Ocetfo Collective Agreement

The RESOURCES section below contains links to certain collective agreements involving publicly funded schools. The language of many chords is legal, but if you work by one or two of them, you will be surprised at how little it is mentioned by students. (If you want to save time and blurry eyes, click on a link, then look for “students” and see what awaits them.) jobs.dadeschools.net/teachers/pdf/UTD_12-15.pdf (Miami Dade teacher) XVII.4 (p. 69) provides a clear statement that recognizes the well-being of students as a factor that must be used to protect the interests of a particularly vulnerable child who needs continuity of personal relationships: “The parties agree that it may be in the best interests of the student that one for one accompanies a student who moves from one place to another.” Unfortunately, this appears to be the only “student need” clause in the 279 agreement. Most education unions feel that the needs of students have no place in collective agreements. Collective agreements for factories, storage offices and office workers do not mention the needs of machines, shelves or printers. According to this industry model, a typical education sector agreement treats students as widgets, not human beings. www.ocetfo.ca/media/96165/oc%20etfo%202014-2017%2017%20Collecte%20Accord.pdf (Ottawa Elementary Teachers) There are 17 mentions of students all dealing with administrative matters. In 2015, unions and school boards adopted priorities for the year before the heated collective bargaining in the public school collective. Union priorities have not met the needs of students. The five priorities of the school`s management were the well-being and performance of the students. cupe.ca/local/cupe-4400-toronto-district-school-board-unit-d-caretakingwarehouse-maintenance-fleet (Toronto bus driver and bus driver) For a particularly monstrous example of how a collective agreement can put adult interests ahead of students, see J3.1 (p. 121).

It says that a “communication of discipline” resulting from “physical or sexual harassment and/or abuse of a student” will be removed from an employee`s file after 5 years! (On the other hand, the corresponding agreement between the District School Board of Niagara and CUPE does not provide for the possibility of withdrawing a disciplinary statement regarding an act involving a student edvocate.ca/files/dsbn-cupe.pdf). www.winnipegsd.ca/About%20WSD/deptservices/human-resources/collective-agreements/Documents/WTA%20Collective%20Agrement%202014%202014%202018.pdf (Winnipeg) gives students a little head in the “Non-binding Ends” section, although students were also placed in third place behind staff and taxpayers: “creating a basis for both parties to improve professional services for taxpayers and students” This type of preamble has no real weight in integrating student needs into school business decisions. (a) the design, use and operation of the primary school staff model, including the requirements under section 26.06, period a), are submitted to the Staff Committee for accommodation. The committee does not have the authority to staff. b) The delays of section 30.02 staff, point 2. (c) the allocation of staff to each primary school on the basis of staff rights and enrolments in accordance with Articles 26.01 to 26.04. The initial allocation is made on the basis of the ADE provided each year and, in accordance with Article 29. (d) practices in all schools to ensure consistent working conditions within the system, including periods of custody and preparation for officers. (e) The fairness and fairness of teaching tasks in a given school is monitored by a joint survey of working conditions. Members of the Elementary Staff Committee analyze each year: compliance with collective agreements for preparation time, departmental requirements for a continuous lunch of forty (40) minutes, monitoring obligations and average class size data, as requested by the ministry.

Author: daniele130