Fall 2004 Peel Elementary Teachers’ Local V O L U M E 7 N U M B E R 1 In this issue... LOCAL EXECUTIVE Politically Speaking by Cathy Smith, President Politically Speaking . . 1 There’s a lot going on. The public believes teachers inspire hard Cathy Smith, President One of the frustrating work and life-long learning rather than parts of being presi- specific skills. Editorial . . . . . . . . . . . 2 dent is that I seldom The public believes students are better Kurt Uriarte, 1st Vice President have a chance just to prepared in math, science and technology Wear Your Button . . . . 3 talk with members than they were a generation ago. Kurt Uriarte, 1st Vice President about what is hap- Most teachers believe their own pening in the federa- assessments accurately measure student Teachers Helping tion and how it achievement. Only 34% of parents agreed. Teachers: Why affects them. I will 80% of teachers gained their greatest We Have ETFO . . . . . . 4 never have a chance to talk to everyone. satisfaction as teachers “from helping Tim Cunningham, Below is some information that I would like students learn and grow.” 2nd Vice President share, personally, with all of you. The vast majority of teachers feel that their greatest challenge as teachers is dealing College of Teachers with the lack of planning time. EXECUTIVE COMMITTEES At the May 2004 Representative Council of Regarding the concern about the declining ETFO, the local presidents passed a motion number of males in the profession, the vast Collective Bargaining . . . . 6 urging President Emily Noble “to write to the majority said that the quality of the teacher Status of Women . . . . . . 7 registrar of the Ontario College of Teachers to was more important than the gender. demand that the annual fee be reduced.” Teachers expressed increased confidence Political Action . . . . . . . . 9 Following the September 30 – October 1, in Ontario’s education system, but Professional 2004 meeting of the College’s governing expressed little change in their confidence Development . . . . . . . . . 10 council, a special meeting of the council was in their profession, school or individual held to set the fee for 2005. Council set the job. Annual Meeting/ fee and the pre-PLP level of $104, a $35 The public believed that there was little Constitution. . . . . . . . 14 reduction. benefit to be gained by integrating special In a report to the Minister of Education, Member at Large. . . . . . . 16 needs students into regular classrooms the College is recommending that the num- while teachers believed that benefits Anti-Racism/Equity. . . . . . 17 ber of positions for which OTF members are accrued to both the special needs and non- eligible to seek election be 17 on a restruc- identified students. Awards & Recognition . . . 18 tured council of 33. This will give classroom The majority of all respondents felt that Occupational teachers 52% of the votes on the governing classroom teachers should have increased Health & Safety. . . . . . . . 20 council. representation on the governing council In its 2005, post PLP budget, the College and that supervisory officers and is projecting revenues of $24.5 million, down EDUCATIONAL ISSUES independent school representatives 19.5% from 2003, and expenses of $26.6 should have less. million, down 12.6%. The College is still Waste-Free Lunches: incurring PLP costs. It has not been able to A Lesson in sublet the extra office space it leased to Liberal Government’s Education Environmental house the PLP staff and is still paying for Commitments Stewardship . . . . . . . . 21 their computers and furniture. Since 1997, Before the October 2003 provincial election, College membership has increased 14%. ETFO worked hard to establish good rela- Getting a Read on Since 1997, expenses have increased 157% tions with the Liberal and NDP caucuses. In the Privatization and employee compensation has risen 152%. 2003-2004, the union maintained contact of Education . . . . . . . . 23 Between July 5 and July 15, 2004 the with MPPs and pressed the government to College surveyed 1000 teachers and 500 keep its education commitments. To con- AROUND PEEL members of the public about their attitudes tinue this positive relationship, ETFO is toward education. Some of the findings: inviting CONTINUED ON PAGE 12 Junior Elementary R.E.S.P.E.C.T. Music Makers . . . . . . . . . 25 Justice for The Hilton Hotel Workers . . . . . . . . 26 Staff Lines . . . . . . . . . . . 27 Find out what it means to us! ETFO Peel Local Tel: (905)564-7233 get in touch ETFO Provincial Tel: (416)962-3836 Fax: (905)564-7236 with your Toll Free: 888-838-3836 Toll Free: 877-772-3836 www.etfopeel.com local union! www.etfo.on.ca E D I T O R I A L Peel Elementary Teachers’ Local V O L U M E 7 N U M B E R 1 Fall 2004 Report cards are out and interviews are over, so we can all breath easier and enjoy ETFO Peel Local 6435 Edwards Blvd. #5/6 the last few days before winter break. Mississauga, Ontario Canada L5T 2P7 Tel: (905)564-7233 Hopefully we will all come back refreshed and ready for the New Year and to Fax: (905)564-7236 start all over again in preparation for the second reporting period. We can only Toll Free: 877-772-3836 www.etfopeel.com hope that the next report card session will have less technical difficulties than the last. Many sites in Peel had effective practices in place to help minimize the stress and hardship inflicted upon teachers during this time, and we have The opinions expressed in recognized those sites in this issue of Peel Passages. Peel Passages do not necessarily reflect official In keeping with the practice of highlighting important issues in education, policy of ETFO Peel or the Editorial Board. Bernie Froese-Germain’s article on the privatization of education is an interesting read about the realities of education privatization and 3P partnerships around the globe. The PETL committees’ articles outline many interesting workshops and events that they have organized and are available to Managing Editor Kurt Uriarte Peel teachers. Editing Team Matthew Curran’s article on Labour Day is an excellent reminder of how the Sabina Freemantle union movement has helped to reduce our workload and Sharron Raymond Matthew Curran has pulled out an article from the archives to remind us that sometimes saying Gail Novack no is the only way an individual teacher can ensure a proper work life balance. Production Both Tim Cunningham and Jay Fedosoff’s articles outline the importance of JBM Graphics Ltd. union membership and the reality of getting involved for the first time. Cathy www.jbmltd.com Smith, our President, is keeping us up-to-date about important union issues. Design & Layout Blind Pig Design Have a great holiday break, you deserve it! www.blindpigdesign.com Sincerely, Contributing Artist Rick Taylor Advertising Inquiries should be directed to Kurt Uriarte at Kurt Uriarte, Editor (905)564-7233 firstname.lastname@example.org 2 | Peel Passages F A L L 2 0 0 4 L O C A L E X E C U T I V E Wear Your Button for Respect by Kurt Uriarte, First Vice President The PETL release would have improved working conditions initiatives such as First Steps with the same officers have been and would not have cost them a cent. It amount of planning time Peel teachers had extremely busy was simply a matter of will. Rather than a decade ago? visiting schools. It ensuring that best practices were happen- In this round of negotiations Peel has been an impor- ing in all Peel schools, the Board took the ele men tar y tea che rs are see kin g 200 tant goal this year position that it would not direct principals. minutes/5-day cycle of planning time. Even to get to every The Board was willing to wait for princi- with 200 minutes of planning time, per five school in order to pals to “buy in” to the list of best practices. days, teachers will have to continue to answer questions, It would seem that the management rights complete report cards on their personal address the con- of principals are more important to the time and work hours at home planning and cerns of teachers, as well as discuss current Board than agreeing to ensure that best marking. What 200 minutes does is dem- negotiations. There are many important practices are happening at every school. onstrate respect for the wellness and issues on the bargaining table. To put the From the phone calls and stories we’ve work-life balance of elementary teachers. current round of negotiations into context, heard during school visits, it is clear that Going for a walk at lunch; going to bed it is important to have an understanding of the working conditions in Peel are still a early, or eating more fish are great wellness what happened during the last round of priority for Peel teachers. As a young tips from the Board but they are out of step negotiations. teacher explained, “While this Board is with the realities of elementary teachers. In the last round of negotiations, Peel striving for the future; I am trying to The Ottawa Carlton Board has made teachers made it very clear to the Collec- survive in the present.” Improved working elementary teachers and students a priority tive Bargaining Committee (CBC) that their conditions and respect are needed today. by ensuring 200 minutes of planning time working conditions were important. If student success truly is the Board’s /5-day cycle for teachers. Ottawa receives Because of the overwhelming demand for ultimate goal, then having highly trained, the same amount of money per pupil from work-life balance in all the government as Peel Peel schools, the CBC does under the funding tabled language on such formula. So how does the issues as: number of The committee met, came to agreement Ottawa Board have meetings per month; money for 200 minutes length of meetings; the on many issues but the Board refused to and not Peel? The answer report cards process, cap is that Ottawa Carlton has on supervision, length of implement any of them. made planning time for the school day and vio- elementary teachers a lence in the classroom. priority. Ottawa Carlton Presently a Peel teacher’s workload is well-prepared teachers is a necessity to has made student success a priority. dependent on the principal. If your princi- achieve it. Research clearly shows that the On each school visit, the released pal wants to give you 100 or 300 minutes more time a teacher has to prepare units officers have been distributing RESPECT of supervision, she can. If a principal and lessons, mark and evaluate students, buttons. Teachers are legally permitted to wants to call six meetings a month, he can. the greater student achievement. The wear these buttons. Often this theme Recognizing that it was important to present amount of planning time (140 coincides with a school’s first rule; but improve teachers’ workloads, the Local minutes—the lowest in Ontario) is not more importantly, the buttons are a sign agreed to work collaboratively with the sufficient to allow us to do our jobs. that Peel teachers are resolved to achieve Board and took these issues to a joint Additi onal plann ing time only makes respect for the valuable work they do on a committee. The committee met, came to sense. How are teachers supposed to da il y b as is . Wear your button for agreement on many issues but the Board absorb new curriculum; learn complicated RESPECT. refused to implement any of them. software programs at a single training Let’s be clear, the Board refused to session; plan for, mark and evaluate implement agreed upon best practices that multiple learning intelligences; learn new RESPECT It’s about time. F A L L 2 0 0 4 Peel Passages | 3 L O C A L E X E C U T I V E Teachers Helping Teachers: Why We Have ETFO by Tim Cunningham, Second Vice President The Elementary protective services at Provincial ETFO, we in social justice issues and are continu- Teachers’ Federa- provide legal assistance and advice should ously working to promote diversity and tion of Ontario a member be in need of such assistance as equity. Through our local political action (ETFO) is a profes- a result of their professional duties. We committee, we liaise with Provincial ETFO sional body of offer this assistance and support for and other community organizations to teachers who help, various situations such as: continue to work politically for teachers. support and advise a violation of a member’s rights under The Peel Local also wants to ensure public elementary the Human Rights Code; that its members have an opportunity to teachers. ETFO is monitoring workplace accommodations meet, mingle and mix with other col- not an entity to ensure they are made; leagues in a relaxed and fun atmosphere. separated from its members. We, the assistance with performance appraisal Through the Social and Special Events teachers, are the Federation. And we’re difficulties; Committee, various activities are organized here to help each other. legal assistance should a member face so that the Peel elementary teachers have One of the main reasons we have this allegations stemming from their this opportunity to network with col- professional organization is for the purpose professional duties; leagues. Various activities have included of collective bargaining. It is through pub nights, movie nights, and sporting support with allegations made to the negotiations with the Board that we negoti- events. Come out and join the fun! College of Teachers. ate the best terms and conditions of How can you help us to help you? employment for members. The As a professional organization, we provide ETFO is here to help you, but we need entitlements that we negotiate are working services in the area of professional devel- your assistance. How can you do this? First conditions, salary and benefit funding. But opment. Through negotiations, we secure of all, attend General Membership Meet- we also provide protections. We ensure professional development funding for ings in October and February and the that the probationary timelines are fol- ETFO members known as the Short Term Annual General Meeting in April. Sec- lowed as well as the process for teacher Professional Development Leave funds. ondly, read the various local newsletters, performance appraisal. We also ensure that The Local also has professional develop- the Local Link, Health Matters, Peel Pas- the procedures for the declaration of ment leave funding for which teachers may sages, and the Provincial Takeover Bulletin. surplus and the transfer of teachers are apply. Throughout the course of the year, Also, talk with your steward to raise followed. both the Peel Local and Provincial ETFO questions, concerns or to get information. Another important focus of the Federa- offer workshops, conferences, and courses Check out your workplace ETFO bulletin tion is the provision of benefits. Through for which members may register. As well, board for information. If you have ques- negotiations, we secure benefit funding for leadership training is available. Aside from tions you can reach us at the Local at 905- the elementary teachers in Peel. With the provincial workshops, the Local also offers 564-7233 and if you are calling from negotiated benefit funding, we provide a leadership series known as “The Leader- outside the local calling area, 1-877-772- three areas of benefits, extended health, ship Toolkit for Teachers”. 3836. dental, life insurance and accidental death ETFO is also active on the political and dismemberment coverage. In addition, front, both locally and provincially. We are we assist with members’ LTD claims. strong advocates of public education and One of the most important protections we lobby the government on education ETFO provides is legal assistance. Through issues. Furthermore, we are very involved What can you contribute? Writers Staff Lines Share with your colleagues the comings and goings at your school; Wanted! celebrations, exciting events and special announcements. Quality Teaching, Quality Program A great chance to celebrate the excellence that goes on in your classroom or the classroom of a colleague that you admire. The Peel Passages Editing Team Book / Resource Review is looking for contributions Read a good book lately? Have you found a resource that you like? Write up to be considered for the a summary of a new resource or book you have found helpful or enjoyable and perhaps add tips to integrate the ideas covered by the resource into the next edition of the paper. classroom. Submit your articles to Kurt Uriarte Editorials / Letters to the Editor What education issues matter to you? Share your feelings and insight. email@example.com All submissions will be considered for inclusion by the editing team. 4 | Peel Passages F A L L 2 0 0 4 L O C A L E X E C U T I V E F A L L 2 0 0 4 Peel Passages | 5 C O L L E C T I V E B A R G A I N I N G Saying ‘No’ Professionally by Sharron Raymond, Committee Chair The following article was originally published in Peel Passages two years ago. Due to recent concerns about the duties of a teacher, the issue of workload, stress and work/life balance, we feel it is very appropriate to re- publish it at this time. In two years, teachers working conditions have not improved; in fact many elementary teachers have reached their breaking point. Ed. Look up ‘dedicated’ to receive healthy workplace certification. networks. Activities, such as these, fall in the dic tio nar y This certification comes as a result of the under voluntary work. However, when it and you should find Board setting wellness as a priority and leads to stress, and burnout, even the the word teacher. their “stated commitment to staff wellness Board would have to agree that the work- Dedicated to issues.” To celebrate this Board accom- life balance is out of kilter and teachers meeting the needs plishment, they announced a Working Well need to reassess how thinly they are of their students; to draw. To enter, staffs were encouraged to spreading their dedication. maintaining open share how their school works together to Saying ‘No’ is professional. It recog- communications create a positive work-life balance. It is nizes the fact that there are limitations to wi th pa re nt s; to time that teachers follow the lead of the what even a teacher can do well. The participating in professional development; Boar d and re-e valu ate thei r work -lif e duties of a teacher are numerous and they to supporting school initiatives; to being balance to reduce the stress and burnout requir e boundl ess energy to do well. and doing wha tever is requ ired. This presently plaguing them. To that end, it is T a k i n g o n t o o m a n y i n i t i a- dedic ation is, at the sa me tim e, the important to note what the Education Act tives/activities /committees either as an strength and weakness of teachers, for as does not require. individual or staff will only lead to an d e ma n ds m ul t ip l y unhealthy, stress exponentially, their filled environment. dedication to excel- Jim Grieves, Director lence is culminating in stress, burnout and Can teachers maintain their professionalism of Education for Peel, noted that “healthy ultimately in a work- and say no? The answer is a resounding yes. employees are more l i f e i m b a l- effective” and that ance—something the “good health among Board has been our staff is an integral highlighting as a major focus. So, can Nowhere in the Education Act, or our part of our (Board) mission.” He continued teachers maintain their professionalism collective agreement, does it say that to state that the Board was committed to and say no? The answer is a resounding teachers must be on five or six committees. managing and sustaining a healthy work yes. If membership on one committee allows a environment. From this, one can only The Education Act very clearly delin- teacher to maintain the positive work-life conclude, to say ‘No’ when requested to eates the professional duties of a teacher. balance the Board has stated it’s committed t a ke o n m o r e i n i t i a t i v e s / a c t i v i- First among these is to diligently and to, then signing up for one committee is ties/ committees is acting professionally, to faithfully teach classes assigned by the fine. Nowhere does it say that a teacher safe guard the health of the workplace and principal. To this end teachers are obliged must provide numerous extra-curricular to maintain the work-life balance the Board to make their classrooms their top priority. activities. As stated in the contract (Article has professed to be central to student Teachers must also carry out supervisory 19.03) teachers recognize the importance of success and teacher effectiveness. duties as assigned and be present in such activities but at the same time the teaching areas 15 minutes before classes Board acknowledges these activities to be begin in the morning and five minutes voluntary work. Therefore providing even Prior to the re-publication of this article, the Board was before classes begin in the afternoon. one or no such activity, if this allows for a engaged in seeking a higher level of wellness certifica- Classes are to be conducted in accordance positive work-life balance is fine. The tion. Unfortunately for Peel Elementary teachers, the reality of wellness is still elusive. Our working condi- with a timetable. Teaching plans are to be Education Act, as well as our contract tions have not improved; stress continues to take its prepared. Reasonable safety procedures are (Article 19.02) provide for a 40-minute toll; and teachers continue to report that Board to be in place and proper order and disci- uninterrupted lunch. The Board’s Wellness initiatives rather than being streamlined, have pline maintained. The Board is to be program suggests that this time is needed multiplied exponentially. If a positive work/life balance notified in case of absence. Finally teachers by teachers to take a walk, relax and is to be achieved, it will only come with teachers are to assist principals in developing refocus for the afternoon in order to standing together in solidarity for what is just and fair. cooperation and coordination of effort maintain a positive work-life balance. Thus among members of staff. These duties teachers are being professional when they constitute a job description for teachers, say no to extra activities during this time not teachers’ whole lives. frame. Nowhere in the Education Act or The Board, in a recent news release our contract does it require teachers to dated October 21,2002, announced it was maintain computer systems, or manage 6 | Peel Passages F A L L 2 0 0 4 S T AT U S O F W O M E N Status Events by Janice Balesic, Committee Chair The goal of the we juggle the many roles expected of us manner and is always sensitive and Status of Women both personally and professionally, we responsive to the needs of her students. Committee is to need to reflect on our successes and This is evident by the enthusiasm shown raise consciousness recognise the many great things teachers by her students who love to be with her. surrounding issues are accomplishing. At the dinner, we The Marilyn Lennox Memorial Award that concern and reco gniz ed two of our coll eagu es by was established in 1992 to honour the affect women. We presenting the Sue Hare Key Teacher memory of Marilyn Lennox, who was a endeavour to Award and the Marilyn Lennox Memorial Peel classroom and resource teacher. This provide programs Award. award is given to a female member of PETL and services to meet The Sue Hare Key Teacher Award was who best reflects the qualities that Marilyn the specific needs of ETFO’s female mem- established in 1996 to honour Sue Hare, a demonstrated during her teaching career. bers. Key events this year include our Peel teacher. As a member of the Peel This year’s recipient was Joan Harper from annual dinner, the Breaking the Silence Women Teachers’ Association, she had Helen Wilson PS The award was presented Workshop, Women in Action, the Girls’ many roles including, Key teacher, a by Janice Balesic. Grade 8 Conference and our speakers member of the executive, Legislation Joan has enjoyed a long and varied series. Further to this, we provide funding Con ven er, Sec ond Vice -Pre sid ent and career in teaching. Her dedication to her to sponsor members who attend confer- Spring Assembly and Annual Meeting profession is evident in so many ways. She ences and workshops related to women’s Delegate. Sue Hare was the sister of Cathy is always willing to support and assist her leadership, equity and women’s issues. We Smith, our Local President. Sue passed colleagues, giving freely of her experience have established a $10,000 PD fund which away in May 1996 after 25 years of service. and knowledge. Joan is a greatly respected can be accessed in addition to STPDL and This year the Sue Hare award was member of Helen Wilson Public School. our own PETL PD fund. Members can presented by Cathy Smith to Christine Congratulations to both of this year’s apply for funding up to a limit of $600 Welton, a teacher at Ellengale Public award recipients! including up to two supply days. School. As a classroom teacher, Christine Our keynote speaker for the dinner was The Status of Women Dinner was held works relentlessly to provide innovative journalist and best-selling author, Shari on Thursday, November 4, at the Pavilion and exciting programs for her students. Gr ay do n. Gr ay do n, a ve te ra n me di a Royale. This was a night to celebrate. As She demonstrates a kind, gentle and caring literacy C O N T I N U E D O N N E X T P A G E Author and activist, Shari Graydon spoke on media literacy Organizing Committee Christine Welton presented with Sue Hare Award F A L L 2 0 0 4 Peel Passages | 7 S T AT U S O F W O M E N activist, and the author of In Your Honey Thomas from Erin Mills Sr. PS also like to thank ETFO provincial for Face—The Culture of Beauty and You. Romina Loeffler from Balmoral PS making this program possible here in Peel. Shari’s slide show presentation and talk on Karen Cox from Tomken Road Middle the effects of advertising in our society was Upcoming Status of Women Events School very informative and entertaining. Women in Action conference to be held Mona Walrond from Balmoral Sr. PS On the evening of October 28 and all March 4–6. This is a Women’s leadership Alison Robinson from Dunrankin Dr. PS day Friday, October 29, the Status of conference. Please look for upcoming Women Committee along with ETFO Mona Walrond and Alison Robinson were notices regarding this exciting Provincial co-sponsored a Breaking the once again the workshop organizers. conference in your stewards’ bulletins Silence workshop that examined violence A report to the Annual Meeting, August and on our website. We will be running a against women. Topics included in the 2003 stated that “One-quarter of all violent part one and part two this year. To further workshop were: crimes reported to a sample of police advertise this event, we will be having a services in 2001 involved cases of family wine and cheese at the Educator’s centre what constitutes violence: facts vs. violence. According to the sixth annual on Thursday, January 20th. myths; Our Speakers Series will proactive and survival b e g i n o n Tu e s d a y , strategies; February 1. The topic will impact of violence on children. …we need to reflect on our successes be “Where is the L o v e — T h e Our keynote speaker for the and recognize the many great things Commodification of Thursday evening session Gender in Hip-Hop.” was Marsha Sfeir who is teachers are accomplishing. The Grade 8 Girls’ the Executive Director for Conference is on Friday the Education Wife Assault June 10 after school and Centre. Her topic was on “Woman edition of Family Violence in Canada: A all day Saturday June 11 at Erindale Assault”—how to define and recognize it Statistical Profile, two-thirds of these cases College, Mississauga Campus. and how woman assault impacts upon were violence committed by a spouse or an Registration packages will be sent to the society, our own lives and the children we ex-spouse and 85% of the victims were schools. teach. women.” If you would like to contact me, please On Friday, a panel presentation by Programs like Breaking the Silence are either call Greenbriar Sr. PS (905) 791-2332 several community agencies and a question greatly needed to help educate us about or email me at firstname.lastname@example.org. and answer period was provided. Our violence against women. I would like to facilitators for the program this year were: thank the organizers and facilitators who Deborah Solomon from Royal Orchard helped to make this program possible and Sr. PS the participants who took part. I would It’s not just where you hang your hat Your home means so much more. That’s why I’ll make sure you have all the information you need to feel comfortable with this important decision. There is no obligation and there is no pressure – but there is help. Like a clear, no-nonsense explanation of everything involved. And access to the latest on-line listings that match your profile exactly. So call today and find out how I can help you with your homework! (905)566-9081 A1-residentialrealestate.com Edward Reid, M.ed., Ms. in educ. Upon closing, a donation will be made on your behalf to The Children’s Wish Foundation or Big Brothers/Big Sisters. 8 | Peel Passages F A L L 2 0 0 4 P O L I T I C A L A C T I O N Everyday Is Labour Day! by Matthew Curran, Committee Chair It can be argued offensive against the strikers and had 24 in Winnipeg was 5 kilometres in length that the celebration strikers arrested. Since 1792 it had been and Labour Day parades became a lasting of a labour parade illegal for workers to join labour organiza- tradition in other Canadian cities. Until in recognition of tions. In the eyes of business and the recent times, it was not uncommon to have labour’s great government, unions were conspiratorial. the sidewalks along the Toronto parade contribution is a The first labour parade recorded in the route five people deep. Working families Canadian inven- United States was not until 1882 and made it a tradition to gather en masse at tion. The first Europe’s first ‘May Day’ labour parade was the CNE ending the yearly parade. Labour Day parade not until 1889. The legacy of the Toronto Printer’s in Canada took The Trade Union Act of 1872 enacted Union remains. In this day and age of place on April 14, 1872 in Toronto where by the Tories, allowed workers to join homework for workers such as e-mailing members and sympathizers of the striking unio ns and prot ecte d thei r acti viti es. the boss completed presentations or in the Toronto Printer’s Union marched to Brought about by Tory Prime Minister Sir case of teachers, completing IEPs, unit Queen’s Park requesting that their John A. MacDonald (who was no friend to plans and report cards, the Printer’s origi- employer (George Brown, a notable Liberal George Brown), it was a ploy to win sup- nal demand of a nine-hour workday has politician and owner of The Globe newspa- port of workers and embarrass his rival been broken. We, as teachers, must be per) reduce the workweek to 58 hours. Liberals. The annual labour parades in aware of this change as technological Over 2,000 workers marched throughout support of the “Nine-Hour Movement” advances such as the Internet threaten the the city led by two marching bands and by were becoming a tradition. These inspired balance established between work and life the time the marchers reached Queen’s a carpenter and future president of the outside of work. The Peel Teachers’ Local Park, the parade’s ranks swelled to over American Federation of Labour, Peter J. was present in this year’s Labour Day 10,000 as the strikers were joined by McGuire, to organize the first American parade marching with other teachers and sympathetic Toronto citizens. The march labour parade in New York on September la bo ur af fi li at es un de r th e “U ni on by the Toronto Printer’s Union was the first 5, 1882. Succumbing to political pressure Yes—Teachers Yes” banner, recognizing organized labour march and it also served to recognize labour’s contributions and the labour’s great contributions and ensuring as a beacon to industrialized workers need for a holiday in September, the that the voice of labour continues to be organizing “Nine-Hour Movements” in government of Sir John Thompson passed heard just as it was in the Toronto Printer’s favour of reducing the standard 12-hour a law making Labour Day a national strike of 1872. day. However, Brown went on the legal holiday. That year, the Labour Day parade “Union Yes, Teachers Yes” PETL members marched in the 2004 Labour Day Parade F A L L 2 0 0 4 Peel Passages | 9 P R O F E S S I O N A L D E V E L O P M E N T Professional Development in Peel by Kathy Josevski, Committee Chair The Elementary workshops and conferences. This is known Presenters on the Road program. Also, do Teachers’ Federa- as “Short Term Professional Development not forget to browse the ETFO website tion of Ontario Leave (STPDL)” funding. Furthermore, the (www.etfo.ca) to familiarize yourself with (ETFO), along with Local itself provides funding. Each member the credit courses that are being offered the Peel Elementary interested in applying for conference through ETFO. All the courses being Te a c h e r s ’ L o c a l funding should ask their workplace stew- offered by ETFO are in collaboration with (PETL), acknowl- ard about the application and the specific Drake University. These are highly effec- edge, support and requirements involved with the application tive courses that will assist many individu- advocate personal process. als along their path of professional devel- professional devel- To help members attain their profes- opment. New to ETFO are the four-hour opment. Last year’s professional develop- sional growth goals, and to help them on-line workshops. Information for these is ment opportunities focused on classroom further their leadership skills in the class- available on the website. Check them out! management, assessment, curriculum room, school, and the Federation the PD Currently, the Leadership subcommit- planning, goal setting and leadership Committee is divided into two subcommit- tee is busy finalizing the details for their growth. In fact, ETFO promotes a high tees: Programs and Leadership. The Pro- second annual leadership series. The standard of professional ethics and compe- grams subcommittee has a full year ahead. Leadership Toolkit for Teachers is tenta- tence for the teaching profession. However, They are working enthusiastically to tively scheduled to start in March. It will ETFO does not support the Professional provide a variety of workshops for mem- examine Leadership and Team Building, Learning Program and recertification bers at the primary, junior and intermedi- Motivation and Communication, Decision introduced by the last Making and Problem government. We believe Solving and Conflict each member is accountable for their We believe each member is accountable Resolution. As well, all participants will receive professional develop- ment and does not for their professional development and a working resource binder for personal require the Ontario does not require the Ontario College of professional reference. College of Teachers to On behalf of the PD monitor and record the Teachers to monitor them. Committee, thank you professional develop- for your continuous ment ETFO members support. We hope to see have taken. ETFO continuously strives to ate levels. In September the subcommittee you at our upcoming workshops! Let’s keep work in collaboration with its members to held its first Retirement Workshop. The working together to advance the cause of provide professional development that is of workshop was attended by over seventy education and the status of teachers. high quality and of relevance to their members and received rave reviews. The If you have any ideas for future professional needs. subcommittee is planning the following PD/Leadership programs or are interested In accordance to ETFO’s objectives, the workshops: Interview Skills, Building Your in joining the committee, please contact Professional Development Committee in Teacher Planner, Programming for Physical Kathy Josevski at email@example.com. We the Peel Local, is dedicated to providing and Health Education and Programming for wish you all the best with all your future opportunities for professional development Special Education Students in the area of professional development endeavors. Have and leadership. Through negotiations, the French. The subcommittee will also be a great academic year! Local secures funding from the Board that utilizing the various provincial ETFO PETL members may apply for to attend PD workshops that are offered through the Passing the Test: The False Promises of Standardized Testing EDITED BY MARITA MOLL 552 African-American high school students with low skills were expelled from school in Birmingham, Alabama, just before a big state test. Test scores went up and the superintendent got a bonus. “Maybe in the twenty-first century, satire about the schools is no longer even possible,” says U.S. testing critic Susan Ohanian. In recent years, and without much public scrutiny, large-scale testing projects have become firmly established in Canada and around the world. These tests are now self-perpetuating industries. They divert large sums of public monies from resource-starved schools. Teachers and students are pressured to increase February 2004 ISBN 0-88627-334-X the school’s test scores. Low ranking schools are publicly stigmatized. Does any $24.95 of this improve learning? In this collection, researchers, teachers, parents and students speak out about the problems of standardized testing and the growing opposition to it. 10 | Peel Passages F A L L 2 0 0 4 P R O F E S S I O N A L D E V E L O P M E N T F A L L 2 0 0 4 Peel Passages | 11 L O C A L E X E C U T I V E Politically Speaking C O N T I N U E D F R O M P A G E 1 selected government MPPs to breakfast school and board reports (e.g. student to work after age 65, to being forced to.” meetings at the November and June execu- mobility,ESL/D levels). Rationale: tive meetings of ETFO. Reports will include overall results only As those with little or no pension and not results in each subcategory. benefits work longer, employers will Survive and Thrive amass arguments to reduce the pension Again this year, ETFO is offering its on-line Assessment Design benefits of those wishing to retire early. conference for beginning teachers, “Sur- Testing will be cut from 12.5 hours to 6 Since the United States ended vive and Thrive.” Interested members who hours. mandatory retirement, the age at which access the ETFO website will find a Americans can collect Social Security Thematic contexts will be removed; resource section and a “Let’s Share” section (our CPP) has risen from 65 to 67. reading and writing questions will be for discussing issues and answers. Topics based upon mini-topics. Even with working past age 65, poverty to date have included classroom manage- among seniors in the US remains very The number of booklets will be reduced ment, occasional teaching, appropriate high. to three: reading, writing and math. professional relationships and reflective An older work force will strain the Multiple-choice and performance practice. All previous topics have been benefits plans of active members and questions will be intermingled in one archived and are accessible. create pressure from employers to booklet. reduce benefits. 80% of test items will be made public EQAO: Changes Coming Relations between unions and after testing, with detailed analysis of As a result of a lengthy review of its employers will face the additional strain common errors, etc. practices, EQAO is changing its assessment of unions advocating for increased EQAO will draw links for teachers, programs. The review included a research numbers of members needing workplace between test items and curriculum . phase, stakeholder consultations and an accommodations due to disabilities. external review by OISE/UT involving The wages of younger workers will face Cyclic Review downward pressure as they compete for national and international experts in large- A panel of psychometric experts will jobs with lower paid seniors flooding the scale testing, numeracy and literacy. All examine psychometric issues. workforce. students will continue to be tested because A systematic peer review process will be Teachers are retiring earlier; in 2002, reliable school and school board results established with the next cycle being only 11.6% of teachers retired at age 60 could not be obtained using only random completed by 2009. or older, down from 27.6% in 1992; the samples of students. As the changes below are implemented, ETFO will monitor their Members are reminded of the ETFO average retirement age of teachers now is impact. advisory not to participate in any EQAO 56; will this continue if mandatory activities, including marking. retirement is lifted? Assessment Practices Even if laws are written to protect those Tests will occur later in the year (late currently in the workforce, it is unlikely ETFO Credit Courses May and early June). that new workers will be protected. For 2004–2005, ETFO is offering 104 credit Ads will be posted to involve more courses across Ontario. More than 3,000 teachers in the active committees of members have taken ETFO’s credit courses Peel Returns to Provincial EQAO. in each of the last three years. 1,027 Prominence Comparison of year-to-year results now members completed ETFO courses during At ETFO’s Annual Meeting in August, I will include all test items and not just this year’s summer session. Information was elected to the provincial executive. multiple-choice items. about the courses is available on the This marks the first time since 1998 that The administrative burden to teachers Provincial website: www.etfo.on.ca. Peel has been represented at this level. As will be reduced. the second largest Local in the union, it is Mandatory Retirement only right that Peel have a voice at the Reporting The Ontario government is ending manda- Provincial Executive level. Thank you to Reports will be available within 12 tory retirement at age 65 and invited ETFO, the Peel delegation for their solid support weeks in an easier-to-interpret format. among others, to provide input about how during the voting and thank you to those Student results will acknowledge to accomplish this smoothly. ETFO, like who worked so hard on my campaign. varying degrees of mastery within each the labour movement in general, opposes level (e.g. late level 2, early level 3). ending mandatory retirement primarily Contextual data will be included in because “it is a short hop from being able 12 | Peel Passages F A L L 2 0 0 4 L O C A L E X E C U T I V E F A L L 2 0 0 4 Peel Passages | 13 A N N U A L M E E T I N G / C O N S T I T U T I O N Highlights of the 2004 Provincial Annual Meeting by Sabina Freemantle, Committee Chair This year’s Annual resolutions were passed shaping the work President, Sam Hammond as Vice Presi- Meeting was held at of ETFO f or the co ming yea r. These dent, and Cynthia Lemon as Vice President the Westin Harbour included all members of the provincial (female). Our Peel President, Cathy Smith, Castle Hotel in executive being elected for two year terms was elected as an Executiv e Member To r o n t o f r o m beginning at the 2005 Annual Meeting, a (female). August 16 to 19. new committee to work on French as a Peel’s delegation was committed to the Over 500 delegates Second Language was added and a number business of the day’s meetings and at night plus alternates and of resolutions supporting the involvement we enjoyed our time getting to know each observers attended of new teachers in ETFO were passed. other. One evening we toured the Toronto the sixth ETFO Stephen Lewis, UN Secretary General’s harbour on a dinner boat cruise and Annual Meeting. Peel was represented by Special Envoy on HIV/AIDS in Africa, another evening we attended the Presi- 39 delegates and 5 alternates. spoke to the delegation about the issue of dent’s dinner and dance. We also spent Our provincial president, Emily Noble, HIV/AIDS that is affecting many parts of time listening to some of our talented opened the Federation’s Annual Meeting by the world. In an emotional and heartfelt musicians, singing karaoke and becoming stating, “We have come together at this speech, he told us that it was not a lack of acqua inted with deleg ates from other annual meeting because we are determined knowledge that prevents action in Africa, locals. to improve the working conditions of our but rather a lack of resources. In response Thank you to all the Peel delegates, members and to bring a stronger sense of to Mr. Lewis’ comments, the delegates alternates, and observers for their atten- social justice to Ontario…Yes we have contributed $6,800 to the Stephen Lewis dance, participation, and commitment to made great gains. But the journey is not Foundation and a resolution was passed the Peel Elementary Teachers’ Local. complete.” that the Annual Meeting recognize the Next year’s Annual Meeting takes place The delegates passed ETFO’s priorities ETFO Humanity Fund as a bargaining at the Sheraton Centre from Monday, for the coming year: objective. August 15 to Thursday, August 18, 2005. to protect the collective bargaining rights Gerard Kennedy, our Minister of We approved a list of 40 delegates at our of all members; Ed uc at io n, ad dr es se d th e de le ga ti on October 25 General Membership Meeting. to defend publicly funded public outlining the new three “Rs”—respect, We are looking for members to attend as education; responsibility and results. He said that alternates at the meeting. Should you be to serve the needs of the membership; respect for teachers has been absent for too interested in attending next year’s Annual to provide for the professional long and the Liberal government is intent Meeting, please contact me at development of members; on changing that beginning with the repeal firstname.lastname@example.org. I look forward to to promote social justice in the areas of of the PLP program. In closing, Kennedy hearing from anyone who is looking for anti-poverty, non-violence, and equity; said that we cannot ignore our obligation to further information or is interested in to support international assistance and the future generation and that together we attending. cooperation. can do a better job. The 2005 Annual Meeting delegates re- Many resolutions were presented, debated, elected Emily Noble as ETFO’s president passed, or defeated. Some important and elected David Clegg as First Vice 14 | Peel Passages F A L L 2 0 0 4 A N N U A L M E E T I N G / C O N S T I T U T I O N Good times at the President’s Dinner Delegates on the floor PETL Released Officers Caucus chat on resolutions F A L L 2 0 0 4 Peel Passages | 15 M E M B E R A T L A R G E Suddenly, I Realized It’s All Teachers! by Jay Fedosoff, PETL Executive Member at Large I am currently in that there was a whole other layer of Harbour Castle in Toronto for 4 days. It was my fifth year of responsibility within Peel that needed my intense. Delegates from all over the prov- teaching in Peel. attention. I was determined to get involved ince were there. Voices were raised, people When I started, to gain more of a ‘big picture’ perspective. often spoke out of turn, lots (and lots!) of ETFO was a meet- Last year, I got a ‘tap on the shoulder’ paper was handed out and everyone was ing I would sit in on about the ETFO Annual General Meeting. I interested and concerned about what was periodically after was told that it was a great way to actually happening. ETFO’s constitution, its by- staff meetings. see how our Provincial Federation worked. laws and policies were changed. New Voices were usually I had learned a lot about our Local over the policy statements were thought up, voted raised, many people past year and a half, so I jumped at the on and formally created. People ran for usually spoke out of turn, lots of paper was chance to gain a provincial ‘big picture’ office and spoke about how they would handed out and there were always lots of perspective about an organization I was a help ETFO move forward. The essence of concerned and interested faces. I was often member of. I ran at our Local’s GMM in our Federatio n—the way in which it far too involved in my own little space (i.e., October of last year to become a delegate at worked, the content of all that paper I had my classroom, my students, paying rent, the ETFO AGM. been receiving for the past 4 years—was etc.) to pay much attention. However, as a After the elec tion , I got invo lved being created and it was being done by curious person who likes to know how quickly. I learned that the ETFO AGM was teachers like me. All of a sudden, I realized things work, something about those meet- the starting point for all of the upcoming that this was not what I thought it had ings kept me interested. year’s activities, workshops, negotiations, been in my first few years of teaching. I In my second year, I paid more atten- mandates and political action across the realized that I had a lot in common with all tion to those periodic meetings, read some province. All of a sudden, I was working of these people. We were all teachers. of the papers and Te a c h e r s w e r e realized that they making these had a lot to do with changes. I realized me. They had a lot to The essence of our Federation—the way in that teachers were do with my career raising their voices. and those of my which it worked—was being created and it Te a c h e r s w e r e colleagues. At the time, our contract was being done by teachers like me. handing out paper and deciding on its was coming up for content. Teachers renewal and many were speaking out of aspects of my life could have been affected. on a volunteer committee that reviewed the turn when they were passionate about how Most notably, the money aspect—rent! I Provincial constitution, bylaws and policy their Federation should be managed and decided to get a little more involved in statements. We discussed them, wrote up run. Teachers were interested and con- learning what this was all about. amendments, and thought of changes we cerned about ETFO. In my third year, I took on the role of might like to see made to them from a Peel Sixty-five thousand teachers make up Steward at my school. I figured it would be point of view. and run the Elementary Teachers’ Federa- a great way to learn about how things Wait a minute. In a span of almost 4 tion of Ontario. I watched it happen at last worked within the system at the ETFO years, I had gone from not knowing I year’s AGM and I am looking forward to level. All of a sudden, I was not only at should be interested at all, to realizing this the second year of my term at the August Peel Elementary Teachers’ Local meetings all had something to do with me, to pro- 2005 Provincial AGM where I can once where I had to pay attention, but I was also posing changes to our Provincial body’s again help other teachers set the course for running meetings at my school. Interest- constitution! I was just a teacher! How our Federation for years to come. Have you ingly, nothing had changed from my first could I possibly know anything about this? thought of getting involved? year—voices were still raised, people often How could I possibly be this heavily spoke out of turn, more paper got handed involved with an organization representing out and pretty much everyone’s face had 65,000 people? Jay Fedosoff teaches Grade 2 at Massey Street Jr. PS. an interested yet concerned look. I learned Then, in August of this year, I attended He can be reached at (905) 791-9392. a lot that year. Most importantly, I learned the Provincial Annual Meeting at the R.E.S.P.E.C.T. Find out what it means to us! 16 | Peel Passages F A L L 2 0 0 4 A N T I - R A C I S M / E Q U I T Y Off to a Great Start by Usha Sethi, Committee Chair Welcome to a new not being adequately addressed by the rest at the Board; year and a new Anti of the world. Some common sights he has promote teaching as a career for under- Racism/Equity seen have left lasting impressions on his represented groups in society; Committee (AREC). mind, such as seeing an eight-year-old boy encourage the development of bias-free We are excited as suddenly become the head of a household, curriculum materials; we look at the year in charge of looking after a sibling or two provide strategies to ensure that all Peel ahead of us with because their families have died of AIDS. Local activities are inclusive. fresh ideas and His speech was powerful and moving and enthusiasm. there weren’t too many dry eyes by the The AREC’s immediate mandate is the The year started time he was done. At the conclusion of his creation of a database of community role off with ETFO’s Annual General Meeting in speech there was a spontaneous collection models. It will include a diverse a group of August. Several motions were tabled, some of money which exceeded everyone’s people in order to create resources about passed and some didn’t. Some of the most expectations. He asked us to give gener- under-represented groups such as visible controversial ones were inevitably those ously to fundraising for this cause. He was minorities, Aboriginal, bisexual, gay, that related to equity issues. There was the most stirring speaker I have ever heard lesbian, transgender, people with disabili- much discussion concerning the lack of and certainly inspirational for the AREC. ties, people of different religions and senior minority representation within the Provin- The work of the AREC is two-fold: citizens. cial Executive. In response to this debate, a 1) the committee engages members in If you are interested in learning more well spoken, dynamic delegate from anti-racist education; about our initiative or would like to Toronto, who was a visible minority, ran 2) the committee addresses gender equity become involved, please give us a call as from the floor and was successful in his and disability issues, as well as issues we are always looking for new members. bid for a seat on the Provincial Executive. which impact on Aboriginal, bisexual, gay, The AREC is your voice. The guest speaker at the meeting, Mr. lesbian and transgender members. Stephen Lewis, is a special envoy of the United Nations, and has been working in We aspire to: Africa, to help victims of AIDS and war. forge collaborative links with the Race His speech highlighted concerns that the Relations and Equity office at the Board; spread of AIDS is a global pandemic and is support members with related initiatives F A L L 2 0 0 4 Peel Passages | 17 A W A R D S & R E C O G N I T I O N End of Year Awards Dinner Each year, in the midst of the school year countdown, the Awards Committee hosts its annual end of year celebration at the Pavilion Royale. Service pin recipients, award winners, staffs and various ETFO committees come together to toast our collective success stories. Good food, good fun and good company make this Dinner and Dance a much-anticipated event. We look forward to an even bigger and better event this June. Plan on joining us Thursday, June 23, 2005! Dancin’ the night away Twenty years service in total Awards Committee Chair, Linda Woodhead & Sabina doing a great job Get up and Boogie! 18 | Peel Passages F A L L 2 0 0 4 A W A R D S & R E C O G N I T I O N Dance, dance, dance! Enjoying a pre-dinner drink What’s for dinner? F A L L 2 0 0 4 Peel Passages | 19 O C C U P AT I O N A L H E A LT H & S A F E T Y We Don’t Have To Take It! by Doug Hitchcock, Occupational Health & Safety Teacher Advisor If you feel that violence is not acceptable. The Ministry of Can I Refuse Unsafe Work? being the recipient Labour has the authority to write orders to Teachers have a limited right to refuse of some form of create a safe workplace. Recent orders have work when they have reason to believe that violence is part of included: the conditions in the workplace are likely your job, you are establishing training standards for to endanger themselves or other workers. wrong! workers; The limitation is that the wellbeing of the “A violent incident developing a response plan for students students in your care must take prece- encompasses any with severe/repeated violent incidents; dence. aggressive act that students with severe/repeated violent A work refusal must be investigated causes physical or incidents should be assessed for promptly following the procedures out- emotional harm to a member and includes appropriate learning environment; lined in The Occupational Health and violence or any threatening statement that notwithstanding a handicapped [not our Safety Act section 43. The Local and the gives the member reasonable cause to words!] student’s right to an education, a Occupational Health and Safety Teacher believe there is a risk of physical or emo- worker’s right to a healthy and safe work Advisor should be notified immediately of tional harm. Intent is not a factor in deter- environment must be ensured; any refusal. The refusal process should be mining risk to members.” ETFO Violent a list of qualified workers to fill short a remedy of last resort to be used after Incident Report term absences such as illness should be other avenues have been exhausted. Keep established; in mind that The Occupational Health and Violence must not be allowed to be part Safety Act prevents employers from taking employer shall acquaint worker with any of your life as a teacher. Under no circum- reprisals against workers who are acting in hazard including risk of injury from stances should it be considered a part of accordance with the Act. violent aggressive incidents from special your job description. The source of the If you have Health and Safety concerns education students with a history of violence is not part of the equation. Your do not hesitate to contact the Local office violent incidents; employer has a duty under the Occupa- or me directly. The union is here to help undertake professional assessment to tional Health and Safety Act to take every and protect you. determine if student’s continued precaution reasonable to protect you. presence creates an unacceptable risk; Nowhere does The Occupational Health Doug Hitchcock and Safety Act talk about costs, the fund- develop and implement policies and ETFO Occupational Health & Safety ing formula, staffing levels or other items. procedures (staffing, training and Teacher Advisor The Occupational Health and Safety Act is emergency incident response). Office: (905) 890-1010 ext. 2686 there to protect the workers of Ontario not Pager: (416) 370-5927 to make financial or managerial decisions. Please keep in mind that each Ministry of Fax: (905) 890-8893 Recent decisions from the Ontario Labour Inspector has the power to make individual determinations within the email@example.com Ministry of Labour in a number of School Boards support ETFO’s position that Ministry’s policies. We’re making a list and checking it twice. Going to find out who’s supportive and nice. The Peel Elementary Teachers’ Local wishes to acknowledge the support given to teachers at the following locations during the last reporting period. CLIFTON • WESTACRES • GARTHWOOD • HILLSIDE • TOMKEN • BRISTOL • NAHANI WAY HANOVER • WHITEHORN • MILLER’S GROVE • SETTLER’S GREEN • SHELTER BAY • SOMERSET DRIVE HAROLD F. LOUGHIN • McCRIMMON • HOMESTEAD • BURNT ELM • NEIL C. MATHESON LARKSPUR • TREELINE • HAVENWOOD • LORNE PARK • QUEEN STREET • MIDDLEBURY ERIN MILLS • BROOKEMEDE • PHEASANT RUN • OAKRIDGE • RAY UNDERHILL McBRIDE • RUSSELL LANGMAID • PLOWMAN’S PARK • QUEENSTON DRIVE 20 | Peel Passages F A L L 2 0 0 4 E D U C A T I O N A L I S S U E S Waste-Free Lunches: A Lesson in Environmental Stewardship by Amy Hemmert A typical lunch brought to school by a food is put in reusable containers rather may include: North American child today contains far than wrapped in disposable packaging. A Performing an initial trash audit (see more packaging than ever before. With drink is packed in a refillable bottle. Cloth sidebar) to determine the type, amount, families relying on the convenience of napkins and stainless-steel utensils replace and sources of school waste, and prepackaged lunch items and single-use disposables. All containers are resealable, additional audits at regular intervals to wrappings such as baggies, aluminum foil, so that leftover food and drink can be assess the effect of any changes that have and plastic wrap, it is no surprise that saved for later. been implemented. lunchtime trash is second only to office Hot lunch programs that are waste free Sending letters or newsletters to paper as the leading source of school provide reusable tableware—plates, cups, students’ families to enlist their support waste. The New York State Department of utensils and napkins—which may be and to keep them up to date. They’ll need Environmental Conservation estimates that washed in the school kitchen, sent home to know what a waste-free lunch is, why the average child taking a disposable lunch with students for washing, or washed by a a waste-free lunch program is important, to school generates 30 kilograms of garbage third party such as a caterer or restaurant and what they can do to pack waste-free per school year. Annually, that adds up to that provides meals to the school. Food lunches quickly and conveniently. After more than half a billion kilograms of lunch waste is minimized through education and the program is launched, providing waste for the 64,000 public U.S. elemen- training and by implementing low-waste families with the results of your ongoing tary schools alone. And where does all this serving procedures. Some schools, for trash audits is a great way to let them lunch trash go? It is hauled off to incinera- instance, allow students to take only what know how they’re doing. tors and landfills, of course, where it is they know they will eat. Some offer self- Sending memos to teachers about your burned or buried. As landfills across North serve salad bars. goals, activities, and plans, so that they America reach capacity, communities must Waste-free school lunch programs vary can support the program. look for new landfill sites, and the new tremendously. Some focus on hot lunches Holding contests to motivate students. sites are usually farther away from Making presentations where the waste is or holding workshops generated. This to educate students greater distance about environmental results in longer problems and transit times, higher solutions related to waste-hauling fees, school lunch waste. increased pollution Implementing or from fossil fuel expanding school emissions, more recycling programs to truck traffic, and prevent recyclable greater wear and tear materials from going on public roads. to the landfill or The good news is incinerator. that lunch habits Instituting or have started to expanding an onsite change. In some composting program school districts, to divert food waste environment- for use in a school conscious parents, garden or in planter teachers, school boxes. only and some on lunches brought from administrators, and environmental organi- Hanging signs or posters about waste- home, while many tackle both. Some zations are reducing school lunch waste by free lunches in classrooms, the schools encourage students to pack waste- implementing waste-free lunch programs. lunchroom, and other common areas. free lunches every day, while others hold Their aim is not only to reduce campus Assembling a display or bulletin board to waste-free lunch days once a week, once a waste, but also to teach students that small provide lunch-making ideas and month, or once a year for Earth Day. Many changes in their daily routines can have a examples of waste-free lunch dos and programs develop gradually, starting with a very large impact on the environment and don’ts. one-week waste-free lunch program the on their personal health. These programs Organizing student recycling teams or first year, then expanding to once a week or help schools to save money, and increase training students as waste managers so once a month the second year, and then the likelihood that families will choose that students are involved and take launching a more comprehensive program fresh fruits, vegetables, and whole grains responsibility for their actions. In the following year. Some schools fully over highly processed, prepackaged meats addition to monitoring and emptying integrate their waste-free lunch program and salty or sugary snacks. recycling bins, students can help to with their curriculum or school gardening program. Some rely on intrinsic motiva- educate their peers by presenting What is a Waste-free Lunch Program? tion, while others offer incentives such as workshops and creating informational A waste-free lunch contains no throwaway prizes. posters. packaging and produces no food waste. The typical homemade waste-free lunch is The components of a waste-free lunch No matter what activities you choose, packed in a lunch box or backpack. The program vary from school to school, but starting a waste-free lunch program requires F A L L 2 0 0 4 Peel Passages | 21 E D U C A T I O N A L I S S U E S common areas where all members of the parents, custodians, and students. If you Waste-Free Lunch school community can see them. (see su cc ee d in re du ci ng wa st e- ha ul in g Tips for Parents www.mari nefm .org/ wast e-fr ee-m onth - 2002.html for examples) fees—either by reducing the size or the number of dumpsters—make sure that Include items that can be purchased in everyone in your school community knows bulk, such as dried fruit and nuts. Students: Educating students about the about it. Contact your local newspapers Include items that come in their own impact of their food choices on the envi- and solid waste agency, too, to share with natural wrappings, such as bananas, ronment is a key component of any waste- your community what your school is doing oranges, and hard-boiled eggs. free lunch program. The aim, of course, is for the local environment. Pack water in a refillable bottle instead to influence not only the choices they of prepackaged sugary drinks. It's make at lunchtime, but also those they healthier, less expensive, and easier to Making it Last make all day, every day. Here are some To keep your program alive, your school wipe clean if it spills or leaks. suggested activities: must continue to communicate with To avoid food waste, cut fruits and Conduct trash audits with students and vegetables into pieces so that your child families and staff. Have students create use the information to teach math (i.e., new and inventive reminder posters and can eat some at lunchtime and save the rest for a later snack. arithmetic, graphs, tables, word replace any that are not in good condition. problems). Continually send out reminders, notes of Use a thermos or other reusable bottle for drinks, reusable plastic containers for Facilitate group discussions about praise and tips for packing waste-free foods, and utensils that can be washed reducing lunch trash and other ways that lunches. As new families enter the school, and reused. students can conserve resources. make sure they are made aware of the Label all containers and water bottles to Find out where your school’s trash ends school’s efforts to reduce waste. Share with ensure they will make it back home. up. If it goes into a landfill, have students families and staff what other schools are find out where the landfill is, when it is doing to reduce waste. Involve students in Purchase (or make) cloth napkins that your child can decorate with fabric paint, estimated to reach capacity, and what the trash audits throughout the year. Consider being sure to include his or her name in community plans to do once it is full. If purchasing a (second-hand?) school trophy case a napkin gets left behind at school. possible, take students on a field trip to that can be awarded each week to the class the landfill or to a recycling facility. that produces the least waste by weight or Avoid throwaway bags, plastic wrap, foil, polystyrene, single-use cans and cartons, Involve students in art projects using brings the highest number of waste-free and paper napkins. salvaged materials, and have students lunches. Make sure that worm boxes and estimate how much new material they recycling bins are conveniently and promi- Pack lunches in lunch boxes, small packs, or cloth bags. have avoided using. Put the artwork on nently placed where students can use display in the lunchroom. them. And enlist the ongoing help of Invite children to help plan, prepare, and parents and staff to ensure that lunch pack their own lunches. Involve students in on-campus recycling and composting. clean-up procedures are properly adhered Prepare extra food at dinnertime and to. Start a worm composting program to use leftovers for lunches. Waste-free lunch programs help schools eliminate lunchtime food waste and to Minimize the morning rush by packing show students how soil is enriched reduce waste and save money. If every lunches the night before and storing naturally. child attending elementary school packed a them in the refrigerator overnight. waste-free lunch, billions of pounds of Conduct food choice workshops in which students learn about the lunch waste could be diverted from the cooperation, patience, and communication. ingredients of processed foods. For waste stream. That’s a lot of trash, and that Trying to change human behaviour is always example, have students find out how translates into potentially huge savings for challenging, but in the many communities much sugar and food colouring is in soft our families, our schools, and our environ- where waste-free lunch programs are being drinks and juice-flavored drinks. Ask ment. implemented, families and schools are them to decide what constitutes a meeting that challenge with enthusiasm and healthful school snack, and discuss why Amy Hemmert is a teacher, small business owner and mother of two school-age children in Santa Cruz, pride. it important to provide the body with California. She is the author of several books, including essential nutrients. Talk about the The Laptop Lunch User’s Guide: Fresh Ideas for Implementing a Program benefits of drinking water. If appropriate, Packing Wholesome, Earth-friendly Lunches Your discuss the causes and symptoms of Kids Will Love <www.laptoplunches.com>. Parents: Since parents usually make the lunch decisions, it is essential to get them obesity, heart disease, high blood pressure, sleep apnea, and type 2 Resources on board as soon as possible. You can Wastefreelunches.org <www.wastefreelunches.org>: communicate with them through the diabetes. Sample letters to families, information on trash school newsletter, by phone, or by email. Integrate your waste-free lunch program audits, classroom activities and success stories. Listed below are some opportunities for with a school gardening program so that Virtualrecycling.com <www.virtualrecycling.com>: students connect their lunch with life Tips on organizing waste-free lunches, including communicating with parents. cycles. contest suggestions. After you’ve done an initial trash audit, Have students research a particular issue send a letter home to parents describing Trash Goes to School, Cornell Waste Management related to food or the environment and Institute <cwmi.css.cornell.edu>: Classroom what you found. Explain that the amount present their findings to the class. activities for Grades K-12, sample letter to teachers, of waste generated at lunchtime has a and background information. negative impact on both the A word of caution: No child should ever be environment and the school budget. singled out for not packing a waste-free Global Stewards <www.globalstewards.org>: The “Pack a Waste-Free Lunch” page provides lunch- Encourage them to use less disposable lunch, as young children are rarely respon- waste statistics and tips. packaging. sible for their lunch choices. Families make Send home a detailed letter explaining decisions based, in part, on their lifestyle, Recycling Council of Ontario <www.rco.on.ca>: A “3Rs Waste Reduction Survey” that can be adapted. what parents can do to reduce lunchtime values, and socio-economic background. waste (see Tips for Parents above). Avoid activities that single out individual Rethinking Recycling, Oregon Department of students. Environmental Quality <www.deq.state.or.us>: This Congratulate families for packing site offers a waste reduction curriculum for Grades lunches in reusable containers and K-5 that can be adapted for use anywhere. remind them to label containers, lunch Measuring Success San Mateo County California Recycleworks boxes, thermoses, and reusable drink Before implementing the waste-free lunch <www.recycleworks.org>: Information on packing a bottles so that these can be returned if program, decide how to measure its suc- no-waste lunch, as well as on waste audits, worm they are lost or forgotten. cess. You may want to analyze and graph composting and starting a composting program. Post waste-free lunch reminders in the your trash audit results and, perhaps, lunch area, in classrooms, and in collect anecdotal evidence from teachers, 22 | Peel Passages F A L L 2 0 0 4 E D U C A T I O N A L I S S U E S Getting a Read on the Privatization of Education by Bernie Froese-Germain, Researcher, Professional Development Services, Canadian Teachers’ Federation Powerful Forces Eroding Public private companies. annual event. In addition, through DFAIT, Education With reference to the impact of neo- the federal government actively promotes Canadians have become used to hearing liberal globalization on the British school the education industry abroad through the about the creeping privatization of health system, Hatcher identifies the emergence Education Marketing Board and other care—private for-profit clinics, user fees, of three interconnected yet distinct agen- initiatives. For its part, Industry Canada public-private partnerships for hospital das agendas that resonate well beyond also provides information on Canada’s services and infrastructure. England’s borders: education and training industry, and has Around the globe, corporate interests a business agenda for what the school created a “Public-Private Partnership and market forces are also shaping educa- system should do: above all, to produce Office” on its website with a mandate to tion systems in fundamental ways: large- human capital for competitiveness in the “increase awareness of public-private scale voucher programs in Colombia and global economy; partnerships by providing a centre of Chile; extensive private school manage- an agenda for how it should do it most knowledge and expertise on P3 issues.” ment in the Netherlands; private school efficiently: by adopting a business model liberalization in the Czech Republic; of management and operation; The Many Faces of Privatization universal public school choice and the an agenda for what business itself should The forces described by Hatcher and others creation of a competitive education market do within the school system: opening up are playing themselves out in the incre- in England. UNESCO reports that “privat- state education systems to private for- mental privatization and commercializa- ization is one of the hottest issues cur- profit companies (or educational tion of Canadian K-12 education, which is rently being debated in the education management organizations as they are assuming various forms. McAdie (2002) sector.” (Belfield & Levin, 2002, p. 7) known). usefully distinguishes between private In the U.S., smaller scale voucher monies used for public education—e.g., initiatives have been established in Florida Pressures for increased trade liberalization school fundraising for basic items like (the largest U.S. program to date), as well in education services through pro- textbooks, classroom supplies, library as Wisconsin (Milwaukee) and Ohio privatization trade pacts like the GATS and books and computers; teachers buying (Cleveland). The November issue of the FTAA, coupled with the rapidly school materials out-of-pocket; and corpo- EdInvest News, which describes rate sponsorships and dona- itself as a “service of the World tions; and public monies used Bank Group…[to] provide for private education—e.g., information for making private “Privatization is one of the hottest through charter schools, investment in education possi- vouchers, and government ble on a global scale,” cheer- issues currently being debated in funding for private schools. fully notes that: Several provinces currently In recent years, the US the education sector.” provide public funding for education system has seen a private schools, in most cases near-avalanche of interest, through a per-pupil grant that research, and policy reform in educa- expanding technology-driven multi-billion goes directly to the school (an education tion privatization and school choice. dollar global education industry, will voucher in the form of a private school Federal legislation (‘No Child Left almost certainly advance these agendas, tuition tax credit introduced by the former Behind’ Act) includes many pro- threatening public education. Conservative regime in Ontario has been privatization proposals; education It is in this climate that the door has scrapped under the new Liberal govern- vouchers are now being actively opened to growing federal involvement in ment). While private schools still represent promoted across the country; 2,700 Canadian education over the past decade. a relatively small segment of the education charter schools now educate over half a As Bruno-Jofré and Henley (2002) explain, system—in terms of students, teachers and million students across 37 states; K-12 “the federal government’s enthusiasm for schools—compared to public schools, tax credit and tax deduction programs the human capital model of economic they’ve experienced steady growth in to subsidize private schools are grow- development, coupled with the adoption of recent years. In 2001-02, the number of ing; and home-schooling—the ultimate the view that education should be treated full-time private school teachers increased in privatization—is increasingly like any other commodity for trading by about 4.3%, the number of schools popular. Currently, privatization and purposes, has provided the justification for increased by 4% and enrolments grew by school choice is the primary reform this renewed involvement.” (p. 10) They 2.6%. Over the same period, public schools strategy for improving America’s focus, in particular, on the Department of and student enrolments experienced a schools. (Latham, 2003) Foreign Affairs and International Trade slight decline. (Canadian Teachers’ Federa- (DFAIT) and, through it and other depart- tion, 2002) Belfield and Levin define privatization as ments such as Industry Canada, the strong Hargreaves (2003) describes the general the transfer of an activity, asset or responsi- and explicit support of the federal govern- policy response to the growing number of bility from the government to the private ment for the nascent Canadian education parents seeking out private education for domain (p. 19). More specifically, this industry. This has included DFAIT co- their children as the “paradoxical” creation involves transferring responsibility for sponsoring with several corporate partners within the public system of “business- and providing, regulating and financing educa- the Canadian Education Industry Summit economy-class categories of education” tion from the state to individuals and in 1997, which has since become an (pp. 168-169). Middle class families are F A L L 2 0 0 4 Peel Passages | 23 E D U C A T I O N A L I S S U E S being enticed to stay in public schools with Vancouver, Ottawa and Toronto charging ment is saying, ’If we’re not giving you what essentially amounts to elements of a annual fees of $10,000 or more. It’s easy to enough money, go out and make some.’ ” two-tiered system e.g., higher tracks, gifted see how the ability to recruit even small (McLellan, 2003) classes, magnet schools and other schools numbers of international students can In addition to advocating for a fully of choice. make a big difference to a school board’s funded, inclusive public education system A gradual shift is discernible with bottom line (Bruno-Jofré & Henley, 2002). and reaffirming its longstanding opposition regard to the balance between private and Ot he r ex am pl es of pr iv at iz at io n to privatization and commercialization, the public education expenditure (the latter of abound , includ ing the use of privat e 2003 CTF General Meeting condemned the course still makes up the bulk of the tutoring and test-preparation services and practice of school districts forming busi- funding). Between 1997-98 and 2001-02, the contracting out of custodial, mainte- ness companies and the legislation that private expenditure increased from $9 nance, food and transportation services. allows for this. billion to $10.5 billion ($7.4 billion for There are also reports of the outsourcing of post-secondary, $3.1 billion for elementary- instruction in post-secondary institutions. secondary), representing a 16% increase, (Brouillette, 2003) Is the “Partnership” in P3s a and four times the increase in public School boards are signing “exclusive” Misnomer? expenditures over this period. While the marketing contracts with food and bever- Trendy public-private partnerships (or P3s) shift to private funding sources is particu- age companies such as Coke and Pepsi to are also taking hold in education as in larly evident in post-secondary educa- make up for funding shortfalls. Some soft other sectors such as health care and tion—escalating tuition fees accounting for drink companies are offering bonus com- transportation. Fuller (2003) defines P3s as: a considerable chunk of this, I was sur- missions as an incentive for schools to a kind of hybrid approach to creating prised to find that 7% of the total expendi- boost their students’ consumption of a new government infrastructure, where ture for elementary-secondary education in product (for a good primer on exclusive the government contracts with the Canada came from private sources in 2001- cola contracts, see Dunsmore, 2001). Two private sector to design and build, 02, reaching a high of over 10% in Alberta large Ontario school boards, Peel District sometimes finance, and sometimes and Quebec. Also, 9% of Canadian house- and York Region District, were recently operate new public facilities such as holds paid pre-elementary and elementary- ordered by the privacy commissioner to schools and hospitals. With these secondary tuition fees in 2000, an average make the ir con fid ent ial mul ti- mil lio n arrangements, the private sector often of $974 per household (although there is dollar cola deals public, as a result of the ends up owning the public facilities no breakdown between the two levels). diligent efforts of a 15-year-old high school and leasing them back to the govern- The average tuition ranged from just under student and his father. ment. (p. 4) $200 in Saskatchewan to nearly $2,000 in In the wake of this, the Ontario govern- Ontario. (Canadian Education Statistics ment’s proposed ban on junk food in As the name suggests, P3s fall somewhere Council, 2003) elementary schools comes as welcome on a continuum between the public and This largely aggregate data tells us little news (B.C.’s Minister of Education is also private domains. New Brunswick, Nova about the specific sources of Scotia and other jurisdictions private funding. One thing have used P3s to finance new does seem certain—incidental school construction. In fees and school fundraising Nova Scotia’s P3 experiment…has particular, Nova Scotia’s P3 are on a sharp upward trend. experiment in which the According to People for proven to be a dramatic failure. government contracted the Education’s most recent construction of over 30 new tracking reports, an estimated P3 schools (also known as $38.5 million was raised by elementary considering this idea). So does the soft lease-back schools) to a local private school communities across Ontario in the drink industry’s announcement that it will consortium has proven to be a dramatic 2002-03 school year, with the top 10% of be pulling carbonated beverages from all failure. In addition to costing $32 million schools raising as much money as the elementary and middle school vending more than if they had been publicly bottom 53%. Some schools brought in as machines by the start of the 2004-05 school financed, the motives underlying the Nova much as $60,000. At the secondary level, year (water, juices and sugary sports drinks Scotia P3 project were political—this parents, students and teachers raised about will stay and cola drinks will still be arrangement allowed the government to $14 million province-wide, while local available in cafeterias as well as high keep the cost of the schools off its books in businesses, corporations, community schools). Child obesity and other health an attempt to reduce the apparent size of associations and alumni kicked in an concerns (and pop sales which have the provincial deficit. (Robertson, 2003) additional $10 million. levelled off or declined?), rather than Numerous other problems surfaced School fundraising reinforces the commercialism or privatization, appear to including the location of new schools problematic notion of education as a be the overriding issues here. All of this is being determined by corporate interest charity, rather than as a basic human and unlikely to put an end to exclusive agree- rather than educational need. School social right. It deepens inequities between ments. According to the soft drink industry access for students and the community was schools and their communities because, as lobby group, Refreshments Canada, “the limited after school hours as the facility noted, working class neighbourhoods have decision [to replace pop with juices and and its state of the art technology were much more difficulty raising money than other drinks] shouldn’t affect how the often rented out by the corporate owners, affluent ones. One might say that fundrais- companies work with the school boards.” as stipulated in the lease, to conduct ing is becoming as entrenched as the local (Livingston, 2004) private training courses. As with exclusive food bank—recall that the latter was The B.C. government has gone so far as marketing deals and school district busi- originally intended as a stop-gap poverty to amend the provincial School Act to ness company plans and finances, there is measure. allow school boards to set up private a serious lack of public accountability with In a period of declining provincial companies for business purposes, the P3s as the contracts are cloaked in secrecy. education funding, the lucrative “trade in profits of which can be used for educa- Because much of what we know about international students” is picking up tional programs. To date, eight school P3s and other privatization initiatives steam, with foreign fee-paying students districts have created business companies, remains anecdotal and piecemeal in being aggressively recruited for high in some cases to provide education to nature, the bigger picture continues to schools by school boards (in some cases foreign students living in B.C. or abroad, elude us. The need to systematically through federal “Team Canada” trade and other districts are moving to do the collect national baseline data to assess the missions). Tuition fees for international same. Kuehn remarks that, “this is clearly nature and extent of this phenomenon is students are exorbitant, with boards in related to the issue of funding. The govern- becoming more urgent, as there is every 24 | Peel Passages F A L L 2 0 0 4 E D U C A T I O N A L I S S U E S ind ica tio n tha t the tre nds des cri bed there is a need for citizens to stand back Latham, M. (2003, Nov.).“Facilitating Investment in above—as well as newer, stranger vari- and say to the public authorities: It is your the Global Education Market.” EdInvest News. URL: http://www2.ifc.org/edinvest/newsletter.htm#edne ants—will continue into the foreseeable obligation to raise the funds and to deliver ws future. universal public education. It is not our It would also be worthwhile to gauge responsibility to undermine that universal- Livingston, G. (2004, Jan. 6). “Taking Soft Drinks Out of Schools Only First Step to Deal with Youth public attitudes toward education privat- ity. Over to you. Health.” CP Wire. ization: What do Canadians think about it? What do they recognize as privatization? References . McAdie, P (2002, April). “Private Money for Public Belfield, C. R., & Levin, H. M. (2002). Education Education: Private Fundraising Speeds Move to Are there perceived grey areas? For exam- Privatization: Causes, Consequences and Planning Privatizing Education.”CCPA Monitor, 8(10), pp. ple, are people aware that school fundrais- Implications. Paris: International Institute for 36–37. ing is, consistent with the definition Educational Planning, UNESCO. provided earlier, a form of privatization? McLellan,W. (2003, Dec. 10). “School Districts Create Brouillette,V. (2003, Nov.–Dec.).“Outsourcing in Companies to Raise Cash.” Vancouver Province, p. A6. Institutions of Higher Education: A Spreading People for Education (2003, May). The 2003 “Over To You”—A Final Word Practice.”CSQ News, 19(2), p. 5. Elementary School Tracking Report. Six Years of the I’ll give the last word on this issue to John Bruno-Jofré, R., & Henley, D. (2002, June). “The Funding Formula: Failing Ontario’s Students. Toronto. Ralston Saul, who lays bare the hard truth Canadian Education Industry: An Historical Critique People for Education (2003, March). The 2003 about school-based fundraising and issues of Education as Merchandise.”Canadian and Secondary School Tracking Report. Diminishing a broad challenge to us all, especially our International Education, 31(1), pp. 1–18. Support in a Harsher Environment. Toronto. political leaders and decision-makers: Canadian Education Statistics Council (2003). Robertson, H. J. (2003, April). “Why P3 Schools are D4 The whole idea of private fundraising Education Indicators in Canada: Report of the Pan- Schools, or How Public-Private Partnerships Lead to for public schools is the first step Canadian Education Indicators Program 2003. Disillusionment, Dirty Dealings and Debt.” In Fuller, Ottawa: Statistics Canada / CMEC. S. (ed.),Assessing the Record of Public-Private towards introducing a class based Canadian Teachers’ Federation (2002, Sept.). Partnerships. Proceedings of a CCPA-BC Public Forum society into Canada. Private fundraising “Virtually No Growth in Canada’s Public School (pp. 8-13). Vancouver: Canadian Centre for Policy is, in and of itself, a form of exclusion. Alternatives-BC Office. Demographics as Private School Sector Continues to Expand in 2001-02.” Economic Services Notes, pp. Saul, J. R. (2002, Fall). “In Defence of Public Let me add a tougher comment. By going 1–4. Education.” Horizons, 1(1), pp. 8–14. out and spending a great deal of their Dunsmore, D. (2001, Mar.). “Cola Vending Machines: valuable time fundraising, principals, . ’Rich’ Contracts That May Not Be So ’Sweet’” BCTF teachers and parents are actually collabo- Teacher Newsmagazine, 13(5), p. 14. rating in the gradual privatization of the Fuller, S. (ed.). (2003, April).Assessing the Record of public school system. They are making Public-Private Partnerships. Proceedings of a CCPA-BC privatization easier for those who do not Public Forum. Vancouver: Canadian Centre for Policy wish to take public responsibility for Alternatives-BC Office. raising the necessary amounts of public Hargreaves, A. (2003).Teaching In the Knowledge money. I often feel we would do better to Society: Education In the Age of Insecurity. New York: stand back and to say openly that this is a Teachers College Press. public system and that if society and its Hatcher, R. (2003). “Business Agendas and School leaders are not willing to fund the system, Education in England.” (Draft paper). then we collectively, and they specifically, Industry Canada. “Public-Private Partnership (P3) must all take responsibility for the decline Office.” URL: in the education of our own children and http://strategis.ic.gc.ca/epic/internet/inpupr- the children of our fellow citizens. Perhaps bdpr.nsf/vwGeneratedInterE/Home Junior Elementary Music Makers by Wendy Wilson, Alloa PS and Kim Alderman, Derry West Village PS “Fa la la…” went the beautiful Thomas that she presented. How lucky the students grams in Peel schools. We are beginning Street Choir on Thursday, October 21 as were from Thomas Street to have a chance our thirteenth year of networking with Peel the Junior Elementary Music Makers to work with this famous choral conductor! teachers. Watch for upcoming workshops: (JEMMS) group hosted a choral workshop Jean’s book, Sound Advice: Becoming a Band In A Box (February 9); Orff Fun (April for elementary and secondary music Better Children’s Choir Conductor, was 5); Sip and Sing (June 9). Please e-mail teachers in Peel. The workshop offered a made available for all to purchase at a Joan Cobbold at Cooksville Creek PS if you first-hand glance at the Canadian treasure, reduced, JEMMS subsidized cost. The would like to be added to our mailing list. Jean Ashworth Bartle, conducting the workshop was from 4:00 to 7:30 pm. At Thomas Street Middle School Choir. dinner break, we enjoyed pizza and coffee Jean is the founder and director of the hosted by the JEMMS team. Ninety people Toronto Children’s Chorus which boasts attended. It was great having so many over three hundred young voices, ages music educators in one place so that 7–17, who learn to sing and perform each everyone could share experiences and chat. year with one shared passion: choral We are thankful to Jean Ashworth excellence. The children are exposed to Bartle for coming to Peel to share her touring, recording and many award- expertise with Peel teachers. It was a winning performances. wonderful evening and learning experience We were very lucky to watch Jean work for all. JEMMS thanks Carole Anderson with Carole Anderson’s choir from Thomas and her Thomas Street Choir for hosting Street Middle School. She took us through this event. We had a wonderful evening several choral warm-ups and demonstrated and everyone went home humming. what we could potentially do with our JEMMS is a group of teachers helping choirs. We enjoyed listening to the songs teachers to provide the best music pro- Jean Ashworth Bartle addresses JEMMs F A L L 2 0 0 4 Peel Passages | 25 A R O U N D P E E L Justice for the Hilton Hotel Workers! by Matthew Curran, Political Action Chair On October 18, the (unlike most hotels all gratuity fees go Chelsea Hotel in Toronto at the last minute management of the directly to the hotel and not the servers). in order to ensure representatives did not Hilton Airport hotel Despite the union’s attempts to negotiate cross the picket line. locked out 150 fairly, the management decided to lock out On November 1, Peel Local teachers members of Unite their workers. The union has filed charges demonstrated solidarity with the locked Here Local 75. This with the Ontario Labour Relations Board out workers and marched on the picket is the first time in arguing that the hotel negotiated in bad faith. line. Peel teachers were well received on the Hotel’s history Since the beginning of the lockout other the line and their support greatly appreci- that labour conflict unions have provided strike support such as ated, as many of the workers live in Peel has occurred. The the Ontario Elementary Catholic Teachers’ and their children attend our schools. It is workers have been without a contract since Association which would not cross the important that the Peel Local demonstrate April 2004 and were asking for simple and picket lines. solidarity with the working families in our reasonable demands such as: ETFO also supported the Hilton work- community. Solidarity pickets occur at the parity with other hotel workers in ers by refusing to cross the picket lines. hotel every Thursday. For more informa- Toronto in relation to their wages and ETFO provincial staff worked tirelessly to tion visit Unite Here’s website: pension benefits; change the location of the Provincial www.unitehere.ca. respect for their work; Representative Council Meeting that was to the right for banquet servers to keep at take place at the hotel. Over 300 local least a portion of the tips they earn representatives were relocated to the Delta On November 1, Peel Local teachers demonstrated solidarity with the locked out Hilton workers. It is important that Peel Teachers support the working families in our community. 26 | Peel Passages F A L L 2 0 0 4 A R O U N D P E E L Staff Lines Somerset Drive PS Darryl Menezes returned from a year’s Munden Park PS Everyone returned revived and refreshed leave to care for his very young children Where did that summer go…all 10 blissful following a great summer vacation. Wel- (Mr. Mum). Apparently Darryl has weeks! We hope Katherine Walton and come to a few new faces: Bernadette invented an automatic diaper changer and Anita Hagerman are enjoying their new Bedard, Aaron Onyskiw and Tania Del disposer, which can easily be adapted to schools. We miss you. Gisela Duarte, thank Rosso; welcome back everyone. We are clean chalkboards (no chalkboard rash you for hosting our first staff meeting in anticipating another great year. Angelo guaranteed!) On a more serious note, we your beautiful garden. What a wonderful Castellana spent the summer thinking had to bid farewell to two Edenrose “stal- relaxing way to start the year. The Munden about his move into the new house in warts”—Jane Farrell and Lynda Savage Movers had 14 members on our annual September and it is now a fait a compli. both now early retired and enjoying their Run-for-the-Cure team this year. Our team Lorianne Stetson made her summerly trip freedom. Jane’s now a grandmother and raised over $2000 for breast cancer. Many back to Prince Edward Island. Jill Dawson Lynda, whose husband is a pilot, is cavort- thanks to all our donors. Thank you to the just popped down to Australia for a bit. ing across the skies. A warm and hearty first catering team for the black and orange George Alcock has his tires rotated and oil welcome to several new teachers to culinary delights at our Halloween lun- changed now all he needs is a vehicle. Edenrose—Karen Mahoney and Marina cheon. That’s all for now! Mathew (Kindergarten), Sheri Reid (Grade 2), Alyson Hunter and Brenda McKay (Grade 3), Jana Parker (Physical Health Disabilities Class) and her capable assis- Darcel Avenue Senior PS tants Kelly Guthrie, Geetha Thakur, Rabeah We are delighted to welcome the following Sheik, Kathy Strachan, Anju Singla, and new staff members to our merry little Anne Silver (French). Welcome back to family: Wayne Warren, Yemi Adegbite, Christina Boutis, Behaviour TA. And a Susan Barker, Andrea Carnegie, Chan Ho, warm and special welcome back to Jane Rooxana Jummun, Kiba Moy, Roger Stew- Jarrell. Well, Natalie Kulik didn’t read the art, Gurmeet Gill, and Alimah Chutkae. We don’t drink the water sign and conse- have been busy already this year partici- quently will be taking maternity leave. pating in exciting events such as the Terry Sandra Hachard will fill in for Natalie. Stay Fox Run, Hoops for Heart Fundraising and away from Edenrose water Sandra! the United Nations Peace Day, hosted at Darcel School under the guidance of our Principal, Patrika Daws. We anticipate the Team captain Patti Sullivan, husband Pat and Morton Way PS mother Birdie, Umberto and Gisela Duarte, balance of the school year with high hopes Mark and Cicily Partington, Bella and Grace (in for great successes! Morton Way is off to a great start again this stroller) and Michael Mc Kibbon, Kirti and year. We had an appreciation assembly for Bhoopinder Johal and Sheldon and Anne Coles. our former vice principal, Michael Logue, who has moved on to Macville PS. We also Edenrose PS welcome Michael’s replacements, Nigel Summer has come and gone and already Hussey and Anne Goldenberg. The new Fall motifs, symbols and colours decorate teachers to Morton Way include Kindeel the classrooms and halls at Edenrose. Elahi, Joanne Boksa, and Beth Luong in Already the trio of Karen Sykes, Wendy Kindergarten. We are quite appreciative of Ruffle and Faye Chan’s annual grade four our new staff members: Leanne Brooks and thanksgiving feast—which included roast Tracy McGlaughlin-Camara have joined turkey and all the delectable trim- the Grade 3 team. Kara Werth is teaching in mings—for students and parents is history Grade 4 and Lisa O’Blenis is the new (the smiles remain!). Gail Price has given member on the Grade 5 team. Cecile new meaning to the term “lift-off ”. Gail’s Davies is teaching French and Manju Lota Grade 2 students are planting tomato seeds is with the ESL/ELD team. Our new teach- pasteurized in outer space! Okay Gail, let’s ing assistants are Robyn Caissie and Janet have a serious chat about the missing Stoddard. We had a staff Halloween get- goldfish and hamster and those little green together at Linda Kieswetter’s home. munchkins sharpening pencils for you Everyone enjoyed the fun and creative before the kids hit your room in the morn- costumes. We also congratulate Grade 3 ing! Accolades to Wendy Ruffle who ran in teacher Colette Redmond. She and Jamie the Toronto Waterfront Marathon fall were married during the summer. Congrat- classic in a brilliant time! Wendy has her ulations to them both. eyes on Boston and we wish her luck. Jana Parker also did wonders in her charity run for Breast Cancer. Look who’s smiling! F A L L 2 0 0 4 Peel Passages | 27 Support your negotiation team. Wear your button.