Teacher in the workplace

TEACHERS IN THE WORKPLACE:
BRINGING IT ALL TOGETHER

​CHAPTER 10

​Maha Yassin & Muhammad

• Each group will receive four printed questions on differently colored sheets of paper.

• Engage actively by participating in sorting these questions into either the True or False table located on your desks.

• You have a strict time limit of 2 minutes to complete the activity.

• Remember, you will have the opportunity to revise your answers during the presentation.

• At the end of the presentation, answers will be checked for accuracy.

​​Minds On

Explore aspects of employment law.

Recognize the teacher appraisal process.

Examine the operational issues
that significantly impact the
daily lives of educators

​LEARNING
GOALS

• Teacher candidates will explore aspects of employment law and identify  lines of authority and teaching assignments. 

•  Teacher candidates will recognize the New Teacher Induction Program and teacher appraisal process.  

• Teacher candidates will examine the operational issues and disciplinary actions that significantly impact the daily lives of educators. 

•  Teacher candidates will demonstrate their understanding of schedules, school day and academic year.

SUCCESS CRITERIA 

• Teachers' professional lives are governed by laws including common law, school acts, and codes of professional conduct.

• The Education Act grants authority to school boards for hiring and firing teachers.

• The Act also establishes the framework for collective agreements between school boards and teacher federations.

• Collective agreements cover various aspects such as salaries, instructional hours, and grievance procedures

​THE TEACHER AS AN EMPLOYEE IN THE SCHOOL BOARD

Multiple Choice

The principle is the legal employer of teachers, and he can hire and fire teachers.

• True

• False

Teachers are required to undergo a criminal background check before employment and submit an offence declaration annually.

​PERSONAL CRIMINAL HISTORY

Open Ended

Q: Why does the College ask for a Criminal Record Check?

LINES OF AUTHORITY

​The school board is the legal employer of teachers, and they are responsible for running the school system. The superintendents appointed by the board assigned responsibility for a family of schools within the board.

Under the Education Act, the board is required to appoint a principal for each school.

The principal has overall authority for the organization and administration of the school

The principal is the teacher’s immediate supervisor in the workplace.

Teachers have a duty to cooperate with principles, department heads or division leaders in
all matters related to classroom instruction.

• Principals can assign classes and duties to teachers.

• Teachers have a legal duty to teach the classes or
subjects assigned by the principal.

• The principal's authority to assign classes is limited by
teachers' qualifications, as indicated by their certificate
of qualification.

• Flexibility in Teaching Assignments.

• There is some flexibility in matching qualifications with
assignments, allowing teachers to teach outside their
recorded qualifications with mutual agreement,
principal approval, and appropriate background.

​TEACHING ASSIGNMENTS

Multiple Choice

Principals can assign classes and duties to teachers without considering recommendations from department heads in secondary schools.

• True

• False

Multiple Choice

A teacher who has a qualification in the primary division, in a general education subject  may be assigned to teach in the senior division in a general education subject.

• True

• False

Multiple Choice

The principal's authority to assign classes for teachers is unlimited

• True

• False

The New Teacher Induction Program (NTIP), 

•  Professional learning for new teachers

• It provides professional support to help new teachers develop the skills and knowledge.

​NEW TEACHER INDUCTION PROGRAM (NTIP)

​The four core goals of NTIP from the perspective of a new teacher are:

• Confidence

• Efficacy

• Instructional Practice

• Commitment to continuous learning

• Competency statements:

  the appraisal process for new teachers is based on a subset of eight competency statements. based on Ontario College of Teachers' Standards of Practice

• Appraisal meetings: 

  The principal must arrange a pre-observation meeting with the teacher , and a post-observation meeting.

• Summative report documenting the process. 

•  Rating scale: 

  The scale for new teachers is Satisfactory or Development Needed. The scale in subsequent appraisals for a teacher who receives a Development Needed is Satisfactory or Unsatisfactory.

​PERFORMANCE APPRAISAL SYSTEM FOR NEW TEACHERS

​PERFORMANCE
APPRAISAL
SYSTEM FOR
NEW TEACHERS

Regulation 98/02 introduced changes to the ALP

• Mandatory Learning Plan:

Every experienced teacher is required to have a learning plan
each year. 

• Annual Review and Update:

After the first year of having a learning plan, teachers and
principals are mandated to consult annually to review and
update the plan.

• Signing and Retaining Copies:

Both the teacher and principal are responsible for signing the
learning plan, and each party retains a copy for reference.

In addition to Alignment with School Board Expectations

​ANNUAL LEARNING PLAN

• Discipline of teachers by school boards is regulated by education legislation and board policies.

• Disciplinary actions vary from minor admonishments (e.g., oral reprimands) to severe measures (e.g., suspension without pay or dismissal).

• Discipline by school boards can escalate to actions by the Ontario College of Teachers.

• There are three main grounds for discipline or dismissal:

  • Professional misconduct

  • Insubordination

  • Incompetence

​DISCIPLINE AND DISMISSAL OF TEACHERS

• Professional Misconduct: 

Teachers are held to a higher standard and must maintain ethical conduct in classrooms, schools, and even at home. 

•  Insubordination: 

Defined as the refusal to carry out an order given by someone with proper authority, typically the principal or vice-principal. 

Teachers are advised to obey principles and vice-principles and consult federation representatives at a later time and, if appropriate, file a grievance against their principals.

Legitimate reasons to refuse an order include if it endangers health and safety, involves an illegal act, or exposes the teacher to potential liability.

• Incompetence: 

Defined as inadequate work performance, often involving inadequate teaching, failure to maintain discipline, or willful neglect of duty. 

The Teacher Performance Appraisal process must be followed before dismissing a teacher with a permanent contract.

​GROUNDS FOR DISCIPLINE OR DISMISSAL

Length of Instructional Program

Requiring a minimum of 5 hours for students of compulsory school age, excluding lunch,
recesses, and travel time.
(sec 3, Reg 298)

Teacher Workloads

Negotiated between local teacher affiliates and school boards. Supervisory or administrative duties may be assigned.

Scheduling

Classes must be scheduled between 8 a.m. and 5 p.m for students.

​SCHOOL DAY

Before and After Class

Teacher Responsibilities to be 15 minutes before morning classes and 5 minutes before afternoon classes.

Professional Conduct

Teachers are not paid hourly or daily but are expected to be present before and after class, attend meetings, and fulfill legal obligations.

Lunch Periods

Minimum of 40 consecutive minutes. Teachers may be assigned supervision duties, impacting lunch breaks.

​​SCHOOL DAY

Multiple Choice

Teacher workloads are negotiated between local teacher affiliates and school boards, and may include supervisory or administrative duties.

• True

• False

SCHOOL YEAR

·Calendar Requirements

School year must begin on or after September 1 and end on or before June 30. A minimum of 194 school days required. Boards
can designate professional activity days (with defined activities), examination days, and school holidays.

Professional Activity Days

Boards must provide an agenda at least 10 days in advance. Teachers have a legal duty to attend professional activity days.

Examination Days

Allocation is at the discretion of the board. Teachers may work at home during examination days if not supervising, but it's a privilege.

School Holidays

Identified days, including weekends, Thanksgiving,
Easter, Victoria Day, and designated vacation days.

SCHOOL YEAR

Additional Notes

Teacher Responsibilities:

Extend beyond the school day and year. Lesson preparation, student assessment, attendance at graduation ceremonies,
and involvement in extracurricular activities are part of professional duties.


Involvement in Extracurricular Activities:

While rewarding, teachers are reminded to maintain focus on
their central role as classroom teachers.

Multiple Choice

Extra-curricular activities, must  take place within the official 8 a.m. to 5 p.m.

• True

• False

Group 1: Case study 1 : Q 1
Group 2: Case study 1: Q 2
Group 3: Case study 1: Q 3
Group 4: Case study 1: Q 4

​CONSOLIDATION
ACTIVITY

CASE STUDY- The Argumentative Teacher

A cloud hung over Mr. Rubens. He had received a written reprimand for insubordination the previous year. In February, Mr. Rubens had been suspended for four days for insubordination. Although he had a short temper, and still felt contempt for his ineffectual principal, he was determined to stay out of trouble.
When helping to chaperone the school dance on Friday, May 13, Mr. Rubens noticed two girls going off with men from outside the school. While he told the girls that he would not tell their parents, he did inform the principal on Monday morning. The principal informed the parents, who reproved the girls that evening.
The next day, immediately after hearing from the girls, Mr. Rubens encountered the principal in the busy front foyer. An argument ensued. Mr. Rubens then shouted, “Leave them alone! You have done enough damage already!”
The next day, Mr. Rubens was dismissed for insubordination. The school board noted his acts of insubordination in its letter of dismissal. Mr. Rubens and his federation legal counsel appealed the dismissal to an arbitration panAel. Mr. Rubens argued that the principal had acted inappropriately. His lawyer also argued that the punishment was excessive and not consistent with principles of progressive discipline.

Open Ended

Q1. Did Mr. Rubens’s conduct fulfill his legal and professional duties as a teacher under the Education Act, Regulation 437/97 Professional Misconduct, and the Foundations of Professional Practice? Explain.

Q2. Was Mr. Rubens insubordinate? Were there mitigating factors?

Q3. Was dismissal warranted, or should there have been another penalty?

Q4. How do you think the arbitration panel would rule in this case?