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Summer Leadership Conference 2020
The Power of Leadership
TEACHERSTEACHING ON CALL
Table of Contents
Section One
TTOC Contacts ...............................................................................................................3
You are the BCTF ............................................................................................................4
Zone Configuration ........................................................................................................5
Local Presidents and Contact Information .....................................................................6
Your Union Cares for You: BCTF and Income Security ....................................................13
Section Two
Role of the TTOC Contact in Locals ................................................................................17
School Union Representative List ...................................................................................19
A TTOC Checklist ............................................................................................................20
Communications ............................................................................................................21
Team Building ................................................................................................................23
Advocacy........................................................................................................................24
The Power Wheel ..........................................................................................................27
Tips for Facilitating an Inclusive Virtual Workshop .........................................................29
Inclusive Meeting Self-reflection ....................................................................................30
Techniques for Facilitating Virtual Meetings ..................................................................31
Conducting a Successful Meeting ...................................................................................32
Tips for Writing Motions ................................................................................................35
Conducting a Needs Assessment ...................................................................................36
Section Three
BCTF Teacher Leadership Workshops ............................................................................41
Teachers Teaching on Call Workshops ...........................................................................42
Your Collective Agreement ............................................................................................44
Provincial Specialist Associations ...................................................................................46
Early Career Teacher PSA ...............................................................................................47
Section Four
Taking Care of Your Teaching Certificate........................................................................51
Standards for Educators in BC ........................................................................................52
TTOC Health and Safety .................................................................................................54
Code of Ethics ................................................................................................................60
Teachers Teaching on Call Advisory Committee .............................................................61
TTOCs and BCTF Policies and Procedures .......................................................................62
Can I Move School Districts? ..........................................................................................70
TTOC Collective Agreement Historical Timeline .............................................................71
Collective Agreement Scavenger Hunt ...........................................................................73
Section Five
BCTF Summer Leadership Conference 2020—Life as a TTOC Contact ............................76
2020–21 TTOCAC and EC Meetings Calendar .................................................................78
BCTF’s Commonly Used Acronyms .................................................................................88
Teachers Teaching on Call: The Power of Leadership Name ______________________________________________________________________________
Address ____________________________________________________________________________
Phone Number _______________________________________________________________________
Email address ________________________________________________________________________
Name and number of local ______________________________________________________________
President ___________________________________ Phone number ____________________________
BCTF Administrative Staff Jenny Garrels Assistant Director Professional & Social Issues Division Email: [email protected] Toll free: 1-800-663-9163 (local 1871) Direct line: 604-871-1871
BCTF Support Staff Bonnie Quan Symons Administrative Assistant Professional & Social Issues Division Email: [email protected] Toll free: 1-800-663-9163 (local 1867) Direct line: 604-871-1867
file:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]
1
Section One
TTOC Contacts You are the BCTF Zone Configuration Local Presidents and Contact Information Your Union Cares for You: BCTF and Income Security
2
3
TTOC Contacts
Local: ______________________________ Zone: ____________________
Name Email Local
4
5
TOC reps/chairs attend the BCTF zone meetings. This is the configuration of the zones with current Local Presidents’ names.
Kootenay 1 Fernie — Chris Kielpinski 2 Cranbrook — Shelley Balfour 3 Kimberley — Sally Struthers 4 Windermere — Doug Murray 7 Nelson — Carla Wilson 10 Arrow Lakes — Ric Bardati 18 Golden — Caroline Carl 20 Kootenay Columbia — Andy Davidoff 51 Boundary — Norm Sabourin 86 Creston Valley — Doug Kunzelman TTOCAC _________________________
Okanagan 17 Princeton — Richard Jensen 19 Revelstoke — Bob Rogers 22 Vernon — Cori Huizer 23 Central Okanagan — Susan Bauhart 31 Nicola Valley — Peter Vogt 53 Southern Okanagan Similkameen — Ernie Millward 67 Okanagan Skaha — Kevin Epp 73 Kamloops Thompson — Laurel Macpherson 74 Gold Trail — Troy Greenfield 83 North Okanagan/Shuswap — Graham Gomme TTOCAC _________________________
North Coast 50 Haida Gwaii — Warren McIntyre 52 Prince Rupert — Gabriel Bureau 54 Bulkley Valley — Matthew Cooke 80 Kitimat — Kim Meyer 87 Stikine — Dana-Leigh Caljouw 881 Terrace — Joslyn Bagg 92 Nisga’a — Rich Hotson TTOCAC _________________________
North Central * 27 Cariboo-Chilcotin — Murray Helmer 28 Quesnel — Dawn Rodger 55 Burns Lake — Melissa Davies 56 Nechako — Jennifer Kostiuk 571 Prince George — Joanne Hapke *The North Central zone joins the Peace River zone at Zone Meetings TTOCAC _________________________
Peace River* 591 Peace River South — Elaine Fitzpatrick 60 Peace River North — Michele Wiebe 81 Fort Nelson — Glen Gough *The Peace River zone joins the North Central zone at Zone Meetings TTOCAC _________________________
Metro/Fraser Valley 33 Chilliwack — Ed Klettke 34 Abbotsford — Jennifer Brooks 35 Langley — Tanya Kerr 36 Surrey — Matt Westphal 37 Delta — Susan Yao 42 Maple Ridge — Trevor Takasaki 75 Mission — Ryan McCarty 78 Fraser Cascade — Lynne Marvell 93 SEPF — Stéphane Bélanger TTOCAC _________________________
Metro West 38 Richmond — Liz Baverstock 391 Vancouver Elementary — Joanne Sutherland 392 Vancouver Secondary — Treena Goolieff 40 New Westminster — Sarah Wethered 41 Burnaby — Daniel Tetrault 43 Coquitlam — Ken Christensen 44 North Vancouver — Carolyn Pena 45 West Vancouver — Renée Willock 48 Sea to Sky — April Lowe 49 Central Coast — Rejeanne Morin TTOCAC _________________________
Vancouver Island North 46 Sunshine Coast — Jacquie Shelemey 47 Powell River — Izi Loveluck 68 Nanaimo — Denise Wood 69 Mount Arrowsmith — Debbie Comer 701 Alberni — Cindy Hewitt 71 Comox — Sherry Dittrick 72 Campbell River — Dave Harper 84 Vancouver Island West — Adam Barber 85 Vancouver Island North — Jason Voth TTOCAC _________________________
Vancouver Island South 61 Greater Victoria — Winona Waldron 62 Sooke — Jennifer Anderson 63 Saanich — Don Peterson 64 Gulf Islands — Ian Mitchell 65 Cowichan — Naomi Nilsson 66 Lake Cowichan — Chris Rolls TTOCAC _________________________
6
Local Presidents and Contact Information
Sorted by local number.
*Sublocal O: Office OF: Office Fax
1 Fernie District Teachers'
Association Chris Kielpinski
PO Box 10
Fernie, BC V0B 1M0
O: 250-423-3333
OF: 250-423-6134
2 Cranbrook District Teachers'
Association Shelley Balfour
304-105 9th Avenue South
Cranbrook, BC V1C 2M1
O: 250-489-3717
OF: N/A
3 Kimberley Teachers' Association Sally Struthers
201-144 Deer Park Avenue
Kimberley, BC V1A 2J4
O: 250-432-9729
OF: N/A
4 Windermere Teachers' Association Doug Murray
Box 478
Invermere, BC V0A 1K0
O: 250-341-5158
OF: N/A
7 Nelson District Teachers' Association Carla Wilson
Box 1012
Nelson, BC V1L 6A5
O: 250-354-4142
OF: N/A
10 Arrow Lakes Teachers' Association Ric Bardati
Box 422
New Denver, BC V0G 1S0
O: 250-265-7062
OF: N/A
17 Princeton District Teachers'
Union Richard Jensen
Box 1114
Princeton, BC V0X 1W0
O: 250-293-6482
OF: N/A
18 Golden Teachers' Association Caroline Carl
Box 430
Golden, BC V0A 1H0
O: 250-939-8914
OF: N/A
19 Revelstoke Teachers' Association Bob Rogers
P.O. Box 72, 200 Campbell Avenue
Revelstoke, BC V0E 2S0
O: 250-837-2255
OF: 250-837-2255
20 Kootenay Columbia Teachers' Union Andy Davidoff
1657 Hwy 3A
Castlegar, BC V1N 4N5
O: 250-364-1740
OF: 250-364-1750
file:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]
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22 Vernon Teachers' Association Cori Huizer
4004 31st Street
Vernon, BC V1T 5J6
O: 250-542-0456
OF: N/A
23 Central Okanagan Teachers' Association Susan Bauhart
101 - 200 Dougall Road North
Kelowna, BC V1X 3K5
O: 250-860-3866
OF: 778-753-0681
27 Cariboo Chilcotin Teachers' Association Murray Helmer
124D N. 2nd Ave
Williams Lake, BC V2G 1Z6
O: 250-398-7221
OF: N/A
28 Quesnel District Teachers' Association Dawn Rodger
Box 4043
Quesnel, BC V2J 3J8
O: 250-992-3737
OF: 250-992-3638
31 Nicola Valley Teachers' Union Peter Vogt
Box 849
Merritt, BC V1K 1B8
O: 250-315-9531
OF: 250-378-5060
33 Chilliwack Teachers' Association Ed Klettke
203-45970 Airport Road
Chilliwack, BC V2P 1A2
O: 604-792-9233
OF: 604-792-9389
34 Abbotsford Teachers' Union Jennifer Brooks
2570 Cyril Street
Abbotsford, BC V2S 2G2
O: 604-854-1946
OF: 604-850-5100
35 Langley Teachers' Association Tanya Kerr
100-5786 Glover Rd
Langley, BC V3A 4H9
O: 604-533-1618
OF: 604-533-1400
36 Surrey Teachers' Association Matt Westphal
201-9030 King George Boulevard
Surrey, BC V3V 7Y3
O: 604-594-5353
OF: 604-594-5176
37 Delta Teachers' Association Susan Yao
110-4977 Trenant Street
Delta, BC V4C 8E2
O: 604-946-0391
OF: 604-946-1629
38 Richmond Teachers' Association Liz Baverstock
210-7360 Westminster Hwy
Richmond, BC V6X 1A1
O: 604-278-2539
OF: 604-278-4320
392 Vancouver Secondary Teachers' Association Treena Goolieff
2915 Commercial Drive
Vancouver, BC V5N 4C8
O: 604-873-5570
OF: 604-873-3916
file:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]
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391 Vancouver Elementary School Teachers' Association Joanne Sutherland
2915 Commercial Dr
Vancouver, BC V5N 4C8
O: 604-873-8378
OF: 604-873-2652
40 New Westminster Teachers' Union Sarah Wethered
607 Columbia St
New Westminster, BC V3M 1A7
O: 604-526-8990
OF: 604-526-8912
41 Burnaby Teachers' Association Daniel Tetrault
115-3993 Henning Drive
Burnaby, BC V5C 6P7
O: 604 294-8141
OF: 604 294-9846
42 Maple Ridge Teachers' Association Trevor Takasaki
11771 Fraser Street
Maple Ridge, BC V2X 6C6
O: 604-467-2111
OF: 604-467-0815
43 Coquitlam Teachers' Association Ken Christensen
208-2502 St. Johns Street
Port Moody, BC V3H 2B4
O: 604-936-9971
OF: 604-936-7515
44 North Vancouver Teachers'
Association Carolyn Pena
240 - 233 West 1st Street
North Vancouver, BC V7M 1B3
O: 604-988-3224
OF: 604-980-8092
45 West Vancouver Teachers' Association Renée Willock
4915 Marine Drive
West Vancouver, BC V7W 2P5
O: 604-926-1617
OF: 604-926-1119
46 Sunshine Coast Teachers' Association Jacquie Shelemey
PO Box 951
Sechelt, BC V0N 3A0
O: 604-885-7944
OF: 604-885-9837
47 Powell River District Teachers' Association Ken Holley
4476 B Marine Ave
Powell River, BC V8A 2K2
O: 604-485-5212
OF: 604-485-2882
48 Sea to Sky Teachers' Association April Lowe
104-40775 Tantalus Rd
Squamish, BC V8B 0N2
O: 604-892-3056
OF: 604-892-2296
49 Central Coast Teachers'
Association Rejeanne Morin
PO Box 253
Hagensborg, BC V0T 1H0
O: 250-982-2354
OF: 250-982-2720
file:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]
9
50 Haida Gwaii Teachers' Association Warren McIntyre
Box 976
Queen Charlotte, BC V0T 1S0
O: 250-637-1805
OF: N/A
51 Boundary District Teachers' Association Norm Sabourin
Box 634
Grand Forks, BC V0H 1H0
O: 250-442-3330
OF: N/A
52 Prince Rupert District Teachers' Union Gabriel Bureau
c/o Fisherman's Hall, 869 Fraser Street
Prince Rupert, BC V8J 1R1
O: 250-627-1700
OF: 250-624-6784
53 South Okanagan Similkameen Teachers' Union Ernie Millward
Box 1586
Oliver, BC V0H 1T0
O: 250-498-7048
OF: N/A
54 Bulkley Valley Teachers' Union Matthew Cooke
Smithers, BC V0J 2N0
O: 250-847-3127
OF: 250-847-3123
55 Burns Lake District Teachers' Union Melissa Davies
Box 63
Burns Lake, BC V0J 1E0
O: 250-692-4256
OF: N/A
56 Nechako Teachers' Union Jen Kostiuk
Box 978
Vanderhoof, BC V0J 3A0
O: 250-567-5040
OF: 250-567-5060
572 Mackenzie Teachers' Association* Shannon Pride
Box 1836
Mackenzie, BC V0J 2C0
O: 250-997-6340
OF: N/A
573 McBride-Valemount Teachers' Association* Daniel Lawless
Box 144
McBride, BC V0J 2E0
O: 250-569-2295
OF: N/A
571 Prince George District Teachers' Association Joanne Hapke
101-1968 Queensway
Prince George, BC V2L 1M2
O: 250-562-7214
OF: 250-562-5743
591 Peace River South Teachers'
Association Elaine Fitzpatrick
Box 145
Dawson Creek, BC V1G 4G3
O: 250-782-1284
OF: 250-782-1280
592 Chetwynd Teachers'
Association* Dan Chmelyk
Box 2665
Chetwynd, BC V0C 1J0
O: 250-788-2267
OF: 250-788-9729
file:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]
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593 Tumbler Ridge Teachers' Association* Sarah Mcleod
Box 723
Tumbler Ridge, BC V0C 2W0
O: 250-242-4227
OF: N/A
60 Peace River North Teachers' Association Michele Wiebe
Box 6057
Fort St John, BC V1J 4H6
O: 250-785-8881
OF: N/A
61 Greater Victoria Teachers' Association Winona Waldron
965 Alston St
Victoria, BC V9A 3S5
O: 250-595-0181
OF: 250-595-0189
62 Sooke Teachers' Association Jennifer Anderson
107-689 Hoffman Ave
Victoria, BC V9B 4X1
O: 250-474-3181
OF: 250-474-5555
63 Saanich Teachers' Association Don Peterson
6843 Central Saanich Road
Victoria, BC V8Z 5V4
O: 778-426-1426
OF: 778-426-0716
64 Gulf Islands Teachers' Association Ian Mitchell
Box 537
Salt Spring Island, BC V8K 2W2
O: 250-537-4990
OF: N/A
65 Cowichan District Teachers'
Association Erica Roberts
201-394 Duncan Street
Duncan, BC V9L 3W4
O: 250-748-2251
OF: 250-748-5243
66 Lake Cowichan Teachers'
Association Chris Rolls
5610 West Riverbottom Rd
Duncan, BC V9L 6H9
O: 250-748-0011
OF: N/A
67 Okanagan Skaha Teachers' Union Kevin Epp
697 Martin St
Penticton, BC V2A 5L5
O: 250-492-4915
OF: 250-492-5540
68 Nanaimo District Teachers' Association Denise Wood
3137 Barons Road
Nanaimo, BC V9T 5W5
O: 250-756-1237
OF: 250-756-0188
69 Mount Arrowsmith Teachers'
Association Debbie Comer
105-191 Jensen Avenue E
Parksville, BC V9P 2H3
O: 250-248-3496
OF: 250-248-3440
701 Alberni District Teachers' Union Cindy Hewitt
4913 Argyle St
Port Alberni, BC V9Y 1V6
O: 250-724-5021
OF: 250-724-0442
file:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]
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702 Ucluelet-Tofino Teachers' Association* Marc Garand
BOX 921 325 PASS OF MELFORT PL
Ucluelet, BC V0R 3A0
O: 250-726-7793
OF: N/A
71 Comox District Teachers' Association Sherry Dittrick
491 4th Street Ste. C
Courtenay, BC V9N 1G9
O: 250-338-1461
OF: N/A
72 Campbell River District Teachers' Association Dave Harper
202-871 Island Hwy
Campbell River, BC V9W 2C2
O: 250-286-1663
OF: 250-286-1679
73 Kamloops Thompson Teachers' Association Laurel Macpherson
202–1157 12th Street
Kamloops, BC V2B 7L2
O: 250-554-1223
OF: 250-554-1311
74 Gold Trail Teachers' Association Troy Greenfield
Box 1437
Ashcroft, BC V0K 1A0
O: 250-457-1036
OF: N/A
75 Mission Teachers' Union Ryan McCarty
100-33344 2nd Ave
Mission, BC V2V 1K3
O: 604-826-0112
OF: 604-826-3435
78 Fraser-Cascade Teachers' Association Lynne Marvell
Unit E, Box 1238
Hope, BC V0X 1L0
O: 604-869-9383
OF: 604-869-3236
80 Kitimat District Teachers' Association Kim Meyer
233 Enterprise Avenue
Kitimat, BC V8C 2C8
O: 250-632-3109
OF: 250-632-3108
81 Fort Nelson District Teachers' Association Glen Gough
Box 1115
Fort Nelson, BC V0C 1R0
O: 250-775-1824
OF: N/A
83 North Okanagan-Shuswap Teachers' Association Graham Gomme
Box 187
Salmon Arm, BC V1E 4N3
O: 250-832-1933
OF: 250-832-4592
84 Vancouver Island West
Teachers' Union Adam Barber
868 Superior Avenue
Campbell River, BC V9W 7H3
O: 778-348-1294
OF: N/A
85 Vancouver Island North
Teachers' Association Jason Voth
Box 5151
Port Hardy, BC V0N 2P0
O: 250-949-8888
OF: 250-949-8882
file:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]
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861 Creston Valley Teachers' Association Doug Kunzelman
1001 Railway Boulevard
Creston, BC V0B 1G3
O: 250-428-7006
OF: N/A
862 Kootenay Lake Teachers' Association* Cam Zuk
Box 671
Kaslo, BC V0G 1M0
O: 250-353-2227
OF: N/A
87 Stikine Teachers' Association Dana-Leigh Caljouw
PO Box 119
Dease Lake, BC V0C 1L0
O: 250-771-5880
OF: N/A
882 Upper Skeena Teachers* Orlando Wiebe
PO Box 562
New Hazelton, BC V0J 2J0
O: 778-210-1225
OF: N/A
881 Terrace District Teachers' Union Joslynn Bagg
4733 Park Avenue
Terrace, BC V8G 1W2
O: 250-635-4659
OF: N/A
92 Nisga'a Teachers' Union Rich Hotson
Box 226
New Aiyansh, BC V0J 1A0
O: 250-633-2433
OF: N/A
93 SEPF Stéphane Bélanger
100-550 West 6th Avenue
Vancouver, BC V5Z 4P2
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OF: N/A
file:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]
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www.bctf.ca/myBCTF/YourUnionCares/
http://www.bctf.ca/myBCTF/YourUnionCares/
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Section Two Role of the TTOC Contact in Locals
School Union Representative List
A TTOC Checklist
Communications
Team Building
Advocacy
The Power Wheel
Tips for Facilitating an Inclusive Virtual Workshop
Inclusive Meeting Self-reflection
Techniques for Facilitating Virtual Meetings
Conducting a Successful Meeting
Tips for Writing Motions
Conducting a Needs Assessment
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Role of the TTOC Contact in Locals What’s in it for You? Why Should You Take on This Role?
As a TTOC, you will:
• be the person who nurtures the conversation of change
• build and practice leadership skills
• be an agent for change in your local
• meet new and interesting people
• learn new skills and be a skills trainer
• be “in the know”
• have a say in your union
• do interesting and challenging work
• be responsible for something significant
• be a part of making a difference
• add to your résumé
• have fun, make new friends, interact with colleagues, and be an active part of the local union events
• be part of a provincial and zonal network of teachers teaching on call
• be an energy enhancer
• be a resource consultant
• be a process leader.
What are the expectations of the…
local and TTOCs of the TTOC contact? TTOC contact of the local?
To be the liaison contact between the local union EC, the TTOCs, and the BCTF in a district.
To have representation on the decision-making bodies of the local and the local advisory committee. (BCTF AGM policy).
To attend BCTF zonal meetings and summer conference on behalf of the TTOCs in a local.
To ensure that the TTOC contact has access to all of the local policies and procedures.
To work with the local professional development contact to organize workshop opportunities for TTOCs in a local.
To have money set aside in the budget to allow for meetings, communication, and various activities to happen.
To establish a TTOC telephone tree with a co-ordinator to manage it and initiate phoning or to establish a TTOC email list.
To have a mini library at the local office with TTOC resources such as IRPS, resource books, and mini units.
To provide a local TTOC article in the local newsletter.
To provide a space for TTOCs to meet and a place to store minutes and other files arising from the work with TTOCs.
To ensure TTOCs receive all correspondence and information from the local and the BCTF.
To provide the TTOC contact with a list of all active TTOCs in the local including address, phone number, and other contact information.
To assist the Local President in monitoring the TTOC callout list, etc.
To ensure that TTOCs have copies of the collective agreement.
To invite TTOCs to all local union functions. To ensure TTOCs are invited to and included in all union activities within the local.
To establish a TTOC host in each school to welcome TTOCs to the school and ensure that they are invited to staff functions.
To ensure motions from the Teachers Teaching on Call Advisory Committee are included on the agendas of the appropriate bodies.
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To plan TTOC social events, workshops, and resource swapping meetings.
To mentor the TTOC contact on conducting a meeting locally and provincially, arranging for travel, accommodation, and registration at zone meetings, the BCTF AGM, and summer conference.
To assist the Local President in delivering a TTOC union orientation workshop early in the school year (materials available through the Teachers Teaching on Call Advisory Committee).
To monitor the TTOC callout list to ensure it is accurate re:
• certificated called before uncertificated
• not cut off after third day call-out is done in a fair and equitable way.
I feel left out of the Union, as most of their work is for contract teachers.
The Lived Experience of Teachers Teaching on Call in BC’s Public Schools, The 2014 TTOC Working Conditions Survey
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A TTOC Checklist
These checklist notepads are available from the BCTF (contact Jenny Garrels [email protected] ), or you can develop your own local version. They are intended to be used by TTOCs when they arrive at a school, to remind them of the additional information they may need for the day.
Keys: Classroom keys should always be available to the TTOC. They should not have to leave any “collateral” in exchange for keys. This is a safety issue.
Emergency procedures: Make sure you know where to go in case of emergency (fire drill, etc.), and the procedure for taking attendance, “all clear” signal etc.
First Aid contact: Who is the first aid person in the school? Where are they located?
Map of school: Do you know where the classroom is located? Where to go in an emergency? Where the school office is located?
Names of union reps: Are these names displayed in the staff room? If not, ask the office for at least the name of the Staff Rep. They will be able to help you with any other contacts.
Safety plans/IEP information: Has the teacher left information on students in the class who have IEPs, or who might be a challenge in the classroom? The TTOC has the right to know about any potential safety risks in the classroom.
Supervision schedule: Are you expected to be on any hallway/lunch or bus duty while in the school?
Cellphone policy: Does the school have a policy on the use of cellphones by students and staff? Does it differ during class time or during breaks? What process is in place if you think a phone needs to be taken from a student?
Special events: Is there any special event planned for the day? Has the schedule changed for today for any reason?
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Communications It is often difficult to contact TTOCs in a local. A list of names, addresses, and phone numbers of TTOCs is available to you from the local office. Please respect confidentiality and use it only for purposes of communication. We suggest that you establish a local TTOC email list, if at all possible. Telephone trees are also a useful tool for communication. Asking Questions There are different kinds of questions. By applying the appropriate kind of questioning, you can gain information response or outcome that you want even more effectively. Questions are a powerful way of learning (open/closed), avoiding misunderstandings (probing), persuading (open), building a relationship (open), managing and coaching (rhetorical and leading), and diffusing a heated situation (funnel). 1. Closed questions usually can be answered with a single word or short factual answer, e.g., “Are you
hungry?”
Closed questions are good for:
• situations that test your or the other persons knowledge: “How many credits do I need to get my certificate?”
• concluding a discussion or making a decision: “Now that we know the facts are we in agreement with this course of action?”
• frame setting: “Are you happy with the service from your bank?”
Closed questions can kill a discussion and lead to awkward silence so be careful not to use them when a conversation is moving along well.
2. Open questions elicit longer answers. They usually begin with how, why, what, tell me, describe,
e.g., “Describe the circumstance in more detail please.”
Open questions are good for:
• developing an open conversation: “What did you do on your vacation?”
• finding out more detail: “What else do we need to do to make this project a success?”
• finding out the other person’s opinion or issues: “What do you think about those changes?” 3. Funnel questions begin with a general, closed question and then hone in on a point in each answer
and ask more and more details at each level. Lawyers often use this method when questioning a witness. As you progress through the funnel, start using more open questions.
Funnel questions are good for gaining the confidence of the person you are speaking with. “Have you used the help desk?” “Did they solve the problem?” “What was the attitude of the person who took your call?”
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4. Probing questions are good for finding out more detail. Sometimes you only need to ask the person for an example to help you understand a statement that they have made. Sometimes you use them to find out more information (when do you need this report and do you want to see a draft of it before I give you the final version?), or to investigate whether there is proof for what has been said, “How do you know this new database can’t be used for mailings?” Use the word “exactly” to probe further. “Who exactly wanted this report?”
Probing questions are good for:
• gaining clarification to ensure you have the whole story and that you understand it thoroughly.
• drawing information out of people who may be trying to avoid telling you something.
An effective way of probing is to use the Five Whys method, which can help you quickly get to the root of the problem.
5. Leading questions are used to try to lead the respondent to your way of thinking. They tend to be
closed. They can be used in several ways, with an assumption, by adding a personal appeal, paraphrasing the question so the easiest answer is yes and giving people a choice of 2 options both of which they would like.
Leading questions are good for:
• getting the answer you want but leaving the other person feeling that they have had a choice.
• closing a sale: “If that answers all of your questions, shall we agree on a price?”
Use leading questions with care. If used in a self-serving way or one that harms the interests of the other person, they can, quite rightly, be seen as manipulative and dishonest.
6. Rhetorical questions aren’t really questions at all. They don’t expect an answer. They are
statements phrased in question form. People use rhetorical questions because they are engaging the listener as they are drawn into agreeing rather than feeling that they are being “told.”
Rhetorical questions are good for engaging the listener.
Rhetorical questions are even more powerful if you use a string of them: “Isn’t that a great display? Don’t you love the way the text picks up the colour in the photograph? Wouldn’t you love a display like that for all of your products?”
Make sure you give the person enough time to respond. They may need to think before they answer so don’t interpret a pause as a “No comment” and rush on.
Always be sure to listen carefully so you can understand the answers to the questions.
Remember that your voice and body language plays a part when you are asking questions
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Team Building
Working together, ordinary people can perform extraordinary feats. They can push things that come into their hands a little higher up, a little further on towards the height of excellence. A team is a group of individuals, representatives, or organizations working together for a common cause, to achieve a common goal, or to resolve a problem that they have in common. As a TTOC leader you will need to work towards developing a team in your local. Power in an organization is the capacity generated by relationships. Strong teams are a common feature of high trust organizations. What do teams need to function well?
• The team needs to share clear objectives, values, and common goals, and knows how to focus on the task at hand.
• Team members need to know who does what and they willingly accept the influence and leadership of members who have skills relevant to the immediate task.
• Team members need to feel that their specific concerns are appreciated.
• The team needs to find a way to make decisions that are trust enhancing.
• The team must act with integrity and honor its commitments.
• The team must be good at listening, clarifying what is being said, showing an interest in what is being said, feedback, and learning.
• The team must look at the way it operates and assess its own effectiveness. Team members take the time to stop and learn and ask themselves “what do we do well as a group?”
• Differences of opinion are encouraged and freely expressed. Diversity is a mark of a team’s strength. Team members’ flexibility, objectivity, and humour promote a climate that allows for disagreement.
• The team is willing to identify what works to create the ideal circumstances and try to recreate those circumstances to bring change.
• The team exerts energy toward creating a vision of what can be.
• Roles are balanced and shared to facilitate both the accomplishments of tasks and feeling of team cohesion and morale.
• To encourage risk taking and creativity, mistakes are treated as sources of learning rather than reasons for punishments.
• The team is responsive to the changing needs of its members and to the external environment to which it is related.
• The team is attractive to its members who identify with it and consider it a source of both professional and personal growth.
Involvement is the key to implementing change and increasing commitment. We tend to be more
interested in our own ideas than in those of others. If not involved, we will likely resist change.
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Advocacy The TTOC contact is an advocate for TTOCs in the local.
The contact may have to advocate on behalf of the TTOCs for representation on local executive committees, or to form a TTOC committee with a budget line in the local budget to allow meetings to be held.
Ten tips for effective advocacy The success of lobbying, advocacy, or union relations’ efforts depends largely on effective communications.
1. Examine each issue from all perspectives. Study and understand opposing views as well as your own.
2. Understand both the strengths and weaknesses of your position. 3. Define an acceptable outcome for your constituency. 4. Develop proposals likely to provide a convergence of interests among as many interested parties as
possible. 5. Seek to go beyond the “single interest lobby” by widening support for your proposals. 6. Offer proposals for “solutions” rather than outlining additional problems that need to be solved. 7. Indicate how the proposals you are making would help or respond to the needs/priorities of those
you are seeking to influence. 8. Identify the key people you have to influence. They are sometimes not the people you might
expect. 9. Evaluate and determine the most appropriate timing for your proposals to be successful. Be
prepared to reposition your ideas to take advantage of a new development or circumstance. 10. Keep lines of communication open. Burning bridges is rarely a good idea. Making presentations Teachers teaching on call should take opportunities to have their voices heard. There are a number of occasions to present to decision-making bodies such as our local executive committee, local school board, local rep assembly, general meeting, or other groups. Finding and using your voice can open up doors and allow you to deliver important messages that may not otherwise be heard.
Things to consider
• What am I going to talk about?
• What do I want to say?
• What evidence can I present to support my talking points?
• Who is my audience?
• How will I organize and present my material?
• What do I want them to remember?
You may also wish to include:
• visuals such as PowerPoint, Prezi, etc.,
• handouts in note form, and
• examples, suggestions, and comparisons to make your point more valid.
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Opening
• List your objective(s).
• Hook your audience in.
• Convince them you are going to prove your point.
• Ask audience to act and/or explain what you want from them. Things to remember
• Timing o There is a time limit. Stick to it. o If one isn’t given, remember—quality not quantity. o Audiences tend to lose interest if a presentation is too long.
• Use your voice o Think about your volume, pace, pitch, and speed. Use pausing to emphasize points.
• Make eye contact o Have notes to refer to but avoid reading directly off a script so that you are better able to
make eye contact with your audience.
• Body language o Stand or sit straight. Use minimal gestures to make important points.
• Appearance o First impressions are lasting, try to dress professionally.
• Practice, practice, practice! o The more you practice, the more confident you will be in presenting. o Everyone gets nervous at times. The more you rehearse, the better you will do.
Guidelines for ethical speech and delivery
• Speak truthfully and be sure of your facts.
• Be willing to rock the boat. Stand up for what you believe in.
• Avoid an excess of emotional appeals.
• Use credible and recent sources.
• Avoid ambiguity.
• Do not be derogatory or critical of others.
• Keep it positive. Conclusions
• Thank the audience.
• Make materials available.
• Make yourself available for questions or comments.
• Provide a method to reach you after the presentation.
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Briefs These should outline your main concerns and be accompanied by supporting statements, and also contain recommendations for change. Tips on preparing a brief 1) Collect all available material and information. Obtain a clear idea of your members’ concerns. 2) Select the basic ideas you want to present (generally not more than three or four, as too many can
result in confusion). 3) Choose two or three people to research and write the brief. 4) Keep the brief as short as possible. Include all the necessary factual material. 5) Use easily understood words and concise sentences. Do not use flowery adjectives or phrases. 6) Carefully proofread the brief. 7) Use headings to divide the brief:
a) Preamble—state background and subject matter b) Statement of problem—explain who it concerns and why c) Propose solution outline comprehensively but state as simply as possible d) Results expected for the community or the cause are enthusiastic and positive; you are selling
an idea i) budget if necessary ii) summary of recommendations.
Tips on presenting a brief 1) Be on time for your appointment. 2) Have copies of your brief to leave with your listeners. Leave any necessary background material
with them as well. 3) Be prepared to answer questions that may arise. 4) Think about issuing a news release on the meeting to your local media, summarizing the contents
of your brief. 5) Indicate that the delegation expects a reply within a reasonable time. 6) Recruit people to attend the meeting. 7) Ask for a report on actions taken as follow up.
Don’t let the brief be “filed”— keep in touch by letter, phone, or email.
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Tips for Introducing the Power Wheel 1. Before looking at the Power Wheel, participants should view the YouTube video, Why does
Privilege Make People So Angry?
2. Review from the video that everyone has some form of privilege. We all experience high degrees of privilege in some areas and low degrees in others. This is referred to as intersectionality. Give examples using yourself if you are comfortable doing so. Discuss how it is important to acknowledge the areas of privilege that we experience. We can act as an ally to those who don’t experience the same degree of privilege to ensure they are valued and included within a group.
3. Hand out copies of the Power Wheel to each participant and ask them to reflect individually on their differing degrees of privilege.
4. Follow up with a large or small group discussion, sharing reactions to this tool. It is not necessary for participants to share the areas they identified for themselves.
Glossary Privilege An unearned advantage or right that a person or group has. Systemic oppression Practices, policies, laws, and standards that disadvantage a particular group or category of people. Individual oppression Behaviour by an individual towards a person or group of people that is disempowering, demeaning, or oppressive. (Systemic and individual oppressions are not opposites and may overlap and intersect.) Social location The groups that people belong to because of their position in history and society. All people have a social location that is defined by their gender, race, socio-economic status, age, ability, religion, sexual orientation, gender identity, migratory status, and so on. Intersectionality Promotes an understanding that individuals are shaped by the interaction of different social locations, so inequities are never the result of single, distinct factors. Everyday experience is shaped for many by multiple oppressions.
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Tips for Facilitating an Inclusive Virtual Workshop
(Adapted with permission from a Canadian Council for Refugees document)
BCTF workshops bring together a diversity of people from different walks
of life. Below are some things to consider and implement in order to foster
a safe and positive workshop space for everyone.
Points to reflect on
• Some identities and groups have privileges that others do not.
• What is your social location? What groups do you belong to on the power wheel? (see reverse). Do you have certain privileges not enjoyed
by others as a result? If so, how can you help mitigate the power imbalance between you and
others?
• Who speaks most often in group discussions or contributes more frequently via group chats? Are there individuals whose opinions are expressed or reflected more often than others? How can you
help to make the space more participatory?
• How can you foster leadership and encourage initiative among participants who are newer to the BCTF? How can you support BCTF members who have less privilege than you do?
• Keep in mind that there are a variety of ways to participate. If people don’t post messages or request a turn to speak, it doesn’t mean that they are not engaged or that their presence isn’t
valuable. Think about creating a space for participation, but not demanding it.
Tips for facilitators
• Begin the workshop by ensuring that all participants are familiar with the different tools for participating on the workshop platform, such as the chat option, hand raising, speaking, and polls.
Encourage participants to let you know if they need support with these features.
• Consider asking all the participants to mute their microphones during the workshop and to unmute only when you have identified that it is their turn to speak.
• Keep track of how often individual participants are posting to the chat feature or requesting to speak. Invite those who speak less often or who have direct experience with the topic to speak
first.
• Do you and all workshop participants belong to the group being discussed? (e.g., LGBTQ or racialized teachers). If you or other workshop participants are speaking on behalf of the people
you work with, be aware of the line between their experience and your interpretation of their
experience.
• Avoid making assumptions about who is taking part in the discussion. Don’t assume that members of a group being discussed are not present to speak for themselves.
• Pay attention to the kind of language you and workshop participants are using. Is it respectful? Is it accessible and easy to understand for someone who may not be familiar with all the acronyms?
• At the beginning of the workshop, present these inclusive workshop practices in a list of group norms or community agreements. If time permits, develop this list with the participants. If not,
seek approval of a predetermined list and add additional items that participants contribute.
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Conducting a successful meeting 1. A meeting needs a meeting place
The room should be comfortable, of an appropriate size, and with a seating arrangement that allows everyone to see.
2. A meeting needs a chairperson
The chair is the presiding officer at the meeting and acts as a moderator of discussion, follows the agenda, and reads the decisions of the meeting.
3. A meeting needs a printed agenda outlining the order of events
If possible, circulate the agenda at least 24 hours before the meeting. Include any background materials that will be needed with the agenda.
Always try to end on a unifying item. 4. A meeting needs to start on time
It helps to have items timed on the agenda with realistic timelines built in. 5. Reports should be printed and circulated
The chair should be in touch with everyone who is going to report, asking them who is going to report, what business will come from the report, and what the expected outcome is.
If the meeting is a more formal decision-making meeting, the business needs to follow the Rules of Order. Rules of Order are in the Members’ Guide to the BCTF, found in Part 5 starting on page 173. The points above apply to both informal and formal meetings. Some of the rules of order in simplified form are:
• The chair is impartial The chair can vote if she or he is a member of the group meeting.
• A meeting needs a quorum o The number that constitutes a quorum is determined in the charter or constitution. o The number should be small enough to ensure that there are a sufficient number of members
present to conduct business.
• A meeting can challenge a ruling of the chair This is an appeal of the chair’s ruling that removes the decision from the chair and places it on the meeting.
• The business of a meeting is conducted through debate o An idea is presented in the form of a motion. A motion is moved (last name) “That the Happy
Valley TTOC committee recommend to the TTOCAC that a priority for 2015–16 be…” (see tips for writing motions on page 16.)
o Members speak for and against, that is, they say what seems good about the idea and what is bad.
o A decision is made by a vote. If the majority of the members are in support of the motion it is carried, if the majority is opposed, the motion is defeated.
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o Some motions will need to be forwarded to different groups for action. A sample of one way to record and monitor what has happened with group motions is included in your kits.
• A meeting can resolve itself into the committee of the whole: o allows for freer discussion. o results of votes are not final decisions, but become recommendations to the meeting for
decision. o this preserves confidentiality and removes from attendance those who are not members, or
not invited to participate.
• Minutes are kept and circulated, errors and omissions are noted Motions such as “Moved/Seconded—“That the minutes of May 23 be adopted as printed… or amended.” are then moved and voted upon. Minutes are shared at the next meeting and should be shared in a private space.
• Correspondence should be kept Correspondence should be sorted into that which requires action, and that which may be received or filed. Letters requiring action should be read to the meeting or summarized for discussion.
The placement of a guest speaker or special event should be determined at the time of the preparation of the agenda, and consideration should be given to the length and
pressure of the business.
Human conversation is the most ancient and easiest way to cultivate the conditions for change—
personal change, community change, and organizational change.
Holding a meeting to develop goals and objectives for the year 1. Begin with a group reflection
• Have the group think about what they (as a group) are good at.
• What do they need to work on?
• What are two things each person offers to the group as an individual?
• What is one thing each individual hopes to learn?
• Orally share responses and chart. 2. Look ahead
• Examine the climate in which the group works.
• What might impact their work in both a positive and a negative way? Be creative. (You may want to record the negatives in cloud shapes and the positives in sun shapes…)
3. Develop goals
• In this booklet we are defining goals as broad philosophical statements about what a group wants to achieve.
• We suggest three goals: one focusing on the local union level; one on the provincial union level; and one focusing on the “teacher community” level.
• Local union would include committee structures, professional development within the local, and democratic processes.
• Provincial would include bargaining, zone meetings, advice to TTOCAC, etc.
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• Teacher community would include relationships with other teachers in the local, staff reps at school, union social events, etc.
4. Divide into three groups and define the “perfect world”
• Local: in a perfect world the local committees would . . ./the Executive Committee would . . ./Professional Development would… Provincial: in a perfect world the bargaining team would . . ./TTOCAC would . . ./the BCTF Executive Committee would . . .
• Teacher community: in a perfect world the contract teachers would . . ./staff reps at all of the schools would . . ./social events within the union would . . .
Each group will use the ideas about a perfect world to develop a goal statement(s). Present the statement(s) to the whole group for discussion and refinement. The facilitator seeks consensus for the goals. Don’t get bogged down with words. If necessary, assign a small group to work on the wording and go on with the planning. Develop ways in which the goals can be achieved by setting objectives and defining actions, perhaps in the same small groups as before.
• Objectives are clear, specific, measurable, and realistic statements of intent (see examples from TTOCAC objectives for 2015–16).
• Review the objectives as a group and choose the ones that will form your priorities. Develop plans of action.
• The plans for action should address the following where, when, how, and by whom the actions will be carried out.
• FOR FUN: before you end this meeting have the group design a collage that represents them as a group, either at work or at play.
• Following is a quick needs assessment process. It can be used to identify needs and wants for professional development.
If you know that conversations must change then know that it is you who must change the conversation.
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Tips for writing motions
Be clear and specific • For a motion to be successful, time and effort must go into a thoughtful and well worded motion.
• Consider what the motion will hopefully achieve.
• Be concise and use the fewest words possible.
Content • One idea per motion; if there is more than one issue, present a separate motion.
• The motion must be able to stand alone without a supporting document or statement.
• It must make sense and clearly state its purpose.
• If a response or report is required, include the request in the motion.
• Make sure the motion is directed to appropriate person or group to receive the necessary response.
• Include specific results that can be measure.
• Include a verb—it is a call for action!
• Poor spelling, grammar, or wording will detract from the intent of the motion.
Preparing a motion • Identify the issue—what do you want to happen or change?
• Analyze the issue—is there a policy, previous practice, or experience? Who is responsible for carrying out the intent of the motion—the motion should be address to that person?
A note on form Different organizations have different traditions around how motions are presented at meetings. The BC Federation of Labour, for example, uses a preamble which usually consists of the supporting statements that begin with “Whereas . . .” and are presented before the actual motion which begins with “Be it resolved that . . .” The BCTF uses a more streamlined form, presenting the motion with the tag “That . . .” The supporting statements are provided following the motion, usually orally or, at larger formal meetings, in writing below the motion.
Here are seven key steps for the taking of minutes 1. Ensure the minutes contain the date, time, and place of the meeting, as well as the names of all
present, and the name of the chairperson. 2. Record the motions that were voted, who moved and who seconded. 3. When the minutes are adopted at the next meeting, the chairperson should sign them off as being
true and accurate. 4. Only the motions themselves need to be recorded. However, it may be useful to prepare a report
of discussions that took place, and any specific action that was assigned. 5. In the case of conflicts of interest, details of disclosure made and by whom, whether they were
present, or voted upon should be recorded. 6. Subcommittees need not take minutes but should report their activities, decisions, and
recommendations to the committee at appropriate times. 7. The minutes should be distributed to all members of the committee and a set should be kept in a
central location, or by the committee chair.
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Conducting a Needs Assessment
A needs assessment is done to identify teacher needs, to set specific goals, to address those needs, and to develop action plans to achieve each goal. The amount of time needed will depend on the scope of the process, the size of the group, and the follow up required.
Steps of a Needs Assessment 1. Ask questions such as “What do you as a teacher want or need to support you in the classroom
and teaching on call this year?” 2. Brainstorm using Post-its with one idea per note. Use felt pens, and large, clear writing.
3. After the idea is written, stand up, say it loudly enough for everyone to hear, and place it on chart paper. This is a bit noisy, but it is an important step and helps ideas flow.
4. Brainstorming rules apply if an idea is the same or similar to one already noted; add it anyway as it will help everyone get an idea of how important the issue is. The point is to generate ideas, so there is no censoring or criticizing.
5. When the ideas are in place, see if they can be clustered into similar groups or categories.
6. Participants choose the three ideas that they think are priorities by placing a check by each idea they support. The priorities will be the three or four ideas that receive the most votes.
7. Now that the priorities are set, it is time to get commitments for action to make them happen.
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Section Three
BCTF Teacher Leadership Workshops
Teachers Teaching on Call Workshops
Your Collective Agreement
Provincial Specialist Associations
Early Career Teacher PSA
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BCTF Teacher Leadership Workshops The BCTF has a proud history of providing members and locals with workshops and training on a variety of topics. All are facilitated by BCTF facilitators who are teachers with special expertise and training. This BCTF workshop page outlines the range of services available to school staffs, districts, locals, parent groups, and conferences/PD days. French language services are also included. Workshops and trainings may be booked on request according to the stated booking process. Please adhere to the following booking process/steps in each section. Professional and Social Issues (PSI) workshops—booking criteria Workshops:
• are booked online, on the same page as the workshop description.
• are facilitated by BCTF facilitators who are trained classroom teachers.
• require at least three weeks advance notice.
• are for groups of 15 to 30 (special circumstances and small schools exempted).
• are for teacher groups, school staffs, etc.
• require no honorarium. The BCTF will cover costs for the facilitator. The staff group will be responsible for facilities, supplies, meals, and snacks.
Criteria for workshops booked for professional development days or conferences
• specified limit of up to five BCTF led workshops
• pre-registration preferred, and cancellation two weeks in advance (if under-subscribed)
• minimum length of two to three hours per workshop. School and teacher leadership workshops
• BCTF Training Department handles workshop requests.
• Information about BCTF workshops may be found online at bctf.caProfessionalDevelopment.aspx?id=31878. To book a workshop, use the “Book this workshop” link below the selected workshop description. Select “Professional and Social Issues” from the program type list and click “Go.” You may also contact the PSID Training Department support staff person at 604-871-1857, or toll-free 1-800-663-9163 local 1857.
• Address Professional and Social Issues workshop questions to Jenny Garrels at 604–871–1871 or 1–800–663–9163, local 1871 or by email at [email protected].
• The Training Department support staff person will determine availability of facilitators with a geographic match where possible and contact the facilitator for the workshop.
• The facilitator will contact you, as workshop organizer, to plan and confirm the session.
http://bctf.ca/ProfessionalDevelopment.aspx?id=31878file:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]
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10.J.10 10.J.10—1. That the BCTF annually provide a grant to locals for up to four days (to include a fifth
day in every second year in the 2017/18 budget) of training of school/local union representatives, which may include:
1. staff representatives 2. staff committee chairpersons 3. school PD representatives 4. social justice representatives 5. school health and safety representatives 6. local executive committee members 7. TTOCs 8. teachers new to the profession 9. some combination of the above.
(May 13 RA, p. 11) (16 AGM, p. 18)
TTOC contacts can book a workshop using the School Union Rep Training (SURT) grant. However, it is very important that you consult with your local President before making a SURT booking. TTOCs who attend a SURT will be paid for the day, up to the maximum number of participants for that local.
Teachers Teaching on Call workshops 1. Employment Insurance Seminar (EI): Navigating the EI Claim Process—(two-hours)
This seminar helps TTOCs understand the steps to follow in applying for and obtaining EI benefits. The content of this seminar is updated annually. A video of this workshop can be found online at www.youtube.com/watch?v=MU0ScP4VZvs&feature=youtu.be
2. Reality 101–A Day in the Life of a Teacher Teaching on Call—(three-five-hours)
This workshop is designed to support teachers teaching on call with current teaching practices and resources, and to enhance their confidence in their professional status.
3. Work-Life Balance (offered as a 90-minute session or a two-hour session)
Cell phones are attached to TTOCs! Callouts from the board can happen at any time. Callout is uncertain, the grade/subject that TTOCs will be called out for on any day is uncertain. This workshop is designed specifically for TTOCs and offers strategies for maintaining work-life balance in a particularly stressful role. Setting attainable and realistic goals are a feature of this workshop.
4. Dealing with Stress in the Workplace (offered as a 90-minute session or a two-hour session)
TTOCs are a particularly vulnerable sector of the teaching profession. This workshop examines ways to cope with stress and the unpredictability of life as a TTOC. We will look at the emotional and physical reactions to stress, how to identify specific sources of stress, ways of problem solving as well as general ways of relieving stress.
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5. Classroom Management for TTOCs—(three-hours) TTOCs must establish rapport with students quickly and use management strategies that work immediately. The workshop will explore the basics of classroom management and how TTOCs can adapt them for their work. Practical strategies for creating a positive environment and taking constructive action with individual students will be explored.
6. New Teachers Workshop (5 hours) Modules may be selected from this workshop or the complete workshop can be presented. This workshop may also be booked in conjunction with a New Teacher Induction ceremony. This new workshop introduces new members to the local union and the BCTF. It introduces new members to the collective agreement and highlights sections most relevant to new members. It explores the responsibilities and challenges of maintaining positive professional relations with students, parents and colleagues. It builds awareness about professional issues such as professional development and professional autonomy. It promotes the work of the union and encourages new members to participate in the union. The economic, social and democratic contributions that unions have made to Canadian society are included in this workshop. The online adaptation of this workshop is divided not three discrete sections that can be booked as stand-alone sessions.
7. History and relationships (90 minutes) This component of the “New Teachers” SURT will introduce new members to their union. The topics covered include the structure of the BCTF and a brief history of the Federation. Participants will also discuss the importance of professional relationships, including the BCTF Code of Ethics, professional boundary issues and the importance of the teacher/parent relationship.
8. Myth Busters (90 minutes)
New teachers are often unaware of the importance of our collective agreement and their rights and responsibilities as a public school teacher in BC. In this workshop, participants will be introduced to the collective agreement and discuss the sections most relevant to them. The workshop emphasizes the importance of the local and the role that the local president plays in upholding the provisions of the collective agreement. This workshop also introduces participants to the rights and responsibilities that teachers have when it comes to health and safety.
9. Professional Learning (90 minutes)
BCTF members are fiercely protective of their rights to professional autonomy when it comes to their professional learning and pedagogical decisions. This component of the “New Teachers” workshop delves into professional autonomy by examining the Professional Development Lens and the differences between professional development and in-service, particularly as it relates to curriculum implementation. Participants will also become familiar with the services and supports offered by the BCTF, including the 32 Provincial Specialist Associations, the workshops program and other PD opportunities.
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Your Collective Agreement Your collective agreement is the basis of your employee/employer relationship with the school board. It defines:
• your rights
• the union’s rights
• the board’s rights
• definitions
• basic procedures for each side to follow regarding issues such as assignments, filing a grievance, harassment, salary scales, seniority, rates of pay, your personnel file, evaluation procedures, supervision, and preparation time.
At times, an administrative officer (AO) may ask a teacher teaching on call to cover another class instead of having the prep time to which the person they are replacing was entitled. This may be grievable under your local collective agreement. You should inform your Local President that such a request has been made. If you have concerns or questions about requests from an AO, you should check with the Local President. Healthy, supportive working conditions and environments are what everyone needs in their employment. Teachers continually and happily sacrifice their time and energy for students. Contract teachers and AOs should not assume that TTOCs will sacrifice their legal rights and responsibilities as defined in the collective agreement. It is imperative that you support your agreement. The terms of the agreement are binding on you and your employer. The grievance procedure is in place to help resolve differences. Direct any Collective Agreement questions to the staff representative or the local president.
Discipline Also included in your collective agreement is a discipline process to be followed by the employer if they believe you have acted in a manner deserving of discipline. At all times throughout this process you have the right to union representation. There is a union representative at each workplace to assist with concerns. In any case, the Local President should always be notified immediately. If you are contacted by an AO, the RCMP, or the Ministry of Children and Family Development (MCFD) regarding allegations against you:
• do not consent to or participate in an interview that could be, or is, disciplinary without a union representative.
• do not make a statement to anyone regarding allegations or charges; instead say “I am willing to co-operate, but I am unable to do so until I can contact the local or the BCTF.”
Call the local or the BCTF toll free at 1-800-663-9163, or 604-871-2283 (ask for legal counsel).
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If you require emergency BCTF legal assistance, BCTF legal counsel can be found on the BCTF website. The link is bctf.ca/contactus.aspx?id=13032. If a complaint is made against you to the Teacher Regulation Branch (TRB), the BCTF provides legal assistance. Contact your Local President for help with this, too.
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PSAs—Provincial Specialist Associations The BCTF supports 32 provincial specialist associations. These organizations are channels for members to exchange ideas on research, teaching strategies, curriculum development, and other shared interests. Below is the link to PSA membership bctf.ca/psa/join.aspx Join today for an annual membership. Members enjoy our quarterly newsmagazine, access to our portal with links and resources, mentoring connections, professional development opportunities and conferences, online resources, networking, support and much more! PSAs AEA AOEC ABCDE APPIPC BCAEA BCATA
BCAMT BCATML
Aboriginal Education Association Anti-Oppression Educators Collective Association of BC Drama Teachers Association provincial des professeurs d’immersion et du programme francophone BC Alternate Education Association BC Art Teachers’ Association BC Association of Mathematics Teachers BC Association of Teachers of Modern Languages
BCBEA BC Business Education Association BCCLA BC Co-operative Learning Association BCCASA BC Culinary Arts Specialist Association BCDEA BC Dance Educators’ Association BCECTA BC Early Career Teachers’ Association BCEDL BC Educators for Distributed Learning BCMTPSA BC Montessori Teachers PSA BCMEA BC Music Educators’ Association BCPTA BC Primary Teachers’ Association BCSCA BC School Counsellors’ Association BCScTA BC Science Teachers’ Association BCSSTA BC Social Studies Teachers’ Association BCTLA BC Teacher-Librarians’ Association PAGE BC Teachers for Peace and Global
Education BCTELA BC Teachers of English Language Arts
https://www.google.com/url?q=https://bctf.ca/psa/join.aspx&sa=U&ei=ToCRVcnBOYOiugSZxaLQDA&ved=0CAQQFjAA&client=internal-uds-cse&usg=AFQjCNHBprYBErfqaL-iQH6qT1HEpLTFpQ
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Early Career Teacher PSA The British Columbia Early Career Teachers’ Association (BCECTA) of the British Columbia Teachers’ Federation. www.bcecta.ca, www.facebook.com/bcecta, www.twitter.com/bceta, [email protected]
Purpose of the BCECTA To support the work of early career teachers and teachers teaching on call by means of special services, resources, networking and advocacy while working toward appropriate and accessible professional development opportunities to meet the unique and diverse needs of new teachers and build a culture of belonging to a PSA early in a teacher’s career. In order to fulfill the purpose of BCECTA the following areas will be focused on:
• conducting in-service education
• carrying out curriculum projects and disseminating the results
• proposing appropriate learning and working conditions for the specialist area
• proposing policy positions for BCTF adoption
• developing statements of specifications for educational facilities for its specialist area
• maintaining a system of communication with its members
• affiliating with national and international professional groups in the PSA’s area of specialty.
Our mission is to serve as a dedicated resource for new and early career teachers in British Columbia. We believe that high quality beginning teacher professional learning should be:
• pragmatic and classroom oriented
• accessible in terms of proximity and cost
• easy to implement
• relevant to the Teacher, their school, and their classroom environment
• proven effective based on research, best practices, and program evaluation
• based on students’ and teachers’ needs
• continuously based in a growth mindset.
http://www.bcecta.ca/http://www.facebook.com/bcectahttp://www.twitter.com/bcetafile:///C:/Users/bquansymons/AppData/Roaming/OpenText/OTEdit/EC_entconnect/c6011446/[email protected]
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Areas of interest and exploration
• Instructional Strategies applicable to cross curriculum and grade level
• Teaching skills and resources relevant to the diverse and specific needs
• Assessment practices that are easy to implement and use in a variety of ways
• Mentoring opportunities available partnering with BCTF mentoring project and connecting teachers to existing mentoring in their area
• Professional Standards and promoting the professional growth of new teachers
• Curriculum
• Union
• Health, Safety and Wellness
• Technology Skills
• Inclusion of early career teachers from all over BC including TTOC, SEPF, and teachers working in rural areas.
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Section Four
Taking Care of Your Teaching Certificate
Standards for Educators in BC
TTOC Health and Safety
Code of Ethics
Teachers Teaching on Call Advisory Committee
TTOCs and BCTF Policies and Procedures
Can I Move School Districts?
TTOC Collective Agreement Historical Timeline
Collective Agreement Scavenger Hunt
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Taking care of your teaching certificate: What you need to know 1. Payment of fees
Your teaching certificate will be cancelled if you do not pay your annual practice fee of $80. Once your teaching certificate is cancelled for nonpayment, it is expensive and time consuming to have it re-instated. If you do not have recent teaching experience, you may have to upgrade your teaching qualifications. To avoid this situation:
• pay your annual fee well before the due date of May 31 to avoid a late fee of $80. If you have not paid your fees by June 30, your certificate will be suspended for non-payment of fees and you will have to pay $160. You are not able to teach at a BC school until after you have paid your fees and are in good standing. If fees are still outstanding by November 1, your certificate will be cancelled and you will have to apply for re-certification. If you work for a school district, your employer will deduct the annual fee from your payroll in the spring each year. You can pay your fee online using a credit card by logging into your BCeID account. You can also mail in your payment.
• ensure that you continue to pay your fees even when you are not working due to shortage of work, illness, maternity or parental leave, retirement from a prior assignment, or any other reason.
• check to ensure that your fee payment has been processed. You can do this by calling the TRB at 604-660-2421 or toll free at 1-800-663-7867 within North America).
If you feel that your certificate was cancelled in a manner that was unfair, contact your Local President for assistance.
2. Qualification and fitness issues
The staff at the Education and Training branch of the Ministry of Education can provide you with detailed information on how to apply for a teaching certificate. They can also answer any questions you have regarding requirements for academic and teaching experience. If you have fairness concerns around your application for certification, contact your Local President.
When you apply for a teaching certificate, concerns may arise regarding your fitness to be a teacher. This most commonly occurs where there have been criminal charges. If this happens to you, contact your Local President or the BCTF for immediate assistance.
3. Reports about your conduct or competency
If you receive any correspondence from the Commissioner for Teacher Regulation indicating that there has been a complaint or report to the branch about you, obtain legal assistance immediately from the BCTF. Your Local President can help you with this. Written requests for legal aid can be mailed directly to the BCTF Legal Department (or faxed to 604-871-2288). Do not make any statement or respond to questions about your conduct prior to receiving legal assistance. Keep copies of all correspondence you receive and provide them to your Local President or BCTF staff.
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Facing allegations before a professional body is inherently stressful, even where those allegations are inaccurate or minor. Remember that you are not alone. Your colleagues, your local, and the BCTF will assist you in responding to proceedings.
Standards for Educators in BC
As the regulator for approximately 68,000 certified educators in British Columbia, the Commissioner for Teacher Regulation is directed through legislation to enforce standards for educators. The following are the current nine standards that certificated teachers in BC are held to. 1. Educators value the success of all students. Educators care for students and act in their best
interests. Educators have a privileged position of power and trust. Educators are responsible for the physical and emotional safety of students. Educators respect and value the diversity in their classrooms, school and communities, inclusive of First Nations, Inuit and Metis, and other worldviews and perspectives. Educators foster students’ positive personal identity, mental and physical well-being, social and personal responsibility, and intellectual development. Educators engage students in meaningful participation in their own learning. Educators treat students equitably and with acceptance, dignity and respect. Educators understand the importance of confidentiality, and respect student privacy, unless disclosure is required by law. Educators do not abuse or exploit students or minors for personal, sexual, ideological, material, or other advantage.
2. Educators act ethically and maintain the integrity, credibility and reputation of the profession. Educators are role models. Educators are held to a higher standard and are accountable for their conduct on duty and off duty. Educators understand the law as it relates to their duties. Educators’ individual conduct contributes to the perception of the profession as a whole. Educators know and recognize the importance of the Professional Standards for BC Educators.
3. Educators understand and apply knowledge of student growth and development. Educators are knowledgeable about how children develop as learners and as social beings. Educators demonstrate an understanding of individual learning differences and special needs. Educators recognize the importance and connection of cultural identity, ways of being and worldviews to student learning. Educators use this knowledge to inform decisions about curriculum, instruction and assessment. Educators work to create a positive, safe and inclusive learning environment to best meet the diverse needs of students.
4. Educators val
