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Contact Information: 2042700215 srta.mts@gmail.com http://seineriverta.weebly.

com

My dear Colleagues,
President Suzanne Moore Vice-President Pat Liss Treasurer Janelle Picton Secretary Frances Gauthier Collective Bargaining Chair Steve Muzyka Employee Benefits Chair Wendy Chase Health & Wellness Chair Colleen Kachur-Reico Professional Development Chair Allison Graham Workplace Safety & Health Kathy Dubesky Equity & Social Justice Chair Rebecca Sheffield Education Finance Chair Jason Sparling Resolutions Chair Lindsay Bouchard Public Relations Chair Suzanne Moore

SRSD

The past school year has been a year of changes ups and downs, challenges and victories, set backs and successesbut always an invigorating time. So too for our work on the SRTA. It is in looking back that we recognize the growth and progress of the SRTA over the 20112012 school year:

Violence in the Workplace Legislation, policy template and workplace survey shared with SRSD SRTA Arena sign installed at Ile des Chenes Arena Meet n Greet with Board successful Members voted in Shortterm Disability after successful education campaign Presented budget recommendations to the board Created a workload survey for members to reflect changes in the workplace (pgs 45) Began a Scholarships Committee for SRTA Hosted two Maternity/Parental workshops for parentstobe Improved dental benefits Sponsored a team to participate in the MTS Annual Golf Tournament

Finalized SRTA Collective Agreement Completed Policy & Procedure Handbook Very successful use of PD funds (see pg 3) created need to overhaul guidelines Created PD Brochure for each staffroom Hosted the MTS Hockey Tournament for the first time Purchased hockey sweaters for our SRTA/ SRSD hockey team Hosted the first ever SRTA Golf Tournament Changes to the Constitution Our resolution passed at AGM Seven of our members are currently on MTS provincial committees Created Liaison committees with SRSD and SRPA Began creation of LBGTQ policy with and for

We have had to say goodbye to four of our executive members. Steven Muzyka, the SRTA owes you big time for all the work you put into securing our 20102014 Collective Agreement. Thanks for that, as well as all the other contributions you made while on the SRTA executive for the last four years. This was all the more special because you and Erin celebrated a marriage and welcomed twin boys during this time. Frances Gauthier, not only were you a
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devotedsecretaryfortheSRTA,butyou alsoworkedtirelesslyontheCollective BargainingCommittee.Thanksforall energyanddevotiontotheSRTAforthe lastfouryears.Bestwishestoyouand Steveandimpendingbaby!

years.Onecouldeasilybecomeover confidentandcouldbeneglectfulabout continuingtogrowprofessionally. Indeed,onememberwasaskedto revisitasubmittedPGMthathadthe datesof20062007!

Premium Decrease per Month

20102011
36.07 73.85

20112012
31.27 64.03

20122013
(proposed)

Single Couple

25.00 51.25 82.75

Allison Graham,onceagainyou pitchedinandtookoveraportfoliothat neededhelp.Overthepastthreeyears ontheSRTAexecutive,youhaveserved inthreeportfolios,allthewhilegiving birthtotwoboys.Bestwishestoyou andJasonandimpendingbaby#3.You deserveayearoff!

Itcouldbeconsideredprudentto considerincludinggoalsregardingthe latestdivisionalincentivesurrounding improvedliteracy.Anassessmentgoal aroundtheincomingprovincialreport cardsisalsoforwardthinking.

Family 119.22 103.37

decreasethepremiumsby21.6%,but basedoncurrentinformation, premiumsmightchangeinabout three years. Plus:Singleswillgetarefundof $57.75;couples,$31.50 DecisionswillbemadeinSeptember, andchangeswilltakeeffectJanuary 2013.Pleaseletyourschoolrepknow whatyourpreferenceis.

Janelle Picton, youwerenotableto attendmeetingsthisyearbecauseof yourhecticschedule,yetyoumanaged tokeepthebooksuptodateand accurate.Bestwishestoyouinyour impendingmarriage!

Thereareoftennewinitiativesgoingon intheschool.Asateammemberofthe staff,itwouldshowsomewillingnessto addtothecultureoftheschoolby focusinggoalsontheseinitiatives.

Meanwhile,backathomebase,a groupofpeopleisexcitedabout workingontheexecutivenextyear:

But,mostofall,theonemost responsibleforthePGMistheteacher! Therearemanynewanddiverseways togrowprofessionally,anditisa RESPONSIBILITYbylawtodoso.Ones PGMneedstoreflectthis.

SuzanneMoore,President PatLiss,VicePresident & Collective LindsayBouchardSecretary ChantalTytgatTreasurer WendyChaseEmployee Benefits ColleenKachurReicoHealth & Wellness JasonSparlingEducation Finance JonathanWaiteProfessional Development RebeccaSheffieldEquity and Social Justice RebeccaBrownPublic Relations KathyDubeskyWorkplace Safety & Health
Weareindeedfortunatetohavesucha dedicatedgroupofpeoplewhoare willingtogiveuptheirpersonaltime andefforttobenefitallofthemembers ofSRTA!

Bargaining Chair

SpeakingofPD,thereisinformationon page6abouttheFAB5conferenceto beheldthisfallforallteacherswith5 yearsofexperienceorless.Ihighly recommendthatasmanyaspossible takeadvantageofthiswonderful resource.

ProfessionalDevelopmentfor2012 2013willbeginSeptember4. Guidelinesandformswillbepostedon thatdayandapplicationswillbeginto beassessedshortlythereafter.Inthe meantime,allthosecompletingtheir 20112012PDcansendtheirmaterials tomeoverthesummer(seepage1).

AmitaKhandpur,teacheratESAIis featuredonpage7ofthismonthsThe Teacher, EgyptBookHealingEffort. Amitahascompiledabookcalled Through the Eyes of Children, which featuresdrawingsandrecollections fromherformerGrade3studentsin Egyptastheyexperiencetherevolution intheircountry.Moneyraisedfromthe books($20each)isformedicalsupplies andcareforpeopleinjuredinthe revolution.www.facebook.com/ revolutionbook

InSeptember,beonthelookoutforthe SRTAbulletinboardsthatwillbe installedinallSRSDworkplaces.These bulletinboardswillkeepSRTAnewsand activitiesintheforefrontforall members.

ProfessionalGrowthModels (PGMs)
Therehavebeenseveralquestions broughtupsurroundingthe developmentofPGMsinourdivision: Who decides what is to be included on the PGM? Can I be told what goals I should be stressing? Do I have to include some of the divisions and/or schools initiatives?

DentalPlanGivesBack!
TheSRTADentalPlanhasbeendoing well,primarilyduetomarket conditions.Therefore,inSeptember, wewillvoteonthefollowingoptions: Option1:Wecouldchoosethe21.6% decreaseinpremiums;giventhe presentstateofourplanandthe economy,wecouldsustainthis decreaseforup to seven (7) years Option2:Wecouldconsiderincreasing thecoveragefrom$1200to$1500and

Haveanawesomesummereveryone! Drinkdeeplyofallthesightsandsounds ofyourrichlydeservedtimeoff.:)

Itiseasytobecomecomplacentabout ourworkloadwhenonehasbeeninthe samepositionforseveral

byAllisonGraham,ChairofProfessionalDevelopment

PD Applicants Per Category


Total of 130 applications
110 applicants supported by the SRTA PD Fund 130 applicants applied; 20 were denied

PD Applications Per Term


Terms 1-3: Maximum $21,020/term Summer: Maximum of $10,200

PD Funds Used Per Term


Currently have applications for $70,566.10 of PD
money.

Paid out $29,949.20 to applicants. Paid out $17,337.50 to division for substitute costs.

General:
100respondents(outofapossible270) 73%classroomteachers 70%K8 71%female equalrepresentationacrosstheyearsofteaching experience(approx17%eachlevel,except25+ years) 41%seethemselvesinthesameassignmentin5years; 17%retiring

66%PrepTimeInterruptions/Expectations Inschool influences thateasedworkload: 31%InteractionswithColleagues 28%UninterruptedLunchPeriod

Effects to teaching and/or student learning :


havebecomeanissue: 45%CoveringtheCurriculum 45%ImplementingChanges 48%OneononetimewithStudents

Outsidetheschool influences thathadlarge


percentagesofsomeorsignificantimpactonworkload: 54%Pax&Spleemshadsome,orsignificantimpact onworkload 49%ImplementationofNewCurriculum 52%ProvincialTesting/ReportingRequirements 51%GuidedReading 54%TestingofGuidedReading/Comprehension4x/ yr 69%FundedStudents Inschool influences thathadlargepercentagesof someorsignificantimpactonworkload: 45%DailyFive 48%GuidedReading 67%ExtracurricularActivities 68%FundedStudents 56%ClassSize 79%AdaptationsofPrograms 80%StudentBehaviouralProblems 70%SchoolWideActivities
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Effects to teaching and/or student learning :no


change: 41%Behaviouralissues 45%ClassSize 49%ClassComposition 40%TeachingTime 55%RelationshipswithStudents 45%SelfDirectedLearning 39%StudentAchievements

Effects to personal life:


52%Feeloverwhelmedbyallthedemands 44%Spendallmyfreetimetryingtocatchup 30%Rarelysocializewithstaff 33%Questionmyabilitiesasateacher 32%Donthavetimetogetinvolvedwithextra curricularactivities 54%Amhopefulthatthingswillgetbetterandeasier 53%KnowthatIamnotalone 20%Feelenergizedbythechanges

qualityprogramswhenthereistoo muchtodo. IliketodomybestwhenIdo something.IfeelthatIdonothave enoughtimeandtrainingtodoallthese programswell. Thislisthasmanymorenegativechoices thanpositivechoices.Forthistobean accurateaccountofwhatisgoingon thereshouldhavebeena50/50split. Igetnohelpfromstaffregardingsports teams,supervisionandpractices.

Myfamilylifehasnothadanymajor changesbecauseIhavegivenupalotof personaltimeformanyyearsnowand thathasnotchanged. Ihavebegunseekingcounsellingand takingantidepressants. Justallthenewprogramsandmoreand moreexpectationsissomewhat overwhelming.Reallydon'tfeel supportedbyadminandresource. Theimpressiongivenbydivisional administratorsisthattheynolonger trustteachersinimplementingthe curriculumandthatteachersare

constantlybeingwatchedandjudged. Ikeeptryingtoremindmyselfthat teachingisonlyajobandIcanonlydoa certainamountinthatjobinorderto stayhealthyandpositiveformyfamily Idon'twanttocontinuetobepartofan organizationthatputspriorityonmaking thepeopleinadministration"lookgood" insteadoffocusingonthestudentsand theirneeds. Ifworkloaddoesn'tchangeor increases...itisasigntolookelsewhere. Ilovemyposition.
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Ifeelsupportedbythisdivision. Theschoolseemstojumponeverynew programallatthesametimeandplaces toomanydemandsontheclassroom teachers.Insomewaysthe administrationtakesawaytheteacher's abilitytomakesounddecisionsabout resourcesandmethodology. Ihavehadtosimplypushsomethings asideandsayIcan'tdoitall...also concernedthattheywanttoaddmore inwayofReading/Writing Continuums...IthinkIwillwriteTootles inmysleep.Theyalsoexpectmore withlessEASupportorsubtimetodo allthistesting. Ifprogrammingisnewtoyou,itisgoing totakemoreworkinthebeginning.I thinkthequestionshouldask teachersiftheywerecomfortable takingriskswiththeirteachingby tryingprograms.Lotsofpeopledon't liketogroworchange. Administratorsneedtomaintainthe abilitytobecurriculumleaders.How theydoitisanothertopicall together. MostoftheprogramsthatIhave implementedinmyclassroom(such asDailyFive,WordsTheirWay, AnimatedLiteracy,PowerofTenand mathcentres)havedefinitelyincreased myworkload,butIwouldlikeitnoted thatitisnotanegativeworkload impact.Ithinkweneedtoworkhard andbeverycreativeifwewanttoreach theneedsofallourstudents!Thisin turntakesextratimetoplan,invent, create,prepareandimplement. Thereseemstobeabigpushinour divisionforthemultiageclasses.It almostseemsthatifateacherdoesnot agreewiththisthattheyareseenas beingdefiant,scaredofchangeand basicallynotagoodteacher. Wehavehadlittletonosaylatelyasto whatandhowweteach. Ihaveasmallclasswithverymature welldisciplinedstudentssoI'dhadan excellentyear.

Thelargeclasssizesaredifficultwith classesthatmixnumerousfunded students,academicallyweakstudents, EALstudentsandstudentswith significantbehaviouralconcernswith littlesupportfromresource.Sometimes itfeelslikeagongshowtryingto manageeveryminuteintheclassroom. Itisevenworsewhenyoufeellikethe administratordoesn'tsupportyou. Ineverbeenthatbehindinmy curriculumafter23yearsofteaching IhaveareallygoodgroupofkidsbutI don'tfeelIhavegottentoknowthem wellasalwaysscramblingtomeet assessmentdeadlines...waytoomany andlittlechange!

theyoungerteachersveryconcerned fortheirjobs,andfeelthepressureto moldthemselvestotheprescribed pictureinacultureoffear,notaculture ofsupportivegrowth. InallmyyearsinthisdivisionIhave neverbeenaskedtofillsomethinginas negativeasthissurvey.Itsaddensme tothinkthatmyunionhasnotdoneits homeworkandlistensonlytopeople whocomplain.Itseemsasthoughthis surveyassumesthateveryteacherhas itbad,theiradministratorsdon'tlisten, andthereisnosupportforanyone. Howinsulting! Nothavingreleasetimetodothings likereportcardsandreading assessmentsputsanincredibleamount ofstressonme.Thekidsreact becauseyouarenotavailableto helpthemasyounormallywould. Fourtimesayearseemsexcessive! Somecolleagueshavehad difficultylettinggoofwhatusedto beandthishasmadetheyear stressfulfortherestofus. Administrationhasbeen supportivebutIdon'tfeelthatthe schoolteamsharesthesame visionandthatmakeseverything challenging.

Thisyear,Ihavenotbeenabletoteach asmuchofmyprogramsasIusuallydo becauseImalwaystesting.I'm supposedtohelpstudentswiththeir readingbutIhardlyhavethetimetodo thatandthen,Ihavetotestagain! Ifindithardtobalanceayoungfamily andworkduringthetimesthatIfeel overwhelmedwiththingstodo, implement,coveretc.Myjobisso importanttome,butIdon'talwaysfeel likemybest"self"whenI'm overloaded. Ienjoymyjobandthestudentsand staffIdealwith. Thereisthefeeling,notfromour principal,buttheoverallfeelingfrom thedivision,althoughnotsaid,isthat wearenotdoinganythingwell.Isee

Ifindthatthere'slotsofpressure comingfromoursuperintendents.It seemstheywanttocompetewithbig divisionsinWinnipegandtheyexpect teacherstodoitall.Ifindthatit'sat thatlevelthattheydonotreally understandwhatteachershavetodo whenwehavetodoallthattesting; especiallyinImmersion. IwastoldthatIshouldn'tkeepa studentinclassduringgymormusicif he/shedidsomethingduringrecess. However,Iwastoldthatitisokayto keepastudentinclassduringgymand recesstotestthem. Thedivisionistryingtoimplementtoo manyprogramsatthesametime. Teacherscannotimplementorgive
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3teamsofgolferssetout ona beautifullysunnyandwarm WednesdayeveningMay30thtohave somefunandgetsomeexerciseand ofcourse,dosomecommunity building.Asoneoftheorganizersfor theeventIdontmindsayingIthinkit wasagreatsuccess. Everyparticipantspokeofhowmuch funtheyhad,howperfecttheir teamswereandhowgreatthefood was.SouthsideGolfCoursedida terrificjobofhostingfromthevery colourfulgolfcartstheyprovided,the supremeshapeofthefairwaysand greens,andtheawesomeservicein therestaurant.Honourablemention alsoneedstogotothegirlonthecart whokeptthebeveragescoming! Idalsoliketotakethisopportunity tothankeachandeveryparticipant, aswellasmycolleaguesonthe WellnessCommitteeandofcourse,

Sandbagger award: MelindaH


..apparentlyoneofthe greatestshortgamesgoing. Homebody award: SuzanneM..shecame aroundandtookpicturesand kepttheclubreadyforus. Last minute save: Robert M.thanksforcomingon boardatthelastminuteto makeourlastteama foursome. Feedbackwasverypositiveandwe hopethatwecanmakethisanannual event.Weareconfidentthat participationwillgrownextyear becauseifyouwerentthere,you missedagreattime!
SubmittedbyLauraNault,Healthand WellnessCommittee EditorsNote:Myapologiesforthequalityof thepictures.Mycamerawasrunningoutof powerandIhadneglectedtobringbatteries!!

ourpresidentforsupportingusinthis wellnessendeavour.

Prizeswentto: Most Honest Score wenttoEric O.,MelindaH.,GiseleC.,and KathyD.Theirscorewas34,that isprettydarngoodforhighest score.Therewassomerealgolf goingonoutthere! Closet to the Pin:RobertM Longest Drive, Men:Ted(whom weallreferredtoasColleens escortinsidejoke)Ladies: KathyD. Biggest Marshmallow:JillO. (wehadtoseehowfarwecould teeoffwithamarshmallow.Jill wackeditwaypasther competitorswithaniron!) Best Dressed, Men:GeraldN. Ladies: GiseleC..checkoutthe pictures! Best comment: EricOIve beenshortallmylife Most desired golfer: JoelS ..hewasbeingstalkedbythe cartgirl!

I have been teaching in the division for almost ten years and have applied for positions in other schools. I have not received any of the positions. Are all of those positions pre-determined?
It is easy to make that conclusion when we are regularly interviewing for positions that are similar to what we are doing now, and the position is being filled by the term teacher currently filling that position. To be fair, we need to consider a few things: a) How good are our resume and cover letter? We would be well served to have them reviewed by a professional. Things have changed in 10 years and we need to remain current. b) How well did we interview? Were we prepared with information about, or practice with, initiatives that the division/school is incorporating? c) Did we ask questions of the interviewers that were meaningful and forwardthinking ? Just because we have served the division well in the past does not automatically mean that we will get the positions we apply for. We need to always remain current professionally, and to be the type of people who would blend well with the receiving administration and staff.

What is the greatest source of legal trouble for teachers in Manitoba?


According to one of the legal counsels to the Manitoba Teachers Society, most of the cases dealt with have roots in comments that the teacher made in the staffroom. We would be well cautioned that the staffroom is NOT to be a place where teachers can complain or vent about students, parents, administration, et al. Bringing negativism to the staffroom drains our positive energies that we could otherwise use with our students. Rather, the staffroom should be a place where we can build relationships with each other, hopefully with humour and light banter.

What is the greatest source of misconduct among teachers in Manitoba?


According to the Manitoba Teachers Society, the greatest breach of the Code of Conduct occurs with #7: A member does not bypass immediate authority to reach higher authority without first exhausting the proper channels of communication. See questions on page 10 to view changes and penalties to the Professional Code that were brought to AGM and accepted by the delegates.

SRTA website:
http://seineriverta.weebly.com
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What is the difference between a staff reassignment and a transfer?


My principal changed my teaching assignment drastically, citing MTSs statement that, A teacher is a teacher, is a teacher. Whats that supposed to mean?
Your administrator is correct. The Manitoba Teachers Society has strongly defended that statement over the past years. However, some members have taken that statement to mean that teachers can be made to teach anything in their present school, or in another school. Many of us have our specialties and prefer to remain in that field. If a teachers assignment changes so much as to seem punitive, the Manitoba Teachers Society should be contacted. The Manitoba Teachers Society is moving away from the term teacher and replacing it with the term member, thereby eliminating the distinction between classroom teachers, counsellors, resource personnel, clinicians, student services personnel and administrators. We are all members. According to SRSD Regulation CGIProfessional Staff Assignments and Transfer: (Re)assignments are defined to be school/program specific, whereas Transfers involve a change in assignment outside of the teachers present school. Transfers are the responsibility of the Assistant Superintendent Instruction. (Re)assignments and transfers may be initiated by either the Division or the Teacher: Division: The Assistant Superintendent - Instruction will determine suitable placements for Teachers: 1. Declared redundant due to student enrollment. 2. Transferred to best serve the needs of the students of the Division. 3. Reassigned for development purposes. Teacher: May request (re)assignments and transfers: 1. In the same school. 2. Within the Division.

If I have a 50% permanent contract, does that mean I teach all morning or all afternoon?
No. The length of the teaching component in a school day is 330 minutes. You should be teaching up to 165 minutes if you are half time. In those 165 minutes, you should also have your prep time at least 20 minutes a day, in blocks of no less than 30 minutes. If you teach less than 165 minutes, but still get paid 50%, thats OK, but you cannot be teaching more, and getting paid 50%.
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I am a substitute in the division. Can I pay into the Teachers Retirement Pension Fund (TRAF)?
TRAF deductions are not mandatory for substitutes, but a substitute may apply to have deductions applied to TRAF on a regular basis.

My principal was evaluating me this year, and the final evaluation was not at all positive. What can I do?
According to SRSD Regulation GCN Evaluation of Professional Staff:
The teacher shall have (10) days from the date of the final summative report to appeal his/her evaluation to the Superintendent or designate and subsequently to the Board. When observing a teacher for the first time, the emphasis should be on offering plenty of useful advice Every formal supervision, or series of formal supervisions, should normally be preceded by an interview to determine the objectives of the lesson and the manner in which the teacher plans to achieve these objectives. These should be followed by a subsequent interview as soon as possible, preferably within the three days following, to discuss the observations made.

The resource person in our school told me to sign an IEP for a student in one of my classes. Shouldnt I have a say in the IEP planning?
It is often difficult for resource personnel to meet with all the teachers involved with a student and to ask their input regarding the IEP. Regardless, every effort must be made to include senior high teachers in planning for their students special needs. It is not only up to the resource personnel to make up the plan and then inform the teacher how the IEP is to be implemented. Resource personnel are there to help create the plan, help implement the plan and to be a source of resources for the classroom teacher.

When it comes to evaluations, it is important to realize that these will be placed in your personnel file and may be used against you. Do not sign the evaluation unless you are finished with it. Your first step would be to contact either me (your local association president) and/or a staff officer at MTS, who can determine the next procedures to follow. You also have the opportunity to add a statement of your own as an attachment to the evaluation that will also be placed in your personnel file.

Who is the oldest teaching retiree in Manitoba?


Although we are not privy to her name. the oldest teaching retiree in Manitoba is currently 107 years old and has been retired since 1970!!

Is it true that our MTS fees are going down?


Yes. At the 2012 MTS AGM, the members approved a $47 decrease in MTS fees for the 2012-2013 school year almost $4.00 per month!
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What are the new changes to the Code of Professional Conduct? What are the penalties to a Breach of the Code of Professional Conduct?
Delegates to the MTS Annual General Meeting voted in favour of new penalties, including fines of up to $2,000, suspension or termination of MTS membership and payment of costs up to $5,000. The changes emphasize the role good faith plays in a member's conduct. One addition is that A members conduct is characterised by consideration and good faith. She or he speaks and acts with respect and dignity ... Another addition is that any criticism of the professional activity of a colleague be first directed to that person. The change now says any criticism of the professional activity and related work of the colleague. However, it also adds sections in which members do not have to talk to the offending person first such as when taking any action that is allowed or mandated by legislation or where a member acting in good faith and without malice in the discharge of the legitimate duties of his or her appointed elected position. It was pointed out that under certain laws anonymity is guaranteed or mandated for people reporting workplace problems.
http://www.mbteach.org/AGM2012/agm2012news.html

If approved by the provincial government, the changes would effectively give the Society, through its review committee, the power to impose the new penalties. Currently, the committee can only admonish, censure or recommend the education minister revoke or suspend a teachers certificate.
http://www.mbteach.org/AGM2012/agm2012news.html

What are the new changes to our Disability Benefits Plan premiums?
Premiums for the Disability Benefits Plan are decreasing by 0.32% next year, due to some excellent work by the DBP team. Through proactive methods, members needing assistance are contacted and helped regain a quality of life. Premium decreases by salary: $50,000 = $160.00 decrease $75,000 = $240.00 decrease $100,000 = $320.00 decrease
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When it comes to filling positions, does the division have a pecking order? Our resource person told me that I was teaching the wrong way and gave me a package of material to use for one of my adapted students.
It is unfortunate that who someone is trying to do the right thing for a student forgets to act professionally. The only people on staff who are qualified to evaluate you are the Principal and Vice-Principal; anyone else making judgments about your teaching could be in breach of Code of Professional Conduct. As for the package of material that was presented to you to use with the student, you have the right to use it, or use something else that you think is more appropriate. You are the one teaching the student in that classroom, and you are the one who can best judge what needs to happen. I am quite confident that the resource person was trying to help you, but he/she needs to be sure to ensure that what is being offered is being done as a suggestion. He/She cannot demand that you use the material. He/She can, however, ask to see how you are meeting the students needs, and the goals of the IEP, and can make suggestions to help you achieve those. Proper documentation on both ends will help to alleviate any concerns and will ultimately help the student achieve success. According to SRSDs Regulation CGI Professional Staff Assignment and Transfer: Principals will give first consideration for all openings to the teachers presently on their staff. 4. Second consideration will be given to teachers on the divisional staff: i) Teachers declared redundant or returning from leave. ii) Transferred for developmental purposes or to best meet the needs of the students of the Division. iii) Where a vacancy is present, the Assistant Superintendent will provide a list of teachers requesting a transfer to the school. The Principal must consider all transfer requests and interview those teachers who are qualified: a. Should the Principal find a suitable candidate from the teachers who have requested a transfer, they will make a recommendation to the Assistant Superintendent - Instruction. b. Teachers not considered or accepted for a transfer will be provided with the reason(s) for the decision. The Assistant Superintendent- Instruction will be kept informed of the reason(s) provided. Recommendations for hire outside the Division will not be considered until (4ii) is satisfied.

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June 14, 2012

Up to 10 per cent of a school divisions K3 classrooms will be allowed the flexibility to go beyond a cap of 20 students, Education Minister Nancy Allan says. However, she said during a news conference to announce more details of the class size caps, that no classroom will be allowed to exceed 23 students. By September 2017, school divisions in Manitoba will be required to cap their kindergarten to Grade 3 classrooms at 20 students. MTS President Paul Olson said the plan strikes a good balance. "It's a good start to a great idea. The announcement balances the need for smaller classes with the option of going above 20 to 23 kids in a few cases where that flexibility is needed," he said. "Most importantly, smaller class sizes in K to 3 will enable teachers to work more closely with the students in their classrooms. It will create an even stronger foundation that those students and their future teachers can build upon all the way to grade 12, and beyond." Where Grade 3 students are combined with students in higher grades, those classrooms will be subject to a 23 student class size cap, the minister said. School divisions will also be required to report class sizes to parents and the public as the initiative progresses. School divisions are now eligible for funding based on their kindergarten to Grade 3 enrolment, Allan said. In applying for funding, school divisions must indicate how they would use that funding as part of the smaller class size initiative. In the 201213 school year, funding can be used to hire additional teachers to reduce class sizes, provide professional development directly related to smaller class sizes or plan work directly related to achieving smaller class sizes where possible. The minister said the kindergarten to Grade 3 class size initiative complements other early learning and childcare initiatives including legislation which would require early learning or childcare facilities to be included in all new schools and major renovation projects. School divisions cannot displace school childcare facilities in their planning of how to achieve the class size caps. Allan also said the government worked with an oversight committee, which included members from the Manitoba Teachers Society, Manitoba Association of Parent Councils, Manitoba School Boards Association, Manitoba Association of School Superintendents and Manitoba Association of School Business Officials, to develop the definition of Manitobas class size cap and provide recommendations for implementation. Parents have been wellrepresented in discussions about class sizes, as well as the recently introduced provincial report cards, said Judith Cameron, president of the Manitoba Association of Parent Councils. I feel confident this move will create a better learning environment for younger students.
http://www.mbteach.org/news/newsarchives.html#media2

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May26,2012 Manyteachersacrosstheprovincearegrowingconcerned aboutteachingresponsibilitiesbeingdonebyeducation assistants. Thatwasthemessagefromafewteachersassociationsatthe MTSAnnualGeneralMeeting. Delegatesvotedtolobbytheprovincialgovernmenttodefinea processforthelaying,investigatingandresolvingcomplaints aroundnonteachersperformingteachingduties. TheRollingRiverTeachersAssociation,whichintroducedthe issue,saidtheissueisseriousandgrowing. InsomeschoolsEAsoutnumberteachers,saidRollingRiver PresidentDanKiazyk.EAsaredoingteachersjob. HesaidithasbecomeincreasinglyvagueastowhereanEAs responsibilityendsandateachersprofessionalresponsibility begins. Thisiscontrarytothewelfareofstudentsandteachers.
http://www.mbteach.org/AGM2012/agm2012news.html

May 26, 2012

MTSwillasktheprovincialgovernmenttonotallow parentstoopttheirchildrenoutofanyportionsofthe Manitobacurriculum. DelegatestotheSocietysannualmeetingvotedtolobby theprovinceafteralongdebatethattouchedonawide rangeofaspectsofthecurriculum. Whiletheoriginalintentoftheresolutionwasthatparents notbeallowedtooptstudentsoutofhumansexuality instruction,delegatesvotedtomakethepolicymore comprehensiveasanapparentshowofsupportforthefull curriculum. Teachersopposedtothemoveweremostlyconcerned abouttheperceptionMTSwasagainstchoicebyparents andalsothatsomeHutteritecoloniesmightleavethe publiceducationsystem. Thoseinfavoursaidthevoteshowedsupportforthe curriculumandthatallstudentsshouldbeexposedtoit, whilevaluejudgementsandcontextcanbelefttoparents todiscusswiththeirchildren.
http://www.mbteach.org/AGM2012/agm2012news.html

Theprovincial executivefor 2012-2013 PaulOlson,


President NormGould, VicePresident

Membersatlarge:
JamesBedford RayDesautels MaryChalmers DarrenHardy MikeMann WinstonHrechka SeanKemball JasonOliver ArlynFilewich BeatriceWalker SuzanneJolicoeur
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May 2, 2012 ChangestothePublicSchoolsAct thatmandatethereportingof bullyingincidentsarenowineffect. Theprovincialgovernment introducedthenewmeasureslast yearbuttheydidnotgointoeffect untillatelastmonth. Employeesofaschooldivision,and thoseinchargeofstudentsduringa schoolapprovedactivitysuchasa sportingeventorfieldtrip,must reportunacceptablestudent conducttotheprincipalassoonas possible. Unacceptableconductincludes abusinganotherstudentphysically, sexuallyorpsychologically,verbally, inwritingorotherwise,and repeatedordeliberatebullyingof anotherpupilofaseriousnature includingcyberbullying. tosupportandcomplementthose effortsandtoensuretheyare happeningacrosstheboard. Safeschoolslegislationthatcame intoforceinJune2004madeit mandatoryforManitobaschoolsto haveacodeofconductand emergencyresponseplansinplace. InJune2008,schoolboard obligationswereexpandedto includepoliciesregarding appropriateuseoftheInternetand electronicdevicessuchascell phonesanddigitalcamerasto curtailcyberbullying. Suspectedcasesofabusewill continuetobereportedto ManitobaChildandFamilyServices andcriminalactivitieswillbe reportedtopoliceasrequiredby law. http://mbteach.org/news/ newsarchives.html#bullying Whenaprincipalbelievesafteran investigationthatastudenthas beenharmedasaresultof unacceptableconduct,theprincipal must,assoonasreasonably possible,notifythestudents parentorguardian. Thisbuildsonthegreatwork beingdoneatthegrassrootslevel byparents,byteachers,by principalsandbyschooldivisions, EducationMinisterNancyAllansaid whenthechangeswerefirst unveiled.Thislegislationismeant

MTS/SAGE/MCECishostingThinkingAbout YOUThinkingAboutME! Evertriedtofigurehowmostpeoplecan intuitivelyreadotherpeopleandmakesplit seconddecisionsabouthowtointeractwith them?Theprocessofsocialcommunication requiresperspectivetaking. Perspectivetakingisnotonethingbut requiresmanythingstohappenatonce, includingconceptualprocessing(central coherence),figuringoutthegistofthe situation(executivefunctioning),and consideringthethoughtsandemotionsof oneselfaswellasothers(theoryofmind). Thisworkshopwillexplorehowcentralthese conceptsandtheirrelatedskillsaretoall socialcontact,nonverbalorverbal, intentionalornonintentional.Audiences raveaboutthisworkshopdayasbeingfilled withresearchbasedinformationbutpractical enoughtoallowaudiencememberstobetter understandthespecificsocialcommunication andacademicneedsoftheirstudents/ children. WatchforregistrationthisfallontheMTS websitewww.mbteach.org.Registerearlyto avoiddisappointment. Formoreinformationonsocialthinkingcheck outtheirwebsiteatwww.socialthinking.com. Colleen KachurReico MCEC Sage Cochair

"No one who hasn't lived through bullying can truly understand the pain and the effect it has on the child and on the whole family."

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Policing the Collective Agreement is crucial to protecting your rights as a teacher, but it is important to also recognize that a number of teacher/worker rights exist outside the Agreement. The Workplace Safety and Health Act is one such document. Every worker in Manitoba has basic rights, protected by law, when it comes to safety and health at the workplace. At the same time, every individual at the workplace has a personal and shared responsibility to prevent occupational injuries and illness.

Every worker has the following rights:


The Right to Know about hazards in the workplace, and what precautions must be taken to prevent injuries or illness from these hazards. Employee education under the Workplace Hazardous Materials Information System, as well as job-specific training on chemical/controlled products at the workplace, is an example of the right to know , supported by the Workplace Safety and Health Act. The Right to Participate in safety and health activities at the workplace, including involvement in the joint workplace safety and health committee, or as a worker representative, for example.

The Right to Refuse any task that the worker has reasonable grounds to believe is dangerous to his/her safety and health or the safety and health of other persons. Workers carrying out duties or exercising rights, as set out under the Workplace Safety and Health Act, are protected from discriminatory action.
Volume 14 Issue 7 May 23, 2012, Solidarity

Province Looks at Three Areas in Which to Take Action on Math Instruction


May 16, 2012 Theprovincialeducationdepartmentsaysithasidentifiedthreeareasinwhichit intendstotakeactiontoensurestudentsreceiveahighqualitymatheducation. EducationMinisterNancyAllanofferednodetails,butsaidthethreeareasare:

Strengtheningthemathcurriculumbyensuringtheappropriatebalanceisstruck
betweenskilldevelopment,conceptualunderstandingandproblemsolving abilities.

Ensuringthathighschoolmathcourseshavethelearningexpectationsand
outcomesnecessarytopreparestudentsforsuccessinuniversityandcollege programs,andtheworldofwork.

Workinginpartnershipwiththefacultiesofeducationtoensurethatteachercandidatesarepreparedwiththeknowledge
andskillsnecessarytoprovidesolidinstructioninmathematicsinschools. Asweallknow,mathematicsisfundamentalineverydaylife,shesays.Fromdoingyourtaxestotakingmeasurements,a goodunderstandingofmathwillgivestudentsasolidfoundationtohelpthemineverydaytasks."
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Championship Basketball Coaching Clinics


Las Vegas, Nevada May 11 to May 13, 2012
Themostapplicablepresentationfor ourteamhereatSt.Norbertwasthe onebyHeatherMacy,atEastCarolina University.Shetalkedabouttransition basketballwhichisbasketballplayedat afastpace.Thatisthewaywehave beenplayinghereforyears,solearning somenewthingsfromherwasgreat. TherewereseveralothersessionsI attendedincluding;onethreeone defence,myfavouritepracticedrills, usingscreensinyouroffense,and developingthehighschoolplayer.They wereallfantasticaswell.Therewas onlyonesessionthatIattendedthatI feltwouldnotbeusefultous. Allinall,itwasagreatexperiencefor Colinandmyself.Iwouldgivethisclinic anA+andstronglyencourageanyone thatlovesthegameandwantsto becomeabettercoachtoattend.If anyonehasanyquestionsaboutthe clinic,pleasecontactmeatCollegeSt. NorbertCollegiate. DenisMarinelli NCAAcoachesandthesessionsallhad onthecourtdemonstrations.The varioussessionsincluded:131 Defences,TransitionInterStateoffence, PracticeDrills,UsingBallScreensin Offence,DefendingPickandRolls, DevelopingtheIndividualHighSchool player,MantoManOffences,Attacking ZoneOffencesandSpecialPlays. ThesessionthatIfoundmost informativewasdeliveredbyHeather Macywhoistheheadwomenscoach atEastCarolinaUniversity.Shecoaches afastmovingtransitionoffencestyleof play.Shebelievesthattransition offenceswillputconstantpressureon thedefencetomakedecisions.Her offenceisdesignedtowearthe opponentsdownovertime.Thehigh flyingfastbreakgamewillleave opponentsgaspingforairandcreates wideopenlayupsandthreepoint opportunitiesfortheoffense.The pointsofemphasiswere:1.Youmust runoneverypossession,2.Themore youpass,themoreyouwillscore,and 3.Youmustreboundtowin.She believesthisisagreatsystem forplayersbecausekidsloveto playfast,playerssharetheball andthepaceallowsmorekids toplay. DonMeyer,whoisnowretired, gavethekeynotesessionon Fridayevening.Histopicwas CoachingandSuccess.Heisa formerNorthernState Universityheadcoachwho producedmorethan900wins duringhisNCAAcoaching career.Hebelievesthatcoaches shouldalwaysbeapositiverole modelfortheirplayersConduct yourselfthewayyouwouldaroundyour ownfamily.Heplacesgreatemphasis onthebasketballteambeingafamilyas
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IhadtheopportunitytoattendtheNike ChampionshipBasketballCoachingclinic lastweekendinLasVegasanditwas definitelyworththetrip.Ihavebeen coachingbasketballandgoingto coachingclinicsfor30yearsnow,and thisconferencewasbyfarthebest!No, notbecauseitwasinLasVegas,but becauseofthecoachesthatwere present.SomeofthetopNCAADivision 1and2coachesgaveonthecourt presentationsonvarioustopicsofthe game.Havingcollegeplayers performingtheskillsmadeitsoeasyto followandmoreimportantlyvisualize howyourownteamcanimplement them.Theconferencelastedthreedays andbytheendofthethirdday,Iwas stillreadyformore. Thehighlightformewaslisteningto BobbyKnight,ahalloffamecoachwho isbestknownforcoachingtheIndiana Hoosiers.Hispresentationwasonhow toattackazonebyusingthedribble. Thisgoesagainstconventionalthinking inthatazoneshouldbe attackedwithballmovement,or passing.Ialsolovedseeinghow hispracticeslookusingthe philosophyofadvantage/ disadvantage.Someofyoumay rememberhimasthehothead coachwhowouldthrowchairs ontothecourtorgetthrown outofgamesbecauseofhis intensity.Hedidntthrowany chairs,buthewasincredibly entertaining. AnothercoachthatIhave lookedforwardtoseeingfor yearswasDonMeyer.Heisa retiredcoachwhowillbeintheHallof Fameoneday.Hedidntpresentonany specifictopic,butrathersharedhis thoughtsaboutvarioussubjectsin basketball.

OnThursdayMay10,ItravelledtoLas VegastoattendtheNike ChampionshipBasketballClinic.The clinicwasheldoverthreedaysatthe ORLEANSarena.Theclinicfeaturedtop

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dissectingzonedefences. Hebelievesthebestwaytoattackany zoneisbydribblepenetrationthrough 3differentseamsinthedefence.He statedthatanyoffenceyoumay developwillbreakdownifyouover passinyoursethalfcourtset.Hewill notallowhisplayerstosetuplowinthe cornersonoffencebecausethe baselineisthebestdefenderinthe game.Inordertosetupasuccessful program,Knightbelievesthatyoumust eliminatelosingattitudes.What causesteamstolosegames?poor defensiverebounding,fouls,turnovers andlackofhustle. Ihaveatemplateonscoutingthe opposition/coachesnotes,detailed informationontempocontrolman offencesandtheInterStateOffenseto sharewithanyonewhorequestsacopy. Justemailmeatcritchie@srsd.caand requestwhatinformationyouwant!!!!!!
Colin Ritchie Collge St. Norbert Collegiate

hestatedthemostfunwastoseekids developintoateam,becometeam players,playteambasketballandjust teameverythingplayersthatlookout foreachotherandhelponeanotheron andoffthefloor.Twootherkeypoints hesaidwere:1.Thereisnothingmore importantthanrebounding...don'tjust giveitlipserviceand2.Whenthelegs go,theheartandtheheadfollow quicklybehind. ThekeynotesessiononSaturday eveningwasBobbyKnightwhoisthe headcoachatTexasTechUniversity.He hasthealltimemostwinsforcoaches inNCAAmen'sbasketballhistoryandis amemberoftheBasketballHallof Fame. He'safiery,inyourfacetaskmaster wholeadsthroughdisciplineand intimidation.Hewillalwaysbe rememberedfortheinfamousincident duringagamewhenKnighttosseda foldingchairacrossthecourttoprotest areferee'scall!Hissessiondealtwith

BobbyKnight

Ihadnotattendeduniversityin16 years.Iwassonervous.Ididnotknow whattoexpect.ShouldIbringa binder?Dostudentsstillusepenand paper?ShouldIjustbringmylaptop? JustregisteringforaGraduateDegree canbedaunting!WhatwasIthinking? Whatpossessedmetogoback? Igotanewjob!Iwantedtogetbetter. IknowIhavealottolearnandIam learningaloteveryday,onthejob, butIneededmore.Iamapproaching

retirement ageandwant toincrease mypension. Yes,the mightydollar! So,whatdidI learn?I learnedthatI havealotto learn!I enteredthe classroomonthatfirstnightandwe weresixstudents.Iwastheoldest. Halfthestudentswereyoungnew teachers!Onlytwoofuswere administrators.Itwasenlighteningto hearabouttheprofessionofteaching fromtheperspectiveofnewteachers. Although,weexperiencedifferent thingsinourjobs,wediddealwith manysimilarities.Wedealwiththe communityatlargeandthe perceptionithasofourschoolsandof thewaywedoourjobs.Wedealwith

challengedandgiftedchildren.The newteachersdidnotseem overwhelmedwithnewassessment practicesimplementedthroughout Manitoba.Theydidnotseem concernedwiththegovernmentsnew reportcard.Theydidnotseem concernedwiththedemandsputon thembytheirschooldivisions.What concernedthemthemost,itseemsto me,iswhatconcernedmewhenI startedteaching25yearsago:how canIteachandreachallthechildren? Itwasinterestingmeetingeveryweek andhavingconstructive,positive conversationsabouthowwecoulddo better. ThecourseItookatUniversit de SaintBonifacewasThemanagement ofschoolpersonnel.Thecoursewas separatedintofourmajorsections: Relationships/ConflictResolution/ Mentorship,Legislative
(Continued on page 18)

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(Continued from page 17)

Responsibilities,LeadershipStylesand EveryDayManagementStrategies.We lookedatmanydifferentcasestudies thatunderlineddifferentaspectsfrom eachsection. Inthefirstsection,wediscussedthe importanceofnurturingrelationships intheworkplace.JosephBlazeand PeggyC.KirbywrotethebookDes stratgiespourunedirectionscolaire efficace(BringingOuttheBestin Teachers).Theysurveyed1,200 teachersontheeffectsofPrincipals onthecognitive,affectiveand behaviouralaspectsoftheworkof teachers(1)Amongstthe1,200 teachers,836ofthemidentified1,323 strategiescharacterizingopenand effectiveadministrators.(2)Many strategiesconveyedtheimportanceof valuingstaffmembersandrecognizing theirwork.Effectivepedagogical leaderswereoftendescribedasbeing optimists,honestandthoughtful.(3) ForthediscussiononLeadership Responsibilities,BobbyEthier,Staff OfficerforTeacherWelfareatthe ManitobaTeachersSociety,cameto speaktotheclass.Shepresentedthe documentshepreparedentitled LegislativeResponsibilitiesof Principals&Teachers.Itisa consolidationofthemostcommon rulesofpracticetakenasexcerpts fromTheEducationAdministration Act,ThePublicSchoolsActandThe LabourRelationsAct.Throughoutthe course,wemadeconnectionstothe

differentcodes,rulesandpolicies surroundingtheprofessionof Education. Therearemanydifferentstylesof

focusedondecisionmaking,hiringof personnel,theimplementationof programsandresources,andstaff supervision. TheManagementofSchool Personnelwasagoodfirstcourse.It encouragedmetocontinuetaking coursesformyMastersDegreein EducationalAdministration.Wewerea verydynamicgroup.Wehadengaging conversationsontopicsthat concernedusall. AccordingtoGailBousheyandJoan Moser,authorsofTheDaily5,the waytoensurethatthedecisionswe makearetrulythebestforthe childrenweserveisinkeeping current.keepingcurrentmeans maintainingasteadydietof professionalbooks,articles,collegial relationships,conferences,workshops, etc.thatareingestedthrougha consistentfilter.Thatfilteriscurrent, reliableresearch.(4) Therefore,Iamcurrentlytakingan intercessioncourseandhave registeredforasummerinstitute.If youareconsideringgoingbackto university,Ihighlyrecommendit!
1) Blase, J. & Kirby, P. (2009). Des stratgies pour une direction scolaire efficace. (Translation and adaptation from Bringing Out the Best in Teachers).United States, London and New Delhi, Corwin Press Inc. p.9 2) Ibid, p.10 3) Ibid, p.117 4) http://www.thedailycafe.com/public/ 2086. cfm)

leadership:transformational, instructional,systematic,pragmatic, relationalIwroteacritiqueonthe articleentitledLadministrateur scolaireparrapportseshomonymes dessecteurspublicset privs.(Brunet,L.,Bordeleau,Y.) (Translated:TheSchoolAdministrator inrelationtohis/herCounterpartsin thePublicandPrivateSectors)Inthe article,theauthorstalkofvariables thatdeterminethestyleofleadership suchaspersonalrelationships,the degreeofstructureintheworkplace, thedegreeofpoweroftheleader,the personalityandpersonalvaluesofthe leader,thecapabilitiesandinterestsof thesubordinates,andthejobs themselves.Theauthorscitedmany leadershipsimilaritiesbetweenthe schooladministratorsandtheir counterpartsandonlyafewsignificant differences. Ourworkontheeverydaystrategies usedinthemanagementofaschool

Francine LepageLemoine Principal, cole St. Norbert Immersion

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Thisyearwewerefortunatetoreceive fundingfromtheSTRAPDfundfora groupproject.Weweregoingtohavetwo middleyearsmultiageclassesatour schoolandthoughtitwouldbeagood timetolookintodifferentteaching practicesandwaysofreachingawider varietyoflearnersthanmaybeinasingle gradeclassroom. Weknewwewouldneednewmaterials butwewouldalsoneedthetimetoplan togethersothatwecouldbesureto implementwhatwewere learningintheclasses.We startedwithahalfdayto lookatstrategiesfor reachingstudentsinmath. Wefocusedonthe importanceofteaching thestudentshowto expressthemselvesina varietyofways.Inmiddle yearsthereisoftena strongemphasison writtenequations,which isnecessaryforthe studentstolearn,howeverwhenstarting anewmathconceptnotallourstudents areabletounderstandanequationright away.

multiplication/divisionoffractions,rates andratiosetc.).Theinvestigationsare meanttoreflectreallifesituationsthat makesensetothestudentsandthatthey canrelateto.Eachinvestigationissetup bydayandspansovertwoweeks.Each daystartswithaminilessontoreinforce whathasbeentaughtortodiscussanew strategy.Mathstringsareoftenusedasa mentalmathlesson. Theauthorsalwaysexplaintherationale behindtheminilessonandprovidea

fewgroupscanbechosentocomeshare theirresultsandtheirstrategies.Ifthe teacherseesgreatproblemsolvingheor shewilllikelyaskthatgrouptoshareeven iftheanswerwasincorrect.Thestudents areresponsibleforsharingtheiranswers andhowtheygotthem. Oneadvantagetothediscussionforus wasthatthestudentswereabletospeak inFrenchinfrontoftheirpeersinaway theywerentusedto.Theteacherissure topickgroupswhohaveveryefficient strategiessotherestofthegroupsare exposedtoandtaughtinawaythey hadntthoughtofontheirown.This processisrepeatedthroughoutthe twoweeksbuildingontheoriginal problemposed. Teachinginthiswayoftenhelps studentslearnfromeachotherand experimentwithmanydifferentways oflearning.Followingtheentirebook isalittledaunting,butwelearned howtoimplementalittlemoreeach timeweusedthebooks,andthe studentsseemveryengagedwhenthey gettosharetheirideasinsmallgroups.

Thankyouforthewonderfulopportunity Theinvestigationstartswiththeteacher tolearnwiththisprogram. Liz Hammond, Counsellor, ESAI and ELI tellingthestudentsastoryorposingthem Usingavarietyofrationalnumber exampleswepractisedusingandteaching aquestionorproblem.Eachday,anew withmanipulatives,pictures,wordsand partofthestoryisaddedwhichbuildson equations.Itwasveryinterestinghowina whatwaslearnedthepreviousday.The studentsworkingroupstosolvethe groupofthreewealmostalwayssolved eachproblemdifferently.Fromtherewe probleminwhateverwaytheyfeel comfortableandthatmakessenseto wereabletodiscussthebenefitsofa varietyofstrategiesandhowtheywould them.Theteacherdoesnotpreteacha strategyfortheparticularlesson.Once beanadvantageintheclassroom. thestudentshavebeengiventimeto Thenextfewtimeswemetwefocusedon worktogether,amathcongressisformed. theseriesContextforLearningprimarily Itisherewheretheteacherisableto byCatherineTwomeyFosnot.We purchasedfourbookseachofwhichisa highlightspecificstrategiesthathave mathinvestigationdesignedtoteachand comeoutofthestudentswork.The teacherspendsthetimeworkingwith reinforceaparticularmathconcept groupsbutalsomakingobservationssoa (addition/subtractionoffractions,
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concreteexamplesoteacherscanfollow easilyandcananticipatequestionsor responsestheirownstudentsmayhave.

DeafandHardofHearingProgramcame toDawsonTrailonceaweekfora3hour classafterschooltoworkwithourgroup ThisyearatDawsonTrailwedecidedto whichconsistedof3teachersand9 educationalassistants.Inourclasseswe learnaboutAmericanSignLanguagein learnedfingerspelling,signsforbody ordertocommunicatemoreeffectively withourstudentswhoarenonverbal.In parts,commonhealthconcerns,feelings, familyandages,moneyandtime,praise thepast,wehaveusedcommunication bookswithBoardmakervisualsbutafter anddiscipline,aswellasdailyactivities. attendingaseminaronworkingwith Inadditiontoourclassroomlearning,we studentswhoaredeaf/hardofhearing purchasedDVDsandflashcardstouseas welearnedthatusingvariousmodesof visualswithourstudents.Twiceaweek, communicationwillincreasestudent agroupofstudentsandstaffenjoy success.Ourgoalsinvolvedexposingour gatheringinourLearningCentertoview schoolpopulationtovariousmethodsof andpractisesigningusingourDVDsand communicatingaswellaspurchasing flashcards.Inaddition,someparents recommendedmaterialstoassistour havebegunpractisingandusingsigningin studentswithlearningASL. theirhomeswiththeirchildren! FromJanuarytoApril,ateacherfromthe Asaresultofourclassesaswellasour SocietyforManitobanswithDisabilities tobeencouraged,fostered,and developed.Childrenarenaturally creativeandimaginative.Whatthey needareopportunitiestoexploreand developtheirideasandweaseducators needtofacilitateandenhancethat creativity.Changesinhowweeducate allstudentstomeettheextraordinary challengesoflivingandworkinginthe 21stcenturyarerequired,now.Weare stillintheindustrialrevolutionandwe needtostepintothepresentand IattendedtheNASSPBreakingRanksK12 foreseetheneedsofourstudentsforthe future.Studentsneedtobepreparedfor ConferenceinMarch.Thefocusofthe jobsthatdontyetexist.Itisnotaneasy conferencewasImprovingStudent Performance.Thereweremanysessions taskbutwehavetoevolvehowwe offeredonavarietyofsubjects.Itwasan supportourchildrenslearning. excellentopportunitytolearnnew DouglasReevesdeliveredthesecond approachesforteaching,strategiesfor keynotewiththefocusbeingon effectiveleadershipandforsharingwith leadershipandlearningin2012.Hestates colleagues. thatinordertocreateaneffectivechange weneedtime.Whenimplementinga SirKenRobinsondeliveredthefirst keynote.Hechallengesusaseducatorsto change,whatisareasonableexpectation, 5years,10?Hearguedthatwecanmake rethinkbasicassumptionsabout positivechangesinourschoolinashort intelligenceandachievement.Inhis messageshetellsusthatcreativityneeds periodoftimeandthatinorderfora

purchases,wearenowableto communicatemoreeffectivelywith severalofourstudents.Welookforward toincreasingourASLvocabulary throughouttheyearstocome. Thankyouforsupportingourinitiative thisyear! Kelly Baker, Resource Dawson Trail School

changetooccurallstakeholdersmustbuy in.Inordertoimplementpositivechanges everyonemustbeengaged. Everyyearwelearnmoreabouthowthe brainworksandweareinformedhowto bestteachourstudents.Humanscannot concentrateforlongperiodsoftimeandit isnotrealistictoexpectourstudentsto learnifwedonotkeepthemmovingand opportunitiestodiscuss.Ouryouthare socialcreatures,theyneedtobeingroups andfeelthattheycansharetheir opinions. Thisconferenceallowedmethe opportunitytosharewhatwearedoingin ourschooldivisionandinourschools.We aremovingintherightdirectionandif anything,weareaheadofthegame.Is theremorewecando?Yes.Educationwill alwaysneedtoevolveinordertomeet theneedsofourstudents. Suzanne Cormier College St. Norbert Collegiate
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by Monique Ridley, Arborgate

IhadanIRAexperiencefromApril29 May2in2012.TheAnnual InternationalReadingconferencetook placeinChicagointheamazing McCormickCenter.Howdoyouknow thatyouareatateachersconvention grouping10,000+teachers?Theyare sittingonthefloorplanningthenext afternoonordaysessionsthattheywill attend.Theoldadage,Whathappens inChicagostaysinChicagodoesnot holdtrue.Thisexperiencemustbe shared. Therewereafewchallenges:

Step4:Ifmysessionisapopularone,I arrive1hr.earliertoensureseating. SecuritywillaskmetoleaveifIm standingatthebackduetolackof chairs. Step5:IfthesessionisaDud(thismay happen)havesecondoptionssothatI canefficientlyslideinmy2ndchoice session. Step6:Dialoguewithacoworker aboutthehighlightsofmysession.This helpsoldermindshavebetterrecall andsolidifyconceptslearned. Nowbeginsa4daylitanyof educationalexperiences. IfoundConnieHiebertssessionCatch aFallingReaderexceptional.Shewas reverting.Spacewasatapremium. For2.5hourssessionattendees listenedasshespokeofdaily20 minuteGuidedReadingsessionswith yourfallingreaders.Ahamoments occurredseveraltimesduringthe180 minutesession.Itwasareflectionof whatwedodailyandhowwecandoit bettertoensuresuccessforallreaders. HerbookthatIhaveordered encompassesherwisdomonreading, ToCatchaFallingReader.Iwould liketothenlookather2ndbook;To CatchaFallingWriter.

Shespokeofthe6habitsofstruggling readers: 1. LookupandWait 2. Skippingtheword 3. Soundingouteveryletter 4. Guesstheword 5. Askingothers,Whatisthat word 6. Readingwordbyword Withthesepearlsofwisdomshethen addedstrategiestoaddressthem.So muchinfosolittletime. Anothermemorablesessionfocussed on3poetsspeakingtopoetrygeared toteenagers.Onepoetinparticular, MarilynSinger,spokeofvariousways toengagestudentparticipation.First weekbackinagrade6classroom,I usedMarilynsstrategiesandBrod Bagertspoetryfromhisbook HormoneJungle.Iwasabletoget themhookedonpoetry.Theyare askingtoseeandhearmoreofhis work. Icrammedinsessionson:technology, WOWwordoftheweek,importanceof humourtonamebutafew. Itsthefinaldayandtimetohead home.Ipraythatmyluggagewill weighinunderthe50lbs.Withcareful manoeuvringoffreebies,books,and otherparaphernalia,Imabletomake itontotheplanewithoutasurcharge. Dayone,backintheschoolandIm abletotrymanyofthestrategiesI learnedinChicago.Soinmycase, whathappensinChicagohappensin Arborgate.Itwasawonderful experiencethatIwouldrecommend forallteachers.IthanktheSRTAPD committeeformakingthispossible.

Gettingtothevenue Findingmywaythroughthe
ginormouscenter WiththehelpofafriendlyCabDriver andseveralgreeterswithinthe building,Iwasabletonavigatetomy startpointandbeginmyIRA experience. Herearesomeeasyselfhelpstepsthat facilitatemyPDextravaganza. Step1:Pickupplannerasbigand heavyasabrick Step2:Planmydailysessions.Decideif Iwouldlike1hr,1.5hr,2.5hrs. sessions.Attimesthedifficultyis narrowingdownmychoicebecauseso manyappealto me. Step3:Taketime tofindoutwhere mysessionwill takeplace.Give myselftimeto findthebest coffeeinthe buildingsothatI couldtrulyenjoy mysession.

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!
Yourbrainlovessummer.Hereare7reasons whythisisprobablytrue: 1.Youeatdifferently.Portionsusuallyget smaller.Noonewantstofeelheavyinthe summer.Calorierestrictionturnsouttobe goodforyourbrainandprolongsyourlife. Youprobablyeatdifferently,too.Fruitsand vegetablearefreshandabundantduringthe summer.Eatlotsofthem.Tryreplacingone mealadaywithasmoothie.Myfavorite: yogurt,frozenfieldberries,frozenbanana, orangejuice,proteinpowder,purevanilla, andcinnamon. 3.Youdrinkmorewater.Summerishot. Whenit'shotyoudrinkmorewater.Your brainis85%water.Whenyouarewell hydratedyoulearnbetterandyouhave moreenergy.Waterisneededtoefficiently manufactureneurotransmittersinthebrain, includingserotoninandmelatonin. Hydrationalsoimprovesyourattentionspan. Watercanpreventmemorylossasweage, reducingtheriskofdegenerativediseases suchasAlzheimers.Gettingenoughwater maybethesinglemostimportantthingyou candotoliveahealthierlife.Makesureyou drinkwaterbeforeyouarethirsty.Bythe timeyouarethirstyyoubrainisdehydrated. Tryfollowingthisformulaonecup(240ml.) ofwaterforevery25lbs.(11kg.)ofbody mass.Carryawaterbottlewithyou. 4.Youaremoresocial.Inthesummeryou spendmoretimewithfamilyandfriends. Yourbrainneedssocialconnections. Spendingtimewithpeopleisafundamental tenetofcognitivehealth.TheJournalof PublicHealthreportsthathavingalarger socialnetworkcanreduceyourriskof dementiaandcognitiveimpairment.Tryto arrangeandattendafewmoresocialevents thanyounormallydo. Principle".Essentially,hefeelsmanyofus sufferfromanaturedeficitdisorder.Getting outdoorsseemstoboostmentalacuityand creativity.Youbrainalsoappreciatesthe extraVitaminD.Trytakingupahobbyor activitythatcanonlybedoneoutdoors.

7.Yourelax.Thingsslowdowninthe summer.Alittlestresscanhelpyourbrain focus.However,toomuchstresscanliterally makeyoustupid.Prolongedstresscanbe toxictonervecellsinyourhippocampus impairingmemory.Relaxingmakesyour brainfeelincontrol.Infact,deeprelaxation canactuallychangeyourbrainstructure.Try blockingoutalittlemore"whitespace"in

2.Youexercisemore.Walksandbikerides areeasierwhenthedaysarelonger.The benefitsaremany.Yourbraingrowsnew neurons(neurogenesis).Bloodcirculation increasesthisprovidesyourbrainwith moreoxygenandglucose.Youlearnbetter andremembermore.Yourbrainalso producesdopamine,serotonin,and noradrenalinewhichsimplymakesyoufeel good.Exerciseisoneofthebestthingsyou candoforyourbrain.Trysettingaside20 minuteseverydaytogetmoving.

5.Youreadmore.Youhavemoretimeoffin thesummerandprobablypickupabookor two.Readingwakesyourbrainup.Learning newthingsgrowsconnectionsbetweenyour braincells.Scientistscallthisneuralreserve. Themoreofitthebetter.Tryreading somethingyounormallywouldn'tpickup.If youalwaysreadnovelstryanonfiction bookandviceversa. 6.Youspendmoretimeoutdoors.Being outsideisgoodforyourbrain.RichardLouv justwroteabookcalled"TheNature

yourcalendarjustforyouandyourbrain. Bottomline:let'salltryandgetmoreofthis allyearlong. http://www.terrysmall.com/

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