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Proud member of ...

PresidentSuzanne Moore Phone: 204-270-0215


srta.mts@gmail.com

Hello Everyone! Amen So be it! Another year over and another group of students moves on.

preparing our opening package for negotiations Debra Mitosinka: for looking after the health and wellness of the members of the SRTA Pat McDonald: for representing all of us on the divisional Workplace Safety and Health committee and bringing forward our concerns Allison Graham: for serving as Resolutions chair while on maternity leave!

Met several times over the year and prepared the opening package for negotiations Hosted workshops for Shortterm disability and for Maternity/ Parental Leave for all members Presented report on PD fund to school board; three teachers gave personal accounts

Supported members in their And so it Professional Development to the is with the tune of $50,000+ So what did we do? SRTA. As this year draws to a close, it is time to look back over Worked with the SRSD in dealing Promoted the SRTA by the accomplishments and events sponsoring teams for MTS with Pandemic Preparedness that shaped the direction of SRTA. curling and golf Special thanks go out to the council Worked with SRSD to welcome Continued to inform the new teachers to our division representatives. Through your members via the newsletter faithful attendance at meetings on Hosted speakers on Role of behalf of your colleagues, you were Finalized the changes to the Representatives, Teacher able to keep them informed of the SRTA constitution Workload, Short-term Disability, current issues and helped the SRTA Workplace Safety and Health, run more efficiently. Saw our resolution on and Appropriate Education transportation of students I would also like to thank the passed at AGM Hosted a retreat for Central separate members of the 2009Presidents 2010 executive: It has been a busy year, indeed! Georgina Dyck-Hacault: for being Hosted a hospitality suite at AGM Truly, without everyones support and individual contributions, the a well of information and for taking Created WSH bulletin boards for SRTA would not have accomplished on the large task of operating the all that it did. For all of this and all all work areas in SRSD SRTA PD fund. of you, I am grateful. Pat Liss: for being a sounding Met with board to discuss I am wishing you a restful, yet board, for keeping us connected teachers recommendations for fruitful summer, full of everything with the SRSD and for adding budget that you were not able to humour to our council meetings! Worked on informing members accomplish during the school year. Lindsay Hutchinson: for handling about Short Term Disability the onerous task of handling all the Benefits and held a division-wide finances srta.mts@gmail.com vote Frances Gauthier: for keeping 204-270-0215 records of our activities and logging Donated books to elementary schools for I Love to Read month our history

Suzanne Moore

Steve Muzyka: for chairing our collective bargaining committee and

Awarded 3 scholarships to graduating students

Ode to the End of the Year


By Heather Skipworth Craven

Roses are rare, Violets need care. My desk is a chaotic mess. The bulletin boards are holey and worn, How many more assessment tests??? Folders are creased, Pencils are chewed and nubby, My file cabinet bulges and bends, And if I get one more apple thing for teacher appreciation I will definitely go off the deep end. Roses are magic Violets are fragile And so is my classroom control Spring fever has descended... My expectations up ended And my schedule is taking its toll... But ah, there are the moments That are now etched in deep Of trust and the awe of discovery, The laughter, and tension Ideastoo many to mention, Friendships to savour and keep. Roses all too soon fade Violets are delicate as glass My students will move on Their lives a learning song, My hope and daily prayer Is for my touch on each child to last. Roses are treasured, Violets are nurtured Students grow, blossom and transcend, Oh that I can be that teacher they remember As a life gardener and a friend.

Happy Retirement, Life Gardeners Ernie Wiebe, CSNC Les Leonoff, SAC Don McWhirter, SAC Linda Berard, EIDC Peter Slobodzian, SAC Laura Dorge, SAE

If you ...
are passionate about teaching care about teachers rights have talents to share with others have a vision for the SRTA want to make a difference, then you need to

Join the SRTA Executive in 2010-2011


The SRTA would like to extend an invitation to any member who would be willing to sit on the executive or a committee for the 2010-2011 year. Please indicate which committee (s) you would be willing to chair or be a member of, by placing a check mark beside each one.

Chair Person

Committee Member Professional Development Employee Benefits Public Relations Health & Wellness

Chair Person

Committee Member Workplace Safety & Health Resolutions Equity & Social Justice Ed Finance

Name: ____________________________________ Home Phone: _______________________________ Non-work Email: _______________________________

School: _____________________ Cell # (optional) ________________

Please return to Pat Liss @ DTS by June 30, 2010

The annual fee teachers pay to The Manitoba Teachers Society will decrease slightly for 2010-2011 in the budget approved at the Societys Annual General Meeting. The proposed fee going into the three-day meeting was $912 a year, but at the end stood at $879. This year the fee was $905. The drop was realized after delegates voted to transfer funds from accumulated surpluses to offset the proposed fee increase. The reserves had been built up because of past operating surpluses and delegates supported the idea that money paid by members should be returned to members. Few other changes were made to the $12.4 million MTS budget.

MTS will discourage members from driving their own vehicles or division-owned or leased vehicles to transport students for school-related activities. Delegates to the Societys AGM voted in favour of a resolution calling for teachers not to transport students because of liability issues. MTS will be providing more information to members about the issue. Combined with this, the Society will lobby the provincial government to provide adequate funding for transportation of students for school-related activities.

AGM delegates elected three new members to the provincial executive. Two incumbents were also returned as 11 teachers were in the running for 5 open positions. Joining the executive for 2010-2011 will be Sherilyn Bambridge, Brandon Teachers Association; Arlyn Filewich, Pembina Trails Teachers Association and Donna Johnston, Thompson Teachers Association. Incumbents returned were Richard Alarie, AEFM and John Ehinger, Sunrise Teachers Association. Leaving the executive are Georgina Dyck-Hacault, Adam Grabowski and Julia McKay.

The full executive for 2010-2011 is: President, Pat Isaak Vice-President, Paul Olson Members at large: Richard Alarie Sherilyn Bambridge John Ehinger Arlyn Filewich Norm Gould Pat Hamm Blaine Johnson Donna Johnston Kyle McKinstry Pam Stinson Karen Wiebe 4

Delegates decided provincial executive members should not be allowed to serve for more than six consecutive years. They supported a resolution from the River East Transcona Teachers Association that members be limited to serving a maximum of three two-year terms. They could, however, run again a year later. The change is consistent with term limits already in use for other MTS committees and elected positions.

The Manitoba teachers pension plan showed a solid turnaround in investment income after having its worst showing in history in 2008. In that year investments showed a minus-11.7 per cent return. In 2009, the plan showed a return on investment of 10.7 per cent. The ups and downs of returns on investments are not unusual, nor of major concern. However, in his presentation on the plan to the MTS Annual General Meeting, Jeff Norton told delegates that various aspects of retirements and pension payouts may necessitate government consideration of contribution increases. Norton, the president and Chief Executive Officer of the Teachers Retirement Allowances Fund, noted the fund is 91 per cent fully funded, down from other years, but still greater than 2008. What that means is the fund pays out more in pensions to retired teachers than it takes in from pension payments from active teachers and investment income. Combined with that current financial situation are trends in retirements themselves. Brenda Venuto, vice-president of members services for TRAF, showed that within the next eight years the number of retired teachers receiving pensions will match those making contributions. Currently there are 15,055 active teachers and 11.950 retired teachers. While pension contributions have increased only slightly over the past 11 years, payments to retirees have seen a dramatic and continuing increase. Added to that is the fact there is a large number of teachers who are now eligible for retirement or on the verge of being eligible. There are over 2,000 teachers over 55 and could retire this year. There are an equal number between the ages of 50 and 55. Over the past couple of years retirements took a nosedive along with the economy, but that may be changing, Venuto said. This year retirement applications are up 20 per cent. 5

Education Minister Nancy Allan has pledged to work with The Manitoba Teachers Society to find solutions to problems raised in the unions report on teacher workload. I am committed to working with you and working on solutions together, she told the organizations 91st Annual General Meeting. Allan, appointed as education minister six months ago, also repeated a commitment to replace an existing policy that allows students to hand in assignments late without consequence. That policy, and teacher involvement in student promotion, has been an area of frustration for Manitoba educators. Allan said she has always supported local automony in education and that extends to the classroom. We will be looking at ways to find a policy that works for everyone, she said.

MTS Task Force on Teacher Workload Presentation, May 27, 2010

Dyck-Hacault & Richard Alarie Georgina Dyck

Points of Interest:
According to the MTS Workload Survey, 52% of
teachers in Manitoba reported an increase in workload in 2008-09 over the previous year 70% of teachers said the teaching job has negatively impacted their health 73% stated that job stress has negatively impacted their work performance Class size for 30% of Manitobas teachers grew in 2008-2009 Combined with the diversity of learning abilities in the classroom, this substantially increased the workload and stress levels of teachers across the province. Teachers report a rapid implementation of the Literacy w/ICTs curriculum without the appropriate curriculum or technology training or the appropriate technology available at school. Teachers maintain websites, answer emails from the division, school administration and parents during prep time, use a divisionally-based computerized system for report cards which may or may not be available from home. Across Manitoba, 50% of full-time classroom teachers receive less than 200 minutes of prep time per week Two percent (2%) of teachers indicate that they receive no prep time at all The role of a teacher extends beyond academics and includes extra-curricular activities that a school offers. They occur outside of working hours and bump up against family and person commitments. Teachers report feeling pressured by colleagues and administration to do their fair share of extracurricular activities

Recommendations:
Appropriate Education Programming:

MTS will need to educate its members re: rights and responsibilities under Bill 13; appropriate role of EAs; WSH legislation and resources available to support learning of students with special needs MTS will need to lobby the government to ensure that appropriate funding and resources are in place, that the role of EAs remains one of assistant and to provide PD funding for teachers working with students of special needs

Class Size and Composition:

Develop a formula for appropriate class size, taking into account student composition Develop an appropriate caseload limit for clinicians Ensure that a clause regarding class size and composition is bargained into each collective agreement Lobby government for legislation for appropriate class size and composition

Prep Time:

Negotiate into all collective agreements a minimum of 300 minutes of prep time/week Lobby for adequate time within the school day to prepare report cards

Professional Development:

Lobby the government and school divisions to reduce the rate at which new initiatives/ curriculum are put in place Lobby for adequate, on-going professional development is provided for new initiatives/ curriculum Ensure equitable opportunities for PD across the province

Extra-curricular Activities:

Negotiate that all extra-curricular activity is voluntary

Public Relations:

Continue expanding the image of public school teachers with the public

At its final council meeting of the year, the SRTA council approved the following changes for the SRTA PD Fund to be implemented for 2010-2011: Term 1 (September to December) Date to apply September 7 Term 2 (January to March) Date to Apply October 15

Category

Maximum

Term 3 (April to June) Date to Apply Beginning December 15 Beginning December 15 Beginning March 15 (intercession & summer)

In-province

$750.00 (including sub costs) $1500.00 (including sub costs)

Out-of-province

September 7

October 15

University Course Work Small Groups (schools >250 may have 2 projects) Summer

$500.00

September 7

December 15

$1500.00

September 7

See above categories

Beginning March 15

Male Applicants Female Applicants K-8 Applicants 9-12 Applicants English Applicants Immersion Applicants Dual Track Applicants Projects K-8

13/86 73/86 74/86 12/86 64/86 8/86 14/86 4 (3 English+, 1 Immersion

*as presented at the board meeting of the Seine River School Division May 11, 2010 7

I was told by a colleague about a PD experience which quite possibly may change the way I operate as a professional. She noted there was a strong possibility the training would be the best PD I could attend. That was enough to grab my interest and send me to the Reclaiming Youth website (www.reclaiming.com) where I learned of a conference being held in Victoria, BC called Response Ability Pathways (RAP). On the website I learned that Reclaiming Youth, with a home base in South Dakota, has trained people from all over the world, including Europe, Australia, Africa, Brazil, as well as all over Canada and the United States. The mission of Reclaiming Youth is to train people who work with youth to shift their thinking and their ways of acting and reacting with youth to facilitate positive behaviour change in the face of concerning presenting behaviours. Attending the conference was a profoundly positive experience. Approximately 150 people gathered together to build skills in dealing with youth at risk. We spent three days working in smaller groups of 28-40 people. It is interesting to note who attended the conference. This was not exclusively a training session for educators, but rather a gathering of people interested in helping youth from a vast array of disciplines. Represented were aboriginal elders, school trustees, educators, residential treatment staff, youth justice workers, administrators, youth counsellors, social workers, psychologists, respite workers and foster parents. Learning in this group brought differing perspectives and new insights. The following are the top ten most valued insights I feel I can share with students and colleagues after attending this conference:

children need loving, caring, committed and consistent adults around them if they are to bloom fully.

It takes a village to raise a child. Rev. Cannon Dr. Martin Brokenleg, an inspiring Lakota Indian from South Dakota, who now teaches at UBC, spoke on family. Martin is, in part,

to a childs pain by inflicting more pain. Love heals. Mr. Larry Brendtro, PhD and Founder of Reclaiming Youth International presented his philosophy and demonstrated the positive outcomes of shifting the frame of thinking.

I have the skills and ability to reach hurting kids by looking way beyond the obvious. Glance at problems, gaze at strengths. I learned of a process called a Developmental Audit where Dr. Mark Freado spoke of his active involvement in preparing strength-based documents for transfer hearings to allow courts and others to see beyond presenting behaviours. Incredible acts of creative dedication are taking place every day all over the world in attempts to reach and reclaim youth. Natural moment-tomoment opportunities occur continually to allow positive connections with youth. Every child needs at least one adult in his life who is absolutely crazy about him. One person can make all the difference. There is a lot of work to be done to build capacity, shift thinking and develop skills and empathy for those of us who work with youth.

responsible for developing the Circle of Courage model for meeting the needs of all youth.

The Circle of Courage is a resilience code for youth and includes the importance of developing attachment, achievement, autonomy and altruism as basic human needs. We must look beyond behaviour. Hurt people hurt people. My groups facilitator, Professor Steve Van Bockern compelled me to shift my thinking. Negative imprinting can be reversed with enough positive life experiences. Dr. Paul Baker, an adoptive father and a developmental neuropsychologist from Georgia spoke on brain research and recovery from trauma.

I would like to express a sincere thank you to the SRTA Professional Development fund for allowing me to attend this exceptional learning opportunity. I welcome the readers questions and comments. I can be reached at CLC 878-2887, ext 33 or nduykers@srsd.ca.

All youth are at risk. We are living in a changing world. All

Behaviour and pain are connected. We should not react Nancy Duykers, School Counsellor, CLC 8

Assessment and Instruction in Inclusive Special Education


This fall and winter of 20092010, I attended this course taught skilfully by a member to the University of Manitobas Department of Education staff, Dr. Jennifer Katz. Dr. Katz has worked in British Columbia as a classroom teacher, a resource teacher, and a member of a divisional student support team. I was surprised by the depth and breadth of the course, which covered much more than I anticipated. The course was structured in a logical way with our understanding of the topics aided by the clear format. The following topics were covered during the lectures that were, unfailingly interesting and often inspiring: Students in Middle Years Undeserved Populations Promoting Responsible Behaviour Factors that Affect Classroom Behaviour Collecting Background Information In-class Observations Functional Behaviour Analysis Checklists, Inventories & Interviews Diagnostic Analysis Behavioural Interventions

Intelligence and Neuro-cognitive


functions Creating Compassionate Learning Communities

Creating Inclusive Classrooms Universal Design for Learning Differentiating Instruction in the Diverse Classroom Literacy for Diverse Learners Numeracy for Diverse Learners Assessment & Evaluation of The Role of the Resource Teacher Diverse Learners Educational Leader Collaborative Teams Students Who Require Additional Support Student Advocacy Recognizing & Identifying Skills and Competencies Students with Exceptional Needs Teaching as a Profession Assessment to Guide Instruction The Role of Research Factors that Affect Low Achievement Collecting Background Information I was surprised by the depth and Work Sample Analysis and Academic Interviews breadth of the course, which IEPs A New Perspective covered much more than I Students Who are at Risk anticipated. Students with High Incidence Disabilities Appropriate Interventions for HI Students in Middle Years The Brain and Learning Students with Low Incidence Social and Emotional Learning Disabilities Motivation and Anxiety Appropriate Interventions for L1

While every topic was useful, I particularly found the topics of universal design theory and the approach to IEP design stimulating and timely. Through the use of universal design theory, we learned how the thoughtful setup of the classroom can address most needs found within an inclusive classroom. In this way, the need for IEP development can be limited only to the few students who truly have needs so great that they cannot be addressed within this highly planned and carefully constructed environment. The design of the IEP was a topic we spent considerable time discussing and practising. The emphasis on planning for the strengthening of strengths so that a student can really have a sense of mastery is an interesting one. The structure is involved, but doable if it is confined to the students who truly require this planning. I highly recommend this course and the instructor. Tanya Schulz

Theories and Issues in Elementary School


by Linda Eidse This past winter I took a course that introduced the various theories used and/or available for school counselling. I found the course very insightful and realized that it would certainly help me become a better and more effective teacher with my students. The course also enhanced my understanding of how my belief system and attitudes affect those around me. Our student population is becoming more diverse, multi-culturally and ability-wise, so it is a necessity for counsellors and teachers to develop an awareness of themselves. They must be aware of their own cultural biases and values and become educated about their students. Race, ethnicity, culture, physical and mental abilityall affect ones personality and success in the school system. The course focused on seven main theories of counselling: responsibility. The counsellor helps the client fulfill his/her needs in a responsible way.

Adlerian Counselling gives attention to a clients lifestyle (all the clients feelings and thinking). The counsellor tries to help the client with his perception of

situations and build a relationship with the client. Together they establish goals, build some interventions and maintain the goal.

Multicultural Counselling maintains that we need to be able to interact with people from diverse backgrounds. Educational communities are filled with people from many races, cultures and lifestyles. These individuals need people trained in counselling to deal with the situations and circumstances that can arise within a multicultural framework.

I would like to end my article with a quote from the course manual about the many counselling theories: There are many different theories of counselling, but what all of the theories have in common is that they are used by counsellors to help people change: to help people think differently, to help people feel differently, and to help people act differently.

Person Centred Counselling emphasizes the positive and constructive view of human nature. A positive and supportive relationship between counsellor and client is crucial. Behavioural Counselling identifies specific goals; a treatment plan is designed to suit the needs of the client and an evaluation of results gives an indication of the effectiveness of the therapy. Rational Emotive Therapy the emphasis is on thinking and analyzing the beliefs that control behaviour. The client gains control of his/her life by replacing irrational self-defeating attitudes with more rational ideas. Reality Counselling holds that people can be responsible for their behaviour. The basic needs for all people are love, worthwhileness, having fun and

reality with motivation modification, not behaviour modification.

Solution-focused Brief Therapy focuses on clients strengths. The counsellor wants to change how the client views

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