The Resolution The Resolution Process for Process for

Influencing Public Influencing Public EducationEducation

Past, Present and FuturePast, Present and FutureGarnet PattersonGarnet PattersonJanuary 16, 2013January 16, 2013

““We can change the world, rearrange the We can change the world, rearrange the world…world…

Open up the door”Open up the door”-Graham Nash, Songs for beginnersGraham Nash, Songs for beginners

Never believe that a few caring people can't Never believe that a few caring people can't change the world. For, indeed, that's all who change the world. For, indeed, that's all who

ever have. ever have. - - Margaret MeadMargaret Mead

What is our role?What is our role?

The Teachers Profession Act states:The Teachers Profession Act states:

““The Objects of the Union are to The Objects of the Union are to advance and promote the teaching advance and promote the teaching profession and the cause of profession and the cause of education in the Province”education in the Province”

--Article 7, TPAArticle 7, TPA

Policy and Action AreasPolicy and Action Areas

• What is taughtWhat is taught• Who can teachWho can teach• How students are treatedHow students are treated• How teaching occursHow teaching occurs• How schools operateHow schools operate• Where teaching occursWhere teaching occurs

The Structure of the The Structure of the NSTUNSTU

The NSTU The NSTU Structure allows Structure allows for ideas and for ideas and information to flow information to flow to and from its to and from its Membership, Membership, Committees, Committees, Locals, Executive, Locals, Executive, and Council.and Council.

The Beliefs of the NSTUThe Beliefs of the NSTU The NSTU serves as the primary The NSTU serves as the primary

advocate for its members by advocate for its members by • protecting and enhancing economic protecting and enhancing economic

benefits benefits • improving working conditions improving working conditions • supporting personal well-being supporting personal well-being

The NSTU is committed to leadership The NSTU is committed to leadership in educational change by:in educational change by:

• promoting excellence in teaching promoting excellence in teaching • encouraging life-long learning encouraging life-long learning • influencing education through researchinfluencing education through research

The Beliefs of the NSTUThe Beliefs of the NSTU

The NSTU promotes and enhances The NSTU promotes and enhances quality public education for all students quality public education for all students by:by:

• supporting a safe and healthy learning supporting a safe and healthy learning environment environment

• advancing the profession advancing the profession • advocating social justice and unionism advocating social justice and unionism • working with other organizations working with other organizations • communicating our beliefs in order to communicating our beliefs in order to

affect public opinion and policyaffect public opinion and policy

Where have we been?Where have we been?

Teachers were quite isolated. They were completely at the mercy of the local municipal boards that hired them. Often teaching positions went to the lowest bidder. The person who named the lowest figure for which they would work would get the position, regardless of qualifications. Even after that, they often were not safe for the school year: they could be dismissed at any time if a new applicant showed up and “underbid” them.

- Landmarks & Challenges – A Short History of the NSTU

Where have we been?Where have we been?

• 1895 – Margaret Graham, a teacher from 1895 – Margaret Graham, a teacher from Central Economy, Colchester County, first Central Economy, Colchester County, first proposed that a teachers union be formedproposed that a teachers union be formed

• 1896 – The NSTU adopted its first 1896 – The NSTU adopted its first Constitution and By-LawsConstitution and By-Laws

• 1928 – Teachers Pension Act came into 1928 – Teachers Pension Act came into effecteffect

• 1951 – Nova Scotia Teachers Union Act 1951 – Nova Scotia Teachers Union Act passed by Nova Scotia legislaturepassed by Nova Scotia legislature

Where have we been?Where have we been?

• 1960 – Specialist Associations formed 1960 – Specialist Associations formed within the NSTUwithin the NSTU

• 1968 – Teachers Profession Act 1968 – Teachers Profession Act passedpassed

• 1969 – Education Act amended to 1969 – Education Act amended to provide permanent and probationary provide permanent and probationary contractscontracts

• 1974 – Teachers Collective Bargaining 1974 – Teachers Collective Bargaining Act passedAct passed

What can we do as What can we do as individuals?individuals?

• Work with School Advisory CouncilsWork with School Advisory Councils• Attend Local meetingsAttend Local meetings• Work through Teacher-Board Work through Teacher-Board

CommitteesCommittees• Join Professional AssociationsJoin Professional Associations• Serve on Regional or Provincial Serve on Regional or Provincial

CommitteesCommittees• Submit resolutions through our Locals, Submit resolutions through our Locals,

Professional Associations, or CommitteesProfessional Associations, or Committees

What can we do as a What can we do as a union?union?

• Serve on Provincial Committees and Serve on Provincial Committees and Task ForcesTask Forces

• Meet with MLA’s, Ministers and Meet with MLA’s, Ministers and Government representativesGovernment representatives

• Work with Partner OrganizationsWork with Partner Organizations• Conduct research in education Conduct research in education • Work through local, provincial and Work through local, provincial and

national medianational media

PartnershipsPartnerships

• Nova Scotia School Boards AssociationNova Scotia School Boards Association• Nova Scotia Federation of Home and Nova Scotia Federation of Home and

School AssociationsSchool Associations• Fédération des parents acadien de la Fédération des parents acadien de la

Nouvelle Écosse Nouvelle Écosse • Nova Scotia Nurses UnionNova Scotia Nurses Union• Nova Scotia Government Employees Nova Scotia Government Employees

UnionUnion

Resolution SampleResolution Sample

• At Annual Council 1963, a resolution was put forward by the Cape Breton Rural and Village Local to address a discriminatory practice of some provincial school boards: terminating married female teachers, regardless of their education and teaching experience.

Resolution Sample Resolution Sample (continued)(continued)

• Whereas some school boards in the province have passed resolutions discriminating against female married teachers on the sole ground that they are married,

• Be it resolved that the NSTU immediately take the necessary action to guarantee the same eligibility for appointment and the same security of tenure for married female teachers as for single ones.

• It was adopted by a vote of 76 to 28.

Disposition of Resolutions

• All Annual Council resolutions are designated POLICY or ACTION.

• Resolutions designated policy are recorded in the Policy section of the NSTU Guidebook and are subject to the three-year cycle review.

• A report of the action taken on each resolution adopted or referred by Council is recorded in the Disposition of Resolutions document for presentation at the upcoming Council.

Policy ResolutionPolicy Resolution

BE IT RESOLVED THAT:BE IT RESOLVED THAT: All courses, including pilot courses, for All courses, including pilot courses, for

which students receive academic credit, which students receive academic credit, must be taught by teachers who are NSTU must be taught by teachers who are NSTU members. (2000)members. (2000)

Brief:Brief: With the advent of distance education and With the advent of distance education and

other forms of curriculum delivery, it has other forms of curriculum delivery, it has been increasingly difficult to track the ways been increasingly difficult to track the ways in which students are being taught, and the in which students are being taught, and the sources of that teaching. We must sources of that teaching. We must maintain our position that teachers should maintain our position that teachers should not be replaced by non-teachers, especially not be replaced by non-teachers, especially as classroom leaders.as classroom leaders.

Policy ResolutionPolicy ResolutionBE IT RESOLVED THAT:BE IT RESOLVED THAT: The NSTU endorse as policy an increase to 16% The NSTU endorse as policy an increase to 16%

preparation and marking time provided in single preparation and marking time provided in single blocks per instructional day for all teachers blocks per instructional day for all teachers employed in NS public schools.employed in NS public schools. ( (StFX 2011)StFX 2011)

Brief: Brief: Given the changes occurring within the Given the changes occurring within the classroom and in education in general, teachers classroom and in education in general, teachers are struggling to keep up given the allotted are struggling to keep up given the allotted amount of preparation and marking time. Stress amount of preparation and marking time. Stress and burnout rates are consistently increasing, and burnout rates are consistently increasing, which is evident with the amount of teachers which is evident with the amount of teachers leaving the profession within the first five years of leaving the profession within the first five years of their careers. By advocating for the proposed their careers. By advocating for the proposed increase in preparation and marking time, we increase in preparation and marking time, we believe the change will improve the quality of the believe the change will improve the quality of the teaching and learning process.teaching and learning process.

Action ResolutionAction ResolutionBE IT RESOLVED THAT:BE IT RESOLVED THAT:

The NSTU seek to clarify through negotiations The NSTU seek to clarify through negotiations Article 26 of the Provincial Agreement - Injury on Article 26 of the Provincial Agreement - Injury on Duty with respect to the activities which may or Duty with respect to the activities which may or may not be considered under this article. (2001)may not be considered under this article. (2001)

Brief:Brief:This article has become a concern in the Strait This article has become a concern in the Strait Region because of a situation which has gone to Region because of a situation which has gone to the grievance process. It appears that the grievance process. It appears that supervision of extra-curricular activities has supervision of extra-curricular activities has become a grey area in terms of this article, and become a grey area in terms of this article, and that teachers may not be covered under certain that teachers may not be covered under certain circumstances. We need to clarify this article so circumstances. We need to clarify this article so that teachers working with students outside the that teachers working with students outside the classroom can be assured that they are not classroom can be assured that they are not risking their livelihoods.risking their livelihoods.

Action ResolutionAction ResolutionBE IT RESOLVED THAT:BE IT RESOLVED THAT:

The NSTU attempt through negotiations to The NSTU attempt through negotiations to standardize provisions of articles on marking and standardize provisions of articles on marking and preparation time to ensure that teachers teaching preparation time to ensure that teachers teaching less than full-time are still provided a minimum of less than full-time are still provided a minimum of 10% paid time for marking and preparation. 10% paid time for marking and preparation. (2001)(2001)

Brief:Brief:Currently there are situations where teachers Currently there are situations where teachers teaching on a percentage basis are allotted no teaching on a percentage basis are allotted no preparation time in their schedules. This opens preparation time in their schedules. This opens the door for school boards to bypass the article in the door for school boards to bypass the article in local contracts and replace full-time teachers with local contracts and replace full-time teachers with part-time positions in which no preparation time is part-time positions in which no preparation time is provided. This is a significant loss of a negotiated provided. This is a significant loss of a negotiated benefit which may become the thin edge of the benefit which may become the thin edge of the wedge for further erosion.wedge for further erosion.

Designation of Designation of ResolutionsResolutions

• GovernanceGovernance• CurriculumCurriculum• Economic WelfareEconomic Welfare• GovernmentGovernment• Professional DevelopmentProfessional Development• GeneralGeneral

Governance ResolutionGovernance ResolutionBE IT RESOLVED THAT:BE IT RESOLVED THAT:

The By-Laws of the NSTU, Article V, 3(a) Duties, The By-Laws of the NSTU, Article V, 3(a) Duties, be amended to provide for an independent chair be amended to provide for an independent chair for all sessions of Annual Council, to be chosen for all sessions of Annual Council, to be chosen by the Provincial Executive. (2004)by the Provincial Executive. (2004)

Brief: Brief: The employment of an independent chair for The employment of an independent chair for annual meetings is a practice followed by many annual meetings is a practice followed by many organizations. It has the advantage of freeing organizations. It has the advantage of freeing the executive members of the organization to the executive members of the organization to address questions and speak on resolutions as address questions and speak on resolutions as would any other Council member. It would also would any other Council member. It would also remove the potential conflict of interest for remove the potential conflict of interest for executive members when addressing issues executive members when addressing issues involving change to those positions or involving change to those positions or membership group.membership group.

Curriculum ResolutionCurriculum ResolutionBE IT RESOLVED THAT: BE IT RESOLVED THAT:

The NSTU urge the Department of Education to The NSTU urge the Department of Education to adjust the curriculum of the senior high Mathematics adjust the curriculum of the senior high Mathematics Foundations courses to better reflect the needs of the Foundations courses to better reflect the needs of the students enrolled in these programs. (2002)students enrolled in these programs. (2002)

Brief:Brief:Students have had significant difficulties with the Students have had significant difficulties with the foundations level programs in mathematics and in foundations level programs in mathematics and in many cases are unable to graduate with a Grade 12 many cases are unable to graduate with a Grade 12 level mathematics course. As a result of their level mathematics course. As a result of their experiences in Grade 10 and 11, students are experiences in Grade 10 and 11, students are beginning to avoid Grade 12 mathematics in favour beginning to avoid Grade 12 mathematics in favour of other subject areas. In small high schools, this of other subject areas. In small high schools, this reduction in the number of students taking a course reduction in the number of students taking a course makes it impossible to offer the course to those who makes it impossible to offer the course to those who require the credit for graduation, or for entrance into require the credit for graduation, or for entrance into post-secondary institutions.post-secondary institutions.

Economic Welfare Economic Welfare ResolutionResolution

BE IT RESOLVED THAT: BE IT RESOLVED THAT: The NSTU seek to negotiate a guarantee that The NSTU seek to negotiate a guarantee that preparation time of at least 10% must be preparation time of at least 10% must be available to every teacher in each semester of available to every teacher in each semester of the school year. (2005)the school year. (2005)

Brief:Brief:With recent changes to the time requirements With recent changes to the time requirements for core subject areas, several schools have for core subject areas, several schools have opted for teaching schedules which require opted for teaching schedules which require some teachers to concentrate preparation time some teachers to concentrate preparation time in a single semester. This then requires those in a single semester. This then requires those teachers to teach full semesters with no teachers to teach full semesters with no preparation time. Several scheduling options preparation time. Several scheduling options exist which can be used to avoid this situation, exist which can be used to avoid this situation, so there should be no reason for teachers to be so there should be no reason for teachers to be forced to accept such an assignment.forced to accept such an assignment.

Economic Welfare Economic Welfare ResolutionResolution

BE IT RESOLVED THAT: BE IT RESOLVED THAT: The NSTU seek to negotiate a reduction of the The NSTU seek to negotiate a reduction of the differences in salary increment levels and to differences in salary increment levels and to reduce the number of increments necessary to reduce the number of increments necessary to achieve a maximum salary in an effort to raise achieve a maximum salary in an effort to raise the levels of compensation paid to entry-level the levels of compensation paid to entry-level and early-career members. (2007)and early-career members. (2007)

Brief:Brief:Many young teachers cannot afford to work in Many young teachers cannot afford to work in Nova Scotia because of our relatively low Nova Scotia because of our relatively low entry-level salaries. By closing the gaps entry-level salaries. By closing the gaps between the increment levels to bring all between the increment levels to bring all levels closer to the maximum, we will levels closer to the maximum, we will encourage more young teachers to work in the encourage more young teachers to work in the province rather than moving to other areas.province rather than moving to other areas.

Economic Welfare Economic Welfare ResolutionResolution

BE IT RESOLVED THAT: BE IT RESOLVED THAT: The NSTU seek to negotiate that class sizes The NSTU seek to negotiate that class sizes from Grades Primary to Three be limited to a from Grades Primary to Three be limited to a maximum of 20 students. (StFX 2012)maximum of 20 students. (StFX 2012)

Brief:Brief:Class sizes around the province have been Class sizes around the province have been increasing in many areas. With more increasing in many areas. With more students in the classroom, we believe that students in the classroom, we believe that the quality of education that our students the quality of education that our students are receiving is being negatively impacted. are receiving is being negatively impacted. Teachers are faced with an increasingly Teachers are faced with an increasingly diverse group of students in their diverse group of students in their classrooms; because of the diverse learners, classrooms; because of the diverse learners, teachers need more time to address the teachers need more time to address the individual needs of students.individual needs of students.

Government ResolutionGovernment ResolutionBE IT RESOLVED THAT:BE IT RESOLVED THAT:

The NSTU (in collaboration with the Nova Scotia The NSTU (in collaboration with the Nova Scotia Government and the Canada Revenue Agency) seek Government and the Canada Revenue Agency) seek to provide tax deductions for licensed and practicing to provide tax deductions for licensed and practicing teachers to compensate for expenses incurred above teachers to compensate for expenses incurred above resources in existing budgets. (StFX 2010)resources in existing budgets. (StFX 2010)

Brief:Brief:With the increased demand for teachers to assume With the increased demand for teachers to assume financial responsibilities for the purchasing of financial responsibilities for the purchasing of academic resources, tax deductions should be academic resources, tax deductions should be provided in addition to salary. It is proposed that provided in addition to salary. It is proposed that said tax deductions be awarded to compensate said tax deductions be awarded to compensate claims of purchased resources up to the amount of claims of purchased resources up to the amount of $500.$500.We must realistically consider the economic welfare We must realistically consider the economic welfare of teachers as they seek to provide resources of teachers as they seek to provide resources comparable to their pedagogical visions and the comparable to their pedagogical visions and the curricular demands.curricular demands.

Professional Development Professional Development ResolutionResolution

BE IT RESOLVED THAT: BE IT RESOLVED THAT: The NSTU urge the Department of Education to The NSTU urge the Department of Education to provide adequate resources and professional provide adequate resources and professional development for all teachers involved in development for all teachers involved in implementing the Early Literacy program. (2002)implementing the Early Literacy program. (2002)

Brief:Brief:The Department has given extensive publicity to The Department has given extensive publicity to its Early Literacy program as a major its Early Literacy program as a major accomplishment in helping students in the accomplishment in helping students in the elementary grades. However, the delivery of the elementary grades. However, the delivery of the program has been hindered by the lack of program has been hindered by the lack of resources and PD. Many smaller schools have resources and PD. Many smaller schools have suffered from limited resources, and double-suffered from limited resources, and double-graded classrooms have been provided with graded classrooms have been provided with materials for only one grade level. If this program materials for only one grade level. If this program is to succeed, additional support must be made is to succeed, additional support must be made available.available.

General ResolutionGeneral Resolution

BE IT RESOLVED THAT:BE IT RESOLVED THAT:The NSTU affirm its support for the The NSTU affirm its support for the initiative to provide healthy food choices in initiative to provide healthy food choices in school cafeterias. (2005)school cafeterias. (2005)

Brief:Brief:Currently, a Department of Education task Currently, a Department of Education task force is working on initiatives to support force is working on initiatives to support and encourage the provision of healthy food and encourage the provision of healthy food choices in Nova Scotia schools. This is a choices in Nova Scotia schools. This is a positive step for all students and should be positive step for all students and should be promoted by the NSTU.promoted by the NSTU.

What of the future?What of the future?BE IT RESOLVED THAT: BE IT RESOLVED THAT:

The NSTU attempt to negotiate protection for The NSTU attempt to negotiate protection for substitute teachers under the Injury on Duty substitute teachers under the Injury on Duty provisions of the Provincial Agreement.provisions of the Provincial Agreement.

Brief: Brief: In previous negotiations, provisions protecting In previous negotiations, provisions protecting substitutes were sought and a letter of substitutes were sought and a letter of understanding signed. The government refused understanding signed. The government refused to act on the recommendations resulting from to act on the recommendations resulting from the letter of understanding, but our substitutes the letter of understanding, but our substitutes still require protection. Currently, substitutes still require protection. Currently, substitutes are not eligible for Worker’s Compensation so are not eligible for Worker’s Compensation so have no protection if they become hurt while have no protection if they become hurt while performing their duties. We should make every performing their duties. We should make every effort to achieve this goal.effort to achieve this goal.

What of the future?What of the future?BE IT RESOLVED THAT:BE IT RESOLVED THAT:

The NSTU seek to negotiate provisions to allow a The NSTU seek to negotiate provisions to allow a teacher, who has accumulated service with one teacher, who has accumulated service with one Regional School Board and who has attained a Regional School Board and who has attained a permanent contract with a second Regional School permanent contract with a second Regional School Board, to receive credit for his/her years of service Board, to receive credit for his/her years of service for purposes of seniority in the new board.for purposes of seniority in the new board.

Brief:Brief:We are rapidly approaching a period in time when We are rapidly approaching a period in time when we will have fewer retirements and mobility within we will have fewer retirements and mobility within the province will become limited. Teachers who the province will become limited. Teachers who are presently employed outside their home area are presently employed outside their home area will be reluctant to give up a position in a board if will be reluctant to give up a position in a board if they know that they will automatically go back to they know that they will automatically go back to the bottom of the seniority list. Service in the the bottom of the seniority list. Service in the province should be recognized regardless of the province should be recognized regardless of the location in which it occurs.location in which it occurs.

Questions?Questions?

Thank you for your patienceThank you for your patience

gpatters@stfx.cagpatters@stfx.ca