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Presidenf0eorgino Dyck-HocouIf I-Z04-803-93b4


Georgina Dyck-Hacault

Taras Maluzynsky

Debra Mitosinka

Frances Gauthier

Collective Bargaining Chair
Steve Muzyka

Employee Benefits Chair
Valerie Hamilton

Equity & Social Justice Chair
Taras Maluzynsky

Health & Wellness Chair
Colleen Kachur-Reico

Professional Development Chair
Penny Hovorka-Alcock

Public Relations & Resolutions
Suzanne Moore
Rebecca Brown

Workplace, Health & Safety
Bernie Lamoureux


September 11

Council Meeting

September 23

Editor: Suzanne Moore

As fhis yeor quickIy comes fo o cIose, I
wouId Iike fo foke fhe fime fo refIecf on
fhe occompIishmenfs of fhe SPTA over
fhe posf fhree yeors.
I om very proud of fhe sfrong IocoI
ossociofion fhof we hove buiIf ond of
fhose peopIe who represenf you. Our
schooI reps ore dedicofed individuoIs who
come fo meefings defermined fo moke
fhe besf decisions for our members. On
behoIf of fhe SPTA Execufive, I wouId
Iike fo fhonk fhem for fhe personoI fime
fhof fhey hove dedicofed fowords moking
fhe SPTA o wonderfuI orgoni;ofion.
I hove oIso hod fhe pIeosure of working
wifh o supporfive SPTA Execufive, whose
voIuobIe odvice wos oIwoys oppreciofed.
The foIenfed individuoIs who moke up fhe
Execufive go for beyond fhe coII of dufy,
giving up weekends ond evenings fo moke
fhe SPTA run smoofhIy.
Under fhe copobIe guidonce of VoIerie
HomiIfon, SPTA 8enefifs Choir, on
exfended heoIfh pIon ond o denfoI pIon
were impIemenfed. As I meef feochers
ocross fhis division, mony foke fhe fime
fo fhonk us for fhe foresighf in
impIemenfing fhese fwo pIons.
CongrofuIofions fo VoIerie who wos
nomed fo fhe MTS DenfoI Trusf PIonl
We con be proud of fhe greof coIIecfive
ogreemenf fhof we negofiofed Iosf yeor.
Our soIory is omong fhe besf in Monifobo.
The cIouses fhof we now hove in pIoce
heIp us fo moinfoin our righfs os
professionoIs. For exompIe, fhe righf fo
o foir ond reosonobIe evoIuofion is fhe
firsf of ifs kind in fhe province. Thonk
you fo fhe borgoiners in fhe Iosf round
ond fo oII posf borgoiners who hove
worked diIigenfIy fo negofiofe fhe besf
coIIecfive ogreemenf for usl
As we ore enfering fhe Iosf yeor of our
currenf coIIecfive ogreemenf. Sfeve
Mu;yko, our coIIecfive borgoining choir,
wiII be working on buiIding fhe pockoge
for fhe nexf round in fhe upcoming yeor.
If you ore inferesfed in serving on fhis
commiffee, you con confocf Sfeve of
Picher SchooI.
Thonk you fo Penny Hovorko-AIcock ond
her copobIe PD Commiffee for fhe
impIemenfofion of fhe new SPTA
ProfessionoI DeveIopmenf Fund fhis posf
yeor. As you wiII reod Iofer in fhis
pubIicofion, 9b SPTA members occessed
fhis fund. We wouId Iove fo hove every
singIe SPTA member occess fhis fund
nexf yeorl

The SRTA Health and Wellness Fund
has now been in place for two
years. The number of schools
accessing this fund were down this
year even though the initial
deadline was extended several
times. Please encourage your
colleagues to submit applications
early next year. The updated
guidelines will be available through
your school rep on September 23.

As an association, we have also
been more active provincially. At
the AGM, in May, we presented a
resolution on the transportation of
students. After much discussion
and a long line up of speakers, the
resolution was referred to the
Provincial Executive for a look at
the legal ramifications of teacher
transportation of students. It is
expected that the report on this will
be available at the Presidents
Council in January.

The MTS Golf Tournament co-
hosted by Seine River and Border
Land was wonderful. Seventy
golfers participated in the event on
June 13th. Many thanks to the crew
who worked hard to plan this
successful tournament. Our crew
included: Suzanne Moore, Dan
Lagace, Penny Hovorka-Alcock,
Bernie Lamoureux, Steve Muzyka,
Frances Gauthier and myself. A big
thank you as well to our treasurer,
Deb Mitosinka, who is the silent
member on many of our
committees and who so capably
keeps us on track financially.

I would like to thank you for the
honour of representing you over the
past three years. It has truly been
a pleasure helping you individually
and helping the association to

I wish all of you a wonderful,
relaxing summer with enough time
to do those things that you dont
have the time to do from
September to June!

As always,

Pof Isook re Pof Isook re Pof Isook re-- -eIecfed fo second eIecfed fo second eIecfed fo second
ferm os ferm os ferm os
MTS Presidenf MTS Presidenf MTS Presidenf

PouI OIson re PouI OIson re- -eIecfed os MTS eIecfed os MTS
Vice Vice- -presidenf presidenf
Thonk You Thonk You Thonk You
From From From
Su;onne.. Su;onne.. Su;onne..

For fhe opporfunify
fo serve you os presidenf of
fhe Seine Piver Teochers'
Associofion for fhe yeor
fo represenf oII feochers in
our division
fo be your voice of fhe
provincioI IeveI

Execufive for 09/I0 Execufive for 09/I0

Presidenf: Su;onne Moore
Vice Presidenf: Pof Liss
Posf Presidenf: 0eorgino Dyck-
Secrefory: Fronces 0oufhier
Treosurer: Lindsoy Hufchinson
ProfessionoI DeveIopmenf:
0eorgino Dyck-HocouIf
CoIIecfive 8orgoining: Sfeven
WorkpIoce Sofefy & HeoIfh:
8ernie Lomoureux
EmpIoyee 8enefifs: VoIerie
HeoIfh & WeIIness: Debro
PubIic PeIofions: T8A
PesoIufions: AIIison 0rohom
Equify & SocioI Jusfice: T8A

Sepfember Confocf Info: Sepfember Confocf Info:
Seine Piver Teochers' Associofion
c/o II0 Horpin Sfreef
Loreffe, M8 P0A 0Y0
Temporory Phone # 878-0Z00
Office Iocofed of DTS

The newly gained Hours of Work
provisions allow teachers to set
their minds at ease because they
each have a guaranteed number of
minutes of prep time per cycle. But
the Division is having trouble
finding subs and so teachers are
providing coverage here and there.
No big deal.

Association bargainers achieved 20
days of sick leave entitlement up
front so that new teachers dont
have to worry if the "lasts forever
flu hits in September. But the
Division explains that the PSA
provides one day of sick leave for
nine days worked, so the
September pay cheque is less than

Association bargainers fought for a
duty free meal period, and now
teachers can digest in peace for 55
minutes, yet the Music itinerant
works in three different schools and
has to travel over the noon hour.
The Division says thats okay
because no duties have been

A clause in the Collective
Agreement provides an
administrative allowance based on
the number of teachers assigned to
the school. The Division is paying
on the basis of full-time equivalent
teachers. Nobody has noticed.

Association bargainers gained a
freedom-from-violence clause and
now teachers have the right to a
safe working environment, yet
teachers are still being threatened
and assaulted by students, with
little or no consequence.

Whats happening in your Division?
Are teachers complaining about
losing their prep periods? Are
teachers finding deductions on pay
cheques for sick days? How many
interruptions are there in the duty-
free lunch period? Have your school
administrators looked carefully at
their pay stubs? Is a teacher talking
about being on a students "People
Id like to kill list...and the student
is still in school?

Many of your Association members
dont know their rights under the
Collective Agreement. Maybe they
havent read it. Maybe they havent
understood it. Maybe theyve
forgotten whats in it.


Rights that are not
understood or enforced
are not rights at aII. If you
don't use them, it's Iike
you never had them.

The above is a revised re-print of an article
from the MTS archives. Printed with
permission from MTS.
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Thanks to the Seine River Teachers
Association (SRTA) professional
development fund, I was able to
attend the Canadian Association of
Occupational Therapy (CAOT)
National Conference in Ottawa, ON.
From June 2 - June 6, I attended
over 40 sessions, met with hundreds
of fellow occupational therapists,
and learned about the most current
research in the field of occupational

As a first time attendee at the
national conference I did not know
what to expect. What I did know
was that there would be hundreds of
occupational therapists all under one
roof, sharing information and
knowledge for five wonderful days.
As the only occupational therapist
working in Seine River School
Division, having the chance to meet
and share ideas with other
occupational therapists was an
exceptional opportunity. I have
come away from this conference
with a vast amount of new
information. Here are some of the
highlights from my conference:

I was trained in a new
occupational therapy based
assessment and treatment
approach. I look forward to being
able to use both the assessment
and treatment approach with
students I work with in the
upcoming school year.
After attending numerous
presentations and sessions, I am
confident that my work and
recommendations are research
based, and that I am keeping
abreast of the newest information
in my field.
I learned of new assistive
technology and specialized
equipment that may benefit
students within Seine River School
Division and improve their
function and independence.

Overall, I had a great experience. I
am eager to use my newly attained
knowledge in the upcoming school
year. Thank you to the SRTA for
providing me with the opportunity to
attend this conference!
By: Dianne Bulloch
1he Canad|an Aoooc|at|on ot Occupat|onaJ 1hexapy
1he Canad|an Aoooc|at|on ot Occupat|onaJ 1hexapy

Nat|onaJ Contexence: What a Gxeat Expex|ence!
Nat|onaJ Contexence: What a Gxeat Expex|ence!


The Canadian Teachers Federation has designated May 29 as
Fundraising Count Day in schools.

Teachers and principals are encouraged to carry out an audit of
fundraising in their schools using the following worksheet. Walk
around the school to take a snapshot of the extent to which your
school relies on fundraising and other means to generate revenue.

If the answer to the question is "yes", place a
checkmark beside each statement.

Outside the School
Is the school or any part of the school named for
a corporate sponsor?
Is there corporate advertising on the school or in
the school grounds?
Do the buses or other school district vehicles
have advertising logos?
Are there billboards visible from the school that
target children as consumers?

In the Gymnasium
Is there a corporate logo on the scoreboard?
Is there a logo on the clock?
Do the uniforms "sport a sponsorship name?
Is the gym rented out to other groups?

In the Halls
Does the school mascot reflect a corporate
Are there ads on bulletin boards? In washrooms?
Are there food and drink machines with corporate
brands identified?
Is hall supervision paid for through fundraising
Is there an ATM in your school?

In the Classroom
Is there advertising on classroom supplies?
Were the computers and/or computer software
provided through fundraising?
Have your students sold chocolate, Christmas
wrap, magazines, etc., this year?
Do you have curriculum materials provided by
corporations, businesses or government
Do you collect labels or participation awards from
corporations or businesses (e.g. Campbells,
Staples, etc.)?
Do you fundraise for school trips?
Do you fundraise for band equipment, musical
Were textbooks purchased with money from
fundraising activities?
Has fundraising been used to hire staff?
Were the books, CDs and magazines in the
library purchased with funds raised by school
councils or parents?
Do you use class sets of sponsored educational
materials (e.g. Scholastic)?
Did you spend time (part of this week) involved
with some aspect of fundraising?
Other indications

0 Congratulations! You are a commercial-
free zone
1 to 5 "A" for effort
6 to 10 Is your school becoming a target?
11 to 20 Whos calling the shots?
over 20 You've been branded!!!

Discuss these results at your next staff meeting, at
your home and school or school council meeting.

Use this information to talk to community members,
school board
members, and
government officials
about the
importance of
government support
for education. Dont
allow our schools to
be extensions of the



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This university course was beneficial
to the field of counselling. Working
with groups in the school setting
may be difficult due to time
restraints and pulling students from
classrooms, but it is a great way to
reach more children who are
experiencing the same situation.

This course taught me the theories
behind being a leader and what is
expected when running a group. I
learned the different stages of
groups and how they develop into
more intimate relationships as the
group progresses. These
relationships not only develop with
the leader but also with other
members. The group meets for 8 -
10 sessions; every session brings
the group closer and the anxiety/
stress level should decrease as their
comfort level strengthens.

Groups can be run for a number of
topics. The more sensitive issues
need to be run with great caution in
case there is a self-disclosure of
abuse, neglect, etc. Confidentiality
needs to be stressed with all
members, and rules need to be set
up so that every member is free to
share feelings and situations.
Encouraging interaction between
members is encouraged and taught
so that the group session is not
always directed by the leader. The
leader becomes a facilitator, but in
fact, the true meaning of a group
session is for the members to work
together to support and assist each
other when problems arrive.
Talking about coping mechanisms,
changing behaviour, and learning to
talk with the important people in
their lives about what is happening
to them are some issues that are
dealt with in sessions.

I had the opportunity to co-lead a
group session and then analyze the
videotape to see what qualities I
already possess as a leader and
what characteristics I need to
improve on. My topic was disruptive
transitions, which is any change -
positive or negative - that occurs in
our daily lives. Some examples
were divorce, moving, death, child
with a disability. As the session
progressed, I was able to see the
differences in a school setting to an
adult setting and how I would
change to allow for positive group
sessions in my two schools. I was
pleased with how well my session
ran and the positive feedback from
my classmates as well as my

This course certainly added to my
role as a counsellor and I will be
using many of the techniques/
strategies and characteristics that I
learned throughout this course. As I
begin a new set of groups in
January, my outlines of the sessions
will be changing to facilitate the
aspect of members sharing more
and learning from each other rather
than my "teaching them how to
handle their situations.
Gxoupo |n Gu|dance
Gxoupo |n Gu|dance

Nicole Lindblom
When you do meoo up. . . .
When you do meoo up. . . .

1. Be thankful that someone good and kind took time to point it out to
2. Do something about it to make sure that it doesn't happen again.
3. Whenever possible, clean it up.
4. Don't get mad at the person who told you that you messed up.
5. Don't wallow in the mess.
6. Don't encourage others to mess up just so your mess up won't look so bad.
7. Look at the habits, training and history that caused the mess up.
8. Work on erasing the habits, training and history that caused the mess-up.
9. Admit it. You messed up!
10.Understand that everyone messes up and the more you do, the more mess-ups you'll have. If
you don't try, you won't mess up, you won't offend anyone, you won't get in trouble and you
won't get criticized.
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Issues That Affect Workload and Job Stress

Little or
(out of 5)
Not enough time to spend with individual students 10% 71% 3.97
Students' home life problems that impact their school life 16 62 3.78
Students with significant behaviour or discipline problems 19 61 3.71
Too much paperwork, like marking, assessments and report
18 54 3.57
Not enough prep time 26 46 3.34
Too many students per class 30 49 3.30
Too many special needs students 30 46 3.26
Research states that children who
acquire resilient characteristics are
more successful in adulthood
making it critical that educators
focus in fostering these skills in
children. Characteristics of
resilience are key indicators of
success later in adulthood.

Brooks and Goldstein (2001)
argue that resilient children are
able to, "deal more effectively
with stress and pressure, cope
with everyday challenges, bounce
back from disappointments,
adversity, and trauma, develop
clear and realistic goals, solve
problems, relate comfortably with
others, and treat oneself and
others with respect (p.1). A child
who is resilient will be able to
handle lifes problems more
effectively than a child who has
not acquired these characteristics.

The relationship between the
school and family serves a vital
role important role in the
development of resilience.
Research indicates that an
individual has a greater chance to
become resilient if their parents
are actively involved in their lives.
It is ideal for parents and the
school to work together to
promote resilience as Brooks and
Goldstein (2001) argue, "Given
the thousands of interactions that
children have with parents and
teachers, it is imperative that
these significant adults in a childs
life collaborate in the quest to
develop a resilient mindset in
children (p.261).

Through effective collaboration a
positive relationship will develop
between the family and school.
While successful partnerships are
only one small part in building
resilient children, educators must
strive to incorporate teaching
strategies that develop and
enhance characteristics which
promote resilience in todays
youth. Implementing teaching
strategies that meet the individual
needs of students is a natural
process for some educators and
much more challenging for others.
For this reason it is imperative
that educators partner with as
many individuals as possible: "By
working together, we strengthen
our capacity to provide the
foundation for a richer future for
all of us Philosophy of Inclusion,
METY 2001.

It has become critical for
educators to develop stronger
collaborative practices to meet the
needs of the children under their
care. If we expect our future
leaders to be resilient we must be
willing to work together and use
all of the available resources at
our disposal. While this is a
daunting task for educators, it has
even far greater implications to
the future of our society.

Brooks, R. & Goldstein, S. (2001).
Raising resilient children. Toronto:
Manitoba Education Training and
Youth. (2001). Philosophy of
Inclusion. Winnipeg, MB:. Author.
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Eootex|nq Reo|J|ence |n Ch|Jdxen

Submitted by: Jackie Borgfjord
CongrutuIutions to Jon
Wuite for getting his new
gob in Arborgute| Huve
fun und you'II be missed|
From everyone ut Richer,

CongrutuIutions to Joun
Morphy on her
retirement| You'II be
missed| From everyone ut

I have recently completed the
course, Strategies for Organizing
Inclusive Classrooms and Schools
via online study at the University of
Manitoba. This course offered
insights into inclusive practices,
collaborative teaching methods, and
family centred schools.

One of our first assignments was to
create a checklist for inclusion that
focused on the Philosophical
Foundations of Inclusion, Home and
Community Partnerships,
Collaboration, and Inclusive
Teaching. The checklist is a
functional document for team
members to complete and reflect on
the results. It is a useful starting
point for inclusive education, for
checking on your own practices,
practices as a school, or for
evaluating and setting goals related
to inclusive education. There are
many pre-fabricated check lists
available on line, and I would
encourage other educators to fill one
out to gain perspective on their
current teaching practices.

This course relied on group work,
despite it being a distance education
course. Groups discussed and
collaborated via an electronic
learning site. We took time to
explore collaboration and
cooperative learning procedures in
depth. As a resource teacher, the
conversation and reading in this
area were integral to my beliefs
about providing resource support in
an inclusive setting. I was able to
relate the information to my current
practices, and help develop plans to
improve my methods for
collaborative teaching in the school.
It also gave me valuable information
to share with my colleagues.

The majority of the course content
focused on co-teaching practices
and community school principles,
however there was a review of more
likely challenges teachers face in
classrooms. There was discussion
about supporting students with
challenges such as autism and
ADHD. Some groups explored the
use of assisted technology to help
achieve greater environmental
control, mobility, communication,
and computer access while others
chose to review the key elements of
a Behaviour Intervention Plan.

Due to the collaborative learning
format, we were able to cover an
immense amount of information in
one short course. Teams posted
thoughts on one topic and then
replied to other groups who had
posted on a different topic. This
course provided a review of
important information and a chance
to collaborate with other educators
from all over Manitoba.
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CJaooxoomo and 8chooJo
CJaooxoomo and 8chooJo
Janet WaJxex, D18
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Hello to all from the Collective Bargaining Committee!
The year is ending and summer is near, and I know
very well how busy it is right now, but I would like to
ask all SRTA members for your assistance. Any day
now you will be receiving a golden rod coloured paper,
a collective bargaining survey. I know it might seem to
be a chore and that you might feel that you do not
have time, but this survey is probably the most
important one of them all for you to fill out! Why you
ask? Well this survey will help the Collective Bargaining
Committee in their planning to provide YOU with the
best collective agreement we can get. If there is
something you think our teachers need, now is the
time to speak out!

Please fill out the survey before June 16
and return it
to your SRTA rep so that they can send it back to the
committee. Your thoughts, opinions and suggestions
are essential to making our collective agreement
Steven Muzyka, SRTA Collective Bargaining Chair
GoJt Anyone?
How did golf originate? It is thought that bored
shepherds started things off by hitting stones into
rabbit holes with their wooden crooks.
In 1603, William Mayne became the first known club
maker, appointed by King James I of England to
make the royal clubs!
In 1618, King James I
commissioned James Melville to
make his golf balls. They were
comprised of feathers, covered in
leather and stitched.
The term "caddie" has been
thought to have stemmed from
Mary, Queen of Scots, who was
French. It is believed she introduced the game to
France and coined the term for her "helpers" who
were in the French Military, known in French as
Today there are approximately 32,000 golf courses.
Historically, Scotland and England dominated the
sport, but since 1918 the US has the greatest
number of leading professionals.

Category 1 (In-Province) - Term 1 - 18 teacher applicants accepted for a total cost of $6176.40
Term 2 - 11 teacher applicants for accepted total cost $3940.90 /
out of $8750 accessed
Term 3 - 30 teacher applicants accepted for a total cost of $8849.35
out of $10,500

Category 2 (Out of Province) - Term 1 - 1 teacher accepted for $1000
Term 2 - 3 teacher applicants accepted for term 2 total cost $3000
out of $3000
Term 3 - 2 teacher applicants for $2000 = $3000 available
(transferred from Category 1)

Category 3 (University) - 13 teacher applicants accepted total cost of $6162.08 out of $7450.68
$1288.60 available

Category 4 (Group Project) - $1250 accepted for out of $2500 for term 1 (includes 11 teachers)

- New applications being accepted Term 2 starts February another $2500
**No new applicants $3750 available

Category 5 (Summer) - Applications being accepted starting Feb.15 - $5000 available
6 teacher applicants accepted for $1917 - $2283 available

**Total amount requested by 95 teachers is $35,095.73 out of $50,000

Some of the Personal Professional Development in-services/course teachers have gone to in the
2008/2009 school year are listed below. Teachers' names are beside the PD sessions they
attended and received SRTA PD funding for. To receive information on these PD sessions/courses
please e-mail the teacher, as they have agreed to share information about their sessions.

Animated Literacy - Kristen Emerson, Joanell Smith, Ashley McKague, Laird Laluk
EAL Practicum (university course) - Penny Alcock
Guidance and Group Counselling (university course) - Nicole Lindbolm
101 Writing Traits for 6 Traits - Leslie Buffie
Introduction to Inclusive Education (university course) - Kelly Baker, Angela Marquart
Writing Activities for Traits - Ashley Bauer
Literacy Place Workshop K-3 - Lisa Zubert, Michelle Jarvis, Laura Clayton
Servant Leadership (University course) - Yvan St. Vincent
Canadian National Middle Years Conference - Tannia Ward, Karen Thiessen
Criminal law Conference - Valerie Hamilton
Creating Classroom Cultures of Thinking and Understanding - Andrea Funk
CAP conference, Pillars of Leadership - Sandy Turcotte
Strategies for Organizing Inclusive classrooms - Janet Walker
Resilience, Risk, and Special Education - Jackie Borgfjord
Making Sense of our Kids Dr. Neufeld model - Linda Eidse
Developing an Outstanding Kindergarten classroom - Donna Leveille
ASCD Conference, Learn beyond boundaries (Out-of-Province) - Stewart Shinnan
The Explosive Child - Corinne Kumka
Strategies for Students with Aspergers, PDD, and Autism - Cathy Gamble
Canadian Wind Conductor Development Program (summer course) - Jim Warner
Manitoba Council for Exceptional Children Conference - Lisette Freynette, Francine Lepage, Georgina Dyck-
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Kristen Emerson, Joanell Smith, Ashley McKague, Laird Laluk

BYTE Conference, Technology in the Classroom -
Allison Graham
ABCs of Aboriginal Education - Holly Sorenson
Autism Bienneal Congress Conference (Out-of-
Province) - Carol Martens
Strengthening your Students Writing - Lisa
Vandenbussche, Megan Collison
Beyond the 3 Rs - Debbie Howard, Robin Freeth
The Power of Mindsets - Jenilee Price
MSIP Leadership Conference - Derek Gordon, Jenny
Ferguson, Jo-Ann Harvey
Reggio Inspired Care & Education Conference -
Tanya Eluik
Working Successfully with Diff.&Disrup. Students -
Kathryn Lowry, Kristen Vandelaar
Riding the Wave Change , 2 day tech. conference -
Jonathon Elcomb
U of M Mini-Medical School - Glen Dawyduk
Pedometers in Schools - Lisa Yagi
Teachers Institute on Parliamentary Democracy -
Suzanne Moore
The Explosive Child - Nancy Duykers, Kim Earl,
Corinne Kumka
MSIP Leadership Conference - Jo-Ann Harvey, Derek
Gordon, Jenny Ferguson
ABCs of Aboriginal Ed. - Holly Sorenson
CEC Conference - Melinda Hrechka, Lisette
Freynette, Francine Lepage, Jonathon Waite,
Michelle Watts, Georgina Dyck-Hacault
Increasing your Effectiveness as a Reading Specialist
or Literacy Coach (K-6) - Lori Friesen, Lorraine
Working Successfully with Difficult and Disruptive
Students - Kristen Vandelaar
Practical Strategies for Using the Six Traits - Mary
Communication and Learning Strategies - Gisele
MART - Louise Hingley
HIP Seminars, Six Traits next Steps - Kelly
Mathlinks 7-9 Workshop - Christina Chan
Maximum Impact Simulcast
Reggio Inspired Care and Education Conference -
Kelly Mclure
Promoting Health Body Image - Bridget Lento

**Teachers can find out about PD that is occurring in
the province this school year by going to the MTS
internet website (www.mbteach.org), click on the
Professional Development area and then go to Special
Area Groups (SAG). You will get all the SAG groups
where some have their own web sites and advertise
what is being offered for PD this school year.

** Also check your staff room for advertising on PD
opportunities or ask your resource teacher and/or
principal for updates.

**Any new applications or requests for
reimbursements should e-mail Suzanne Moore
(09/10 SRTA President) at smoore@srsd.ca

I would like to thank all the SRTA teachers for the
giving me the opportunity to be the SRTA PD
Chair for several years and Vice-President for the
2007/2008 school year.

Under the auspices of the Education Administration Act
in 1997 the Manitoba Government enacted Regulation
68/97. Section 39 of the regulation pertains to the
responsibilities of teachers and states:

"A teacher is responsible for ongoing professional

Penny Hovorka Alcock, SRTA PD Chair
UnJeoo you txy to do UnJeoo you txy to do UnJeoo you txy to do UnJeoo you txy to do
oometh|n oometh|n oometh|n oometh|nq beyond what q beyond what q beyond what q beyond what
you have aJxeady you have aJxeady you have aJxeady you have aJxeady
maotexed, you w|JJ nevex maotexed, you w|JJ nevex maotexed, you w|JJ nevex maotexed, you w|JJ nevex
qxow. qxow. qxow. qxow.
Ralph Waldo Emerson
DeJeqateo appxove M18 tee DeJeqateo appxove M18 tee DeJeqateo appxove M18 tee DeJeqateo appxove M18 tee
|ncxeaoe ot |ncxeaoe ot |ncxeaoe ot |ncxeaoe ot 3.3 pex cent 3.3 pex cent 3.3 pex cent 3.3 pex cent
The fee teachers pay for The Manitoba Teachers
Society will increase 3.2 per cent in the coming year,
following approval of the 2009-2010 budget at the
Societys Annual General Meeting.
The increase works out to $29 per member or $905
1wo honouxed tox Jonq 1wo honouxed tox Jonq 1wo honouxed tox Jonq 1wo honouxed tox Jonq- -- -t| t| t| t|me me me me
woxx w|th the teachexo' ooc|ety woxx w|th the teachexo' ooc|ety woxx w|th the teachexo' ooc|ety woxx w|th the teachexo' ooc|ety
Two long-time members of The Manitoba Teachers'
Society were honoured at the 90th Annual General
Former General Secretary Judy Bradley and former
member of the provincial executive, Bob Land, were
given life memberships in the society.

8uppoxt tox pxov|nce 8uppoxt tox pxov|nce- -w|de w|de
baxqa|n|nq upheJd at AGM baxqa|n|nq upheJd at AGM

Delegates to the Annual General Meeting have upheld
the Societys support of provincial bargaining.
Members voted down a resolution that would have
eliminated the policy.
However delegates also voted to create a committee
to review the model for provincial bargaining.
Currently the MTS policy supports provincial
bargaining with the goal of obtaining a single
collective agreement for all public school teachers.
Comm|ttee to exam|ne |ooueo Comm|ttee to exam|ne |ooueo
axound otudent pxomot|on and axound otudent pxomot|on and
cxed|t cxed|t
The Manitoba Teachers Society will study the role of
teachers regarding the promotion and credit of
Manitoba students.
A committee will be created to take a wide-ranging
look at issues that have an impact on the professional
autonomy and judgment of teachers.
Suggested by the St. James-Assiniboia Teachers
Association, the committee will be expected to
examine a number possible practices "to help protect
our professional autonomy and the integrity of the
diplomas students earn.
The issues the committee will investigate will include
such issues as:
Instances where students who have missed more
than 10 per cent of the course are granted credit.
Instances where student who have not submitted
a critical amount of work to be assessed are
granted credit.
Instances where a teacher is forced to promote a
student against their professional judgment.
Instances in which teachers are asked to create
partial courses for students to complete for full
Instances where a teacher is asked to teach
oversized classes.
Reno|on pJan oeeo woxot yeax Reno|on pJan oeeo woxot yeax
tox |nveotmento, numbex ot tox |nveotmento, numbex ot
teachexo xet|x|nq dxopo teachexo xet|x|nq dxopo
There has been a decline in the number of teachers
retiring over the past five years and a further decline is
expected in the immediate future, says the Teachers
Retirement Allowances Fund.
After reaching a high in about 2004, the number of
retirements has declined.
Currently there are 2,000 active Manitoba teachers
eligible for a pension now with another 2,400 who will
be eligible over the next five years, says Brenda
Venuto, TRAF vice-president of member services.
As well as apparently keeping some teachers in the
classroom, the declining economy has hit TRAF
It recorded its worst year ever in 2008 with a minus-
11.7 per cent return on investments.
Jeff Norton, president and Chief Operating Officer, said
it was the worst return TRAF has ever posted, but still
performed well against set benchmarks such as similar
pension plans.
And, as he underscored during good times, Norton said
the plan does not get excited over great gains or losses
in the short term.
In the long-term, the plan has seen a gain of 6.8 per
cent over 10 years and projections into the future also
expect gains of more than six per cent.
Meanwhile, as the number of active teachers remains
relatively stable, the number of retired teachers
continues to grow. In 1999 there were about 14,000
active teachers and fewer than 8,000 retired teachers.
In 2008, there were about 14,000 active teachers and
just under 12,000 retired teachers. It is expected the
number of retirees will pass active teachers in the next
five to seven years.

DeJeqateo appxove DeJeqateo appxove
egu|ty comm|ttee, new egu|ty comm|ttee, new
Abox|q|naJ buxoaxy Abox|q|naJ buxoaxy
Delegates to the MTS Annual General
Meeting approved creation of another
bursary for Aboriginal students in full-time
undergraduate programs in faculties of
The Society will now offer six bursaries
worth $2,400 each. The addition of the
sixth was to include the University of the
North education program.
The bursaries are offered, preferably to
those in their graduating year, to
deserving students in need of financial
assistance and distributed to the faculties
for award and administration.
Also during the first day of the AGM,
delegates approved creation of an Equity
and Social Justice Committee.
The new committee will specifically
address issues related to safe, inclusive
teaching environments, discrimination and
social justice.
Rxov|nce to be aoxed to |ncxeaoe Rxov|nce to be aoxed to |ncxeaoe
tund|nq tox newJy tund|nq tox newJy- -enxoJJed |mm|qxant enxoJJed |mm|qxant
otudento otudento

The Manitoba Teachers Society says the provincial government

should increase funding to school divisions for the education of
newly-enrolled immigrants.
Delegates supported a resolution for an increase because of the
"significant increase of students in both Francais (FL1) and
Immersion schools (FL2) "that are not receiving adequate funding.
The situation has led to a significant increase in the workload of
educators in those schools.
"There is a funding inequality for immigrant students in FL1 and FL2
programs as these schools receive less funds, the EFM says. "For
similar students in the English program, schools receive $750 in
extra funding per student for English as an Additional Language.
To educate the same students in French programs, school receive
only $350 in extra funding for language acquisition.
Expex|ence J|m|to on Expex|ence J|m|to on
matexn|ty Jeave ohouJd be matexn|ty Jeave ohouJd be
|ncxeaoed |ncxeaoed

Delegates at the MTS Annual General Meeting

voted overwhelmingly in favour of pressing the
provincial government to increase the maximum
allowable amount of credit for experience for
parental and maternity leave.
The Society wants the limit increased to 200
days per school year.
"At present, members accessing paternal or maternity leave are
only eligible to receive credit to a maximum of 85 days, says the
resolution from the St. James Assiniboia Teachers Association.
"This is extremely unfair for women accessing maternity leave.
The association says the change wouldnt cost the school divisions
or provincial government.
The change "addresses and equity and fairness issue and would
address the discrimination towards women on the basis of having
children. Women who would normally receive their salary increment
in a timely fashion have their increment delayed for no rationale or
reasonable reason.
The increase would also bring Manitoba up to the levels provided in
other provinces "which count maternity and parental leave as
continuous service with experience increments.
Rxem|umo tox Rxem|umo tox
D|oab|J|ty D|oab|J|ty
Benet|to RJan Benet|to RJan
to |ncxeaoe to |ncxeaoe
The fee teachers pay
for coverage under the
MTS Disability Benefits Plan will increase
in the new year.
The fee will increase to 2.18 per cent of
salary from 1.88 per cent, mainly because
of the economic downturn and
accompanying losses in investment
"Interim estimates . indicate that the
Plan has a deficit of approximately 10 per
cent, the DBP reported. "While the
additional proposed premium will improve
the funding, the volatility of the market
makes it difficult to predict the funded
status. Last year the premium had been
reduced from 2.2 per cent of salary to 1.8
per cent.

NeaxJy aJJ men can otand advexo|ty, but |t you want to teot a man'o chaxactex,
q|ve h|m powex. -Abraham Lincoln
Hello. Bonjour. Guten Tag.
Hol. All common greetings
throughout Canada, most
particularly in Edmonton this
spring. May 21-23 was the
Languages Without Borders
conference in Edmonton, organized
by Canadian Association of Second
Language Teachers (CASLT). The
purpose of this conference was to
meet other second language
teachers and attend sessions on
how to best serve our students so
that they could become fluent in a
second language. From British
Columbia all the way to New
Brunswick, over 600 delegates and
exhibitors came together to learn
and share the latest strategies and
materials for teaching a second
At such a conference, one would
expect sessions in French and
English. However, there were also
sessions given in Chinese, Spanish
and Cree as well! The hearing
impaired were recognized by
having many sessions as well as
keynote addresses interpreted in
American Sign Language. During
lunch hours, between speakers and
throughout the weekend, students
from different cultural and
language programs from
Edmonton-area schools gave us a
taste of their culture by dancing,
singing, speaking and interpreting
songs in sign-language. The bright
colours, music and smiling faces
demonstrated a pride in the
different cultures that make up our
schools. It was truly a sight to see!
During one of my many sessions, I
learned of a new and innovative
program which uses stories, hand
signs and plays to create French
fluency for students. Created by
Matt and Wendy Maxwell and
vastly used in many school
divisions in Ontario, AIM/Histoires
en actions is an innovative program
which is engaging to students and
looks like a lot of fun. This program
can be used in French Immersion
classrooms as well as in Basic
French classrooms. In speaking
with fellow delegates, I heard that
it really does work and it gets them
Another session focused on
teaching the culture along with the
language. The `Rigodon! series
exposes students to the French
Canadian culture through songs,
activities and a little wooden
lumberjack. This pedagogical
resource can be used to teach
French culture to Anglophone
students and promote a pride in
their heritage for Francophone
students. Culture and language
taught all in one!
Other sessions I attended included
how to use game shows to enrich a
junior high or high school
immersion classroom. Playing
games such as Who Wants to Be a
Millionaire? and Hollywood Squares
creates an interest in the language
and makes it fun! I also attended a
session which listed the 20
different techniques for teaching a
second language without using a
students first language. By using
strategies such as synonyms,
gestures, context sentences and
many others, an immersion teacher
can teach almost entirely in French.
This creates a true immersion
environment which helps to
develop fluency of the second
language more quickly.
Overall, this conference was very
enriching and motivating. By
attending sessions and speaking
with other second language
educators, I learned new and
exciting ways to make learning
French fun! During her keynote
address, Senator Claudette Tardif
said it best: You cant understand
Canada in just one language.
Danielle Rocan
The Manitoba Teachers Society
will look into establishing electoral
regions for election of its
provincial executive.
Delegates at the Annual General
Meeting voted in favour of
establishing a committee to look
at the feasibility of electing 11
provincial executive members for
staggered two-year terms based
on set regions.
"To ensure that every teacher in
the province has the opportunity
to participate in the selection of
executive members, teachers
should elect provincial executive
members regionally, says the
resolution from the Louis Riel
Teachers Association. "This
ensures that members voices in
every region are heard directly.
Req|onaJ xepxeoentat|on tox M18 to be |nveot|qated Req|onaJ xepxeoentat|on tox M18 to be |nveot|qated

Eighteen holes of match play will
teach you more about your foe
than 18 years of dealing with him
across a desk.
~ Grantland Rice

Golf appeals to the idiot in us and
the child. Just how childlike golf
players become is proven by their
frequent inability to count past
~ John Updike

It is almost impossible to
remember how tragic a place the
world is when one is playing golf.
~ Robert Lynd

If profanity had any influence on
the flight of the ball, the game of
golf would be played far better
than it is.
~ Horace G. Hutchinson

They say golf is like life, but don't
believe them. Golf is more
complicated than that.
~ Gardner Dickinson

If a lot of people gripped a knife
and fork as poorly as they do a
golf club, they'd starve to death.
~ Sam Snead

Golf is a day spent in a round of
strenuous idleness.
~ William Wordsworth

If you drink, don't drive. Don't
even putt.
~ Dean Martin

If you are going to throw a club, it
is important to throw it ahead of
you, down the fairway, so you
don't have to waste energy going
back to pick it up.
~ Tommy Bolt

Man blames fate for all other
accidents, but feels personally
responsible when he makes a
~ Bishop Sheen

I don't say my golf game is bad,
but if I grew tomatoes they'd
come up sliced.
~ Arnold Palmer

My handicap: woods and irons.
~ Chris Codiroli

The ardent golfer would play
Mount Everest if somebody
would put a flag stick on top.
~ Pete Dye

I'm hitting the woods just
great; but having a terrible
time getting out of them!
~ Buddy Hackett

The only time my prayers are
never answered is playing
~ Billy Graham

If you think it's hard to meet new
people, try picking up the wrong
golf ball .
~ Jack Lemmon

It's good sportsmanship to not
pick up lost golf balls while they
are still rolling.
~ Mark Twain

Don't play too much golf. Two
rounds a day are plenty.
~ Harry Vardon

May thy ball lie in green pastures,
and not in still waters.
~ Ben Hogan

If I hit it right, it's a slice. If I hit it
left, it's a hook. If I hit it straight,
it's a miracle.
~ All Us Hackers

The difference in golf and
government is that in golf you
can't improve your lie.
~ George Deukmejian

Golf is a game invented by the
same people who think music
comes out of a bagpipe.
~ Lee Trevino