The Resolution Process for Influencing Public Education

1. The Resolution Process for Influencing Public Education Past, Present and Future Garnet Patterson January 25, 2012 “We can change the world, rearrange the world… Open up the door” Graham Nash, Songs for beginners Never believe that a few caring people can't change the world. For, indeed, that's all who ever have. - Margaret Mead

2. What is our role? The Teachers Profession Act states: “The Objects of the Union are to advance and promote the teaching profession and the cause of education in the Province” -Article 7, TPA

3. Policy and Action Areas • What is taught • Who can teach • How students are treated • How teaching occurs • How schools operate • Where teaching occurs

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

5. The Beliefs of the NSTU The NSTU serves as the primary advocate for its members by • protecting and enhancing economic benefits • improving working conditions • supporting personal well-being The NSTU is committed to leadership in educational change by: • promoting excellence in teaching • encouraging life-long learning • influencing education through research

6. The Beliefs of the NSTU The NSTU promotes and enhances quality public education for all students by: • supporting a safe and healthy learning environment • advancing the profession • advocating social justice and unionism • working with other organizations • communicating our beliefs in order to affect public opinion and policy

7. 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

8. Where have we been? • 1895 – Margaret Graham, a teacher from Central Economy, Colchester County, first proposed that a teachers union be formed • 1896 – The NSTU adopted its first Constitution and By-Laws • 1928 – Teachers Pension Act came into effect • 1951 – Nova Scotia Teachers Union Act passed by Nova Scotia legislature

9. Where have we been? • 1960 – Specialist Associations formed within the NSTU • 1968 – Teachers Profession Act passed • 1969 – Education Act amended to provide permanent and probationary contracts • 1974 – Teachers Collective Bargaining Act passed

10. What can we do as individuals? • Work with School Advisory Councils • Attend Local meetings • Work through Teacher-Board Committees • Join Professional Associations • Serve on Regional or Provincial Committees • Submit resolutions through our Locals, Professional Associations, or Committees

11. What can we do as a union? • Serve on Provincial Committees and Task Forces • Meet with MLA’s, Ministers and Government representatives • Work with Partner Organizations • Conduct research in education • Work through local, provincial and national media

12. Partnerships • Nova Scotia School Boards Association • Nova Scotia Federation of Home and School Associations • Fédération des parents acadien de la Nouvelle Écosse • Nova Scotia Nurses Union • Nova Scotia Government Employees Union

13. Resolution 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 women teachers, regardless of their education and teaching experience.

14. Resolution Sample (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.

15. 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.

16. Policy Resolution BE IT RESOLVED THAT: All courses, including pilot courses, for which students receive academic credit, must be taught by teachers who are NSTU members. (2000) Brief: With the advent of distance education and other forms of curriculum delivery, it has been increasingly difficult to track the ways in which students are being taught, and the sources of that teaching. We must maintain our position that teachers should not be replaced by non-teachers, especially as classroom leaders.

17. Policy Resolution BE IT RESOLVED THAT: The NSTU endorse as policy an increase to 16% preparation and marking time provided in single blocks per instructional day for all teachers employed in NS public schools. (StFX 2011) Brief: Given the changes occurring within the classroom and in education in general, teachers are struggling to keep up given the allotted amount of preparation and marking time. Stress and burnout rates are consistently increasing, which is evident with the amount of teachers leaving the profession within the first five years of their careers. By allowing for the proposed increase in preparation and marking time, we believe the level of education among teachers and students will improve the quality of the teaching and learning process.

18. Action Resolution BE IT RESOLVED THAT: The NSTU seek to clarify through negotiations Article 26 of the Provincial Agreement - Injury on Duty with respect to the activities which may or may not be considered under this article. (2001) Brief: This article has become a concern in the Strait Region because of a situation which has gone to the grievance process. It appears that supervision of extra-curricular activities has become a grey area in terms of this article, and that teachers may not be covered under certain circumstances. We need to clarify this article so that teachers working with students outside the classroom can be assured that they are not risking their livelihoods.

19. Action Resolution BE IT RESOLVED THAT: The NSTU attempt through negotiations to standardize provisions of articles on marking and preparation time to ensure that teachers teaching less than full-time are still provided a minimum of 10% paid time for marking and preparation. (2001) Brief: Currently there are situations where teachers teaching on a percentage basis are allotted no preparation time in their schedules. This opens the door for school boards to bypass the article in local contracts and replace full-time teachers with part-time positions in which no preparation time is provided. This is a significant loss of a negotiated benefit which may become the thin edge of the wedge for further erosion.

20. Designation of Resolutions • Governance • Curriculum • Economic Welfare • Government • Professional Development • General

21. Governance Resolution BE IT RESOLVED THAT: The By-Laws of the NSTU, Article V, 3(a) Duties, be amended to provide for an independent chair for all sessions of Annual Council, to be chosen by the Provincial Executive. (2004) Brief: The employment of an independent chair for annual meetings is a practice followed by many organizations. It has the advantage of freeing the executive members of the organization to address questions and speak on resolutions as would any other Council member. It would also remove the potential conflict of interest for executive members when addressing issues involving change to those positions or membership group.

22. Curriculum Resolution BE IT RESOLVED THAT: The NSTU urge the Department of Education to adjust the curriculum of the senior high Mathematics Foundations courses to better reflect the needs of the students enrolled in these programs. (2002) Brief: Students have had significant difficulties with the foundations level programs in mathematics and in many cases are unable to graduate with a Grade 12 level mathematics course. As a result of their experiences in Grade 10 and 11, students are beginning to avoid Grade 12 mathematics in favour of other subject areas. In small high schools, this reduction in the number of students taking a course makes it impossible to offer the course to those who require the credit for graduation, or for entrance into post-secondary institutions.

23. Economic Welfare Resolution BE IT RESOLVED THAT: The NSTU seek to negotiate a guarantee that preparation time of at least 10% must be available to every teacher in each semester of the school year. (2005) Brief: With recent changes to the time requirements for core subject areas, several schools have opted for teaching schedules which require some teachers to concentrate preparation time in a single semester. This then requires those teachers to teach full semesters with no preparation time. Several scheduling options exist which can be used to avoid this situation, so there should be no reason for teachers to be forced to accept such an assignment.

24. Economic Welfare Resolution BE IT RESOLVED THAT: The NSTU seek to negotiate a reduction of the differences in salary increment levels and to reduce the number of increments necessary to achieve a maximum salary in an effort to raise the levels of compensation paid to entry-level and early-career members. (2007) Brief: Many young teachers cannot afford to work in Nova Scotia because of our relatively low entry-level salaries. By closing the gaps between the increment levels to bring all levels closer to the maximum, we will encourage more young teachers to work in the province rather than moving to other areas.

25. Government Resolution BE IT RESOLVED THAT: The NSTU (in collaboration with the Nova Scotia Government and the Canada Revenue Agency) seek to provide tax deductions for licensed and practicing teachers to compensate for expenses incurred above resources in existing budgets. (StFX 2010) Brief: With the increased demand for teachers to assume financial responsibilities for the purchasing of academic resources, tax deductions should be provided in addition to salary. It is proposed that said tax deductions be awarded to compensate claims of purchased resources up to the amount of $500.We must realistically consider the economic welfare of teachers as they seek to provide resources comparable to their pedagogical visions and the curricular demands.

26. Professional Development Resolution BE IT RESOLVED THAT: The NSTU urge the Department of Education to provide adequate resources and professional development for all teachers involved in implementing the Early Literacy program. (2002) Brief: The Department has given extensive publicity to its Early Literacy program as a major accomplishment in helping students in the elementary grades. However, the delivery of the program has been hindered by the lack of resources and PD. Many smaller schools have suffered from limited resources, and double-graded classrooms have been provided with materials for only one grade level. If this program is to succeed, additional support must be made available.

27. General Resolution BE IT RESOLVED THAT: The NSTU affirm its support for the initiative to provide healthy food choices in school cafeterias. (2005) Brief: Currently, a Department of Education task force is working on initiatives to support and encourage the provision of healthy food choices in Nova Scotia schools. This is a positive step for all students and should be promoted by the NSTU.

28. What of the future? BE IT RESOLVED THAT: The NSTU attempt to negotiate protection for substitute teachers under the Injury on Duty provisions of the Provincial Agreement. Brief: In previous negotiations, provisions protecting substitutes were sought and a letter of understanding signed. The government refused to act on the recommendations resulting from the letter of understanding, but our substitutes still require protection. Currently, substitutes are not eligible for Worker’s Compensation so have no protection if they become hurt while performing their duties. We should make every effort to achieve this goal.

29. What of the future? BE IT RESOLVED THAT: The NSTU seek to negotiate provisions to allow a teacher, who has accumulated service with one Regional School Board and who has attained a permanent contract with a second Regional School Board, to receive credit for his/her years of service for purposes of seniority in the new board. Brief: We are rapidly approaching a period in time when we will have fewer retirements and mobility within the province will become limited. Teachers who are presently employed outside their home area will be reluctant to give up a position in a board if they know that they will automatically go back to the bottom of the seniority list. Service in the province should be recognized regardless of the location in which it occurs.

30. Questions? Thank you for your patience gpatters@stfx.ca