Policy Statements

1.1 That accountability be defined as the process through which individuals, organizations, and govenments take responsiblity for actions, report on actions taken, and improve performance.
 
1.2 That the support and enhancement of student learning, including cognitive and affective learning outcomes, be the focus of educational accountability.
 
1.3 That the public educational system be accountable for the attainment of educational goals, taking into account contextual factors that may affect results.
 
1.4​ 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. ​

2.1​ That the advertising of commercial goods and services in schools be prohibited. ​

3.1​ That the advertising of commercial goods and services directed at children be prohibited.​

4.1​ That the Annual Learning Plans of teachers be teacher-directed and teacher-authored. ​

5.1 That the word Black be used to describe all people whose ancestry is rooted in African Diaspora.

5.2 That public education in Ontario be based on a commitment to students, parents, and educators to support the intellectual, social, physical and emotional development of each child in the most enabling environment regardless of race.

5.3 That ETFO members who are Black have the right to an inclusive and respectful working environment that adheres to the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code.

5.4 That the racial identity of an ETFO member not limit their aspirations for social, economic and political opportunities in the education and labour sector.

5.5 That all Black ETFO members have the right to work in environments that are free of bias, racism and prejudice.

5.6 That district school board professional development related to anti-Black racism be available and accessible to all students, educators and support personnel.

5.7 That the Ministry of Education update curriculum expectations to include Black Canadian content and provide education on anti-Black racism and the effects of institutional and systemic racism on students, ETFO members and communities.

5.8 That district school boards update current policies and procedures to ensure the safety and prosperity of Black educators, students and parents/guardians.

5.9 That district school boards ensure that recruitment, employment, and promotion practices and policies are free of systemic barriers that discriminate against Black educators.

6.1 That all school boards provide programming and school-based plans for educators on socio-economic inequities to address the unique needs of students living in poverty and provide equal opportunities for them to be successful.

7.1 That all educational policies be antiracist.

7.2 That anti-racist policies be a component of board equity policies.

7.3 That every school develop strategies for inclusion of its diverse community.

7.4 That every district school board provide anti-racist training.

8.1 That the complex and reciprocal relationship between student and educator is central to teaching and learning, and artificial intelligence tools used in educational settings should be designed to complement, not replace human relationships.  

8.2 That artificial intelligence should not replace any member or the work of a member.  

8.3 That Ministry of Education/provincial artificial intelligence policies and curriculum be developed in consultation with educators, school boards, and federations, and that sufficient funding and professional learning be provided for implementation.  

8.4 That board artificial intelligence policies and procedures cannot contravene the collective agreement, the Education Act, or prevailing legislation.  

8.5 That input from federation representatives be sought in the development, implementation, and ongoing review of artificial intelligence policies and guidelines in both staff and student use by district school boards.  

8.6 That clear, comprehensive user policies and procedures be provided by district school boards on the use of artificial intelligence tools for both professional use and use with students.  

8.7 That artificial intelligence policy and ethics reviews should be ongoing to adapt to technological advances, privacy and security policies, and evolving educational needs, and that the policies be provided to educators, students, and parents.  

8.8 That artificial intelligence tools, and any content that they generate, be evaluated using an anti-oppressive lens, with particular attention to bias and discrimination, and that this be a key factor in deciding on their use.   

8.9 That boards and vendors are responsible for conducting thorough risk assessments of artificial intelligence tools approved for use in schools.  

8.10 That school boards prioritize minimizing the carbon footprint of artificial intelligence systems used in schools.  

8.11 That the inappropriate or unauthorized use of artificial intelligence by students, at any time, including cyberbullying and harassment of school staff and students, be addressed in school codes of conduct and district school board policies and procedures.  

8.12 That artificial intelligence is not to be used for the purposes of member performance appraisal. 

8.13 That artificial intelligence is not to be used during any phase of the internal and external hiring process including application and resumé reviews or the interview process.  

8.14 That school boards provide members with job-embedded, sustained, authentic professional development and training during the instructional day on the pedagogical and ethical implications of artificial intelligence, empowering them to critically assess artificial intelligence tools.

8.15 That a list of approved artificial intelligence tools and systems for use with staff and students be made publicly available and easily accessible.  

8.16 That technical support for use and integration of artificial intelligence tools and systems be provided by district school boards, including professional accounts at no cost to the member.  

8.17 That members who are responsible for effective instruction, assessment and evaluation of students as outlined in the Education Act not be replaced by artificial intelligence systems. This includes, but is not limited to, lesson plans, long-range plans, assessment and evaluation, and report cards.

8.18 That school boards provide policy on the use of artificial intelligence regarding academic integrity that builds on current plagiarism policy and existing collective agreements.  

8.19 That members maintain their professional judgement when determining whether to use artificial intelligence tools, when to use it, how to use it in classroom practice and assessment and evaluation.

8.20 That members who are responsible for evaluating student progress retain the final authority in ensuring artificial intelligence assessments are used to complement, not replace, human judgement.

9.1 That Arts and Culture programs be supported through programming, networking, and communications.
 
9.2 That Arts and Culture programs be mandated in schools and fully funded by the provincial government.
 
9.3​ That Arts and Culture programs be taught by fully qualified teachers. ​

10.1 That Arts Education programs be high quality and universally accessible.
 
10.2 That Arts programs be mandated and fully funded by the provincial government.
 
10.3​ That the Arts Curriculum be delivered by members who have a Certificate of Qualification to teach in Ontario and have a breadth and depth of subject-specific professional learning/curriculum in dance, drama, music, and/or visual-media arts education. ​

10.4 That adequate spaces and resources be available to conduct and implement arts education classes and programs.

11.1 That 10 instructional days be allocated during the school year as assessment days.
 
11.2 That a member be replaced by an occasional teacher on an assessment day.
 
11.3 That the use of an assessment day by a member be self-directed.
 
11.4 That the use of an assessment day include, but not to be limited to:​
 
11.4.1 conducting formative assessment;
 
11.4.2 analyzing assessment data;
 
11.4.3 planning and revising instruction based on assessment;
 
11.4.4​ providing feedback to students for improvement;
 
11.4.5​ consulting with collegues on assessment related findings and issues;
 
11.4.6 preparing for, and meeting with, parents regarding assessments and learning plans for students; and
 
11.4.7​ completing report cards.​​

12.1 That participation by a member as an associate teacher be voluntary.
 
12.2 That associate teacher positions be posted.
 
12.3 That the selection process for associate teachers be developed through consultation with members on the staff of the school.
 
12.4 That associate teacher candidates have a minimum of five (5) years of successful teaching experience.
 
12.5 That appropriate remuneration be paid directly to a member serving as an associate teacher.
 
12.6 That one (1) associate teacher be assigned to each teacher candidate per placement and that there be a maximum of two (2) placements per year.
 
12.7 That a member serving as an associate teacher be provided with professional learning/curriculum by a faculty of education during the instructional day.
 
12.8 That professional learning/curriculum on the relationship between associate and teacher candidates, responsibilities, and evaluation procedures be provided to associate teachers.
 
12.9 That planning, supervising, and conferencing time be provided during the instructional day for a member serving as an associate teacher.
 
12.10​ That when a member acts as an associate teacher, priority be given to candidates enrolled in teacher education programs at publicly funded Ontario universities. ​

13.1 That student achievement data not be used for the purposes of Teacher Performance Appraisal.
 
13.2 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.
 
13.3 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.
 
13.4 That district school boards be required to establish protocols and policies that comply with ministry standards.
 
13.5 That a cyclical Privacy Impact Analysis to assess adherence to privacy policies, be completed by all district school boards, in consultation with the local.
 
13.6 That audit trails to monitor appropriate uses of data at all user levels be implemented by district school boards.
 
13.7 That data storage protocols that identify data storage locations, duration of storage and processes for purging outdated data be developed by district school boards.
 
13.8 That policies to articulate and limit data access by educational workers be developed by district school boards.
 
13.9 That teachers be informed of, and have access to personal data that is collected, used and disclosed for reporting purposes.
 
13.10 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.
 
13.11 That the assignment of data entry to teachers be opposed. ​​

14.1 That all teachers be registered by the Ontario College of Teachers.
 
14.2 That all pupils from Junior Kindergarten to Grade 8 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.
 
14.3​ That all designated early childhood educators (DECEs) be registered by the College of Early Childhood Educators to hold the Registered Early Childhood Educator (RECE) credentials. ​

15.1 That the use of public funds or tax rebates for the support of charter schools be opposed.​ ​

16.1 That the development of universally accessible, high-quality, not-for-profit child-care programs and services facilitated by registered early childhood educators be supported.

17.1 That the maximum class size in single grade classes be:
Junior Kindergarten - 15
Senior Kindergarten - 16
Primary - 18
Junior - 20
Intermediate - 22. 
 
17.2 That the maximum class size in combined grade classes be:
Kindergarten - 14
Primary - 16
Junior - 18
Inermediate - 20. 
 
17.3 That, for the purpose of establishing class size, there be a weighting factor for special needs students who are integrated into regular classrooms. ​

18.1 That teachers utilize their professional judgement regarding their assessment and evaluation practices.
 
18.2 That teachers shall use their professional judgement to determine which assessment and/or evaluation tool(s) to use with individual or groups of students throughout the school year.
 
18.3 That assessment and evaluation practices be developmentally appropriate, equitable, fair and valid for all students and teachers.
 
18.4 That assessment and evaluation be recognized as having a variety of purposes including feedback, reflection, instruction and reporting.
 
18.5 That teachers be provided with additional preparation time within the instructional day to assess and evaluate student learning.
 
18.6 That teacher training within the instructional day on assessment and evaluation be adequately funded by the ministry through the funding formula.
 
18.7 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.
 
18.8 That a cyclical review of assessment and evaluation policies, including feedback from elementary teachers, be implemented by the Ministry of Education.
 
18.9 That the primary purpose of the mandatory disctrict school board assessments be to support instruction and enhance student learning.
 
18.10 That time be given during the instructional day for the implementation and marking of mandatory district school board assessments.
 
18.11 That time be given during the instructional day for teacher review and planning following mandatory district school board assessments. ​ ​
 
18.12 That the assessment and evaluation of student learning be non-partisan and apolitical.​ ​

19.1 That the collection of money from students, parents or guardians by teachers and designated early childhood educators (DECEs) be voluntary.
 
19.2 That the collection, recording, and safe-keeping of money from students, parents, or guardians be the responsibility of the school administration.
 
19.3​ That the parameters for the collection of money from students, parents, or guardians be set out in local Collective Agreements. ​

20.1 That ETFO declare its opposition to any College of Early Childhood Educator’s fee increase.
 
20.2​ That any mandated Registered Early Childhood Educators (RECE) recertification program be opposed. ​

21.1 That the formation of a combined grade classroom be for pedagogically sound reasons.
 
21.2 That only those students who are independent learners be assigned to a combined grade classroom.
 
21.3 That students in grades 3 through 8, who are subject to intensive testing by the EQAO, not be placed in a combined grade classroom.
 
21.4 That class size in a combined grade classroom be smaller than the norm.
 
21.5 That teachers of combined grade classrooms be provided with additional preparation time within the students’ instructional day.
 
21.6 That teachers assigned to a combined grade classroom be experienced. ​
 
21.7 That neither teachers nor students be placed in a combined grade classroom for consecutive years.​
 
21.8 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.
 
21.9 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.​
 
21.10 That teachers be provided with access to quality professional learning/curriculum programs within the students’ instructional day that address the pedagogy and management of teaching combined grades.
 
21.11 That combined grade classrooms be comprised of students in a single division.
 
21.12 That partial or full rotary systems not be implemented for students in combined grade classrooms.​​
 
21.13 That safety conditions in combined grade classrooms be monitored and potential dangers addressed.
 
21.14 That curricula be designed to maximize integration across subjects and grades to support effective teaching and learning strategies in combined grade classrooms.
 
21.15 That elementary students in combined grade classrooms be developed by district school boards, in consultation with teachers.
 
21.16 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.
 
21.17 That student teachers be provided with opportunities to take practicums in combined grade classrooms.
 
21.18 That the knowledge and skills needed to teach in combined grade classrooms be included in curriculum and methods courses provided by faculties of education.
 
21.19 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.
 
21.20 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.
 
21.21 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.
 
21.22 That the information of triple/multiple combined grades in the elementary panel be opposed.​ ​

22.1 That member participation in corporate sponsorship activities be voluntary.
 
22.2 That corporate sponsorships not be established to compensate for inadequate provincial funding for education.
 
22.3 That programs of corporate involvement should meet an identified education need.
 
22.4 That corporate sponsorships not exploit students.
 
21.5 That corporate sponsorships benefit students and staff.
 
21.6​ That revenues and resources generated by corporate sponsorships within a school board be shared equitably among all work sites. 

23.1 That the provincial government ensure appropriate measures are in place for a safe return to school during the 2021-2022 school year.

23.2 That appropriate measures for a safe return to school during the 2021-2022 year include: lowering class sizes to enable physical distancing; maintaining cohorting that limits interactions; improving classroom / work site ventilation; mandating masking for all elementary students, Kindergarten, unless medically exempted; requiring confirmation of COVID-19 screening of staff and students; providing on-site testing; directing adequate safeguards for student transportation; and mandating COVID-19 vaccination for school staff, with provisions for exceptions due to medical reasons, statements of conscience or religious belief.

24.1 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 educators.
 
24.2 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, and in the case of the Kindergarten program, include early childhood educators registered with the College of Early Childhood Educators.
 
24.3 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.
 
24.4 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 educators.
 
24.5 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.
 
24.6 That the Ministry of Education curriculum documents address anti-racist and equity issues.
 
24.7​ That Ministry of Education curriculum guidelines be free from for-profit corporate influence. ​

25.1 That disability be defined as an interaction between characteristics of the individual and characteristics of the natural, built, cultural, social, technology, and communication 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.

25.2 That the definition of disability acknowledges that existing or new disability and accessibility issues that members may be facing can be permanent, temporary, evolving, and/or episodic.

25.3 That disabilities arising through the combination of individual characteristics and contextual factors including environmental factors (e.g., social attitudes, architectural characteristics, technology communication, 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 members with disability and accessibility issues, be acknowledged.

25.4 That multi-faceted attentiveness to interactions between characteristics of the individual member, characteristics of the natural, built, cultural, technological, 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.

25.5 That the concerns of members with disability and accessibility issues are addressed by district school boards with the aim of improving access, inclusion, and reducing attitudinal barriers.

25.6 That a healthy and accessible working environment be a right of members with disability and accessibility issues (e.g., cognitive, intellectual, medical condition/illness, physical, psychological, sensory and psychiatric survivors/consumers).

25.7 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.

25.8 That working conditions as they relate to accessibility and other factors, which may include accommodations, adaptive technologies, attitudinal barriers, and modifications for members with disability and accessibility issues be explicitly addressed in collective agreements.

25.9 That district school boards be responsible for providing education and training to members about the Accessibility for Ontarians with Disabilities Act, 2005.

26.1 That provisions against discrimination on the basis of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, record of offences, marital status, family status or disability be negotiated into every Collective Agreement.
 
26.2​ That language which guarantees equal compensation and benefit protection for same-sex partnerships and their families be negotiated into every Collective Agreement. ​

27.1​ That companies and corporations established by district school boards to subsidize the operation of publicly funded schools be disbanded. ​

28.1 That all district school boards be funded by the Ministry of Education to offer every-day Full-Day Junior and Senior Kindergarten programs.
 
28.2 That Junior Kindergarten and Senior Kindergarten programs be taught by members who hold a Certificate of Qualification to teach in Ontario.
 
28.3 That school-based, integrate​d, early childhood education programs be located in schools and staffed by members who hold a Certificate of Qualification to teach in Ontario and qualified as early childhood educators.
 
28.4 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.
 
28.5 That every Junior and Senior Kindergarten class have at least one (1) full-time educational assistant.
 
28.6 That formal written reporting for Junior Kindergarten be anecdotal only and occur in the third term.
 
28.7 That formal written reporting for Senior Kindergarten be anecdotal only and occur no more than twice per school year. ​
 
28.8 That Junior Kindergarten and Senior Kindergarten-aged children be taught by members who hold a Certificate of Qualification to teach in Ontario.​
 
28.9 That the Senior Kindergarten program be mandatory for all children in Ontario.
 
28.10 That every full-day Kindergarten class have a full-time equivalent designated early childhood educator in addition to a certified full-time equivalent teacher for the entire instructional day.​​
 
28.11 That all educational professionals shall be informed of and invited to meetings and trainings that concern the design, implementation or delivery of the Full-Day Kindergarten (FDK) program. This shall include, but not be limited to, the teacher designated early childhood educator (DECE), educational support personnel (ESP) and professional support personnel (PSP).​​

29.1 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. ​ ​

30.1 That public education be publicly funded.
 
30.2 That the foundation grant for elementary pupils be increased to eliminate the gap in funding between elementary and secondary students.
 
30.3 That funding to reduce elementary class sizes be increased.
 
30.4 That funding for early years education be increased to include:
 
30.4.1 funding targeted for the reduction of Primary class sizes;
 
30.4.2 funding for French as a Second Language programs; and
 
30.4.3​ continued funding for full-day kindergarten.
 
30.5 That preparation time for elementary teachers be funded at no less than 375 minutes per teacher per week.
 
30.6 That education funding be amended to provide adequate professional supports for the classroom.
 
30.7 That the formula for funding elementary pupil spaces be amended to ensure that elementary schools are safe and well-maintained environments with sufficient space, taking into consideration the minimum requirements set forth in the Child Care and Early Years Act to provide for both the physical and pedagogical needs of elementary students.
 
30.8​ 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.
 
30.9​ That the right to levy taxes for local education purposes be restored to district school boards.
 
30.10 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.
 
30.11​ That the public funding of public education in Ontario be limited to secular schools.​​

31.1 That all elementary students, Junior Kindergarten through grade 8, inclusive, be taught by members of ETFO.
 
31.2 That the placement of elementary students and programs shall be in elementary facilities only.
 
31.3 That the referral of students in publicly funded schools to private education providers be opposed. ​

32.1 That an employee assistance program be established jointly by the ETFO local and the district school board or school authority.
 
32.2​ That the employee assistance program be accessible on a voluntary and confidential basis only. ​

33.1 That employment equity clauses be negotiated into Collective Agreements.
 
33.2 That employment equity programs for women, racialized persons, First Nations, Métis and Inuit People, two-spirit, lesbian, gay, bisexual, transgender, queer or questioning people, people with disabilities be mandatory in both private and public sectors through federal and provincial legislation.
 
33.3​ 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; First Nations, Métis, and Inuit (FNMI) people; two-spirit, lesbian, gay, bisexual, transgender, queer or questioning people; people with disabilities; racialized persons; people in bigger bodies; and new Canadians.

34.1 That English as a Second Language and English Literacy Development programs be mandated and fully-funded by the provincial government.
 
34.2 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.
 
34.3 That the maximum ratio of teachers to English language learners requiring English as a second language support be 1:15.
 
34.4 That the maximum ratio of teachers to English language learners requiring English literacy development support be 1:12.
 
34.5​ That English as a Second Language instruction for students in French Immersion programs be recognized and fully-funded by the provincial government.

35.1 That environmental education be an integral part of the curriculum.
 
35.2 That environmentally friendly practices be adopted by district school boards.
 
35.3​ That district school boards and schools shall play a leadership role in modelling environmentally friendly practices for students. That district school boards implement programs and procedures to provide teachers, administrators and other school personnel with professional development, curriculum materials and outdoor and field studies that explore the breadth of causes and consequences of human impact on the planet as well as potential solutions that address the root causes of the crisis. ​

36.1 That equity be defined as fairness achieved through pro-active measures which result in equality, promote diversity, and foster respect and dignity for all.
 
36.2 That discriminatory practices not be accepted within ETFO and that ETFO work proactively 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.
 
36.3 That the differences among people and groups and the provision of special programs for particular groups, where appropriate, be recognized and accommodated within ETFO.
 
36.4 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.
 
36.5​ That ongoing work in policy development, accountability, professional learning/curriculum, communications, programs, and outreach be evidence of the ETFO commitment to equity and social justice. ​

37.1 That all appointed or selected groups within or representing ETFO strive to be representative of diversity.
 
37.2​ That the educator population in publicly funded elementary schools be representative of the Ontario population-at-large.

38.1 That the provision of extra-curricular activities by members be strictly voluntary. ​ ​

39.1 That the teachings of First Nations, Métis and Inuit Peoples, their culture, history, science and technology be included across the Curriculum and all grades.
 
39.2 That the Ministry of Education, district school boards and school authorities provide professional learning/curriculum to all teachers about the authentic historical experiences, from the perspective of First Nations, Métis and Inuit Peoples, cultural norms and issues of First Nations, Métis and Inuit Peoples.
 
39.3 That appropriate First Nations, Métis and Inuit instructional resources to support the inclusion of First Nations, Métis and Inuit Peoples in the Curriculum be provided by district school boards and school authorities.
 
39.4 That the Ministry of Education be responsible for providing adequate funding for the development and implementation of professional inservice programs for Native Language teachers and instructors.
 
39.5 That only fluent and qualified Native Language teachers and instructors in Native Language programs be employed by district school boards and school authorities.​ ​

40.1 That social justice and human rights for all First Nations, Métis, and Inuit (FNMI) Peoples be achieved.
 
40.2​ That a deeper understanding of First Nations, Métis, and Inuit (FNMI) Peoples’ past and current issues, challenges, and cultures be promoted. ​

41.1 That French as a Second Language programs from Junior Kindergarten through grade 8 be mandated and fully-funded by the provincial government.
 
41.2 The French as a Second Language programs be delivered by members who hold a Certificate of Qualification to teach in Ontario.
 
41.3 That French as a Second Language teachers have their own classroom.
 
41.4 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.
 
41.5 That students in French Immersion programs have access to the full range of special education services.
 
41.6​ That educational assistants or other support staff remain with students while the students are participating in Core French classes. ​

42.1 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, gender identity, gender expression, age, record of offences, marital status, family status, or disability.
 
42.2 That district school boards be responsible for providing members with a safe, secure workplace with no fear of harassment or personal harm.
 
42.3 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.
 
42.4​ That clauses to deal with harassment issues in the workplace be negotiated into Collective Agreements. ​

43.1 That a healthy and safe working environment be accorded to all members.  

43.2 That district school boards and school authorities be responsible to provide a healthy and safe working environment. 

43.3 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. 

43.4 That members, for whom exposure to Fifth Disease may present a serious health risk, be protected. 

43.5 That all members are protected from workplace violence and harassment, with no fear of physical and/or psychological harm. 

43.6 That all work sites be equipped with internally locking doors compliant with building codes, fire safety codes, and other regulations as required. 

43.7 That all exterior doors at work sites be equipped with hardware capable of implementing a full perimeter lockdown.   

43.8 That all health and safety information, instruction, and training as required by legislation be scheduled to occur during the instructional day with pay. 

43.9 That construction procedures and projects be planned and implemented with measures and procedures to protect the health and safety of members at their work sites. 

43.10 That all members be aware of and protected from designated substances at their worksites. 
 
43.11 That all members be aware of their right to know about and to be protected from hazardous substances and circumstances in the workplace. 

43.12 That all members be provided with a standard of indoor air quality that ensures a supply of clean and fresh air. 

43.13 That architectural and mechanical design provide adequate acoustics. 

43.14 That all members be provided with necessary tools such as but not limited to keys/fobs/cards to lock and unlock doors as required to maintain a safe environment in the work place. 
 
43.15 That, when the transportation of students to school is cancelled due to inclement weather, schools and work sites of education workers be closed. 

43.16​ That union-friendly health and safety instructors and/or materials, including those provided by the Workers Health and Safety Centre, are used by district school boards for all health and safety training. ​

43.17 That all district school boards adopt the Multi-Workplace Joint Health and Safety Committee (MWJHSC) structure and include all bargaining units. ​

43.18 That the Ministry of Education and district school boards take every reasonable precaution to prevent heat-related illness by developing heat stress guidelines, hot weather plans for each work site, budgeting for retrofitting existing buildings and constructing new buildings with efficient heating and cooling systems.

44.1 That homework be defined as a teacher-assigned learning experience that takes place outside of the classroom. 

44.2 That the assignment of homework be optional and at the sole discretion of the teacher. 

44.3 That the preparation and use of homework as a replacement for in-school instruction be opposed. 

44.4 That the development of homework assignments by teachers for students absences be opposed. 

44.5 That when homework is assigned, it be designed to provide opportunity to enhance student learning. 

44.6 That when homework is assigned it will be based on student abilities, needs, and understanding of the daily program. 

44.7 That when homework is assigned it will be based on the Ontario Curriculum expectations and learning skills. 

44.8 That overall homework expectations be communicated to students and parents in a manner deemed appropriate by the teacher. 

44.9​ That decisions made by teachers whith respect to the assigning of homework be supported by school administrators. 

45.1 That ETFO oppose hybrid teaching models, which expect members to simultaneously teach in person as well as virtually to students.

45.2 Members should be responsible for only one model of instruction and programming.

46.1 That the use of information and communication technology be embedded in the Curriculum. 

46.2 That adequate funding for information and communication technology within district school boards be included in the education funding formula. 

46.3 That education funding be amended to address the evolving nature of information and communication technology and its related professional learning/curriculum requirements. 

46.4 That education funding be amended to lower the computer-to-student ratio at the elementary level in district school boards. 

46.5 That every reasonable precaution be taken by district school boards to provide a safe and secure working environment for employees who are using information and communication technology. 

46.6 That technical support for the maintenance and renewal of information and communication technology be provided by district school boards. 

46.7 That clear, comprehensive, written internet, email user policies and procedures be provided by district school boards which include Health Canada’s recommendations for safer use of wireless devices and manufacturers’ warnings and be distributed to employees, students and parent(s) /guardian(s).

46.8 That dedicated workstations, portable and/or stationary, for the use of members be provided by district school boards. 

46.9 That comprehensive written policies and procedures addressing reporting requirements be provided to members by district school boards. 

46.10 That professional support be provided at all work sites for the implementation of information and communication technology. 

46.11 That adequate district school board resources be allocated to support technological enhancement programs. 

46.12 That members not be required to use their personal electronic devices to complete any responsibilities associated with their assignment. 

46.13 That technical resources be replaced and maintained as required. 

46.14 That professional support and training for information and communication technology be provided during the instructional day. 

46.15 That any unauthorized audio and/or video recording or photography of members be opposed. 

46.16 That any use, publication, posting and/or distribution of any audio or video recording or still image be opposed. 

46.17 Members be provided with an up-to-date, board-supported laptop or a comparable device for instructional and administrative use. ​ ​​

47.1 That the maximum length of a teacher’s instructional time be 225 minutes per day. 

47.2 That preparation time for elementary teachers be no less than 75 minutes per day. 

47.3 That workload and planning expectations be equitable across teaching assignmnets. 

47.4​ That the workday for a designated early childhood educator (DECE) be no less than seven (7) paid hours per day and that all breaks and lunch be scheduled outside instructional time. ​

48.1 That the primary purpose of the intermediate classroom be the development of the adolescent learner. 

48.2 That grade 7 and 8 students be taught by ETFO members who hold qualifications to teach in Ontario and are qualified as intermediate educators. 

48.3 That intermediate classes be capped at 22 students and combined classes be capped at 20 students 

48.4 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. 

48.5 That intermediate teaching assignments be designed in consultation with intermediate teachers based on teacher qualifications and prferences. 

48.6 That workload and planning expectations be equitable across teaching assignments in full or partial rotary. 

48.7 That employer-provided professional learning/curriculum 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. 

48.8 That significant changes in the instructional practice be phased in and sustrained by appropriate, meaningful, and flexible professional learning for all intermediate teachers. 

48.9​ That decision-making related to all matters affecting grade 7 and 8 students be made in consultation with ETFO intermediate teachers. ​

49.1 That international development and co-operation initiatives be supported by the Federation. 

49.2 That international development and co-operation initiatives supported by the Federation be consistent with the Education for All goals, the Dakar Platform for Action, and the United Nations priority to achieve the Millennium Development Goals, with a special focus on goals relating to women, girls, and education. 

49.3 That international development and co-operation initiatives supported by the Federation be within the following five areas: social justice and equity, teacher professional learning, curriculum development and support, capacity building for teacher unions, and educational research. 

49.4 That multi-level involvement in international development and co-operation initiatives, including the participation of ETFO locals and individual members, be encouraged. 

49.5 That partnerships with external organizations at the local, national, and international level be pursued by the Federation to support international development and co-operation initiatives. 

49.6 That international development and co-operation initiatives supported by the Federation be funded through external sources where feasible. 

49.7​ That the status of international development and co-operation initiatives supported by the Federation be reported annually. ​

50.1 That just cause clauses be negotiated into every Collective Agreement. 

50.2​ That no member be transferred, disciplined, demoted, or discharged without just and sufficient cause, and such cause shall be communicated in writing. 

51.1 That local bargaining be protected as an essential and fundamental tenet of union activity and that the erosion or curtailment of local bargaining be opposed. 

52.1 That no member, unless specifically hired to do so, be responsible for intervening physically with students whose behaviours are known to pose an ongoing risk of physical injury to themselves or others.​

52.2 That any behavioural management training provided by district school boards which includes the use of physical components such as containing or restraining students, be voluntary.​

52.3 That when behavioural management training is offered by district school boards, it is provided by trained professionals and that training which includes the use of physical components not be provided by members.​

52.4 School administrators will notify the parents or guardians of student they believe to have been harmed by a serious incident.

52.5 School administrators will arrange for supports to be provided to students who have been harmed as a result of a serious student incident.

52.6 When school administrators notify the parents or guardians of a student that has been harmed as a result of a serious student incident, they will share information with the parents or guardians about the supports that will be provided to the student.

52.7 That a classroom re-entry plan be developed with input from members for students who have been removed from class for a reported violent incident.

53.1 That the marketing of commercial products and services to students in publicly funded schools be prohibited. ​ ​

54.1 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. 

54.2 That no member be required to examine students for communicable conditions or diseases or to diagnose such conditions or diseases. ​ 

55.1 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. 

55.2 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. 

55.3 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. 

55.4 That a member, while employed on a temporary basis as a principal or vice-principal, not be entitled to conduct member assessment and evaluation. 

55.5​ That member assessment and evaluation not be based on student assessment and evaluation results.

56.1 That member participation in a mentoring or coaching activity in the classroom be voluntary 

56.2 That the sole purpose of any mentoring or coaching activity in the classroom be to provide feedback to the member or model new strategies. 

56.3 That mentoring or coaching activities not be evaluative in nature. 

56.4 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. 

56.5 That all information obtained from mentoring or coaching activities in a classroom be confidential between the member and the mentor or coach. 

56.6 That the participation of more than one (1) mentor or coach in any one classroom activity be opposed. 

56.7 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. ​ ​

57.1 That member compensation be based solely on years of experience, qualifications, and additional responsibilities as recognized in local Collective Agreements. 

57.2 That implementation of merit pay be opposed. ​ ​

58.1 That Native Language programs be mandated and fully-funded by the provincial government. 

58.2 That Native Language programs be delivered by members who hold a Certificate of Qualification to teach in Ontario. 

58.3​ That Native language instruction be an inherent right for all First Nations, Métis and Inuit children. ​

59.1 That all terms and conditions of employment be negotiated. 

59.2 That clauses that disadvantage another ETFO local not be included in the Collective Agreement of an ETFO local. 

59.3 That clauses that require that all pupils from Junior Kindergarten through 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. 

59.4 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. 

59.5 That seniority clauses be included in ETFO Collective Agreements. 

59.6 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. 

59.7 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. 

59.8 That clauses providing retirement gratuities for some ETFO members in a local be extended equitably to all members of the local. 

59.9 That clauses providing employer-subsidized child care be included in every Collective Agreement. 

59.10 That clauses that guarantee that no member of ETFO be financially disadvantaged while off work due to a Children’s Aid Society (CAS) or police investigation related to their duties be included in every Collective Agreement. 

59.11 Effective September 2016, the terms of settlement of any provincial bargaining agreement should ensure that no struck work shall have to be made up or completed by ETFO members. 

59.12 That clauses that disadvantage any ETFO Bargaining Unit not be included in an ETFO Central Table Agreement.​

59.13 That all occasional educators be paid according to their grid placement.​

59.14 That ETFO declare opposition to red circling of the salary grid(s) or any form of a differentiated salary grid or lesser working conditions for future members at any bargaining table.

60.1 That the majority of the members of the Governing Council of the Ontario College of Teachers be members of the Ontario Teachers’ Federation. 

60.2 That any mandated teacher recertification program be opposed. 

60.3 That the Ontario College of Teachers restrict its activities solely to those outlined in the Ontario College of Teachers Act, 1996. 

60.4 That ETFO declare its opposition to any Ontario College of Teachers fee increase. ​

61.1 That all educational support personnel, professional support personnel, and designated early child hood educator members be active members of the Ontario Municipal Employees Retirement System (OMERS). ​ 

61.2 That the OMERS Act be amended so that members can make additional payments to purchase additional credit at a cost of double contributions plus interest or actual cost whichever is lower. ​

62.1 That all teacher qualified employees of a district school board, school authority, or designated employer be active members of the Ontario Teachers' Pension Plan. 

62.2 That the Ontario Teachers' Pension Plan be a unique entity distinct from any other pension plan to which the Province of Ontario makes contributions. 

62.3 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. 

62.4 That the required contribution of the government of the province of Ontario be at least equal to that contributed by the teachers. 

62.5 That any reduction to member benefits be opposed. 

62.6​ That the Teachers’ Pension Act be amended so that members can make additional payments to purchase additional credit at a cost of double contributions plus interest or actual cost whichever is lower. ​

62.7 That the OTPP review all investments and divest from any companies profiting from armed conflicts.

63.1 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. 

63.2 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. 

63.3 That all paid instruction of elementary students provided by school boards outside the instructional day be provided by members who hold a Certificate of Qualification to teach in Ontario. 

63.4 That clauses be included in Collective Agreements to ensure that: 

63.4.1 the salary for paid instruction outside the instructional day is commensurate with the qualifications and experience of the member and the responsibilities performed; ​ 

63.4.2 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; 

63.4.3 experience credit be received for paid instruction outside the instructional day; 

63.4.4 premiums be submitted for employment insurance purposes for the hours worked on paid instruction outside the instructional day; 

63.4.5 premiums be submitted to the Ontario Teachers’ Pension Plan for the hours worked on paid instruction outside the instructional day; 

63.4.6 Federation dues be collected and submitted for the salary received for paid instruction outside the instructional day. 

63.5 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. ​ 

64.1 That the scheduling of parent-teacher interviews be based on the professional judgement of the teacher. 

64.2 That interviews scheduled at the request of the parent be held at a mutually convenient time. 

64.3 That where a school board mandates interviews to be scheduled there be no more than one (1) session scheduled during the school year. 

64.4 That additional parent-teacher interviews be held based on the professional judgement of the teacher. 

64.5 That school board mandated parent-teacher interviews be scheduled during the day on a professional activity day. 

64.6 That the scheduling of school board mandated parent-teacher interviews be determined in consultation with the local. 

64.7 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. 

64.8 That professional activity days designated in the Collective Agreement for assessment not be used for parent-teacher interviews. 

64.9 That it be the responsibility of the school board to ensure the safety of teachers during parent-teacher interviews. 

64.10 That the school board ensure an administrator is on-site during parent-teacher interviews. 

64.11 That parent-teacher interviews not be recorded by any means beyond personal notes. ​ ​

65.1 That Pay Equity be recognized as a fundamental human right. 

65.2 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. ​ 

66.1 That physical education programs be mandated and fully-funded by the provincial government. ​ 

66.2 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. 

66.3 That adequate spaces and resources be available to conduct and implement physical education classes and programs. ​

67.1​ That the use of public funds or tax rebates for the support of private schools be opposed.

68.1 That nine (9) professional activity days be available to teachers during the school year.

68.2 That a minimum of two (2) professional activity days be available to all teachers for self-directed professional learning. 

68.3 That a minimum of three (3) professional activity days be available to all teachers and education workers for employer-provided professional learning. 

68.4 That school board programs developed for professional activity days be supported by designated funding in the education funding formula. 

68.5 That one (1) professional activity day be designated for activities determined by the local. ​

69.1 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. 

69.2 That member participation in a professional learning community be self-directed and voluntary. 

69.3 That a culture of collegiality and respect for member professionalism and autonomy be fostered by a professional learning community. 

69.4 That a teacher’s ability to generate knowledge regarding teaching and learning be recognized by a professional learning community. 

69.5 That all aspects of the functioning of a professional learning community be based upon an evidence-based, shared decision-making model. 

69.6 That member empowerment and leadership development be integral components of a professional learning community. 

69.7 That professional learning/curriculum 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. 

69.8 That funding for a professional learning community to access professional learning opportunities and resources, and enable members to meet and collaborate during the school day, exclusive of teacher preparation time and nutrition/lunch breaks, be provided by district school boards. 

69.9 That provision for teachers' self-directed learning be included in any professional learning/curriculum associated with a professional learning community. 

69.10 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. 

69.11 That no aspect of member participation in a professional learning community be used for member performance appraisal. 

69.12 That the completion of follow-up activities outside of the instructional day be voluntary. 

69.13 That the topic of study be generated by the members involved in the professional learning community. 

69.14 That local Federation representatives be included on board-level steering committees that oversee the implementation of professional learning communities. ​ 

70.1 That members who are requested by district school boards or school authorities to provide professional learning/curriculum for members be compensated by additional salary or lieu time for the development and the delivery of the program. ​ 

71.1 That any requirement of professional learning programs for registered early childhood educator certification, recertification, or evaluation be opposed.

71.2 That the primary focus of professional learning be to enhance learning.

71.3 That ongoing professional learning be central to the professionalism of registered early childhood educators.

71.4 That participation in professional learning programs be determined by the DECE.

71.5 That professional learning programs be based on research and best practice.

71.6 That a variety of models of professional learning programs be available to designated early childhood educators.

71.7 That professional learning programs be based on adult learning principles.

71.8 That professional learning programs be collaborative, collegial, and reflective.

71.9 That professional learning be supported with time and funding.

71.10 That opportunities to support and promote designated early childhood educator leadership be integrated in professional learning programs.

71.11 The employer-provided professional learning be:

71.11.1 determined and delivered by district boards in conjunction with designated early childhood educators;

71.11.2 scheduled to occur on professional activity days during the school year and/or on instructional days with release time provided by the employer;

71.11.3 supported through designated funding in the education funding formula;

71.11.4 voluntary if it occurs outside of the paid working day;

71.11.5 free of charge for the designated early childhood educator; and

71.11.6 reflective of the diverse needs of designated early childhood educators.

71.12 That professional learning programs be offered by a range of agencies such as federations, universities, colleges, the Ministry of Education, learning networks, education, sector and pedagogical organizations and/or associations.

71.13 That professional learning programs be regularly assessed to determine the effectiveness of the program.

72.1 That any requirement of professional learning programs for teacher certification, recertification, or teacher evaluation be opposed. 

72.2 That the primary focus of professional learning be to enhance teaching and learning. 

72.3 That ongoing professional learning be central to the professionalism of teachers. 

72.4 That participation in professional learning programs be voluntary. 

72.5​ That professional learning programs be based on research and best practice. 

72.6​ That a variety of models of professional learning programs be available to teachers. 

72.7​ That professional learning programs be based on adult learning principles. 

72.8 That professional learning programs be collaborative, collegial, and reflective. 

72.9​ That professional learning be supported with time and funding.  

72.10​ That opportunities to support and promote teacher leadership be integrated in professional learning programs. 

72.11​ That employer-provided professional learning be:​ 

72.11.1 determined and delivered by district school boards in conjunction with elementary teachers; 

72.11.2 schedule to occur on professional activity days during the school year, and/or instructional days with release time provided by the employer; 

72.11.3 support through designated funding in the education funding formula; 

72.11.4 voluntary if it occurs outside the instructional day; 

72.11.5 free of charge to the teacher; and 

72.11.6 reflective of the diverse needs of the teachers.​ 

72.12​ 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. 

72.13​ That the professional learning programs be regularly assessed to determine the effectiveness of the program. ​ ​

73.1 That the provincial testing of all students in Kindergarten to grade 8 for the purpose of public accountability be opposed. 

73.2 That the use of national and international tests for the purpose of public accountability be opposed. 

73.3 That the ranking of schools based upon the results of provincial testing be opposed. ​

74.1 That no more than two (2) report cards (K-8) be prepared in each school year.

74.2 That teachers use their professional judgement regarding evaluation and the content, length, voice, and format of provincial report card and Kindergarten Communication of Learning comments to ensure that the comments reflect the specific strengths and needs of their students.

74.3 That district school board reporting policies be consistent across the province and based on ministry policies.

74.4 That the equitable distribution and use of computer hardware, software, and web-based access for the completion of the provincial report card and Kindergarten Communication of Learning be adequately funded through the funding formula by the Ministry of Education.

74.5 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 and Kindergarten Communication of Learning.

74.6 That teacher training within the instructional day on the use of computer and web-based technology to implement the provincial report card and Kindergarten Communication of Learning be adequately funded through the funding formula by the Ministry of Education.

74.7 That teachers be provided with safe and healthy work environments to complete the provincial report card and Kindergarten Communication of Learning.

74.8 That teachers be provided with additional preparation time during the instructional day for the completion of the provincial report card and Kindergarten Communication of Learning.

74.9 That teachers be provided with adequate time during the instructional day for revising and editing provincial report card and Kindergarten Communication of Learning comments.

74.10 That additional professional activity days within the existing school year for the purpose of reporting to parents be provided to teachers by the Ministry of Education.

74.11 That a cyclical review of the provincial report card and Kindergarten Communication of Learning, including feedback from elementary teachers, be implemented by the Ministry of Education.

74.12 That all Kindergarten teachers have access to the same report card technology as all elementary teachers within their district school board.

74.13 That the Ministry of Education de-strand various subjects such as Language, Math, French, and the Arts on the provincial report card.

75.1 That there be one (1) publicly funded education system in the province of Ontario for each of Canada’s official languages. 

75.2 That literature produced by ETFO and/or ETFO locals for the purpose of engaging with parents about public education issues may be distributed by ETFO members on school board property.​ ​

76.1 That members be permitted without cause and upon request, to be exempt from participation in opening exercises of a religious/faith/spiritual nature. 

76.2 That it be the right of members to have personal days available for religious/faith/holy days with no loss of salary or benefits. ​ ​

77.1 That in every school site there be a full-time principal. 

77.2 That the role of teacher-in-charge be voluntary. 

77.3 That, when a member is serving as teacher-in-charge, an occasional teacher be hired to replace that member. ​ ​

78.1 That the closing of schools based solely on the provincial funding formula be opposed.

79.1 That school councils be advisory in nature. 

79.2 That teachers and educational workers, as parents, have the right to be members of school councils with full rights and privileges. 

79.3 That school councils accurately reflect the cultural, racial, and linguistic diversity of the communities that they represent. ​ ​

80.1 That district school boards be adequately funded to eliminate the need for schools to raise funds for basic resources, equipment, and supplies. 

80.2 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. 

80.3 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. 

80.4 That the collection or distribution of fundraising materials, including money, be strictly voluntary. ​

81.1 That school library programs be mandated and fully-funded by the provincial government. 

81.2 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. 

81.3 That the provincial government provide the necessary funding for every elementary school in Ontario to be staffed with a minimum of one (1) full-time teacher librarian. 

81.4 That each elementary school library learning commons be fully accessible to all students during the entire instructional day.

81.5 That educational materials and resources available in each elementary school library learning commons be appropriate to the instructional needs of the school and consider such factors as grade levels, developmental needs and languages of students, language of instruction, and additional individualized school-based programs.

81.6 That each elementary school library learning commons be equipped with current and adequate digital resources and technology, and access to the internet.

81.7 That each elementary school library learning commons has an up-to-date, relevant collection that reflects diversity, social justice in the areas of peace, anti-poverty, nonviolence, equity, anti-racism, anti-Black racism, and Indigenous worldviews and perspectives; centres the care and protection of the environment; and includes a focus on Canadian content. 

81.8 That the provincial government provide dedicated, enveloped funding for educational material and resources, technological or otherwise, in elementary school library learning commons.

82.1 That the school year calendar be no greater than 193 school days. 

82.2 That of the 193 school days, 184 be instructional days, and nine (9) be professional activity days. ​ 

83.1 That ETFO understands that sizeism and fatphobia remain a fundamental problem within our society and our institutions.

83.2 That ETFO is committed to working for equality for all bodies, challenging negative stereotypes and myths about size and fatness, and dismantling biases that uphold these stereotypes and myths.

83.3 That workplaces be free from discrimination and harassment on the basis of size, weight, and physical appearance.

84.1 That all special education programs be mandated and fully-funded by the provincial government. 

84.2 That the Ministry of Education provide dedicated funding to school boards to ensure appropriate supports are in place for all students with special needs, educators and support personnel. 

84.3 That the Ministry of Education, in consultation with education stakeholders, regularly review data, policies and procedures regarding the inclusion of students with special needs in general classroom programs in order to provide applicable supports for students, educators and support personnel. 

84.4 That public education in Ontario be based on a commitment to students, parents and educators that supports the intellectual, social, physical and emotional development of each child in the most enabling environment.

84.5 That effective program options and supports, particularly early intervention initiatives, be provided for students at risk to ensure equitable opportunities for them to succeed.

84.6 That where appropriate, students with special needs be integrated into the general program with the necessary supports. 

84.7 That when policies of inclusion are implemented by the Ministry of Education, it be with adequate funding for staffing, training and resources.​ 

84.8 That special education decisions and programs for at risk students consider the intersection of the elements of class, sexual orientation, gender identity, gender​ expression, race, culture and language as they impact on children’s learning, assessment and placement.

84.9 That special education services be coordinated to provide the best delivery of service for students including English Language Learners (ELL) and those in French and alternate language programs.

84.10 That a reduction of the pupil-teacher ratio within classrooms where there are special needs students be mandated by the provincial government.

84.11 That sufficient quality resources, appropriate teaching materials and a full range of support services and personnel be mandated and funded by the provincial government to ensure the success of all students. 

84.12 That meaningful professional learning/curriculum related to special education be funded by the provincial government to support teachers and support personnel. 

84.13 That professional development related to the inclusion of students with special needs be made available to all educators and support personnel. 

84.14 That all classes be equipped with proper facilities and resources to accommodate students with special needs, educators and support personnel.

84.15 That the role of special education teacher be performed only by a qualified ETFO member. 

84.16 That special education teachers work in collaboration with classroom teachers to develop and implement programs for students with special needs and be responsible for providing direct instruction where appropriate.​ 

84.17 That time during the instructional day be provided by the district school board for classroom and special education teachers to collaborate and develop programs, based on their professional judgement, for students with special needs.​ 

84.18 That a minimum half-day be provided by the district school board for classroom and special education teachers to create and formally update each Individual Education Plan. 

84.19 That Individual Education Plan be written for students who have been identified as exceptional through the Identification, Placement and Review Committee.

84.20 That professional learning/curriculum on writing Individual Education Plans be provided by district school boards during the students’ instructional day. 

84.21 That the provision of professional learning/curriculum and the allocation of time for collaboration and development of Individual Education Plans be fullyfunded by the provincial government.

84.22 That a minimum of one full-time equivalent (FTE) educational assistant be assigned to each self-contained special education class. 

84.23 That the maximum enrolment in a special education class be determined by the maximum class size for the specific exceptionality of the student in the class who qualifies for the lowest pupil-teacher ratio.

84.24 That a maximum of two (2) consecutive divisions, by chronological age, be included in each self-contained special education class. 

84.25 That every teacher who works with a student allocated equipment provided through the Special Equipment Amount (SEA) receive training on the use of the SEA equipment during the instructional day.​ ​

84.26 That additional and ongoing training be provided as the program or the equipment is updated.​

85.1 That ETFO declare its opposition to the imposition of codes of formal student dress or uniform policies in all publicly funded school boards in Ontario.

86.1 That district school boards adopt policies and procedures dealing with the use of personal electronic devices by students. 

86.2 That the unrestricted use of personal electronic devices on school property by students be opposed. 

86.3 That personal electronic devices be stored and turned off during the instructional day unless their use is directly authorized by staff. 

86.4 That students be responsible for the loss or damage of personal electronic devices. 

86.5 That the inappropriate or unauthorized use of personal electronic devices by students, at any time, including cyberbullying and harassment of school staff and students and the inappropriate or unauthorized use of photos, videos, or audio, be addressed in school behaviour codes or codes of conduct and district school board policies and procedures. 

86.6 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. 

86.7 That the unauthorized recording, posting, or publishing of photos, videos, or audio of members be opposed. 

86.8 That the use of unauthorized electronic or digital recordings for any purpose be opposed. ​ ​

87.1 That paid support personnel be responsible to the principal of the school. 

87.2 That the evaluation of support personnel be the responsibility of the principal and vice-principal. 

87.3 That teachers and support personnel be provided additional preparation time within the students’ instructional day to plan and communicate. 

87.4 That district school boards provide appropriate training for teachers and support personnel to enhance the effectiveness of teachers and support personnel working together. 

87.5 That district school boards provide appropriate training for support personnel that is relative to the condition of his/her student(s). ​ ​

88.1 That publicly funded schools and district school boards be exempt from goods and services taxation. ​

89.1 That trans or transgender be defined as “an umbrella term that describes people with diverse gender identities and gender expressions that do not conform to stereotypical ideas about what it means to be a girl/woman or boy/man in society.” 

89.2 That gender identity and gender expression be clearly defined and addressed by equity policies and procedures at both the ETFO provincial and local level. 

89.3 ETFO members who are transgender have the right to an inclusive and respectful working environment that adheres to jurisdictional privacy laws. 

89.4 That a member who chooses to transition or expresses the intent to transition at any time at their school/work sites will be supported by ETFO through the process. 

89.5 That the workplace, as it relates to transgender persons, be free of discrimination and harassment. 

89.6 That all transgender members be addressed by the chosen pronoun and name. 

89.7 That all transgender members have a right to an accessible and safe washroom facility and the right to use the washroom(s) that best corresponds to their gender identity, regardless of the gender that was assigned to them at birth. 

89.8 That all members have the right to dress according to their gender expression. ETFO supports members in transition and how and when they transition. 

89.9 That school boards put policies and procedures in place to protect the privacy of staff who are transitioning or are transgender and that the status of an employee should only be disclosed with the consent of the employee on a need to know basis.​ 

89.10 That school boards and staff must challenge gender stereotypes and integrate trans-positive content into the teaching of all subject areas in accordance with school board policies, procedures and provincial legislation. 

89.11 That the concerns of ETFO members who are transgender be addressed in a positive way by district school boards with the aim of acknowledging and recognizing that supportive policies, procedures and staff training need to be put in place. ​

90.1 That it be the right of Indigenous members to observe the National Day for Truth and Reconciliation and the National Indigenous Peoples Day without loss of salary or benefits.

91.1 That district school boards update current policies and procedures to ensure the safety and prosperity of 2SLGBTQ+ educators, students, and parent/guardians.

91.2 That ETFO members who are 2SLGBTQ+ have the right to an inclusive and respectful working environment that adheres to the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code.

91.3 That district school boards ensure that recruitment, employment and promotion practices and policies are free of systemic barriers that discriminate against 2SLGBTQ+ educators.

91.4 That district school board professional development related to 2SLGBTQ+ be available and accessible to all students, educators, and support personnel.

91.5 That 2SLGBTQ+ members not be limited in their aspirations for social, economic, and political opportunities in the education and labour sector.

92.1 That volunteers be persons who: 

92.1.1 assist in a support role within the school; 
92.1.2 do not receive monetary compensation; and 
92.1.3 provide services under the supervision of the principal or designate. ​ 

92.2 That it be the right of a teacher to decline the services of a volunteer. 

92.3 That a teacher accepting the services of a volunteer be provided with planning time and the opportunity to communicate with the volunteer durin​g the instructional day. 

92.4 That volunteers working with children be under the direction of a teacher at all times. 

92.5 That all services provided by volunteers be assigned by the principal or designate. 

92.6 That volunteers not be used: 

92.6.1 to do the work of occasional teachers;
92.6.2 to supervise students in the absence of the teacher;
92.6.3 to evaluate students; 
92.6.4 to mark tests; 
92.6.5 to plan program; and  
92.6.6 to discipline students.​​​​ 

92.7 That policies and procedures for the use of volunteers in the work site be co-operatively developed by district school boards and teachers. 

92.8 That the following topics be included in any policies or procedures developed for the use of volunteers in the work site: 

92.8.1 clear role descriptions;​​​​ 
92.8.2 clear protocol for expressing concerns; 
92.8.3 consistent recruitment process; 
92.8.4 in-service and orientation for volunteers; and 
92.8.5 emphasis on confidentiality and non-access to student records.​ 

92.9 That volunteers not be included in the calculation of the pupil-teacher ratio or class size. 

92.10​ That volunteers be removed from the work site in the event of legal strike action by ETFO or lockout by a district school board. ​

93.1 That the development of any educational program based on the educational voucher concept be opposed. ​ ​

94.1 That ETFO understands that women’s inequality remains a fundamental problem within our society and our institutions. 

94.2 That ETFO is committed to working for women’s equality in all aspects of public and private life, both at the provincial and local levels. ETFO undertakes to participate in research, engage in community and labour partnerships, provide professional learning to members, develop and provide programs for women and take action in areas including the following: ​ 

94.2.1 Social inclusion and political representation; 
94.2.2 Health and wellness; 
94.2.3 Economic status and employment; 
94.2.4 Labour movement; 
94.2.5 Violence against women and the justice system; 
94.2.6 Education and child/dependent care; 
94.2.7 Housing/shelter; 
94.2.8 Media; 
94.2.9 Global citizenship; and 
94.2.10 Historical perspectives. ​