7/16/2019 SRTA Newsletter May 2013 http://slidepdf.com/reader/full/srta-newsletter-may-2013 1/8 May, 20 Volume 8 SRTA Executive President Suzanne Moore , DTS Vice-President Pat Liss , DTS Secretary Jenn Seesahai, ESNI Treasurer Chantal Tytgat, CLC Collective Bargaining Pat Liss, DTS Professional Development Jonathan Waite, ARBHealth & Wellness Colleen Kachur-Reico, EIDCS Equity & Social Justice Rebecca Sheffield, DO Education Finance Jason Sparling, CSNC Resolutions Suzanne Moore, DTS Employee Benefits Wendy Chase, SAC Public Relations Rebecca Brown, EIDCS Workplace Safety & Health Kathy Dubesky, CSNC Contact Information 204-270-0215 [email protected]http://seineriverteachers. Need Help?The role of the president of the SRTA is to help members and guide them through conflicts, find answers or direct them to available resources. Don’t hesitate to contact me at [email protected]or call me at 204-270-0215. Wishing all of you a really warm May and June to make up for the past two months! Suzanne My Dear Colleagues: New ExecutiveAt its council meeting on April 23, 2013, the SRTA Executive for 2013-2014 was finalized. The following is your new executive: President – Jonathan Waite Vice-President – Pat Liss Secretary -- Jennifer Seesahai Treasurer -- Chantal Tytgat Collective Bargaining – Pat Liss Professional Development – Allison Graham Workplace Safety & Health – Kathy Dubesky Employee Benefits – Wendy Chase Health & Wellness – Colleen Kachur-Reico Education Finance – Jason Sparling Excellence in Education Outstanding School Leader – Yvan St. VincentI was very privileged to attend the province’s Excellence in Education Awards on Thursday, April 18, 2013 at the Manitoba Legislature and celebrate with Yvan St. Vincent as he was given the Outstanding School Leader Award for 2013. (See story in newsletter) SAGE 2013 The date of October 25, 20 been set as the date for SA this coming fall. The senio administrators have assure that administrators’ retreat not conflict with SAGE this coming year. We Have a Ne Website! Kudos to our incomin president who has be very busy already and created a new websit us: http:// seineriverteachers.co Our thanks go out to Shannon Keith for init our first website and getting us online. We a further decision to s our own domain and support it with Public Relations budget. Th website will be compl the near future.
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Educational Researchattended a winter course through the
University of Manitoba this winter
ession entitled (5800) Educational
esearch. This course is a requirement
or my master’s degree.
he content of this course focused on
the requirements and
challenges of
conducting researchin the field of
education. Any
teachers interested in
conducting research
would benefit from
taking this course.
The course textbook
is entitled Educational
Research, by
Creswell. The
textbook is very wellwritten, using simple
and direct language. Issues such as
ethics, methodology and literature
reviews are addressed. Many examples
are provided which clarify the concepts
presented. The characteristics which
differentiate between qualitative and
quantitative research are discussed at
length.
The assignments for this course included
writing a critical analysis of an article on
teachers’ understanding of bullying,
designing and reporting on a
questionnaire (subject of choice), apersonal reflection on our experienc
with educational research and a
literature review on a subject of cho
This course was very informative an
invaluable for anyone interested in
either pursuing writing a thesis or do
other educational research.
Holly Sorenson
f I get injured at work,what happens to my
pay and my sickleave?
f you get injured at work, you willbe paid full wages until you run
out of sick leave. Then, Short-
erm Disability kicks in to cover approximately 80% of
your take-home pay. When you return to work, your sick
days will be credited back to you.
If I leave Seine River at the end of December or April, what happens to
my summer pay?
f you leave the employ of Seine River during the course
of the school year, the portion of your salary that is set
side for the months of July and August will be paid
within the first 10 (ten) days of the month after you leave
your employment.
Can I take time off to care for a seriously ill family
member?
Yes. Under the Manitoba Employment
Standards Code, you are entitled to
compassionate leave up to 8 (eight) weeks toprovide care or support to a seriously illfamily member. You would not be receiving full pay, howev
Your income would be EI benefits for those eight weeks.Further, according to our collective agreement, at the end oyour leave, the division shall reinstate you the position you
occupied when the leave began, if available. If not, then acomparable position will be given.
If I started teaching in October,when can I expect to receive
an increment in pay next year?According to our Collective Agreement, the
anniversary date for annual increments shall be
September 1, January 1 or April 1, whichever
date immediately follows the accumulation of
one complete year of experience. In your case,
you can expect your paycheque in January the following yea
reflect an increment increase in pay.
Why is the SRTA charging $195.00 forsubstitute costs for Professional
Development?the past, substitute costs ranged anywhere from $128/day
$450/day, depending on who was substituting and forw long he/she had already been substituting in the
vision. As you are aware, after five days of consistent workour division, substitutes receive full pay on day six,troactive to the first day of the assignment. As an
ample, we have had invoices of $900 for a two-day
minar for one teacher.
an effort to standardize costs for the PD Fund, and to easethe invoicing of the SRTA PD fund for the school division,
e agreed on a set cost for all substitute days used. TheTA PD fund pays the division $195.00/day for any
What if the person I amcomplaining about is myimmediate supervisor?
the person being addressed in your
omplaint is your supervisor/principal/
manager, send the envelope or fax marked
Confidential” directly to Human Resources at
ivision Office.
When can I expect aninvestigation to occur?
he filing of the complaint does not guarantee
hat an investigation will occur. The
upervisor/manager or school administratorwill endeavour to help all parties reach a
esolution. If this is successful, a copy of the
omplaint and its resolution will be forwarded
to Human Resources. (5.2 of GBECA)
If the complaint is not appropriate for
informal resolution, or if the resolution is not
acceptable, it will be forwarded to Human
Resources and an investigation must begin assoon as possible, but no later than 2 days.
Will the person named inthe complaint be made
aware of who is making thecomplaint?
Confidentiality of the persons involved in the
complaint will be maintained, as is reasonably
practicable, and is allowed by law. The
complaint may be disclosed to the respondentin an attempt to arrive at a resolution of your
complaint.
What if I am not pleasedwith the investigation or
resolution of thecomplaint?
Your complaint may be covered under the
Human Rights Code (Manitoba Human Rights)
or the SRTA Collective Agreement. If the
complaint fits the criteria, you are always able
to file a complaint under these avenues,
regardless if you have already filed a
complaint with the division.
I am afraid of submittincomplaint of harassme
for fear of retaliationAnyone who retaliates in any way agains
person who has brought forth a complai
allegation of harassment may be guilty o
harassment and will be held accountable
evidence of retaliation is found and will b
subject to any of the following corrective
actions: (though not limited to these ac
a) formal apology
b) counseling and/or education on
harassment
c) a written warning
d) suspension without pay
e) a disciplinary transfer
f) termination or removal of offend
worker, contractor of person
Yvan St. Vincent of Ste. Anne Collegiateand Ste. AnneElementary School inthe Seine RiverSchool Division – St.Vincent becameprincipal at a timewhen the adjoiningschools were facingmany challengeswith studentperformance andbehaviour, staff morale and the
school’s reputationin the community.
St. Vincentdemonstratedexcellence inleadershipthrough hisclarity of vision,his progressiveideas and hiscollaborativeapproach.Teachers fromboth schoolswere broughttogether into aneffective and
cohesive group thatfelt empowered and
respected. Studentswere engaged inways that improved
the school climate
while focusing ondeveloping the
academic, socemotional skilwould allow t
succeed andthrive as leaParents andcommunityleaders werinvited to wcollectivelyeducators tfoster schooand to strenthe positive
of the school w
the communit
Outstanding School Leader(as spoken by Minister Allen)
Inclusive Special Educationessment and Instruction in the Inclusivessroom is a core course towards a Post-calaureate in Inclusive Special
ucation. This course qualifies you as aource teacher to do Level B testingch is essential when digging deeper into
y a student is struggling. I not onlyrned how to assess for the strugglingrners but also that it is fundamental forchers to learn how to assess in order togram properly for students. Assessment
ves our instruction. We need to knowat our students already know before we
plan our lessons. If we only assess aftersson or unit is complete, there are no other
portunities to re-teach. I asked myself: What need to teach in order for students to
derstand the essential outcomes? What dostudents already know? How do I help my
uggling learners? Do I need to differentiate?at are the different learning styles of mydents?
s course offered opportunities not only tolore assessment but also to discuss how
portant classroom community is for alldents. Children’s social and emotional well-
being is key to success in school. We, as
teachers, need to ensure every child feels safeand welcome in our classrooms. They need tofeel needed and valued for the gifts and talents
they bring to the classroom community. Inorder to enable children to recognize theirtalents, we need to teach them all the differentways in which we learn. The first part of thiscourse focused on building a classroomcommunity and multiple intelligences. Thesecond part was planning our teaching aroundthese different learning styles (UniversalDesign) and finally assessing students withlearning difficulties and / or behaviour issues inorder to program appropriately for thesestudents’ needs (Differentiation, Adaptations
and Modifications).
There were a total of 8 assignments, all reto one particular student with learning
difficulties. The idea was to follow thisstudent and develop programming to bassist him or her to attain academic orbehavioural goals. Throughout the yearwere to build a classroom profile on thea learning profile for the chosen studenthen finally develop an IndividualizedLearning Plan for him or her. We were gtons of opportunities to discuss andtroubleshoot with our peers throughoucourse. For me, co-teaching and collabo
with my peers was by far the best way tlearn.
The class was very rewarding and useful tprofessional learning. It gave me more inon how to better program for ALL studenshowed me how important classroomcommunity is to the social and emotionabeing of our students and how this directrelates to their learning and engagementchild feels safe and is actively engaged in her learning there are less likely to bebehaviour issues. If we plan to differentiathe needs of all our students; all of our
students can and will learn. Lori Gauthier
Western CanadianStudents at Risk
Conference
rch 18-18, 2013
s was the second time that Ie been fortunate enough toticipate in this conference. Twors ago, during my first year asguidance counselor atorgate, I accessed the SRTA PD
d to attend this conference, aseemed to provide an endless listni sessions all of which seemeduable to someone new to thedance role. It was because of value I found in this conference011 that I continually kept mys open to see if this year’sference would again be
ering sessions that I would seenformative as well as beneficial
my skill set. I was notappointed.
s is now my third year in thedance counselor’s role atorgate. With a few yearsind me now, I can now
ectively look in the mirror andasses my own strengths and
se areas that I want to develop.was with that mindset that Iected which sessions I was toend.
I participated in the followingsessions: The Making and
Unmaking of a Bully, Current
Trends in the Drug Culture, The
Do’s and Don’ts of Discipline, Boys
Adrift, The Teacher Every Student
Wants, Anxiety Disorders in
Children and Teens, and Self
Injurious Behaviours
Without a doubt, my favoritesessions was the Boys Adriftseminar, whichfocussed on thedifficulties seen inthe ability for botheducator tomotivate youngboys to excel ineducation, as wellas the lack of intrinsicmotivation seen inyoung boys tomotivate themselves. I found itvery interesting as the speaker tied
current trends in education tosupporting the naturaldevelopmental stages of girls farmore than boys. TakeKindergarten for example; it is nonew news that girls aredevelopmentally more often thannot better prepared to succeed inthe rigors of their first school year.What I did not know was that boysat that age tend to learn better
standing and moving, than in aseated position. Yet in school,what would a young boy hear fromhis teacher if he was constantlyleaving his chair and moving aboutthe room. Not positive’s, thatmuch is certain. Boys areencouraged to steer clear of writing on natural things of interest, like explosions, guns, carwrecks and the like. The schoolsystem from very early tends to
lean on the natural gifts of theyoung girl, while taps into thenatural short comings of the youngboy. Often very quickly, the youngboy becomes aware that even theinteractions he has with schoolpersonal are generally due to hisinabilities, rather than hissuccesses.
If one looks down the road to theuniversity years, I found it startlingthat close to 70% of Universityapplicants country wide were
female in 2008, a completereversal from as little as the 80’s – early 90’s when 68% oapplicants were male. Threeas many males that do attensecondary schooling are molikely to drop out than femathose males that do achievedegree were close to four timless likely to achieve honor rcalibre grades.
Every session I attended hadleast a bit of material that I wcategorise as new to myself is exactly what I was lookingattending the conference. I absolutely encourage anyonmy role to at least considerattending this event at leastIt was well run, within the corange that our PD fund couldsupport and even providedparticipants with complimenlunches each day. Another not found a lot in other sess
that I have attended was thabut one of the presenters thtook in offered to email theipower points to those inattendance. It allows me tosupport discussions in staff meetings should the need awith great power points thatcan speak to with competenThank you for the experiencTrevor Zetaruk