Policy Statements
Definition of Policy
Policies will provide guidance on issues over which the Federation does not have complete control. A policy statement reflects the fundamental beliefs that guide the actions of the Federation. |
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  | 1.0 Aboriginal Education - 2001 |
1.1 That the teachings of Aboriginal Peoples, their culture, history, science, and technology, be included across the curriculum and all grades.
1.2 That the Ministry of Education, district school boards and school authorities provide professional development to all teachers about the authentic historical experiences, from the perspective of Aboriginal Peoples, cultural norms and issues of Aboriginal Peoples.
1.3 That appropriate Aboriginal instructional resources to support the inclusion of Aboriginal Peoples in the curriculum be provided by district school boards and school authorities.
1.4 That the Ministry of Education be responsible for providing adequate funding for the development and implementation of professional in-service programs for native language teachers and instructors.
1.5 That only fluent and qualified Native Language teachers and instructors in Native Language programs be employed by district school boards and school authorities. | 2.0 Accountability - 2007 |
2.1 That accountability be defined as the process through which individuals, organizations, and govenments take responsiblity for actions, report on actions taken, and improve performance.
2.2 That the support and enhancement of student learning, including cognitive and affective learning outcomes, be the focus of educational accountability.
2.3 That the public educational system be accountable for the attainment of educational goals, taking into account contextual factors that may affect results.
2.4 That quality classroom-based student assessment in which teachers employ an array of methods over time incorporating authentic forms of assessment aligned with curriculum be given precedence in an educational accountability model. | 3.0 Advertising to Children - 2006 |
3.1 That the advertising of commercial goods and services directed at children be prohibited. | 4.0 Advertising in Schools - 2006 |
4.1 That the advertising of commercial goods and services in schools be prohibited. | 5.0 Annual Learning Plans - 2008 |
5.1 That the Annual Learning Plans of teachers be teacher-directed and teacher-authored. | 6.0 Anti-Racism and Ethnocultural Equity - Revised 2011 |
6.1 That all educational policies be anti-racist.
6.2 That anti-racist policies be a component of broad equity policies.
6.3 That every school develop strategies for inclusion of its diverse community.
6.4 That every district school board provide anti-racist training. | 7.0 Arts and Culture - 2004 |
7.1 That arts and culture be supported through programming, networking, and communications.
7.2 That arts and culture programs be mandated in schools and fully funded by the provincial government.
7.3 That arts and culture programs be taught by fully qualified teachers. | 8.0 Assessment Days - 2008 |
8.1 That the 10 instructional days be allocated during the school year as assessment days.
8.2 That a member be replaced by an occasional teacher on an assessment day.
8.3 That the use of an assessment day by a member be self-directed.
8.4 That the use of an assessment day include, but not to be limited to:
8.4.1 conducting formative assessment;
8.4.2 analyzing assessment data;
8.4.3 planning and revising instruction based on assessment;
8.4.4 providing feedback to students for improvement;
8.4.5 consulting with collegues on assessment related findings and issues;
8.4.6 preparing for, and meeting with, parents regarding assessments and learning plans for students; and
8.4.7 completing report cards. | 9.0 Associate Teachers - 2008 |
9.1 That participation by a member as an associate teacher be voluntary.
9.2 That associate teacher positions be posted.
9.3 That the selection process for associate teachers be developed through consultation with members on the staff at the school.
9.4 That associate teacher candidates have a minimum of five (5) years of successful teaching experience.
9.5 That appropriate remuneration be paid directly to a member serving as an associate teacher.
9.6 That one associate teacher be assigned to each teacher candidate per placement and that there be a maximum of two (2) placements per year.
9.7 That a member serving as an associate teacher be provided with professional development by a faculty of education during the instructional day.
9.8 That professional development on the relationship between associate and teacher candidates, responsibilities, and evaluation procedures be provided to associate teachers.
9.9 That planning, supervising, and conferencing time be provided during the instructional day for a member serving as an associate teacher.
9.10 That when a member acts as an associate teacher, priority be given to candidates enrolled in teacher education programs at publicly funded Ontario universities. | 10.0 Board and School data Collections and Reporting - Revised 2010 |
10.1 That student achievement data not be used for the purposes of Teacher Performance Appraisal.
10.2 That the province-wide privacy standards for the collection, ethical use, disclosure, access, security, and challenges for accuracy and completeness of data be developed by the Ministry of Education.
10.3 That local federation representatives be included on steering committees established by school boards related to data collection, disclosure, access, accuracy, completeness, privacy, security and the uses of data.
10.4 That district school boards be required to establish protocols and policies that comply with ministry standards.
10.5 That a cyclical Privacy Impact Analysis, to assess adherence to privacy policies, be completed by all district school boards, in consultation with the local.
10.6 That audit trails, to monitor appropriate uses of data at all user levels, be implemented by district school boards.
10.7 That data storage protocols that identify data storage locations, duration of storage, and processes for purging outdated data be developed by district school boards.
10.8 That policies to articulate and limit data access by educational workers be developed by district school boards.
10.9 That teachers be informed of, and have access to personal data that is collected, used, and disclosed for reporting purposes.
10.10 That any developmental, consulting, or implementation fees paid by the government and/or school boards to private companies (domestic or foreign) for data collection be fully disclosed.
10.11 That the assignment of data entry to teachers be opposed. | 11.0 Certification - 1998 |
11.1 That all teachers be registered by the Ontario College of Teachers.
11.2 That all pupils from junior kindergarten to grade eight in English-language public district school boards and school authorities be taught by members of the Elementary Teachers’ Federation of Ontario who are registered by the Ontario College of Teachers. | 12.0 Charter Schools - 1998 |
12.1 That the use of public funds or tax rebates for the support of charter schools be opposed. | 13.0 Child Care - 2001 |
13.1 That the development of universally accessible, high-quality, not-for-profit child care programs and services be supported. | 14.0 Class Size - Revised 2006 |
14.1 That the maximum class size in single grade classes be:
Junior Kindergarten 15
Senior Kindergarten 16
Primary 18
Junior 20
Intermediate 22
14.2 That the maximum class size in combined grade classes be:
Kindergarten 14
Primary 16
Junior 18
Intermediate 20
14.3 That, for the purpose of establishing class size, there be a weighting factor for special needs students who are integrated into regular classrooms. | 15.0 Classroom Assessment and Evaluation - Revised 2008 |
15.1 That assessment and evaluation practices be developmentally appropriate, equitable, fair, and valid for all students and teachers.
15.2 That the assessment and evaluation of student learning be non-partisan and apolitical.
15.3 That assessment and evaluation be recognized as having a variety of purposes including feedback, reflection, instruction, and reporting.
15.4 That teachers have autonomy regarding their assessment and evaluation practices.
15.5 That teachers be provided with additional preperation time within the instructional day to assess and evaluate student learning.
15.6 That teacher training within the instruction day on assessment and evaluation be adequately funded by the Ministry through the funding formula.
15.7 That education funding be provided for system-wide teacher leaders within district school boards to aid teachers in the implementation of the curriculum, assessment, evaluation, and reporting.
15.8 That a cyclical review of assessment and evaluation policies, including feedback from elementary teachers, be implemented by the Ministry of Education.
15.9 That the primary purpose of the mandatory disctrict school board assessments be to support instruction and enhance student learning.
15.10 That time be given during the instructional day for the implementation and marking of mandatory district school board assessments.
15.11 That time be given during the instructional day for teacher review and planning following mandatory district school board assessments. | 16.0 Collection of Money by Teachers - 2009 |
16.1 That the collection of money from students, parents, or guardians by teachers be voluntary.
16.2 That the collection, recording, and safe-keeping of money from students, parents, or guardians be the responsibility of the school administration.
16.3 That the parameters for the collection of money from students, parents, or guardians be set out in local collective agreements. | 17.0 Combined Grades - Revised 2007 |
17.1 That the formation of a combined grade classroom be for pedagogically sound reasons.
17.2 That only those students who are independent learners be assigned to a combined grade classroom.
17.3 That students in Grades 3 to 8, who are subject to intensive testing by the EQAO, not be placed in a combined grade classroom.
17.4 That class size in a combined grade classroom be smaller than the norm.
17.5 That teachers of combined grade classrooms be provided with additional preparation time within the students’ instructional day.
17.6 That teachers assigned to a combined grade classroom be experienced.
17.7 That neither teachers nor students be placed in a combined grade classroom for consecutive years.
17.8 That access to specialists – ESL teachers, special education specialists, teacher librarians, guidance counselors, subject specialists, education assistants, and other support personnel be provided to teachers of combined grade classrooms.
17.9 That adequate and appropriate student learning materials, teaching resources, and equipment and supplies be provided for the students in each grade of a combined grade classroom.
17.10 That teachers be provided with access to quality professional development programs within the students’ instructional day that address the pedagogy and management of teaching combined grades.
17.11 That combined grade classrooms be comprised of students in a single division.
17.12 That partial or full rotary systems not be implemented for students in combined grade classrooms.
17.13 That safety conditions in combined grade classrooms be monitored and potential dangers addressed.
17.14 That curricula be designed to maximize integration across subjects and grades to support effective teaching and learning strategies in combined grade classrooms.
17.15 That elementary students in combined grade classrooms be developed by district school boards, in consultation with teachers.
17.16 That a comprehensive set of policies and procedures that guide the creation and implementation of combined grade classrooms be developed by district school boards, in consultation with teachers.
17.17 That student teachers be provided with opportunities to take practicums in combined grade classrooms.
17.18 That the knowledge and skills needed to teach in combined grade classrooms be included in curriculum and methods courses provided by faculties of education.
17.19 That cyclical reviews of the curricula for combined grade classrooms be conducted by the Ministry of Education to ensure that the needs of students and teachers in combined grade classrooms are met.
17.20 That cyclical reviews of the funding formula be conducted by the Ministry of Education to ensure that adequate funds are allocated to support students and teachers in combined grade classrooms.
17.21 That cyclical reviews of the provincial report card and the reporting process be conducted by the Ministry of Education to ensure that the needs of students and teachers in combined grade classrooms are met.
17.22 That the information of triple/multiple combined grades in the elementary panel be opposed. | 18.0 Corporate Sponsorship - 2000 |
18.1 That member participation in corporate sponsorship activities be voluntary.
18.2 That corporate sponsorships not be established to compensate for inadequate provincial funding for education.
18.3 That programs of corporate involvement should meet an identified education need.
18.4 That corporate sponsorships not exploit students.
18.5 That corporate sponsorships benefit students and staff.
18.6 That revenues and resources generated by corporate sponsorships within a school board be shared equitably among all work sites. | 19.0 Curriculum Development - Revised 2006 |
19.1 That curriculum guidelines be based on knowledge of child development, reflect realistic expectations, and be designed to meet the needs of elementary students and elementary teachers.
19.2 That the majority of members on ministry and school board elementary curriculum teams that are involved in the development, implementation and review of elementary curriculum be practicing elementary teachers registered by the Ontario College of Teachers.
19.3 That extensive time is required for curriculum development, implementation and evaluation, necessitating at least one full school year between dissemination and implementation of new guidelines at the elementary school level.
19.4 That the Ministry of Education be responsible for providing adequate funding for the development/review of curriculum, and the development/implementation of professional in-service programs for elementary curriculum for all elementary teachers.
19.5 That the Ministry of Education be responsible for providing the financial resources that would provide time, materials and necessary organizational arrangements for the implementation of elementary curriculum guidelines.
19.6 That the Ministry of Education curriculum documents address anti-racist and equity issues.
19.7 That Ministry of Education curriculum guidelines be free from for-profit corporate influence. | 20.0 Disability Issues - Revised 2006 |
20.1 That disability be defined as an interaction between characteristics of the individual and characteristics of the natural, built, cultural, and social environment, which prevent individuals living with impairments and/or disabled individuals (e.g., cognitive, intellectual, medical condition/illness, physical, psychological, sensory and psychiatric survivors/consumers) from full and equal participation in society.
20.2 That disabilities arising through the combination of individual characteristics and contextual factors including environmental factors (e.g., social attitudes, architectural characteristics, legal and social structures, as well as climate, terrain, and so forth), and personal factors (e.g., age, social background, past and current experiences) which when combined may affect the working conditions for disabled members be acknowledged.
20.3 That multi-faceted attentiveness to interactions between characteristics of the individual member, characteristics of the natural, built, cultural, and social environment and their combined interconnections, and intersections with age, ethnicity, gender, race, religion, social class, sexuality, stigma, and stigmatization be included in any definition of disability.
20.4 That the concerns of disabled members of ETFO with the aim of improving access, inclusion, and reducing attitudinal barriers be addressed by district school boards.
20.5 That a healthy and accessible working environment be a right of disabled members of ETFO (e.g., cognitive, intellectual, medical condition/illness, physical, psychological, sensory and psychiatric survivors/consumers).
20.6 That disability issues, including workplace accessibility, social environment, and inclusion, be clearly defined and addressed by equity policies at both the provincial and local levels.
20.7 That working conditions, as they relate to accessibility and other factors which may include accommodations, adaptive technologies, attitudinal barriers and modifications for disabled members of ETFO be explicitly addressed in collective agreements. | 21.0 Discrimination - 1998 |
21.1 That provisions against discrimination on the basis of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, gender, record of offences, marital status, family status or disability be negotiated into every collective agreement.
21.2 That language which guarantees equal compensation and benefit protection for same-sex partnerships and their families be negotiated into every collective agreement. | 22.0 District School Boards - 2007 |
22.1 That companies and corporations established by district school boards to subsidize the operation of publicly funded schools be disbanded.
| 23.0 Early Years - Revised 2007 |
23.1 That all district school boards be funded by the Ministry of Education to offer every-day full-day junior and senior kindergarten programs.
23.2 That junior kindergarten and senior kindergarten programs be taught by members who hold a certificate of qualifications to teach in Ontario.
23.3 That school based integrated early childhood education programs be located in schools and staffed by members who hold a certificate of qualifications to teach in Ontario and qualified as early childhood educators.
23.4 That maximum class size be 15 students for junior kindergarten, 16 students for senior kindergarten, and 14 students for a combined junior/senior kindergarten class.
23.5 That every junior and senior kindergarten class have at least one full-time educational assistant.
23.6 That formal written reporting for junior kindergarten be anecdotal only and occur in the third term.
23.7 That formal written reporting for senior kindergarten be anecdotal only and occur no more than twice per school year.
23.8 That junior kindergarten and senior kindergarten-aged children be taught by members who hold a certificate of qualifications to teach in Ontario.
23.9 That the senior Kindergarten program be mandatory for all children in Ontario. | 24.0 Education as a Human Right - 1998 |
24.1 That the highest quality of education for all citizens, irrespective of their needs and/or abilities, be enshrined as a basic human right in the Canadian Constitution. | 25.0 Education Funding - Revised 2008 |
25.1 That public education be publicly funded.
25.2 That the foundation grant for elementary pupils be increased to eliminate the gap in funding between elementary and secondary students.
25.3 That funding to reduce elementary class sizes be increased.
25.4 That funding for early years education be increased to include:
25.4.1 funding targeted for the reduction of primary class sizes;
25.4.2 funding for French as a Second Language programs; and
25.4.3 continued funding for full-day senior kindergarten.
25.5 That preparation time for elementary teachers be funded at no less than 375 minutes per teacher per week.
25.6 That education funding be amended to provide adequate professional supports for the classroom.
25.7 That the formula for funding elementary pupil spaces be amended to ensure that elementary schools are safe and well maintained environments with sufficient space to provide for both the physical and pedagogical needs of elementary students.
25.8 That any funds generated for elementary students be used exclusively for elementary students and that both the Ministry and school boards be required to report revenues and expenditures by panel.
25.9 That the right to levy taxes for local education purposes be restored to district school boards.
25.10 That through the funding formula, the Ministry of Education adequately fund district school board personnel and resources to implement board and school action/improvement plans.
| 26.0 Elementary Students and Programs - Revised 2006 |
26.1 That all elementary students, junior kindergarten through grade 8, inclusive, be taught by members of ETFO.
26.2 That the placement of elementary students and programs shall be in elementary facilities only.
26.3 That the referral of students in publicly-funded schools to private education providers be opposed. | 27.0 Employee Assistance Programs - 1998 |
27.1 That an employee assistance program be established jointly by the ETFO local and the district school board or school authority.
27.2 That the employee assistance program be accessible on a voluntary and confidential basis only. | 28.0 Employment Equity - Revised 2000 |
28.1 That employment equity clauses be negotiated into collective agreements.
28.2 That employment equity programs for women, racial minorities, Aboriginal Peoples, gay, lesbian, bisexual, and transgender people and people with disabilities be mandatory in both private and public sectors through federal and provincial legislation.
28.3 That district school boards be responsible to ensure that recruitment, employment and promotion practices and policies are free of systemic and deliberate barriers that discriminate against either men or women, Aboriginal Peoples, gay, lesbian, bisexual, and transgender people, people with disabilities and people of racial minorities. | 29.0 English as a Second Language and English Literacy Development - Revised 2002 |
29.1 That English as a Second Language and English Literacy Development programs be mandated and fully funded by the provincial government.
29.2 That English as a Second Language and English Literacy Development programs be delivered by members who hold a certificate of qualification to teach in Ontario.
29.3 That the maximum ratio of English as a Second Language students to teachers be 15:1.
29.4 That the maximum ratio of English Literacy Development students to teachers be 12:1. | 30.0 Environmental Education - 2004 |
30.1 That environmental education be an integral part of the curriculum.
30.2 That environmentally friendly practices be adopted by district school boards.
30.3 That programs and procedures that actively promote environmental care and concern be developed by district school boards. | 31.0 Equity and Social Justice - 2003 |
31.1 That equity be defined as fairness achieved through pro-active measures which result in equality and social justice for all.
31.2 That discriminatory practices not be accepted within ETFO and that ETFO work pro-actively to effect change within the Federation, in the education community, and in Canadian and international society by recognizing, accommodating, and celebrating differences among people and groups.
31.3 That the differences among people and groups and the provision of special programs for particular groups, where appropriate, be recognized and accommodated within ETFO.
31.4 That support for learning, growth, personal identities, professionalism, working conditions, and livelihood be included as a part of the ETFO commitment to protect and further the interests of members.
31.5 That ongoing work in policy development, accountability, professional development, communications, programs, and outreach be evidence of the ETFO commitment to equity and social justice. | 32.0 ETFO Representation - Revised 2004 |
32.1 That all appointed or selected groups within or representing ETFO strive to be representative of diversity.
32.2 That the teaching population in publicly funded elementary schools be representative of the Ontario population-at-large. | 33.0 Extra-Curricular Activities - 2001 |
33.1 That the provision of extra-curricular activities by members be strictly voluntary. | 34.0 French as a Second Language - Revised 2002 |
34.1 That French as a Second Language programs from Junior Kindergarten to Grade 8 be mandated and fully funded by the provincial government.
34.2 The French as a Second Language programs be delivered by members who hold a certificate of qualifications to teach in Ontario.
34.3 That French as a Second Language teachers have their own classroom.
34.4 That French as a Second Language teachers not be responsible for the instruction or supervision of students exempted from French as a Second Language programs.
34.5 That students in French Immersion programs have access to the full range of special education services. | 35.0 Harassment - Revised 2000 |
35.1 That all members be employed in a working environment free from harassment because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, gender, record of offences, marital status, family status, or disability.
35.2 That district school boards be responsible for providing members with a safe, secure workplace with no fear of harassment or personal harm.
35.3 That district school boards, staff and students be responsible to create and maintain an environment free from any form of harassment in all aspects of school program and practices.
35.4 That clauses to deal with harassment issues in the workplace be negotiated into collective agreements. | 36.0 Health and Safety - Revised 2003 |
36.1 That a healthy and safe working environment be accorded to all members.
36.2 That district school boards and school authorities be responsible to provide a healthy and safe working environment.
36.3 That it be the right of a member to be removed from a working environment if there is a health risk created by a communicable disease.
36.4 That members, for whom exposure to Fifth Disease may present a serious health risk, be protected. | 37.0 Homework and Elementary Students - 2008 |
37.1 That homework be defined as a teacher-assigned learning experience that takes place outside of the classroom.
37.2 That the assignment of homework be optional and at the sole discretion of the teacher.
37.3 That the preparation and use of homework as a replacement for in-school instruction be opposed.
37.4 That the development of homework assignments by teachers for students absences be opposed.
37.5 That when homework is assigned, it be designed to provide opportunity to enhance student learning.
37.6 That when homework is assigned it will be based on student abilities, needs, and understanding of the daily program.
37.7 That when homework is assigned it will be based on the Ontario curriculum expectations and learning skills.
37.8 That overall homework expectations be communicated to students and parents in a manner deemed appropriate by the teacher.
37.9 That decisions made by teachers whith respect to the assigning of homework be supported by school administrators. | 38.0 Information and Communication Technology - Revised 2004 |
38.1 That the use of information and communication technology be embedded in the curriculum.
38.2 That adequate funding for information and communication technology within district school boards be included in the education funding formula.
38.11 That adequate district school board resources be allocated to support technological enhancement programs. | 39.0 Instructional Day - Revised 2006 |
39.0 That the maximum length of a teacher’s instructional time be 225 minutes per day.
39.2 That preparation time for elementary teachers be no less than 75 minutes per day. | 40.0 Intermediate Division - 2008 |
40.1 That the primary purpose of the intermediate classroom be the development of the adolescent learner.
40.2 That Grade 7 and 8 students be taught by ETFO members who hold qualifications to teach in Ontario and are qualified as intermediate educators.
40.3 That intermediate classes be capped at 22 students and combined classes be capped at 20 students.
40.4 That access to elementary teachers who specialize in a subject area, ELL teachers, special education teachers, teacher librarians, and guidance counsellors be provided to classroom teachers at the intermediate level.
40.5 That intermediate teaching assignments be designed in consultation with intermediate teachers based on teacher qualifications and prferences.
40.6 That workload and planning expectations be equitable across teaching assignments in full or partial rotary.
40.7 That employer-provided professional development for intermediate teachers include those areas unique to the adolescent learner and be delivered on professional activity days during the school year and/or instructional days with release time provided by the employer.
40.8 That significant changes in the instructional practice be phased in and sustrained by appropriate, meaningful, and flexible professional learning for all intermediate teachers.
40.9 That decision-making related to all matters affecting Grade 7 and 8 students be made in consultation with ETFO intermediate teachers. | 41.0 Just Cause - 1998 |
41.1 That just cause clauses be negotiated into every collective agreement.
41.2 That no member be transferred, disciplined, demoted, or discharged without just and sufficient cause, and such cause shall be communicated in writing. | 42.0 Marketing to Students - 2007 |
42.1 That the marketing of commercial products and services to students in publicly-funded schools be prohibited. | 43.0 Medical or Physical Procedures For Students - 2000 |
43.1 That no member, unless specifically hired and trained to do so, be required to administer medication or perform any medical or physical procedure on any student.
43.2 That no member be required to examine students for communicable conditions or diseases or to diagnose such conditions or diseases. | 44.0 Member Assessment and Evaluation - Revised 2010 |
44.1 That the sole purpose of member assessment and evaluation be to provide for continued professional growth of the member in order to improve instruction, member effectiveness, and the learning environment.
44.2 That the criteria, procedures, and practices for member assessment and evaluation be developed jointly by the district school board or school authority and the Elementary Teachers' Federation of Ontario local.
44.3 That only a principal, vice-principal, or appropriate supervisory officer with elementary teaching experience be entitled to conduct member assessment and evaluation that provide a written record of a member’s current level of performance.
44.4 That a member, while employed on a temporary basis as a principal or vice-principal, not be entitled to conduct member assessment and evaluation.
44.5 That member assessment and evaluation not be based on student assessment and evaluation results. | 45.0 Mentors and coaches of members in the classroom - 2009 |
45.1 That member participation in a mentoring or coaching activity in the classroom be voluntary.
45.2 That the sole purpose of any mentoring or coaching activity in the classroom be to provide feedback to the member or model new strategies.
45.3 That mentoring or coaching activities not be evaluative in nature.
45.4 That the scheduling and length of all mentoring or coaching activities in a classroom be mutually agreed upon by the member and the mentor or coach.
45.5 That all information obtained from mentoring or coaching activities in a classroom be confidential between the member and the mentor or coach.
45.6 That the participation of more than one mentor or coach in any one classroom activity be opposed.
45.7 That any debriefing meeting regarding a classroom mentoring or coaching activity be held between the member and the mentor or coach during the instructional day with release time provided by the district school board. | 46.0 Merit Pay - 2010 |
46.1 That member compensation be based solely on years of experience, qualifications, and additional responsibilities as recognized in local collective agreements.
46.2 That implementation of merit pay be opposed. | 47.0 Native Languages - Revised 2001 |
47.1 That Native Language programs be mandated and fully funded by the provincial government.
47.2 That Native Language programs be delivered by members who hold a Certificate of Qualification to teach in Ontario.
47.3 That Native language instruction be an inherent right for all Aboriginal children. | 48.0 Negotiations - Revised 2007 |
48.1 That all terms and conditions of employment be negotiated.
48.2 That clauses that disadvantage another ETFO local not be included in the collective agreement of an ETFO local.
48.3 That clauses that require that all pupils from junior kindergarten to Grade 8 be taught by members of the Elementary Teachers’ Federation of Ontario, who hold a certificate of registration from the Ontario College of Teachers, be included in ETFO teacher and occasional teacher collective agreements.
48.4 That clauses that require that only workers with appropriate qualifications be employed be included in ETFO educational support personnel and professional support personnel collective agreements.
48.5 That seniority clauses be included in ETFO collective agreements.
48.6 That clauses that guarantee that no member of the bargaining unit who evaluate other members of the bargaining unit be included in ETFO collective agreements.
48.7 That clauses that guarantee that no member of the bargaining unit will be disadvantaged by negotiated changes to retirement gratuity or service allowance provisions be included in ETFO collective agreements.
48.8 That clauses providing retirement gratuities for some ETFO members in a local be extended equitably to all members of the local.
48.9 That clauses providing employer-subsidized child care be included in every collective agreement. | 49.0 Ontario College of Teachers - 1998 |
49.1 That the majority of the members of the Governing Council of the Ontario College of Teachers be members of the Ontario Teachers’ Federation.
49.2 That any mandated teacher recertification program be opposed. | 50.0 Ontario Municipal Employees' Retirement System - 1998 |
50.1 That all Educational Support Personnel and Professional Support Personnel members be active members of the Ontario Municipal Employees Retirement System. | 51.0 Ontario Teachers' Pension Plan - Revised 2010 |
51.1 That all teacher qualified employees of a district school board, school authority, or designated employer be active members of the Ontario Teachers' Pension Plan.
51.2 That the Ontario Teachers' Pension Plan be a unique entity distinct from any other pension plan to which the Province of Ontario makes contributions.
51.3 That the Ontario Teachers' Pension Plan be a jointly sponsored equal partnership between the Ontario Teachers' Federation and the government of the Province of Ontario.
51.4 That the required contribution of the government of the Province of Ontario be at least equal to that contributed by the teachers.
51.5 That any reduction to member benefits be opposed. | 52.0 Paid Instruction Outside The Instructional Day - 2009 |
52.1 That all paid instruction of elementary students provided by school boards outside the instructional day for the purpose of improving standardized test scores be opposed.
52.2 That all paid instruction of elementary students provided by school boards outside the instructional day be voluntary for teachers and have the goal of enhancing the learning of students and addressing issues of equity and access.
52.3 That all paid instruction of elementary students provided by school boards outside the instructional day be provided by members who hold a certificate of qualifications to teach in Ontario.
52.4 That clauses be included in collective agreements to ensure:
52.4.1 that the salary for paid instruction outside the instructional day is commensurate with the qualifications and experience of the member and the responsibilities performed;
52.4.2 that the place and hours of instruction, number of students, required equipment and supplies, and support for identified students be provided to the member in writing;
52.4.3 that experience credit be received for paid instruction outside the instructional day;
52.4.4 that premiums be submitted for employment insurance purposes for the hours worked on paid instruction outside the instructional day;
52.4.5 that premiums be submitted to the Ontario Teachers’ Pension Plan for the hours worked on paid instruction outside the instructional day;
52.4.6 that Federation dues be collected and submitted for the salary received for paid instruction outside the instructional day.
52.5 That members who instruct students during the instructional day not undertake paid work outside the instructional day to provide additional instruction/support to the same students. | 53.0 Parent-Teacher Interviews - 2010 |
53.1 That the scheduling of parent-teacher interviews be based on the professional judgement of the teacher.
53.2 That interviews scheduled at the request of the parent be held at a mutually convenient time.
53.3 That where a school board mandates interviews to be scheduled there be no more than one session scheduled during the school year.
53.4 That additional parent-teacher interviews be held based on the professional judgement of the teacher.
53.5 That school board mandated parent-teacher interviews be scheduled during the day on a professional activity day.
53.6 That the scheduling of school board mandated parent-teacher interviews be determined in consultation with the local.
53.7 That when school board mandated parent-teacher interviews occur outside of regular school hours, compensating time be provided on a professional activity day or by an occasional teacher.
53.8 That professional activity days designated in the collective agreement for assessment not be used for parent-teacher interviews.
53.9 That it be the responsibility of the school board to ensure the safety of teachers during parent-teacher interviews.
53.10 That the school board ensure an administrator is on-site during parent-teacher interviews. | 54.0 Pay Equity - 2009 |
54.1 That Pay Equity be recognized as a fundamental human right.
54.2 That Pay Equity is defined as equal pay for work of equal value, to ensure women workers are paid wages free of systemic gender-based discrimination. | 55.0 Physical Education - 2003 |
55.1 That physical education programs be mandated and fully funded by the provincial government.
55.2 That physical education programs be delivered by members who have a certificate of qualification to teach in Ontario and have additional specialized training in physical education. | 56.0 Private Schools - 1998 |
56.1 That the use of public funds or tax rebates for the support of private schools be opposed. | 57.0 Professional Activity Days - Revised 2011 |
57.1 That nine (9) professional activity days be available to teachers during the school year.
57.2 That a minimum of two (2) professional activity days be available to all teachers for self-directed professional learning.
57.3 That a minimum of three (3) professional activity days be available to all teachers and education workers for employer-provided professional learning.
57.4 That school board programs developed for professional activity days be supported by designated funding in the education funding formula.
57.5 That one (1) professional activity day be designated for activities determined by the local. | 58.0 Professional Development In-Service - 2002 |
58.1 That members who are requested by district school boards or school authorities to provide professional development for members be compensated by additional salary or lieu time for the development and the delivery of the program. | 59.0 Professional Learning For Teachers - Revised 2008 |
59.1 That the requirement of professional learning programs for teacher certification, recertification, or teacher evaluation be opposed.
59.2 That primary focus of professional learning be to enhance teaching and learning.
59.3 That ongoing professional learning be central to the professionalism of teachers.
59.4 That participation in professional learning programs be voluntary.
59.5 That professional learning programs be based on research and best practice.
59.6 That a variety of models of professional learning programs be available to teachers.
59.7 That professional learning programs be based on adult learning principles.
59.8 That professional learning programs be collaborative, collegial, and reflective.
59.9 That professional learning be supported with time and funding.
59.10 That opportunities to support and promote teacher leadership be integrated in professional learning programs.
59.11 That employer-provided professional learning be:
59.11.1 determined and delivered by district school boards in conjunction with elementary teachers;
59.11.2 schedule to occur on professional activity days during the school year, and/or instructional days with release time provided by the employer;
59.11.3 support through designated funding in the education funding formula;
59.11.4 voluntary if it occurs outside the instructional day;
59.11.5 free of charge to the teacher; and
59.11.6 reflective of the diverse needs of the teachers.
59.12 That professional learning programs be offered by a range of agencies such as teacher federations, universities, the Ministry of Education, learning networks, education organizations, and subject associations.
59.13 That the professional learning programs be regularly assessed to determine the effectiveness of the program.
| 60.0 Professional Learning Community - Revised 2011 |
60.1 That a group of education professionals who share common visions, values, and goals, and work collaboratively using inquiry, experimentation, and innovation to improve teaching and student learning be described as a Professional Learning Community.
60.2 That teacher participation in a Professional Learning Community be self-directed and voluntary.
60.3 That a culture of collegiality and respect for member professionalism and autonomy be fostered by a Professional Learning Community.
60.4 That a teacher’s ability to generate knowledge regarding teaching and learning be recognized by a Professional Learning Community.
60.5 That all aspects of the functioning of a Professional Learning Community be based upon an evidence-based, shared decision-making model.
60.6 That teacher empowerment and leadership development be integral components of a Professional Learning Community.
60.7 That professional development opportunities during the school day on the role and function of a Professional Learning Community be provided by district school boards prior to, and throughout the development of a Professional Learning Community.
60.8 That funding for a Professional Learning Community to access professional learning opportunities and resources, and enable teachers to meet and collaborate during the school day, exclusive of teacher preparation time and nutrition/lunch breaks, be provided by district school boards.
60.9 That provision for teacher self-directed learning be included in any professional development associated with a Professional Learning Community.
60.10 That all areas of the curriculum, with emphasis on the development of the whole child, be included in the objectives of a Professional Learning Community.
60.11 That no aspect of teacher participation in a Professional Learning Community be used for teacher performance appraisal. | 61.0 Provincial, National, and International Testing - 2008 |
61.1 That the provincial testing of all students in Kindergarten to Grade 8 for the purpose of public accountability be opposed.
61.2 That the use of national and international tests for the purpose of public accountability be opposed.
61.3 That the ranking of schools based upon the results of provincial testing be opposed. | 62.0 Provincial Report Card - Revised 2008 |
62.1 That no more that two (2) report cards be prepared in each school year.
62.2 That teachers have autonomy regarding the content and style of report card comments to ensure that the comments reflect the specific strengths and needs of their students.
62.3 That district school board reporting policies be consistant across the province and based on Ministry policies.
62.4 That reporting be non-partisan and apolitical.
62.6 That teachers be consulted by their district school boards and the Ministry of Education in the development of computer software and web-based applications for the preparation of the provincial report card.
| 63.0 Religious Rights - Revised 2000 |
63.1 That members be permitted without cause and upon request, to be exempt from participation in opening exercises of a religious/faith/spiritual nature.
63.2 That it be the right of members to have personal days available for religious/faith/holy days with no loss of salary or benefits. | 64.0 School Administration - Revised 2011 |
64.1 That in every school site there be a full-time principal.
64.2 That the role of teacher-in-charge be voluntary.
64.3 That, when a member is serving as teacher-in-charge, an occasional teacher be hired to replace that member. | 65.0 School Closures - 2000 |
65.1 That the closing of schools based solely on the provincial funding formula be opposed. | 66.0 School Councils - Revised 2000 |
66.1 That school councils be advisory in nature.
66.2 That teachers and educational workers, as parents, have the right to be members of school councils with full rights and privileges.
66.3 That school councils accurately reflect the cultural, racial, and linguistic diversity of the communities that they represent. | 67.0 School Fundraising - Revised 2004 |
67.1 That district school boards be adequately funded to eliminate the need for schools to raise funds for basic resources, equipment, and supplies.
67.2 That the use or sale of employee or student databases by district school boards or other educational employers for the purpose of fundraising solicitations be opposed.
67.3 That no fundraising requests be attached to the pay stub of a teacher or educational worker by a district school board or other educational employer. | 68.0 School Library Programs - Revised 2005 |
68.1 That school library programs be mandated and fully funded by the provincial government.
68.2 That elementary school library programs be delivered by ETFO members who have a certificate of qualification(s) to teach in Ontario and have additional specialized training in teacher-librarianship.
68.3 That the provincial government provide the necessary funding for every elementary school in Ontario to be staffed with a minimum of one full-time teacher librarian.
68.4 That elementary school libraries be fully accessible to students during the entire instructional day.
68.5 That educational materials and resources available in elementary school libraries be appropriate to the instructional needs of the school and consider such factors as grade levels, developmental needs of students, language of instruction, and additional individualized school-based programs.
68.6 That elementary school libraries be equipped with current and adequate computer technology, including hardware and software, and access to the internet.
68.7 That elementary school library collections represent the diverse make-up of our society, are free of bias, are current and up to date; and include a focus on Canadian content. | 69.0 School Year - 2009 |
69.1 That the school year calendar be no greater than 193 school days.
69.2 That of the 193 school days, 184 be instructional days, and nine (9) be professional activity days. | 70.0 Special Education - General - Revised 2011 |
70.1 That special education programs be mandated and fully funded by the provincial government.
70.2 That public education in Ontario be based on a commitment to students, parents, and teachers that supports the intellectual, social, physical, and emotional development of each child in the most enabling environment.
70.3 That effective program options and supports, particularly early intervention initiatives, be provided for children at risk to ensure equitable opportunities for them to succeed.
70.4 That special education decisions and programs for at risk students consider the intersection of the elements of class, gender, race, culture, and language, as they impact on children’s learning, assessment and placement.
70.5 That special education services be co-ordinated to provide the best delivery service for children including students in second language programs.
70.6 That a reduction of the pupil-teacher ratio within classrooms where there are special needs students be mandated by the provincial government.
70.7 That sufficient quality resources, appropriate teaching materials, and a full range of support services and personnel be mandated and funded by the provincial government.
70.8 That meaningful professional development related to special education be funded by the provincial government to support teachers and support personnel.
70.9 That all special education classes be equipped with proper facilities to accommodate the teachers and students.
70.10 That the role of special education teacher be performed only by members of an ETFO bargaining unit.
70.11 That special education teachers be responsible for providing direct instructions to students with special needs and working with classroom teachers to develop and implement programs for students with special needs.
70.12 That time during students' instructional day be provided by the district school board for classroom and special education teachers to collaborate and develop programs for students with special needs.
70.13 That Individual Education Plans be written only for students who have been identified as exceptional through an Identification, Placement, and Review Committee.
70.14 That professional development on writing Individual Education Plans be provided by the district school boards during the students' instructional day.
70.15 That the provision of professional development and the allocation of time for collaboration and development of Individual Education Plans be carefully funded by the provincial government.
| 71.0 Student Use of Personal Electronic Devices in the Classroom - Revised 2011 |
71.1 That district school boards adopt policies and procedures dealing with the use of personal electronic devices by students.
71.2 That the unrestricted use of personal electronic devices on school property by students be opposed.
71.3 That personal electronic devices be stored during the instructional day unless their use is directly authorized by staff.
71.4 That students be responsible for the loss or damage of personal electronic devices.
71.5 That the inappropriate use of personal electronic devices by students, including cyberbullying and harassment of school staff and students and the inappropriate use of photos and videos, be addressed in school behaviour codes or codes of conduct and district school board policies and procedures.
71.6 That a process to allow parents to contact students or to allow students to contact a parent or guardian during the instructional day be included in district school board communication policies.
71.7 That the unauthorized recording, posting, or publishing of photos, videos, or audio of members be opposed. | 72.0 Support Personnel - 2000 |
72.1 That paid support personnel be responsible to the principal of the school.
72.2 That the evaluation of support personnel be the responsibility of the principal and vice-principal.
72.3 That teachers and support personnel be provided additional preparation time within the students’ instructional day to plan and communicate.
72.4 That district school boards provide appropriate training for teachers and support personnel to enhance the effectiveness of teachers and support personnel working together.
72.5 That district school boards provide appropriate training for support personnel that is relative to the condition of his/her student(s). | 73.0 Taxation - 2009 |
73.1 That publicly funded schools and district school boards be exempt from goods and services taxation. | 74.0 Volunteers in the Work Site - 2001 |
74.1 That volunteers be persons who:
74.1.1 assist in a support role within the school;
74.1.2 do not receive monetary compensation; and
74.1.3 provide services under the supervision of the principal or designate.
74.2 That it be the right of a teacher to decline the services of a volunteer.
74.3 That a teacher accepting the services of a volunteer be provided with planning time and the opportunity to communicate with the volunteer during the instructional day.
74.4 That volunteers working with children be under the direction of a teacher at all times.
74.5 That all services provided by volunteers be assigned by the principal or designate.
74.6 That volunteers not be used:
74.6.1 to do the work of occasional teachers;
74.6.2 to supervise students in the absence of the teacher;
74.6.3 to evaluate students;
74.6.4 to mark tests;
74.6.5 to plan program; and
74.6.6 to discipline students.
74.7 That policies and procedures for the use of volunteers in the worksite be co-operatively developed by district school boards and teachers.
74.8 That the following topics be included in any policies or procedures developed for the use of volunteers in the worksite:
74.8.1 clear role descriptions;
74.8.2 clear protocol for expressing concerns;
74.8.3 consistent recruitment process;
74.8.4 inservice and orientation for volunteers; and
74.8.5 emphasis on confidentiality and non-access to student records.
74.9 That volunteers not be included in the calculation of the pupil-teacher ratio or class size.
74.10 That volunteers be removed from the worksite in the event of legal strike action by ETFO or lockout by a district school board. | 75.0 Voucher Education - 1998 |
75.1 That the development of any educational program based on the educational voucher concept be opposed. | 76.0 Youth News Network - 1999 |
76.1 That the introduction of the Youth News Network (YNN) to Ontario public schools be actively opposed.
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