-11.7 p

cent return. In 2009, the plan showed a return oinvestment of 10.7 per cent.

The ups and downs of returns on investments arenot unusual, nor of major concern.

However, in his presentation on the plan to the M

Annual General Meeting, Jeff Norton told delegatthat various aspects of retirements and pension

payouts may necessitate government consideratiof contribution increases.

Norton, the president and Chief Executive Officerthe Teachers’ Retirement Allowances Fund, noted

the fund is 91 per cent fully funded, down fromother years, but still greater than 2008.

What that means is the fund pays out more inpensions to retired teachers than it takes in from

pension payments from active teachers andinvestment income.

Combined with that current financial situation aretrends in retirements themselves.

Brenda Venuto, vice-president of members servic

for TRAF, showed that within the next eight years

the number of retired teachers receiving pensionwill match those making contributions. Currently

there are 15,055 active teachers and 11.950 retiteachers.

While pension contributions have increased onlyslightly over the past 11 years, payments to

retirees have seen a dramatic and continuing

increase.

Added to that is the fact there is a large number

teachers who are now eligible for retirement or o

the verge of being eligible. There are over 2,000teachers over 55 and could retire this year. There

are an equal number between the ages of 50 and55.

Over the past couple of years retirements took a

nosedive along with the economy, but that may b

changing, Venuto said. This year retirementapplications are up 20 per cent.

Education Minister

Nancy Allan has pledgedto work with TheManitoba Teachers’

Society to find solutions

to problems raised inthe union’s report onteacher workload.

“I am committed toworking with you and

working on solutions together,” she told the

organization’s 91st Annual General Meeting.

Allan, appointed as education minister six months ago,also repeated a commitment to replace an existing policythat allows students to hand in assignments late withoutconsequence. That policy, and teacher involvement in

student promotion, has been an area of frustration for

Manitoba educators.

Allan said she has always supported local automony in

education and that extends to the classroom.“We will be looking at ways to find a policy that works for

everyone,” she said.



Points of Interest:

• According to the MTS Workload Survey, 52% of

teachers in Manitoba reported an increase in

workload in 2008-09 over the previous year

• 70% of teachers said the teaching job hasnegatively impacted their health

• 73% stated that job stress has negatively

impacted their work performance

• Class size for 30% of Manitoba’s teachers grew in

2008-2009

• Combined with the diversity of learning abilities in

the classroom, this substantially increased theworkload and stress levels of teachers across the

province.

• Teachers report a rapid implementation of the

Literacy w/ICT’s curriculum without the appropriatecurriculum or technology training or theappropriate technology available at school.

• Teachers maintain websites, answer emails from

the division, school administration and parents

during prep time, use a divisionally-based

computerized system for report cards which mayor may not be available from home.

• Across Manitoba, 50% of full-time classroom

teachers receive less than 200 minutes of prep

time per week

• Two percent (2%) of teachers indicate that they

receive no prep time at all• The role of a teacher extends beyond academics

and includes extra-curricular activities that aschool offers. They occur outside of working hoursand bump up against family and person

commitments.

• Teachers report feeling pressured by colleagues

and administration to “do their fair share” of extra-

curricular activities

Recommendations:

Appropriate Education Programming:

• MTS will need to educate its members re: rig

and responsibilities under Bill 13; appropriaterole of EA’s; WSH legislation and resources

available to support learning of students with

special needs

• MTS will need to lobby the government to

ensure that appropriate funding and resourceare in place, that the role of EA’s remains oneassistant and to provide PD funding for teach

working with students of special needs

Class Size and Composition:

• Develop a formula for appropriate class siz

taking into account student composition• Develop an appropriate caseload limit for

clinicians

• Ensure that a clause regarding class size a

composition is bargained into each collectiv

agreement

• Lobby government for legislation for

appropriate class size and composition

Prep Time:

• Negotiate into all collective agreements a

minimum of 300 minutes of prep time/wee

• Lobby for adequate time within the school

day to prepare report cards

Professional Development:

• Lobby the government and school divisions to

reduce the rate at which new initiatives/curriculum are put in place

• Lobby for adequate, on-going professional

development is provided for new initiatives/

curriculum

• Ensure equitable opportunities for PD across t

province

Extra-curricular Activities:

• Negotiate that all extra-curricular activity is

voluntary

Public Relations:

• Continue expanding the image of public schoo

teachers with the public

MTS Task Force on Teacher Workload Presentation, May 27, 2010MTS Task Force on Teacher Workload Presentation, May 27, 2010MTS Task Force on Teacher Workload Presentation, May 27, 2010MTS Task Force on Teacher Workload Presentation, May 27, 2010Georgina Dyck Georgina Dyck Georgina Dyck Georgina Dyck- -- -Hacault & Richard Alarie Hacault & Richard Alarie Hacault & Richard Alarie Hacault & Richard Alarie



At its final council meeting of the year, the SRTA council approved the following changesfor the SRTA PD Fund to be implemented for 2010-2011:

Category Maximum

Term 1(September to

December)Date to apply

Term 2(January to

March)Date to Apply

Term 3(April to June)Date to Apply

In-province$750.00

(including subcosts)

September 7 October 15Beginning

December 15

Out-of-province$1500.00

(including sub

costs)

September 7 October 15Beginning

December 15

UniversityCourse Work

$500.00 September 7 December 15

BeginningMarch 15

(intercession & summer)

Small Groups(schools >250may have 2

projects)

$1500.00 September 7 — —

Summer See above cate-gories

— — BeginningMarch 15

Male Applicants 13/86

Female Applicants 73/86

K-8 Applicants 74/869-12 Applicants 12/86

English Applicants 64/86

Immersion Applicants 8/86

Dual Track Applicants 14/86

Projects K-8 4 (3 English+, 1Immersion

*as presented at the board meeting of the Seine River School Division May 11, 2010



was told by a colleague about a PDxperience which quite possibly may

hange the way I operate as arofessional. She noted there was a

trong possibility the training would

e the best PD I could attend. Thatwas enough to grab my interest and

end me to the Reclaiming Youthwebsite (www.reclaiming.com) where

learned of a conference being held

n Victoria, BC called Response Ability athways (RAP).

On the website I learned that

eclaiming Youth, with a home basen South Dakota, has trained peoplerom all over the world, including

urope, Australia, Africa, Brazil, as

well as all over Canada and thenited States. The mission of

eclaiming Youth is to train peoplewho work with youth to shift their

hinking and their ways of acting andeacting with youth to facilitate

ositive behaviour change in the face

f concerning presenting behaviours.

ttending the conference was a

rofoundly positive experience.

pproximately 150 people gathered

ogether to build skills in dealing withouth at risk. We spent three days

working in smaller groups of 28-40eople. It is interesting to note whottended the conference. This was

ot exclusively a training session for

ducators, but rather a gathering of eople interested in helping youth

rom a vast array of disciplines.

epresented were aboriginal elders,chool trustees, educators,esidential treatment staff, youth

ustice workers, administrators,

outh counsellors, social workers,sychologists, respite workers andoster parents. Learning in this

roup brought differing perspectivesnd new insights.

he following are the top ten most

alued insights I feel I can share withtudents and colleagues afterttending this conference:

• All youth are at risk. We are

living in a changing world. All

children need loving, caring,committed and consistent

adults around them if they areto bloom fully.

• It takes a village to raise achild. Rev. Cannon Dr. MartinBrokenleg, an inspiring Lakota

Indian from South Dakota, whonow teaches at UBC, spoke on

family. Martin is, in part,

responsible for developing the

Circle of Courage model for

meeting the needs of all youth.

• The Circle of Courage is a

resilience code for youth andincludes the importance of

developing attachment,

achievement, autonomy andaltruism as basic human needs.

• We must look beyond

behaviour. Hurt people hurtpeople. My group’s facilitator,

Professor Steve Van Bockerncompelled me to shift my

thinking.

• Negative imprinting can be

reversed with enough positive

life experiences. Dr. Paul

Baker, an adoptive father and adevelopmental

neuropsychologist from Georgiaspoke on brain research and

recovery from trauma.

• Behaviour and pain are

connected. We should not react

to a child’s pain by inflictingmore pain. Love heals. Mr

Larry Brendtro, PhD andFounder of Reclaiming Yout

International presented his

philosophy and demonstratthe positive outcomes of

“shifting the frame of think

• I have the skills and ability

reach hurting kids by lookinway beyond the obvious.

Glance at problems, gaze a

strengths. I learned of aprocess called a Developme

Audit where Dr. Mark Freadspoke of his active involvem

in preparing strength-baseddocuments for transfer hea

to allow courts and others t

see beyond presentingbehaviours.

• Incredible acts of creative

dedication are taking placeevery day all over the world

attempts to reach and reclayouth. Natural moment-to

moment opportunities occucontinually to allow positive

connections with youth.

• Every child needs at least o

adult in his life who is

absolutely crazy about him

One person can make all thdifference.

• There is a lot of work to be

done to build capacity, shiftthinking and develop skills

empathy for those of us whwork with youth.

I would like to express a sincere

thank you to the SRTA Professio

Development fund for allowing mattend this exceptional learning

opportunity. I welcome the readquestions and comments. I can

reached at CLC 878-2887, ext [email protected].

Nancy Duykers, School Counsello

CLC



his fall and

winter of 2009-

010, I attendedhis course taughtkilfully by a

member to the

niversity of Manitoba’s

Department of ducation staff,

Dr. Jennifer Katz.Dr. Katz has

worked in British

olumbia as aassroom

eacher, aesource teacher,

nd a member of a divisional studentupport team. I was surprised by the

epth and breadth of the course,

which covered much more than Inticipated.

he course was structured in a logical

way with our understanding of theopics aided by the clear format. The

ollowing topics were covered duringhe lectures that were, unfailingly

nteresting and often inspiring:

The Role of the Resource Teacher

Educational Leader

Collaborative Teams

Student Advocacy

Skills and Competencies

Teaching as a Profession

The Role of Research

The Brain and Learning

Social and Emotional Learning

Motivation and Anxiety

• Intelligence and Neuro-cognitive

functions• Creating Compassionate Learning

Communities

Creating Inclusive Classrooms

• Universal Design for Learning

• Differentiating Instruction in the

Diverse Classroom

• Literacy for Diverse Learners

• Numeracy for Diverse Learners

• Assessment & Evaluation of

Diverse Learners

Students Who Require Additional

Support

• Recognizing & Identifying

Students with Exceptional Needs

• Assessment to Guide Instruction

• Factors that Affect Low

Achievement

• Collecting Background

Information

• Work Sample Analysis and

Academic Interviews• IEP’s – A New Perspective

• Students Who are at Risk

• Students with High Incidence

Disabilities

• Appropriate Interventions for HI

Students in Middle Years

• Students with Low Incidence

Disabilities

• Appropriate Interventions for L1

Students in Midd

Years

• Undeserved

Populations

Promoting

ResponsibleBehaviour

• Factors that

Classroom Beha

• Collecting

BackgroundInformation

• In-class

Observations –

Functional BehaAnalysis

•

Checklists, Inventories & Interviews

• Diagnostic Analysis

• Behavioural Interventions

While every topic was useful, I

particularly found the topics of universal design theory and the

approach to IEP design stimulatand timely. Through the use of

universal design theory, we learhow the thoughtful setup of the

classroom can address most nee

found within an inclusive classroIn this way, the need for IEP

development can be limited onlythe few students who truly have

needs so great that they cannotaddressed within this highly plan

and carefully constructed

environment.

The design of the IEP was a top

spent considerable time discuss

and practising. The emphasis o

planning for the strengthening ostrengths so that a student can have a sense of mastery is an

interesting one. The structure iinvolved, but doable if it is confi

to the students who truly requir

planning. I highly recommend tcourse and the instructor.

Tanya Schulz

Assessment and Instruction in Inclusive Special EducatioAssessment and Instruction in Inclusive Special EducatioAssessment and Instruction in Inclusive Special EducatioAssessment and Instruction in Inclusive Special Educatio

was surprised by the depth andwas surprised by the depth andwas surprised by the depth andwas surprised by the depth and

breadth of the course, whichbreadth of the course, whichbreadth of the course, whichbreadth of the course, whichcovered much more than Icovered much more than Icovered much more than Icovered much more than I

anticipated.anticipated.anticipated.anticipated.



y Linda Eidse

his past winter I took a course thatntroduced the various theories usednd/or available for school

ounselling. I found the course very

nsightful and realized that it wouldertainly help me become a better

nd more effective teacher with mytudents. The course also enhanced

my understanding of how my belief ystem and attitudes affect those

round me.

Our student population is becoming

more diverse, multi-culturally andbility-wise, so it is a necessity for

ounsellors and teachers to developn awareness of themselves. They

must be aware of their own cultural

iases and values and becomeducated about their students. Race,thnicity, culture, physical and mental

bility—all affect one’s personality

nd success in the school system.he course focused on seven main

heories of counselling:

• Person Centred Counselling –

emphasizes the positive and

constructive view of human

nature. A positive and supportiverelationship between counsellor

and client is crucial.

• Behavioural Counselling –

identifies specific goals; atreatment plan is designed to suit

the needs of the client and an

evaluation of results gives anindication of the effectiveness of

the therapy.

• Rational Emotive Therapy –the emphasis is on thinking andanalyzing the beliefs that controlbehaviour. The client gains

control of his/her life by replacing

irrational self-defeating attitudeswith more rational ideas.

• Reality Counselling – holds that

people can be responsible for

their behaviour. The basic needs

for all people are love,

worthwhileness having fun and

responsibility. The counsellor

helps the client fulfill his/her

needs in a responsible way.

• Adlerian Counselling – gives

attention to a client’s lifestyle (allthe client’s feelings and thinking).

The counsellor tries to help the

client with his perception of

reality with motivationmodification, not behaviour

modification.

• Solution-focused Brief

Therapy – focuses on client’s

strengths. The counsellor wants

to change how the client views

situations and build a relati

with the client. Together th

establish goals, build someinterventions and maintain goal.

• Multicultural Counselling

maintains that we need to

able to interact with peoplediverse backgrounds.Educational communities a

filled with people from man

races, cultures and lifestyleThese individuals need peo

trained in counselling to de

the situations and circumstthat can arise within amulticultural framework.

I would like to end my article wquote from the course manual a

the many counselling theories:

There are many different

theories of counselling, but what all of the theories have

common is that they are use

by counsellors to help peoplechange: to help people thinkdifferently, to help people fe

differently, and to help peopl

act differently.

Theories and Issues in Elementary SchooTheories and Issues in Elementary SchooTheories and Issues in Elementary SchooTheories and Issues in Elementary Schoo

srta newsletter june 2010

Documents