Upload
others
View
5
Download
0
Embed Size (px)
Citation preview
The John Abbott representa-
tives on the Board of the
daycare are working hard to
challenge this change to the
priority system and we will
keep you posted. Even
though you may have heard
that the provincial govern-
ment has given the go-ahead
for 20 additional spaces to
the current facility and de-
spite what you may have
been told at new faculty ori-
entation, spaces are extremely
limited. Therefore, you
should make sure you are on
as many daycare lists as possi-
ble, as faculty members have
no guaranteed spot at the
Campus Daycare.
And if you are consulted
about strategic planning,
make sure you support your
colleagues with young families
by mentioning the daycare as
an issue that should be one of
the college priorities.
On a lighter note, JACFA
received a joint application
from two retired teachers to
become the new director
general. So check out the
centre-fold. And let‘s face it,
this is the only time these
two guys will make the cen-
tre-fold of any publication,
except perhaps Allô Police.
I have to begin by thanking
Jane Hannah, PDHT, who left
us recently after four years of
dedicated service to become
chair of her department—
hence the new and not-quite-
so-polished format of the
JACFA News. Jane, we will
miss your constant good hu-
mour and your probing ques-
tions. Best of luck in your
new position; your depart-
ment is lucky to have you!
Some of the concerns that
have kept us busy this semes-
ter include the administra-
tion‘s attempts to keep teach-
ers off the strategic plan
steering committee. The
strategic plan is the College‘s
statement of the goals it
would like to achieve in the
next five years (yes, Stalinist
images come to mind here).
JACFA has agitated for
teacher, student and support
staff representatives on the
steering committee, but has
been told that including these
members of the college com-
munity would turn the com-
mittee into ―a happening.‖
Growing up in the 1960s and
70s, I am quite partial to hap-
penings and find their resis-
tance confounding. The ad-
ministration insists that it is
consulting by having a focus
group and a morning devoted
to the issue in January, but
we all know where the real
decisions will take place. For
instance, will we see the re-
sults of the survey about the
strategic plan currently on
the portal? We are quite
disturbed that the administra-
tion seems quite content to
embark on the planning proc-
ess without our input, pro-
ducing what will undoubtedly
become an administrative
plan, instead of a college plan
that envisions the goals of all
staff and students.
Trouble is also brewing at
the somewhat ironically
named Campus Daycare.
While McGill is in the proc-
ess of renewing its lease with
the daycare, it is insisting that
their staff and students have
first priority over John Ab-
bott‘s. For the past five years
or so, priority has been
shared by both institutions.
From Faye’s Desk A L S O I N S I D E
T H I S I S S U E :
Progressive
Retirement
2
Faculty
Evaluation
3
Permanent
Teachers
3
DG Compe-
tency Profile
4
Sick Day
Bank
5
Monitoring
Absences
6
CENTRE-
FOLD
8
Your Job
Description
10
New Teach-
ers
11
Strike Days
Grievance
12
Health &
Safety Report
12
CSN Con-
gress Report
13
Social Page 15
J O H N A B B OT T
C O L L E G E
FA C U L T Y
A S S O C I A T I O N
JACFA NEWS O C T O B E R 2 0 0 8 V O L U M E 8 , I S S U E 1
P A G E 2
The stated purpose
of the plan is to
encourage
employees … who
are at the end of
their careers to
remain at work to
deal with the
problem of the
shortage of workers
or to assure the
transfer of
expertise to new
employees
New Progressive Retirement Proposal
The Quebec Treasury Board is con-
sulting the representatives of the union
centrals and the RREGOP pension
committee about a government pro-
posal to create a new progressive re-
tirement plan.
The stated purpose of the plan is to
encourage employees (including teach-
ers in the RREGOP and RRE pension
plans) in the public and parapublic sec-
tors who are at the end of their ca-
reers to remain at work to deal with
the problem of the shortage of work-
ers or to assure the transfer of exper-
tise to new employees.
Employees who are at least 55 years
old and have 35 years of credited ser-
vice or employees who are 60 or older
are eligible. If an employee has less
than 35 years of service, he or she will
continue to contribute to the pension
plan until 35 years of credited service
has been accumulated.
The progressive retirement is for one
year at a time and it can be renewed
only once. It is based on an individual
agreement with the employer who has
the discretion to accept or refuse an
employee‘s request for progressive
retirement. At the end of the first year
or at the end of the maximum two-
year progressive retirement, the em-
ployee must retire.
An employee on progressive retire-
ment must also retire when he or she
turns 69. If the needs that justified the
employer granting an employee pro-
gressive retirement no longer exist,
the employer may give notice to end
the progressive retirement. During
the term of a progressive retirement,
an employee can give notice to termi-
nate the progressive retirement and
fully retire.
During the progressive retirement
period, an employee may work full
time or part time and collect up to
60% of his or her pension. If the em-
ployee is working full-time, the maxi-
mum amount he or she may receive
from pension benefits and salary is
130% of his or her pre-progressive
retirement income. If working part-
time, an employee may receive a maxi-
mum of 100% of his or her pre-
progressive retirement income.
The union representatives are trying
to negotiate the removal from the pro-
posal of the discretionary power of the
employer to accept or refuse requests
for progressive retirement. They are
trying to establish the right of all eligi-
ble employees to take progressive re-
tirement, if they wish to do so.
The stated objective of the govern-
ment is to have this proposal or some
variation of it in effect as of January 1,
2009. For this to happen, the enabling
legislation will have to be passed by the
Quebec National Assembly this semes-
ter.
J A C F A N E W S
P A G E 3 V O L U M E 8 , I S S U E 1
Renata Deptula, Mathematics
Christine Fambely, Dental
David Fenwick, Chemistry
Lynda Gelston, Political Science
Kenneth Gerber, Mathematics
Sujata Ghosh, HPR
Susan Gillis, English
Michel Godon, Police Tech.
Céline Homsy, Phys. Ed.
Barbara Houghton Glassman, ILT
Shiwei Huang, Energy Mgt.
The following teachers have re-
cently received their permanence:
Manijeh Ali, Nutrition
Mihai Antonescu, Energy Mgt.
Jose Benmouyal, Anthropology
David Bourgeois, English
David Boutin, French
Andrew Brown, Chemistry
John Buskard, Geography
Jessica Burpee, Geography
David Desjardins, Economics
Michael Lautman, Chemistry
Roger MacLean, Sociology
Gordana Mijovic, Art History
Greg Ostrander, Political Science
Sheila Nadimi, Fine Arts
Julie Podmore, Geography
John Serrati, History
Jane Shaw, Phys. Ed.
Janet Steinman, Nursing
Suzanne Tremblay, French
Sarah Venart, English
Some evaluations that had been sched-
uled were not carried out for technical
reasons, such as the teacher being off cam-
pus on stage at the moment of evaluation.
These problems will have to be resolved in
the future.
As for the evaluations that did go ahead, no problems were reported by the teach-
ers nor deans to the best of our knowl-
edge. The train seems to be running
smoothly.
Since regular teachers are chosen at ran-
dom by the deans, from now on, a mem-
ber of the JACFA executive will witness
the evaluation lottery.
All teachers can voluntarily use the ques-
tionnaire and have the results compiled by
the College with complete confidentiality.
If you have any questions about the
evaluation process or want to look at the
questionnaire, please refer to the Guide to
Evaluation of Teaching at John Abbott College
found on the JAC Portal or drop by the
JACFA Office (P-105).
As you might recall, the new evaluation
of teaching procedure has been in full
swing since January 2008. The process
evaluates:
New Faculty (less than 1.5 years):
A formative evaluation of teaching confi-dential to the teacher and to another
teacher of his or her choice in the same
department (1st semester).
A formative evaluation of teaching that is
reviewed with their associate dean (2nd
and 3rd semesters)
All Other Faculty (more than 1.5 years of
seniority):
A formative evaluation of teaching once
every five years to be reviewed with their
associate dean.
Last semester, eight new teachers and
34 regular teachers were evaluated.
Also, 38 teachers from 13 different de-
partments tried the teaching evaluation
informally.
Report on Evaluation of Teaching: Notes from the
Quality Education Committee
Congrats!
As for the
evaluations
that did go
ahead, no
problems were
reported by the
teachers nor
deans to the
best of our
knowledge.
P A G E 4
It is quite simple
to provide
outside
candidates with
equal access to
this information
– by making the
document
public.
Things best done in the dark...
the DG Competency Profile? As you probably know, the term of
Keith Henderson as our Director-
General is drawing to a close, and the
Board of Governors struck a hiring
committee last spring to find a replace-
ment for him. As usual, one of the first
tasks of this committee was to define
the qualities and qualifications of our
next DG, or to put it in the more po-
litically correct jargon, the
―competency profile.‖
What has not been at all usual has
been the veil of secrecy that the com-
mittee has tried to cast around its pro-
ceedings. The presidents of all of the
associations on campus were called to a
meeting to provide their input without
being given an actual copy of the pro-
posed profile to discuss before the
meeting. When the JACFA Executive
refused to participate in this consulta-
tion charade, and asked instead for a
copy to make written comments on it,
all we received were the categories,
not the committee's proposed compe-
tencies themselves: Vision and Purpose,
Decision Making/Strategic Agility, Political
Savvy, Negotiating/Conflict Management,
Communication Skills, Personal Qualities/
Personal Integrity, and Specific Experience
and Organizational Knowledge. (If a
teacher stated the competencies for
our courses in such a way, the Curricu-
lum Validation Committee would send
the outline back!)
At Academic Council, the situation
was, if possible, even more ridiculous.
The Dean's secretary sent an e-mail
message the day before the meeting
stating “It is quite important that I receive
regrets (if any) for the Academic Council
meeting tomorrow. Numbered packages
are to be distributed and collected so I
would like to have a good idea of who
will or will not be there.”
When the need for such secrecy
was questioned, Council members
were told by Judy Kelley, the chair
of the Board, that ―My reluctance to
circulate a document like this has noth-
ing to do with secrecy and everything to
do with maintaining a fair selection
process for all potential candidates and
for the confidentiality that is an obvious
part of a serious selection process like
this. It would not be right for an inside
candidate to be able to use the Compe-
tency Profile to prepare a CV and for
an interview when an outside candidate
would not have this information.‖
This statement misses the point:
when a public institution is choosing
its head administrator, the discus-
sion about what kind of a person we
want should not be ―confidential.‖ It
should be the result of a broad-
based consultation that everyone
can take part in. No personal infor-
mation needs to be protected here.
The process imposed prevented
Council members from being able to
show the hiring committee's pro-
posed ―competency profile‖ to their
constituencies so that they could
come to Council ready to provide
meaningful input on this very impor-
tant issue. It is quite simple to pro-
vide outside candidates with equal
access to this information – by
making the document public.
Academic Council unanimously
passed a motion calling for the final
competency profile to be made pub-
lic, and some Council members re-
fused to accept the conditions that
the hiring committee tried to im-
J A C F A N E W S
P A G E 5 V O L U M E 8 , I S S U E 1
pose on them to return the documents af-
ter the meeting. (One potential ―inside can-
didate,‖ our Academic Dean, left the Coun-
cil meeting while the profile was discussed.)
At its last meeting, Council was informed
that the hiring committee has decided in-
stead to keep the competency profile
―confidential‖.
The JACFA Executive deplores this deci-
sion. It sends exactly the wrong message
about the type of collegial approach we be-
lieve should be taken in running a public
college. This is an important time for the
College. The success or failure of the new
building and renovation project will have a
lasting effect on John Abbott long after the
next Director General leaves the post.
Making important decisions like this behind
closed doors is a bad start.
You can read the JACFA Executive's input
to the hiring committee on the next DG's
profile and the Chair of Academic Coun-
cil's summary of its recommendations on
the JACFA website.
of hours for the 2008-2009 contractual
year. The accumulated sick bank is the ac-
crued hours from years prior to the 2008-
2009 contractual year.
The sick bank is used to pay your full sal-
ary for up to the first five consecutive
work days missed as a result of illness or
accident. Then, the College‘s salary insur-
ance plan pays for 85% of your salary for up
to 52 weeks and subsequently 66 2/3% for
up to an additional 52 weeks. After 104
weeks, if you are a member of JACFA‘s op-
tional long-term salary insurance plan and
unable to work, you will receive non-
taxable benefits up to age 65. After the ini-
tial two years of salary insurance benefits
from the College, if you are not a member
of JACFA‘s optional long-term disability
group insurance plan, you may extend your
paid sick leave by using the balance of days
in your sick bank. For the first three years
of a sick leave, a teacher receives pension
credits without having to contribute to the
pension plan.
A teacher may take leave for up to six
days per year when the reasons of the
health, safety or education of his or her mi-
nor child or that of his/her spouse‘s. These
days will be deducted from the teacher‘s
sick bank or taken without pay at the
teacher‘s discretion. This leave for parental
responsibilities may be taken in half days.
You recently received a statement of your
sick day bank from Human Resources. Hu-
man Resources has converted sick days
into hours with one work day equaling 6.5
hours.
The sick bank works in the following way.
In accordance with the current collective
agreement, a full-time teacher in his/her
first year of employment with the college is
credited with a total of 13 sick leave days
(84.5 hours). In each subsequent contrac-
tual year, a full-time teacher is credited on
September 1 with seven sick leave days
(45.5 hours). If a teacher has 13 days or
less in his/her sick bank on June 30, the
unused balance of the seven sick leave days
credited on the previous September 1 is
added to his/her sick day bank.
Part-time teachers are credited with sick
leave days in proportion to their contrac-
tual status as full-time equivalents. M.E.D.
(surplus) teachers are credited in propor-
tion to the salary they receive. Hourly paid
teachers have no sick bank benefits. Some
teachers have days in their sick bank that
were accumulated in the early 1970s be-
fore changes in the provisions of the collec-
tive agreement prevented the unlimited
accumulation of sick days.
You may have noticed that one of the
features that is listed under ―Others‖ on
your college pay cheque stub is a listing of
your sick bank. One sick day is equal to 6.5
hours. The current sick bank is the number
Your Sick Day Bank
A teacher may
take leave for up
to six days per
year [for] the
reasons of the
health, safety or
education of his
or her minor
child ...
P A G E 6
“Monitoring
absence is the
exclusive
responsibility of
the employer.”
FAQ: Monitoring Absences—A Department Chair’s Job?
ANSWER: No. Monitoring absences is the exclusive responsibility of the employer.
Collecting data on absences is an administrative task exclusively reserved for the
administration that does not appear in the coordinator‘s job description.
Exclusive domain of management
In section 2.1.4 of John Abbott College's Bylaw 7, it is clearly stated that manage-
ment personnel are responsible for monitoring employee absences. Monitoring
absences has always been part of the exclusive domain of management rights and
obligations. In the recent Honda case1, the Supreme Court re-affirmed:
‗‘In addition, I accept that the need to monitor the absences of employees who are
regularly absent from work is a bona fide work requirement in light of the very
nature of the employment contract and responsibility of the employer for the man-
agement of its workforce.‘‘
But such monitoring must not be discriminatory:
« Le juge Bastarache a raison d‘affirmer qu‘un employeur peut légitimement
contrôler les absences d‘un employé, surtout lorsque celles‑ci se répètent
(par. 71), mais il n’examine pas si, en l’espèce, les modalités du contrôle restaient
appropriées (c.‑à‑d. non discriminatoires).»2
Not in the coordinator’s job description
The department coordinator‘s job description does not cover administrative tasks,
such as monitoring absences of professors.
Clause 4-1.10 provides that the coordinator shall coordinate the department‘s ac-
tivities as described in clause 4-1.05.
4-1.10 The department coordinator shall coordinate the department's
activities as provided for in clause 4-1.05.
The activities in 4-1.05 relate to teaching and to the ‗‘strategic development plan‘‘
of the college. 4-1.05 The functions of a department are based on the strategic development
plan (which includes the success plan), as follows:
1. to define its internal rules of operation and to form such com-
mittees as are necessary;
2. to appoint professors to the selection committee for regular
education in accordance with article 4-4.00 and to appoint a pro-
fessor to participate in the selection process for continuing edu-
cation in accordance with article 8-7.00;
3. to ensure professional assistance to new professors;
4. to make recommendations to the College and the Commission
pédagogique that are likely to improve the quality of teaching;
5. to analyze the department‘s needs and human and mate -
rial resources;
J A C F A N E W S
P A G E 7 V O L U M E 8 , I S S U E 1
6. to appoint professors to Ministère committees and to inform the College of
these appointments;
7. to recommend to the College and the Commission pédagogique the terms and
conditions of interdisciplinary and interdepartmental relations;
8. to recommend to the College, if applicable, any special conditions for admitting
students within the framework of the general conditions established by the basic
regulation;
9. to recommend to the College choices for complementary courses to be offered;
10. to define the objectives, apply the teaching methods and establish the means of
evaluation for each course for which it is responsible, taking into account the Col-
lege‘s policy on the evaluation of learning;
11. to give the professional development committee its opinion on professor‘s
requests for professional development;
12. to recommend a policy to the College with a view to enabling the region
to benefit from departmental resources;
13. to appoint professors to the program committees;
14. to develop an annual work plan and contribute to its implementation.
Clause 4-1.12 provides for a list of reports the coordinator must prepare. Except for budget esti-
mates in 4-1.12 (4.), all reports prepared by the coordinator deal with pedagogy (‗‟departmental mat-
ters‟‟), and not administrative tasks.
The list of required reports mentioned in clause 4-1.12 is exhaustive, as the word „‟following‟‟ in the
first paragraph of 4-1.12 confirms:
4-1.12 The department coordinator shall report to the College on the following departmen-
tal matters:
1. distributing and weighting teaching activities within the norms established by the
collective agreement and by the College;
2. ensuring that objectives are defined, that teaching methods are applied and that
means of evaluation are established for each course for which the department is
responsible, taking into account the College‘s policy on the evaluation of learning;
3. ensuring that all courses for which the department is responsible are given and
to guarantee their quality and content;
4. preparing the department's budget estimates;
5. studying, establishing and maintaining, if applicable, appropriate relationships with
institutions, organizations and companies, taking into account the means made avail-
able by the College;
6. setting up a review committee made up of three (3) people, including the
professor in question, and empowered to modify students‘ final marks, if
applicable;
7. preparing the department‘s annual work plan and an annual report of its
activities.
1Honda Canada Inc. c. Keays, 2008 CSC 39 (CanLII), paragraph 71.
2Idem, par. 121.
P A G E 8 Here is what happens when you retire: you have the time to consider a
second career as two former members of the English department are doing
September 29, 2008
Director General Search Committee Chair
John Abbott College
c/o Andre Filion and Associates
East Tower, 16th Floor
550 Sherbrooke Street West
Montreal, Quebec
H3A 1B9
To the Members of the Search Committee:
We are submitting a joint application for the position of Director General of John Abbott
College since we believe, among other excellent qualities in our quiver, we are able to
offer a new approach to senior management: two for one! Yes, even though we seek this
position jointly, we will only require a single salary, occupy a single office, without win-
dows preferably, and employ one administrative assistant/car mechanic. We will, how-
ever, require two hair dryers for this office, as well as two lazy boy chairs.
Our long suit lies not simply in our physical beauty, but in our ability to dress well, like all
senior staff at JAC. In fact, we have been featured in GQ magazine several times. And,
who would argue against well dressed individuals being best suited for the job, since
grooming is a measure of successful and skillful administration in any institution of learn-
ing. We will be a great fit. Although we do not wish to be seen as braggarts, we only use
dry cleaning for our garments. We will certainly encourage the establishment of dry clean-
ing, a crucial part of the human experience, as a new technology program at John Abbott
College.
Our farte is our strong planning and strategic skills with a proven track record (before
Blue Bonnets closed) of successful accomplishments. We have been frequently referred to
as visionary, by our optometrist, with demonstrated communication and consensus build-
ing abilities. In this light, our management style--our way or the doorway – falls well
within the strong traditions of CEGEP administrators. We have a clear knowledge of cur-
rent issues in post secondary education, particularly the drinking habits of faculty, and we
will excel in forging an effective relationship with the only important group on any cam-
pus: college management. Herein, George Bush is our personal mentor. We will certainly
work closely with MELS as both of us thoroughly enjoy the films of Mel(Brook)s.
We guarantee a wonderful learning and working environment during our tenure. Our forty
two previous employers, most of them sniveling liars far too concerned with our mental
health, will attest to our skill mixing cocktails late Friday afternoons. Mostly, however, we
would like to stress our educational philosophy: use it or lose it. Herein, students, slothful
curs at the best of times, will be required, in all classes, to demonstrate on a daily basis,
through tests and essays, what they have learned. Although this desire to ensure both stu-
dent success, and fairness to tax payers, who bear the unending exploitative burden of
education, will lead to increased grading hours for faculty, it matters little since they are
overpaid, anyway, with little to do.
J A C F A N E W S
P A G E 9 V O L U M E 8 , I S S U E 1
As cutting edge fiscal conservatives who espouse trickle down your leg economics for CEGEPs, we
will increase the number of administrators, eliminate support staff jobs and use faculty salary, flexi-
bly and creatively. The faculty pay envelope is a cash cow in need of proper milking and we are the
team to get it mooving. We will also increase college revenue as all facilities, particularly wash-
rooms, will be on a “pay as you go” basis.
Our triumvirate of references, listed below, will be pleased to respond to any inquiries, should they
be awake. We do not require any form of confidentiality as our hearts are an open book. Please note,
not our wallets, just our hearts.
Reference 1: Sarah Mensa Palin
Somewhere near Russia
Reference 2: Keith Kudos Henderson
c/o Speedy Construction Projects, Inuvik
Reference 3: Geraldo, Prince of Polka, Stachrowskivitch
Warsaw
Please inform us of any other documents that may be required, e.g., notarial attestation to demon-
strate cleansing of infectious diseases.
Hugs and Kisses,
Dr. Edward J. Palumbo, S.J. Me. Larry Weller, S.J.
P.S. We would like to compliment you on how lovely your advertisement in the Globe and Mail
looked. We have applied for dozens and dozens of jobs, but your ad is special. It is both witty and
beautiful, no doubt like the members of the Search Committee. We are so very, very excited to meet
all of you in the very, very near future.
Encl: CVs;
Car Wash coupons for the Search Committee members
P A G E 1 0
FAQ—What is my job description?
College: Congratulations, you’re hired. Welcome to John Abbott.
New Teacher: Thanks. What do I do now?
The professors‘ job description appears in Type 1, Type 2 and Type 3 of the
Collective Agreement, better known under the French terminology as volet 1,
volet 2 and volet 3 of clause 8-4.01.
Tasks: all activities inherent to his or her teaching
The answer is in volet 1. Volet 2 relates only to certain professors (e.g. depart-
mental coordination) and volet 3 relates to voluntary activities only (e.g. pro-
fessional development activities). We are concerned here with volet 1 which
reads: Article 8-4.00 - Teaching Load
8-4.01a) Type 1
The teaching load for each professor shall include all activi-
ties inherent in teaching, in particular:
− preparation of the course outline;
− preparation of classes, labs and fieldwork;
− teaching of classes, labs and fieldwork;
− adaptation;
− support and supervision of students;
− preparation, invigilation and correction of exami-
nations;
− revision of corrections at the students‘ request;
− participation in pedagogical days organized by the
College;
-- participation in departmental meetings.
The above enumeration is not limitative as indicated by the words „‟in particu-
lar.‟‟ But additional tasks added to this enumeration must be of the same na-
ture: they must be activities inherent to the teacher‘s teaching. This is a classic
rule of legal interpretation: such an enumeration includes only objects of a
similar nature, and this is reinforced here by the words „‟in particular‟‟.
The teacher is hired to teach subject matter in a given discipline as deter-
mined by the Ministry of Education, Sports and Leisure (MELS). Any activity
not related or inherent to the subject matter the professor was hired to teach
falls outside the scope of his or her activities, except for the two more general
duties of (1) participation in pedagogical days and (2) participation in depart-
mental meetings.
Examples
J A C F A N E W S
P A G E 1 1 V O L U M E 8 , I S S U E 1
A teacher naturally erases the blackboard he or she filled while teaching the subject-matter he or
she was assigned to teach. But erasing other unrelated blackboards in the College falls outside his
volet 1 job description.
A teacher is expected to invigilate his or her own exams involving the students to whom he or
she teaches a subject-matter, but not invigilate general entrance, mid-term or final exams involving
students to whom he or she does not teach.
The Court of Appeal defined „‟teaching‟‟ in a 1998 decision involving a dispute between resource
teachers and professors.1 The Court of Appeal adopted the traditional definition of teaching from
the first judge:
« La vocation première de l'enseignant consiste à la transmission du savoir à des élèves selon un
programme structuré et établi par le Ministère de l'Éducation, par un discours approprié, et la véri-
fication par des questions ou évaluations des acquis effectivement reçus.»2
The Court of Appeal took notice that secondary schools have changed and that a number of pro-
fessionals other than teachers now work in the schools with the students (resource teachers, so-
cial workers, academic advisers, psychologists). These professionals assume distinct duties from
the duties assumed by the teachers. The fact that these professionals exercise their duties within
the school does not transform them into teachers. Here, the resource teachers were not teaching
a program provided by MELS: they worked with the students individually, by identifying their learn-
ing disabilities and by teaching them how to surmount the identified disabilities. The resource
teachers did not teach a prescribed pedagogical content; they were not teachers.
Teachers (1) teach to a group of students (2) a prescribed pedagogical program provided by the
MELS and (3) monitor the results obtained by their students.
1Syndicat des enseignantes et enseignants de la banlieue de Québec c. Commission scolaire des chutes de la Chaudière 1998
CanLII 13088 (QC C.A.).
2Idem, p. 10-11.
Michael Foy, Psychology
Zachery Fraser, Theatre
Anne Golden, Cinema
Matthew Hill, Business Admin.
Bettina Hoffman, Cinema
Phoebe Jackson, Physics
Katherine Kasirer, ILT
Colette Lachaine, Pre-Hospital
Avery Larose, HPR
Jason Lucier, Math
Yael Margalit, English
Ann Marutollo, English
Ryan Maydan, English
Beth Acton, Biology
Randall Anderson, Fine Arts
Anjili Babbar, English
Ann Beer, English
Shari Blaukopf, PDHT
Ryan Boutara, Phys. Ed.
Kirsty Campbell, English
Guilia Chiappetta, Math
Brandon Daniel-Hughes, HPR
Shireef Darwish, Biology
Claude Dubreuil, Pre-Hospital
Melanie Fisher, Nursing
Linda Foster, Nursing
Gary McHugh, Pre-Hospital
Tracey McKee, Cinema
Kelly McKinney, HPR
Darren Millar, English
Monika Napier, Fine Arts
Maria Popica, French
Marek Pukteris, ILT
Tomas Ropelski, Phys. Ed.
Claire Russell, English
Nelly Stipdonk, Pre-Hospital
Brian van den Broek, HPR
Mickhall Zimerman, Phys. Ed.
Xiaoyang (Shirley) Zhu, Mandarin
WELCOME NEW TEACHERS!
P A G E 1 2
...ordering teachers
to teach additional
days to make-up
for days lost in the
legal strike without
paying them
negates the legal
right to strike...
Health and Safety Report
The Ahuntsic College Grievance on
Strike Days: A Major Victory for Teachers In a landmark decision handed down on
February 8, 2008, the arbitrator Pierre A.
Fortin agreed with the complainant union,
the Syndicat du personnel enseignant du
Collège Ahuntsic (SPECA), that teachers who
were asked to teach additional courses to
make up for lost strike days should be paid.
SPECA, like JACFA, is affiliated with FNEEQ
and the CSN.
Ahuntsic College thought it had a good thing
going: the teachers first go on a legal strike,
the College deducts their pay cheque for
the strike days (no work-no pay policy), and
when the work resumes, it forces the teach-
ers to make up the lost days by teaching an
equivalent amount of time. Arbitrator Fortin
would have none of that: ordering teachers
to teach additional days to make-up for days
lost in the legal strike without paying them
negates the legal right to strike, he wrote.
Not paying the teachers for make-up days
would also give the colleges an unfair edge
over other sectors in the workplace where
work done in replacement of strike days is
always paid, added the arbitrator.
The arbitrator put an end to this lucrative
and attractive scheme negating our legal
right to strike and ordered the College to
pay the teachers for the extra work in-
volved in working to compensate for lost
strike days.
This is a first in Quebec labour relations
regarding teachers. The case clearly tack-
led the unfair advantage the Colleges had
on teachers by being legally able to ask
them to work to make-up lost days, in-
voking their other legal obligations (like a
minimum of days of teaching). No other
state employee is conscripted to work
make-up days for free after a legal strike.
Ronald Cameron, FNEEQ‘s president,
had this to say: ―The legal battle of the
Syndicat du personnel enseignant du Collège
Ahuntsic relating to the strike days in
2005 was, in the context of infamous Bill
43 decreeing the working conditions of
the professors, a crucial fight for the un-
ions representing the teachers in the col-
leges. This is why FNEEQ and the CSN
deployed unprecedented efforts to sus-
tain the representation of the union and
are now planning to help teachers from
other FNEEQ colleges to obtain compen-
sation for similar losses during the
strike.‘‘ (JACFA translation)
FNEEQ is the biggest Federation bring-
ing together teachers in two-thirds of the
Quebec colleges.
ades by educational labs. However,
from now on the College will have to
document its use and a formal annual
report must be submitted to the
Health and Safety Committee.
The labs will now be restricted.
People using the lab will no longer be
allowed to wear sandals. Lab coats
must stay in the lab and lockers must
be built for them in the existing facili-
ties. Other renovations include re-
At the Sept. 29 Health and Safety Meet-
ing, the College reported the following:
Bio-Safety in Biology
The College has be classified as Level 2
(of 5 levels) according to Public Health
Canada because the labs use some patho-
gens and a Bio-Safety officer will have to
be appointed from the ranks of the ad-
ministration. These pathogens, like
staphylococcus, have been used for dec-
J A C F A N E W S
P A G E 1 3 V O L U M E 8 , I S S U E 1
pairing any chips or cracks in the walls. Addition-
ally the College must implement an insect and ro-
dent policy, as these pests can leave the labs in-
fected with bacteria. The College expects to be
audited some time this year.
Asbestos in P-204
On the first morning of renovations of P-204 this
summer, the contractor found asbestos in the ceil-
ing and called the CSST, who halted the renova-
tions. Contractors were asked for tenders to re-
move the asbestos and Inspectol was hired. They
removed the asbestos according to CSST guide-
lines in August. After the removal, fibres were
found and once again renovations were halted
while the fibres were tested. Fortunately, the fibres
were not asbestos. However, due to concerns
that asbestos may be elsewhere in the College,
Inspectol has been hired to conduct an investiga-
tion and risk assessment of the whole campus this
year. Asbestos was also removed from mechanical
rooms last year by the same contractor.
Intercom System
To facilitate crisis management, the College is in-
stalling intercoms in two phases: 1) in hallways and
2) in classrooms and labs. The system must be ini-
tiated by Security, and then communication will be
two-way. The system can make general announce-
ments or can target specific rooms or buildings.
Water Fountains in Stewart
JACFA has asked that a water fountain be installed
on the main floor of Stewart. So far, the College is
not willing to do so as it states that existing access
to water pipes is blocked by the student lounge.
JACFA will investigate further.
Fire Drills
The first fire alarm of the semester on August
28 was not a drill. The College suspects that
humidity triggered one of the sensors on the
third floor of Penfield. The real fire drill was on
Sept. 17 and we received complaints that fire
marshalls were directing staff and students to
the wrong fire exits. Also one set of the double
doors in the area connecting Penfield to the
portable classrooms was locked. Steve Avram
has agreed to look into this situation.
Bathrooms in Penfield
JACFA has received numerous complaints about
the cleanliness of the women‘s first-floor bath-
rooms in Penfield. For instance, garbage cans
are often overflowing and sinks and stalls are
dirty. JACFA also found mold where the wash-
stand counter meets the wall. Steve Avram has
agreed to inspect the washrooms and review
the maintenance schedules.
Smoking Outside Casgrain Main Doors
For years now, the Physical Education depart-
ment has been complaining about students
smoking outside the Casgrain doors, where an
air intake system funnels the smoke directly into
the offices of their teachers. JACFA has asked
that Security visit the area more often to warn
students and that a white line be painted to indi-
cated the legal nine metres behind which smok-
ers must stand. Even though the College admits
that they are responsible for enforcing the new
legislation, they are still refusing to implement
these measures. JACFA will investigate further.
the Metallurgy Federation proposed an
amendment to the wording of a CSN bylaw
so that members of the CSN Executive had
to have worked as a member of the CSN
union to which they are members. This was
widely perceived as a sneak attack on one
member of the CSN Executive, 3rd Vice-
President Denise Boucher, an ally of cur-
rent President Claudette Carbonneau, by
the federation of the former President
In May, just as classes were ending, three
JACFA delegates (Michel Milot, Stephen
Bryce, and Pierre Gauthier) attended the
triennial CSN congress in Quebec City.
Although a book of proposed resolutions
was on the agenda, three issues ended up
dominating the congress, and two more or
less unexpectedly.
First, although there was no election for
any of the posts on the CSN Executive,
CSN Congress Report
P A G E 1 4
“… Damian
Contandriopoulos,
a Universite de
Montreal health
administration
professor, strongly
defended the
efficiency and
lower costs of a
truly public health
care system …”
CSN Congress Report (from p. 11) (Marc Laviolette) that Carbonneau de-
feated in 2005. Boucher's health sector
professional union was forced in 2005
by Law 30 (since ruled by the courts to
be unconstitutional) to merge with
other unions that ended up voting to
join another independent union federa-
tion (she subsequently transferred her
membership to another CSN union, but
has not ―worked‖ there). The proposed
amendment was carefully worded to
attack her status, but not that of 2nd
Vice-President Roger Valois, who has
retired from his former job and who is
very popular particularly among the
CSN's private sector unions! After a
debate long on platitudes and avoiding
naming names, the proposed amend-
ment was rejected, but a CSN commit-
tee will look further into the issue and
report back to the next congress.
Second, the Health and Social Sevices
Federation (FSSS) brought a motion ap-
pealing a decision of the CSN Confed-
eral Council allowing health sector un-
ions representing professional job cate-
gories to choose for themselves
whether to belong to FSSS or the Pro-
fessionals Federation (FP). FSSS argued
that they represented over 80% of these
workers, therefore it made no sense to
split them between two CSN federa-
tions. The FP noted that if the decision
was reversed, they would lose over half
of their members. They also argued that
a strong campaign was being waged by
the independent federation in this area
to take these unions away from the
CSN, and forcing unions to change fed-
erations just before next year's legally
sanctioned raiding period (the one-
month period six months before the
end of a collective agreement when a
union can change its affliation from one
union federation to another) would be a
major strategic blunder. In the end,
these arguments won the debate and
FSSS's appeal was rejected.
The third major topic of discussion
was about the CSN's budget and fi-
nances. Rather unusually, this was in the
context of a very favourable financial
report. Surpluses were reported in both
the operating and professional defence
fund (FDP) budgets due first to the
CSN's success in attracting new mem-
bers and second to an unexpectedly low
number of labour conflicts. This allowed
the CSN to replenish its reserves while
increasing progressively the weekly FDP
strike pay from $200 to $225 per week,
as well as increasing its financial support
to unions on strike or lockout.
Throughout the week, invited speakers
presented and debated a wide variety of
topics. Among the highlights were
Damian Contandriopoulos, a Université
de Montréal health administration pro-
fessor, who strongly defended the effi-
ciency and lower costs of a truly public
health care system, and former Green-
peace/current Equiterre spokesperson,
Steven Guilbeault, on climate change,
and Jean-Francois Lisée on an ―efficient‖
left that calls for increased immigration,
a green turn including a market-oriented
approach to pricing hydroelectricity, and
increased productivity to finance Que-
bec's social solidarity system (just buy
his book!).
As for most of the other proposed
resolutions, they were referred to the
CSN's Confederal Council and ap-
proved several weeks later in June.
These include resolutions on reconciling
work and the family, health care, the
environment, immigration, ending dis-
crimination based on job status, and
much more. The complete list of resolu-
tions adopted is available on the CSN
website (www.csn.qc.ca).
J A C F A N E W S
JACFA’s Social Page
P A G E 1 5 V O L U M E 8 , I S S U E 1
No such thing as an overcooked sausage at our annual burnt weeny event!
Rain refrained on Wednesday, May 20, on the Casgrain Terrace, as jolly faculty re-
joiced in gathering around cook extraordinaire, David Desjardins (Economics), as he
managed to serve one and all, big and small. Over 200 faculty passed by for a sausage
or two. Again a successful JACFA class ―A‖ social activity!
Roastless corn roast
The annual roastless corn roast
was a great success on August 26.
After a muscle-building trip to the
farm to pick up the corn, a team of
frenzied corn shuckers went into
action. By midday, all was calm and
organized. Volunteers made the
final product a reality with some
good, old-fashioned team work.
What a fabulous way to greet each
other and to welcome back faculty
to another academic year.
World Teacher’s Day: Teach-
ers Matter!
With the coming of the cooler
weather, our annual soup
lunch was once again on
agenda.
The bread was sliced (by
hand), the soup was hot, and
the room was full of even hot-
ter discussion.
A special note of gratitude to
all who helped make the Fac-
ulty lounge sparkle and re-
paired the little wears and
tears of time.
Penfield—105
Phone: 514-457-6610 ext. 5506
Fax: 514-457-9799
E-mail: [email protected]
With the year in full swing, fear not,
the social director does not rest.
Please mark your calendars for the
following up-coming events.
Oct 27-Nov 27: Sicilian Paintings by
Roy Piperberg Vernissage Oct. 30,
2:30-5:30 p.m. in the Faculty Lounge
H-101
Dec 17, 10 a.m.: JACFA General As-
sembly - before Holiday Luncheon.
Dec 17 ,12:30 p.m.: JACFA Holiday
Luncheon at the Vieux Kitzbuhel
John Abbott College Faculty
Association
We’re on the web:
www.johnabbott.qc.ca/jacfa
Emergency Evacuation:
It is important that all teachers check
the fire exit plan in the hallway outside
of their classroom and inform students
of a exit route in the case of an emer-
gency.
Please make sure to evacuate, even if
you think it is only a drill.