Unlock the Power of Your Teacher Council

1. UNLOCK THE POWER OF YOUR TEACHER COUNCIL Revised September 2019

2. Topics to be Addressed: • Role of the Chair at Teacher Council • A Typical Agenda • Basic Rules of Order • Forms of Participation • Excerpts from the Collective Agreement • Excerpts from the Education Act • Suggested Deadlines for Teacher Council

3. Objections You May Hear Why bother with a Teacher Council? • Topics all go to Governing Board anyway… • We go to too many meetings already anyway… • All we talk about are trivial things... • The new teachers don’t dare challenge the principal… • The only person you ever hear from is the meeting ‘hog’ who won’t stop talking… • Can’t we do this all at the staff meeting? The principal tells us everything anyway…

4. Reasons for a Teacher Council • Teachers run the Teacher Council • It is the legal body representing the teachers’ viewpoint • The principal would no longer have any responsibility to consult teachers on any of the twenty-five items found in clause 4-2.06 • HELP YOUR ADMINISTRATION make the BIG and IMPORTANT DECISIONS!

5. FAQ’s • How do elections take place to choose the Council? • Are there other non-elected positions to be filled? • Why does a Governing Board member automatically sit on the Council? • How are the chair and secretary chosen? • What specifically may the internal rules of procedure define?

6. More Questions… • What items is the principal obliged to consult the Council on? • What are the deadlines for these items? • Who sets the agenda for these meetings? • Can a principal ignore the recommendations of the Council? • What do we do with the minutes from the meeting?

7. BEFORE THE MEETING Duties of the Chair • posts/circulates a notice for staff and the principal to submit items for the next agenda • consults with the principal to find out what the items they want placed on the agenda • check with delegate for relevant items • prioritizes items in the order of importance • posts the agenda • consults with teachers to decide their positions on key issues • drafts motions for the council meeting once staff views are known

8. AT THE MEETING • Establish internal rules of procedure. • Teachers make sure the Chair runs the meeting according to the rules of procedure established • Teachers take turns making points discussed during pre-council meetings that support the position of the teachers • After enough time is spent on an issue, someone ‘moves’; someone else seconds the motion • Teachers vote in favor of the motion agreed to in pre-council meetings even if the principal does not support it • Go on to the next item in the agenda

9. AFTER THE MEETING • The secretary completes draft minutes and gives them to the Chair to check before distributing them to Council members (still unofficial minutes) • At the next meeting, members review the minutes to ensure they are correct and then a motion to approve them is made • TC members then check whether or not the actions that were recommended have taken place • If a principal has decided not to implement a council motion, s/he must explain the reasons • Minutes that have been approved are signed by the Chair and sent to the union and the school board (within 10 days) • Approved minutes are also to be posted on the general notice board

10. Chairing the Teacher Council What the chair does: • Calls the meeting to order on time • Determines quorum • Announces the business as prescribed • Processes all motions • Moves the business along • Is effective and fair • Maintains neutrality

11. Important ‘Do’s for Delegates • Ensure internal rules are established • Know the rules on debates • Check items on annual timeline • Make sure draft agenda is posted to allow for additions • Check finalized agenda for items

12. Internal Rules=Basic Rules of Order • What is a motion? • When can a motion be proposed? • Who can move a motion? • What is seconding a motion? • What is ‘speaking to the motion’? • What is an ‘amendment’? • Who can vote? • What is a quorum?

13. Five Keys at TEACHER COUNCIL • Agenda • Minutes • Speakers • Knowledge is Power • Power is Knowledge

14. #1 THE AGENDA Consult, consult, CONSULT Keep it Short AND workable Focus on teacher priorities Work from a yearly plan

15. BUILDING AN AGENDA • The agenda is prepared by the Teacher Council Chair (i.e. a teacher) • Everyone is allowed to contribute to the agenda, but items can wisely be prioritized by the Chair • Big issues should be pre-discussed and a position taken that members of Council would be mandated to support

16. HOW TO PREPARE THE AGENDA • Refer to past sets of minutes • Use the minutes from the last meeting • Refer to minutes from meetings held at the same time one year ago • Prepare a Yearly Plan • Review suggested deadlines for Teacher Council related to chapter 4-2.06 in the Local SAMPLE MONTHLY AGENDAS CAN BE FOUND ON OUR WEBSITE: https://www.ltu.ca/documents/

17. Yearly Plan: Fall AUGUST • The orientation of new teachers and teachers new to the staff 4-2.06 (8) • The programme for non-board-wide pedagogical days including the fixed in-school ped. days 4-2.06 (7); 8-5.02.3 • Recommend ECA activities & credits 4-2.06 (10), (11) • The placement of 4 compensatory ped. days for ECA compensation 4-2.06 (25); 8-12.12.06 (c) • Act when conditions are deemed uninhabitable 4-2.06 (18); 5-11.03; Annex L-I • Delegation of Power to TC by staff of some or all Education Act items* 4-7.01 SEPTEMBER • Emergency substitution system 4-2.06 (3) • System for teachers to report on their students’ late arrivals and absences 4-2.06 (17); 8-2.01 (i); 4-1.02 (b) • The system of reporting student evaluation and progress 4-2.06 (16); 8-2.01 (h); 4-1.02 (c) • By September 30th, review equitable distribution of the actual supervision needs 4-2.06 (2) b • Use of school/centre as a teacher training site for the following year (student teachers) 4-2.06 (14); Annex L-VI

18. Yearly Plan: Fall OCTOBER • Parent-teacher interviews (number, timing, format and duration) 4-2.06 (6) • School success plan 4-2.06 (12) NOVEMBER • Equitable system for exam invigilation 4-2.06 (9) • Subject time allocation for the following year Annex L-II

19. Yearly Plan: Winter DECEMBER • Makes recommendations on choice of textbooks and teaching materials for the following year4-2.06 (15), 4-2.01 (c) • Subject time allocation for the following year Annex L-II JANUARY • School organization plan 4-2.06 (20) & Annex L-II • The preparation of the recommendation to EPC reflecting the intention to change the length of the instructional period 4-2.06 (21); 4-2.12 (6) FEBRUARY • School organization plan 4-2.06 (20) & Annex L-II • Beginning and end of students’ instructional timetable, including the students’ lunch hour(s) 4-2.06 (13); 8-6.06.2; Annex L- III, LIV

20. Yearly Plan: Winter MARCH • Criteria for distribution of pedagogical duties and responsibilities; staffing plan 4-2.06 (1) a, b • Review school organizational plan for the following year 5-21.16; Annex L-II • Items specified in Education Act 4-7.03 and 4-7.04

21. Yearly Plan: Spring APRIL • Homeroom system 4-2.06 (5) • System for use of school secretarial help 4-2.06 (4) • Modify calendar re pedagogical days (relocation) 8-5.02.4; 4-2.10 MAY • Organization of ‘progressive entry’ at pre-school level 4-2.06 (19) • The establishment for the following year for supervision needs and an equitable rotation among teachers 4-2.06 (2) a • Process for selecting full-time teachers who volunteer to act as supporting teacher 4-2.06 (24)

22. Yearly Plan: Spring JUNE • The number of teachers on the school’s SLSNC and representation criteria 4-2.06 (22) • Approval of the SLSNC’s proposal regarding access to services 4-2.06 (23) • The use of school/centre as a teacher training site for the following year (student teachers) if not discussed in September 4-2.06 (14); Annex L-VI

23. Consultation • Consultative Duties • Co-decisional Duties • Decisional Duties

24. Examples of consultative Teacher Council duties (4-2.06) Examples of questions that could be debated for each sub-clause E= elementary S=secondary V=vocational 1. Criteria to be utilized by principal for preliminary distribution of pedagogical duties: • Teachers should be assigned within a single category S • Full time teachers should be assigned in priority to Emploi Quebec courses V 2. Establishment for the following year of supervision needs and an equitable system of rotation • Relate individual supervision time to the number of prep periods E • Less teaching time = more supervision time S 3. System of emergency substitution • Limit periods of availability to two per cycle

25. #2 THE MINUTES MINIMAL NARRATION Avoid verbatim unless recommendation is verbally rejected Resolutions recorded USE A CONSISTENT STYLE

26. MINUTES ARE IMPORTANT • A written record of proceedings • They document ACTIONS TAKEN at a meeting NOT WHAT WAS SAID • They serve as an official record of what was decided

27. The Minutes State • Kind of meeting • When it was held • Who was present • Record of the action(s) taken on minutes of previous meeting • Exact wording of each motion, maker, result • Any notice given, points of order, appeals, committee reports • Hour of adjournment

28. GET IN MOTION • Member makes a motion • Another member seconds the motion • The chair states the motion to place it formally before the assembly • Members debate the motion • The chair puts the question (motion) to vote • The chair announces the results

29. Hey, what about my (non) vote!? • Teacher Council must give consideration to matters referred to it by any teacher at the school/centre and/or the principal • The union delegate, the principal and the teacher-member of Governing Board (liaison) designated by the elected teacher members of GB do not vote or preside at meetings (4-2.04)

30. I MOVE THAT… • MAKE POSITIVE MOTIONS From these examples, WHICH IS BETTER? 1) I move that we form a committee to investigate the purchase of a plaque... or 2) I move that we form a committee to purchase a plaque… Words are important…

31. Keep it moving… • Put motions in writing • Always ask for the motions to be presented in a written format for clarity. Have paper and pen ready. Your recording secretary will love you for it…

32. TAKING GOOD MINUTES “Positive feedback was given, for those parents who attended. Teachers feel we may need more security. Doors are unlocked during teachers and parents meetings. We could have someone stay at the reception. We need to find a way to motivate more parents to attend and to participate.” Positive feedback was given By whom? Rephrase with more direction: • It is moved and seconded that to improve security, the principal take the following steps: • Lock doors • Supervise reception

33. MAKE IT CLEAR “New teacher orientation: There will be a meeting this month.” • Why? • With whom? • Is Council consulting teachers?

34. #3 THE SPEAKERS Keep the debate flowing Priority for new speakers Develop positions in caucus Encourage all to participate Treat principal like any other member

35. Talk, talk, talk… • You need a motion before you can debate • Only one person should speak at a time • Debate is limited to the motion immediately pending • The role of the Chair is to ensure that debate is conducted fairly • A speaking order is established

36. Conduct at the Meeting • Members of Teacher Council who are recognized are entitled to the floor • Appropriate questions/comments move the debate along • Any member of the Council or administration may invite a person, at no cost to the board, to be heard by the Council. Prior notice must be given to the school administration and the chair. • Any person on the pedagogical staff may be an observer

37. MOVING THE DEBATE ALONG An issue is being discussed and someone suggests a solution to which there is a positive reaction. What can you do if you sense there is a pause in the action? • ASK • Would you like to put that in the form of a motion? • Is there any further discussion?

38. The Debate Drags On… What to Do? • State and/or ask • We have heard some good points and are starting to repeat some of the same ideas. Are there any new opinions? • Is there anyone who would like to speak against the motion?

39. #4 KNOWLEDGE IS POWER Refer to archives Check the collective agreement Read minutes from other schools Check education act Share information

40. Excerpts from Collective Agreement • 4-0.00 Participation of Teachers • 4-1.00 General Principles • 4-2.00 Teacher Council Composition/Operation/Matters of Consultation • 4-7.00 Concordance with Education Act • 5-11.03 Uninhabitable Conditions • 5-21.14 to 5-21.16 Tentative Organizational Plan • 8-6.06.2 Instructional Timetable • 8-8.04.2 Meetings with Parents • 8-8.05.1 Emergency Substitution System • 8-12.00 Distribution of Duties and Responsibilities • Annex L-II (Organizational Plan) • Annex L-VI (Student Teachers)

41. Excerpts from Provincial Agreement • 8-1.02 It shall be the responsibility of the TEACHER to choose the appropriate method to prepare and present his or her courses within the guidelines of the authorized programs. • 8-2.01 General Duties

42. #5 POWER IS KNOWLEDGE KNOW WHAT TEACHERS WANT Survey or collect data FIND OUT WHAT the PRINCIPAL or parents THINK

43. “DELEGATION” OF RESPONSIBILITIES TO TEACHER COUNCIL Determined by a meeting called by the principal in accordance with 4-7.01 allowing teachers to decide if they wish to delegate all or some of their responsibilities by choosing TC as their mode of participation on the following topics: • Supervision policy; rules of conduct/safety; approach for implementing BSR enrichment/adaptation of objectives and content; development of local programs; programming of field trips; new instructional methods; texts, standards and procedures of evaluation; rules for placement/promotion at elementary. • To decide to delegate normally requires that at least 80% of the teachers are present at the meeting and that at least 75% of those have voted in favour.

44. Delegating Power to the TC Delegating the power to the teacher council can be advantageous: • Fewer Staff Meetings: Consultation items will be discussed at Teacher Council. Attendance not required by all teachers. • Shortened Staff Meetings: Fewer items on the agenda. • Time to Reflect on a Given Topic: Reps on Teacher Council can discuss with their colleagues about a given item, can collect data from their colleagues and bring their views to the table at the next Teacher Council meeting. This way, important items are not simply passed through because at lengthy staff meetings after a long day. Also discussion in smaller groups helps those who are unable to express opinions in a large group setting to voice their thoughts. • In delegating the power to their Teacher Council many teachers find that related work is done more efficiently.

45. All TC members are valuable especially the Delegate • You are an invaluable link to the staff of your school and the administration • We recognize and thank you for the work and time you put in towards an efficient and representative Teacher Council • The Five Keys? You have them in your possession. Use them well.

46. LTU Contact Information • If there are any concerns or questions, do not hesitate to get in touch with the LTU office • Check your school board emails and the LTU website for updates www.ltu.ca