• Professional Relations (counselling/legal services), and • Health & Safety. 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 2017-2018 Other Organizations 8% Provincial Office and Programs 45% Locals 36% Defense Fund 8% Political Action/Public Relations 3% 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.
•staff washroom/student washroom •general supply room •custodian’s room School procedures you should know about: •school arrival and dismissal times and attendance procedures for students including late arrivals •opening-day activities (e.g., assembly) •opening exercises •school-wide rules •paper and other supplies – what the school provides and where to find them •classroom budgets, purchase orders, petty cash •fire drills and other emergency procedures •school keys, classroom keys and security system •homework policy (for the school or district school board) •parent volunteers •schedules and timetable for gym, library, labs and expectations of secretarial and custodial staff and supervision schedule and responsibilities •educational support staff •school calendar or handbook •use and storage of Ontario Student Records (OSRs) •student medical and physical procedures •safe schools/health and safety issues; reporting forms •guidelines for referral to Children’s Aid Society •school improvement or action plan •process for getting support for special needs students •occasional teachers – what materials to leave •library resources – process for teachers and students to sign out materials •field trips – school and board policies and procedures •school council members and meeting schedule •report card information (e.g., hardware and software requirements) •student safety plans •board policies regarding the safe use of technology OCCASIONAL TEACHING – FREQUENTLY ASKED QUESTIONS (FAQS)
show. It is a good idea to post relevant information for parents/guardians on chart paper and have a display of the text series you will be using as well as the Ontario Curriculum for your grade(s) since you will likely get busy talking with one family after another. Topics to address: •Outline the topics you will cover during the year. •Cover all relevant points. •Include classroom routines, expectations for students, assessment/evaluation strategies and homework policies. •Identify how, when and where you can be reached. •Share ideas about how the school and home can work together to support the child’s learning in and out of school. Successful Parent/Guardian Interviews Before the Interview: •Be aware of any family situations where parents/guardians may not have access to their children and the information about their school progress (check the Ontario Student Record (OSR) for court orders regarding this). •Determine how much time you will allow for each interview. •Consider whether students will be involved in the interview. •Consider the set-up of your room and the area for the interview. •Provide translators if English is the second language. •Practice your message if you perceive a conflict. •Invite other staff to be present (resource teachers, principal, special education teacher) if it is beneficial to the interview. •Have forms on hand that require a parent’s/guardian’s signature. •Be ready for questions about the child’s behaviour, ability level and achievement in certain subjects. •Have dated student work samples that show growth and needs. •Make accommodations for physical disabilities. •Arrange for chairs in the waiting area. •Set up information in the waiting area with curriculum documents, school plan, samples of student work. During the Interview: •Greet the parents/guardians at the door. •Begin with a positive statement about the student and his/her involvement in the classroom. •Listen to what the parents/guardians say. •Ask if there is anything you should know that might impact on the child’s school work and life. •Avoid the use of educational jargon which can create awkwardness for the parents/guardians.
The College’s Professional Misconduct Regulation outlines numerous examples of conduct that may lead to the investigation of a member. A few of these are as follows: •failing to maintain the standards of the profession; •abusing a student physically; •abusing a student sexually; •abusing a student verbally; •abusing a student psychologically or emotionally; •failing to keep records as required by his or her professional duties; •failing to comply with the Education Act or the regulations made under the Act; •conduct unbecoming a member; and •failing to co-operate in a College investigation. It is important that all members are aware of this regulation and the impact it may have on their professional lives. Please refer to the to access this regulation in its entirety. Complaint Against You? If you are contacted by the College and advised that a complaint has been made against you: •listen to what the College staff is advising you about the complaint; •ask questions to clarify, if necessary; •DO NOT make any statement or respond to questions related to the complaint itself; •you will receive a copy of the complaint along with the investigation procedures in the mail after they make the telephone contact; and •contact ETFO staff in Professional Relations Services (PRS) immediately. Contemplating a Complaint Against a Teacher? •Members are advised to contact ETFO BEFORE making a complaint to the College about another member of the College. •Every member of the Ontario Teachers’ Federation is bound by the Code of Ethics, in particular, Section 18 (1) (b) of the regulation made under the Teaching Profession Act which states that: A member shall, on making an adverse report on another member, furnish him with a written statement of the report at the earliest possible time and not later than three days after making the report. Note: A member who makes an adverse report about another member respecting suspected sexual abuse of a student by that other member need not provide him or her with a copy of the report or with any information about the report. COLLEGE OF EARLY CHILDHOOD EDUCATORS The College of Early Childhood Educators (the College) is a professional self-regulatory body for early childhood educators focused on quality and standards in the practice of early childhood education. It is the first self-regulatory college for early childhood educators in Canada. The duties of the College of Early Childhood Educators include: