Teacher

Canada Post SalesAgreement No.

1651595

Newsmagazine of the B.C.Teachers’Federation

March 2002Volume 14, Number 5

FeaturesWhere did this legislationcome from? 4

TOCs get 0-0-0 4

Teachers adopt plan of action 5

Messages of support 6

Metro teachers rallyJanuary 12, 2002 6

Day of protestJanuary 28, 2002 8

Campbell put on notice about college censure 12

School choice 12

AGM Agenda 13

Special resolutions to the 2002 AGM 13

AGM candidatestatements 14

Letter to parent council from a teacher 16

B.C. Federation of Labour support 20

ColumnsPresident’s message 2Readers write 2Top 10 lesson aids 3Looking back 3Health & Safety 12Retirement seminars 17Classified 19PD calendar 19

by Ray Worley

On January 25, 2002,“Black Friday,” Ministerof Labour GrahamBruce, aided and

abetted by Minister of EducationChristy Clark, introduced Bills27 and 28, designed to imposeterms and conditions ofemployment on teachers andstrip all class-size, staffing, andworkload provisions from theprovincial and local agreements.Most of the provisions guaran-teeing support for students withspecial needs have also beeneliminated.

Despite Clark’s repeated pro-testations that the bills impose abalanced deal, it was immedi-ately evident that the employer’spositions had been adopted infull, and even exceeded. Amal-gamations of contracts andschool-calendar changes werenot sought at the bargainingtable. The percentage of thesalary offer was enacted, alongwith the major concessions theemployer had been demanding.The education minister men-tioned several times thattrustees, superintendents, andadministrators all supported theimposed legislation and thestripping of provisions. That wasno surprise, given the attacks bytheir organizations on teachers’collective agreements. Theirenthusiastic support puts the lieto assertions of balance orcompromise.

Some commentators haveclaimed the government merelyundid the terms of the agree-

ment legislated by the previousgovernment establishingprovincial class-size limits forK–3 and non-enrolling ratios.The legislation goes muchfurther, stripping articlesnegotiated in three rounds oflocal bargaining since 1987,and, in some cases, provisionsobtained long before. Newsections of the School Act

prevent future negotiations onclass size and composition,staffing, and workload.

An editorial in The Globe andMail described the acts ofCampbell’s government as“legislative vandalism.” Thatdescription fits the forcedamalgamation of 10 localcontracts in amalgamateddistricts. Even BCPSEA had notidentified the separate agree-ments as problems. The labourminister justified the vandalismby claiming that Clark hadheard complaints from districtsabout multiple agreements.Effective July 1, 2002, 10 localslose the agreements that repre-sented the achievements ofdecades of bargaining and jobaction.

are higher by two than thecurrent maximums for thosegrades. There is no considera-tion for split or multigradeclasses. There will be no limit onthe size of any single Grade

The imposed legislationprovides for a salary increase of7.5% over three years. Thelabour minister, after repeatedlyassuring the legislature thatevery teacher would receive theincrease, eventually concededthat daily rates for someteachers on call would notincrease (17 districts), and hefinally came clean and admittedthat TOCs in some amalgamateddistricts would suffer pay cuts ofup to 50%. The governmentrefused to implement theemployer’s offer of $190 as adaily rate for TOCs.

Salary cuts of up to $5,000 forteachers in some districts wouldalso result from amalgamatingthe grids. The minister claimedthat would not happen, but herefused to amend Bill 27 toclarify the intent. He stated hewould “write a letter” to thateffect. Small comfort in view ofthe Campbell government’srecord on other commitments,even those in writing.

PETE

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Monday, January 28, 2002, more than 38,000 teachers attended marches and rallies in 40 communities around the province. In Victoria, 7,500 people rallied in front of the Legislature.

Liberalsgut learning conditions

An editorial in TheGlobe and Mail

described the acts ofCampbell’s

government as“legislativevandalism.”

There will be nolimit on the size ofany single Grade

4–12 class.All current limits on class size

and composition are to beremoved from teachers’ collec-tive agreements. They are to bereplaced by School Act limits of22 for Kindergarten, 24 forGrades 1–3, and districtaverages of 30 for all othergrades. The numbers for K–3

There will be nolimits on the number

of students withspecial needs who

can be included in aclass.

4–12 class. The limits oncourses such as English, human-ities, laboratory classes, andindustrial education will bedeleted. There will be no limitson the number of students withspecial needs who can beincluded in a class. There are tobe no reductions in class size toassist with integration.

The consequences of thosemeasures will be seen inSeptember when the “sky’s thelimit” for class sizes in Grades4–12. The minister of educationeven thinks that flexibility willapply to the legal maximumsestablished for K–3 classes.There is no provision for that inthe legislation. Her intent isunknown. It is, however, clearthat the numbers in the act arefirm and legally enforceable.Teachers will not want to breakthe law by accepting more thanthe legal maximums for K–3.

Ratios for non-enrollingteachers will also disappear.

See LIBERALS page 3

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CALM CanadianAssociationof LabourMedia

CEPA

2 TEACHER March 2002 READERS WRITE

Teacher

President’smessage

There are a lot of things I’llremember about our day ofprotest on January 28: Thehuge crowd of 14,000

teachers and supporters at theColiseum, in Vancouver. Theseemingly endless group who triedso hard to avoid stepping on thelawn at the Legislature in Victoriabut finally couldn’t resist becausethere wasn’t enough room. Thereport we got, part way throughthe day, that 253 of our 257members in Dawson Creek hadattended a rally in –31˚ weather.The courage of tens of thousands ofBCTF members who ignoredgovernment threats andintimidation to join their colleaguesand neighbours in a dramatic showof support for public education.

One memory stands out from therest. In Vancouver, BCTF ExecutiveMember Barb Parrott (one of theco-chairs of the rally) asked thosein attendance how many hadparticipated in the pension protestof 1971. More hands went up thanI would have expected. How manywere out in the Solidarity action of1983? Lots of hands. How manyparticipated in the June 1 generalstrike in 1987? A huge cheer andhands waving throughout thearena.

Then Barb hesitated a moment.“And how many of you are attend-ing your first political protest?” Asea of hands. A deafening roar.Thousands and thousands of ourwonderful young colleaguesannounced their presence. Newteachers coming of age, and weold-timers welcoming them withenthusiasm and love to a strugglethat has only just begun.

We are justly furious withGordon Campbell for his betrayalof the children of this province. Butfor one thing, however, he deservesour profound thanks. He hassingle-handedly created a newgeneration of leaders in our BCTF.Thanks, Mr. Campbell.

Governments come and go. Butthe British Columbia Teachers’Federation has been advocating forteachers, for students, for publiceducation, and for justice for morethan 80 years. One thing PremierCampbell can be sure of is that 80years from now, when hisgovernment is no more than anhistorical footnote, the BCTF willstill be here doing the same vitaljob.

Good luck in your struggle

It is with dismay that I am wit-nessing the gutting of the teach-ers’ collective agreement by theliars in Victoria.

I have been retired from theprofession for 17 years now but Iremember our struggles to re-duce class size, improve libraryservices, improve teacher assis-tance in the classrooms, andshorten the salary grid and im-prove salaries and benefits.

It is with pride that I watchedthe teacher rallies across theprovince on January 28. I wouldhave been at the Pacific Coliseumif I had not been on dialysis thatmorning.

The struggle for quality publiceducation must go on. When Iwas teaching in Coquitlam, I par-ticipated in extra-curricular activ-ities such as soccer, softball, bas-ketball, and track and field. If Iwere teaching now, I would domy job in PE period but not be-yond that.

The ultimate solution is to votethe liars out at the earliest oppor-tunity. It is too bad that so muchhas to be sacrificed in the mean-time.

Good luck in your endeavours.John HigmanMaple Ridge

Thanks to BCTFI have just read the Jan./Feb.

2002 issue of Teacher. As always,it was informative and interest-ing from cover to cover. In light ofthe recent legislation and subse-quent teacher protest, thank you,BCTF, for all that you do! I amvery proud to be a B.C. teacherand a member of the BCTF!Janet L. OakesRichmond

Plight of FalunGong practitioners

The persecution of Falun Gongpractitioners in China has beengoing on for two-and-a-halfyears. For those of us who grewup in a Western country likeCanada, it’s very difficult to un-derstand why the Chinese gov-ernment is brutally persecutingFalun Gong practitioners.

Before July 20, 1999, FalunGong was praised by this Chinesegovernment for increasing thegeneral health of its citizens andthus reducing the burden on thehealthcare system. However, thenumber of people practising, be-tween 70 and 100 million, nowexceed that of Communist Partymembership.

The government is spendingbillions of dollars on propagandato demonize Falun Gong. Thetwo-and-a-half-year-old persecu-tion has seen over 350 torturedto death, according to interna-tional human rights statistics, al-though sources inside China saythe number is more likely 1,600.More than 100,000 have beensentenced to prisons, labourcamps, and mental hospitals, toface torture and death. Hun-dreds of men, women, and chil-

dren have been killed in policecustody by orders from JiangZemin to “use whatever mea-sures necessary to exterminateFalun Gong.” He has broken hisown constitution and all the in-ternational human rights treatieshe has ever signed.

Killing innocent people is notonly utterly devoid of conscience.It is a persecution against thebasic right of existence of humanbeings. It is a persecution of theright to believe. We need tostand up to help the Falun Gongpractitioners in China and protectthe justice and basic moral valuesin human society. As teachers, weshould listen carefully to thewords of Martin Luther King,who said, “A place without jus-tice is a threat to all places withjustice.” For more information,visit faluninfo.net, or call SophiaBronwen at 604-732-4126.Sophia BronwenVancouver

Liberalagenda–privatizeLet me be the first B.C. teacher

to unilaterally declare myself tobe on strike in support of the B.C.Teachers’ Federation.

After 55 years as a student, ateacher, and now a retired volun-teer educator, I am more worriednow about the future of publiceducation in B.C. than ever. Myenrichment group will no longermeet until the teachers have re-solved their dispute, and I’m pre-pared to join them on the picketlines to show my support for theirposition.

During the last half century,many governments and ministersof education have come andgone. Each one found educationa good area to garner headlinesabout reforms. However, changehas always been very cautious,because, in the final analysis, de-cisions on a day-to-day basis aremade by the teacher and his orher class. I see changes comingthat threaten to destroy the ef-fectiveness of this natural filter.We must be very careful aboutthe changes buried in the hiddencurriculum of this new govern-ment.

What is this hidden agenda ofthe Campbell government? Justas socialized car insurance and so-cialized medicine will be said tobe improved by permitting andencouraging competition withthe private sector, so we will see asimilar trend in education. Wewill soon see the private/publiccompetition that now is evidentin the U.K., parts of the U.S.A.,New Zealand, and Australia. Thefact that these areas are not ben-efitting from such changes willnot deter this government. Theyare stubborn and convinced theyhave a mandate.

In greater Melbourne, Aus-tralia, the bleak playgrounds,dirty buildings, and large classesof children with special needs inthe public system contrast sharplywith the manicured grounds, li-braries, gymnasiums, and highacademic standards at schools fi-nanced with parent tuitions.

Where would you send yourchild?

As one wealthy woman fromPerth, Australia, put it after say-ing her grandchildren were doingwell at school, “...those otherchildren are not going to amountto anything anyway, Jim.”

I hope that a truly well-edu-cated and well-informed elec-torate will halt this erosion ofdemocracy before it can progressfurther, but I am not so unrealisticas to believe that that will hap-pen without a lot of work.Jim LauckSurrey

Two sides to SunPeaks dispute

I was interested to read yourstatement (Teacher, Jan./Feb.2002) regarding the boycott ofDelta Hotels by the BCTF. Thereseems to be a complete accep-tance of the statements of the As-sembly of First Nations, despitethe fact that they only state thatthey “believe” the hotel chain isbehind attempts by Sun Peaks Re-sort to have the members of theSecwepmc Nation arrested forsetting up camp on their tradi-tional territory.

As one who has read everynews statement made by any andall of the parties in the dispute, Ihave been impressed with the re-straint in language and behav-iour of the management andstaff of both Sun Peaks and theDelta Hotel. In all aspects of thisdispute, Sun Peaks and Delta ho-tels have both obeyed and usedthe laws of our land to deal witha very real problem in their midst.

Only one of several First Na-tions bands in the area is havingany problems with the ongoingdevelopment at Sun Peaks. SomeFirst Nations members of theband opposed to the develop-ment have repeatedly brokenlaws and defied court orders inthe dispute.

Although your statement inTeacher does not indicate thatyou did, I trust that you too didsome research on the conflictrather than blindly throw thesupport of the BCTF behind oneparty in the dispute. Reactionsfrom the heart could leave uswith egg on our faces.Glenn DregerKamloops

TOCs should haveour support

I would like to react to Mr.Craig Bresett’s letter (Teacher,Jan/Feb 2002).

I was pleased to read Bresett’sfirst paragraph. I agree that thereare roles people play in societythat are insufficiently valued, es-pecially the ones people don’t getpaid for and the ones for whichpeople doing the same job getpaid less... Their only recognitionis through our expressed appreci-ation. I am so glad we have themaround!

I read the second paragraphwith the same intellectual de-light. It made sense to me that ateacher is not kept a TOC because

there is no other teaching posi-tion. I hope that school districtscontrol the number of TOCs theyhire. But it came to me that therecould be a reason for a schoolboard to offer positions to “out-siders.” It is difficult to find re-placements for specialist teach-ers. If all the positions forspecified areas are filled in agiven school district and, for ex-ample, an extra teacher/librarianor a teacher specialist in wood-work or in French immersion ac-cepts the position of being a TOCwho would happily teach libraryor woodworks on occasions,wouldn’t it be tempting to offer aposition in that specific field to anewcomer (in school districtswhere TOCs don’t get seniority)so that looking for a new TOC inthat field would be avoided? I callthat good management. Too badfor the TOC who is not capable oris unwilling to go get experience“up north.”

What is more crucial to me isthe recognition TOCs should re-ceive, but don’t. Do I read fromBresett that the role of a TOC isnot as important—is subordinateto that of a “teacher”? It seems asif being a TOC is trouble that newteachers might have to gothrough before they can be“teachers.” TOCs should get oursupport, our recognition, and ourtime. They are our collegues!Why should they accept “thechallenges, not receiving bene-fits, and not receiving a scalesalary”?

I am a specialist teacher, andbeing a TOC for a couple of yearshas helped me be a betterteacher, a more versatile one. Iam really grateful for that period.Without that experience, Iwouldn’t feel as confident atwhat I do now. In fact, I don’tteach what I was trained for! Isimply wish I could have earnedmore money and been able to af-ford what other teachers wereable to afford then.Vicky GrenierMission

Newsmagazine of the B.C. Teachers’ Federation100 – 550 West 6th Avenue,Vancouver, BC V5Z 4P2871-2283, toll free 1-800-663-9163, F: 871-2289newsmag@bctf.ca www.bctf.ca/ezine/

EditorPeter OwensEditorial assistantKathleen SmithDesign consultantBetty SommervilleCopyeditorDebby StaggProofreadersBev Humphries

2001–02 TeacherAdvisory Board:Jacqui BirchallPamela HacheyHenry LeeJanet NicolDebra Swain

Staff writersDiana BroomePaule DesgroseilliersNancy KnickerbockerLarry KuehnMike LombardiLynne SinclairGeorge Taylor

2001–02 BCTFExecutive Committee:John ChisamoreDavid ChudnovskyPatricia CloughDave HarperMurray HelmerMargaret LittleBarbara ParrottLinda ShutoJinny SimsKathleen ThomsonNeil Worboys

ISSN 0841-9574

Volume 14 DeadlinesNo. 6 April 2002 March 29No. 7 May/June 2002 April 19

Articles contained herein reflectthe view of the authors and do notnecessarily express official policy ofthe B.C. Teachers’ Federation.

The B.C. Teachers’ Federation doesnot endorse or promote any productsor services presented in the advertis-ing sections of the newsmagazine.

All advertisements will bereviewed and approved by the BCTF.They must reflect BCTF policy and bepolitically, environmentally, andprofessionally appropriate.

School board tosue government

At a board meeting lastnight, the KootenayColumbia schooltrustees voted

unanimously (all nine of them)to begin legal proceedingsagainst the provincialgovernment for failing toadequately fund the “legislatedcollective agreement” (theirwords). They also passed amotion requesting that otherboards join them in theiraction.

Perhaps flexibility andautonomy are not all they arecracked up to be. It is difficultnot to be cynical as the BCPSEApartners start shedding them-selves of blame for the upcom-ing cuts, but at least the boardseems finally to understandwhat we have been hammeringat them for the past tenmonths. Better late than never.

– Bill Gorkoff, presidentKootenay Columbia Teachers’ Union

David Chudnovsky

TEACHER March 2002 3

Top 10 BCTF lesson aids

1LA 8569 ScienceWorks for KidsSeries: Grades K–1. Produced

by Evan-Moor Educational Pub-lishers, 80 p. each book ©1998.Six resource books provideteachers with up to 12 concepts ineach book, connecting science toreal life. Includes step-by-steplessons and ready-to-go resources.Activities in each book help stu-dents practice skills in observa-tion, analysis, communication,making comparisions, prediction,critical thinking, and recording.Note that the books are publishedin the USA and contain some US-based standards and references.Grades K–1. All are $15.95:LA 8569A Learning about AnimalsLA 8569B Learning about PlantsLA 8569C Learning about My BodyLA 8569D Learning about WeatherLA 8569E Learning about the Earth LA 8569F Learning to be a Scientist

2LA 4099A Physics One byGordon Gore 384 p. ©2001.

This edition is an alternative to LA4099 Physics 11. The content issimilar with the addition of threeelectricity chapters. The chapteron the nuclear atom has beendeleted. Grade 11 $16.95

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4 LA EE308 Watershed Connec-tions: An Introductory Guide-

book by Graham Shulley with KariJones and Jenn Hoffman 94 p.©2001. The Sierra Club of B.C.Divided into five modules definedby a particular focus area, andcontains between two and fouractivities, and provides informa-tion for both the teacher and thestudent. The five module topicsare: Watershed Works!, Water-sheds and Culture, Going Global,Watershed Worries and WatershedStewardship. This resource bookis for use in B.C. First Nations 12,Career and Personal Planning 10,11 and 12, Communications 11and 12, Earth Sciences 11, EnglishLanguage Arts 8, English 11,Geography 12, Resource Sciences11 and 12, Science 8, Science andTechnology 11 and Social Studies8, 9, 10 and 11, 12. $23.95

5LA 9854 Golf by Wilf Wed-mann, Jennifer Fenton, Bryna

Kopelow, Craig Cornell 53 p.©2000. This manual includes anintroduction to golf, equipmentand facilities, safety and etiquette,four “teaching the basics” lessonplans, golf games supplement,glossary, game objectives, BC golfcourses and clubs directory, golfpersonal skills challenge, personalgoals achievement cards, skillschallenge record card and skillcrests order form. Ages 8–13 $15

6 LA 9855 Disk Sports by WilfWedmann, Jennifer Fenton,

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7 LA 8615 Ukrainian Easter EggPysanka Beginners’ Designs

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8 LA 9118 War of the Eagles—Novel Study by Beverley

Sparks 78 p. ©2001. This novelstudy for the Eric Walters novelWar of the Eagles includes pre-reading activities, chapterquestions, questions on the plotand characters, themes in thenovel, novel projects, bibliography,and answer key and resourceinformation on the author and theJapanese in Cumberland, includ-ing internment. Grades 6–8 $6.50

9 LA 2126 The Teacher’s Com-plete and Easy Guide to the

Internet, Second Edition. AnnHeide and Linda Stilborne 336 p.and CD-Rom ©2000. This illus-trated book is a comprehensiveInternet reference for teachers.Includes a CD Rom. K–12 $41.95

10 LA ESL109 Extend a Wel-coming Hand—A Resource

Book for Teachers of Young ESLLearners. Published by theVancouver School Board, 54 p.rev. ©2001. Encourages andsupports early primary teachersas they welcome 2nd languagelearners into their classrooms.Contains practical ideas forcreating a welcoming schoolclimate and for teaching languageand concepts. Includes a list ofchildren’s books and teacherresources. Recommended by theMinistry of Education. K–2. $8

Check out the website for the B.C.Association of Learning Materialsand Educational Representativesat www.bcalmer.ca/ for a sourcefor contacts for many curriculumresources and information.

For a complete listing of over900 BCTF Lesson Aids, consult thecataloque in your school library orthe Lesson Aids online catalogue.www.bctf.bc.ca/LessonAids

To order any of the above lessonaids enclose a cheque payable tothe BCTF or authorized purchaseorder to BCTF Lesson Aids Service100-550 West 6th Avenue,Vancouver, BC V5Z 4P2. GST andpostage/handling are included inthe prices. Orders are sent byreturn mail.

LOOKING BACK70 years ago

It is not too much to say thatthe very fundamentals of oursystem are being vigorouslychallenged and attacked bypowerful groups and interestswhose only thought is to bringabout drastic reductions ineducational expenditureswithout the slightest regard tothe efficiency of the system, andwithout giving anyconsideration to the inalienablerights of the children and youthof the present generation.

By adopting sane, practical,and progressive policies, BritishColumbia has developed asystem of education second tonone on the North Americancontinent, as is evidenced bysurveys recently made. Thesepolicies have not resulted in,nor from, extravagances, and itcan readily be proved that fromeven the business man’s pointof view, the advances madehave all resulted in obtainingbetter value for money spent.(The B.C. Teacher, March 1932)

50 years agoFor a considerable period

there has been an increasingtendency toward the establish-ment of large and larger schoolsand, side by side with thattendency, there has been aresultant unrest affecting manyof our best teachers. By experi-ence they have come to theconclusion that the large schoolhas certain irremediabledisadvantages. One of these isthe impersonal character of thebig school.

(The B.C. Teacher, March 1952)

30 years agoThe school paper: bane or

blessing? The student news-paper need not be a destructiveoutlet for would-be revolution-aries or, on the other hand, amouthpiece for the principal. Itcan be a real asset to aschool—if it is properlyhandled. As a first premise it iswise to admit that theappearance of any paper oncampus cannot be prevented;

attempts to forbid circulationof outside papers usually failand in the process simplyprovide status and notorietyfor those papers.(The B.C. Teacher, March 1972)

10 years agoWhy affiliate? Affiliating

empowers us, as Canadiancitizens, as teachers, asworkers. Through affiliationwith Canada’s largest labourcentral, we can advance theeconomic, professional, andsocial goals we teachers havefor education and for thebroader society. Organizedlabour shares our perspectivesregarding the purpose andgoals of the public schoolsystem: to give all students aneducation that will preparethem to be full andparticipating members of ademocratic society.

(Teacher NewsmagazineFebruary/March 1992)

Chris Bocking, Keating Elementary School, Saanich

LIBERALS from page 1

Districts will no longer berequired to provide minimumlevels of, or indeed any,librarians, counsellors, learningassistance teachers, specialneeds teachers, or ESL teachers.Related language that providesfor base staffing in Vancouverand caseload limits for specialistteachers in Surrey is alsoeliminated. Teachers already

Teachers will notwant to break thelaw by accepting

more than the legalmaximums for K–3.

know from experience what theimpact of such cuts can be. Inthe mid–1990s, the Victoriadistrict eliminated all teacherlibrarians in elementary schools.Librarians were reinstated onlyas a result of the last collectiveagreement.

Bill 28, in a section entitled“Extended day and year-roundschooling” alters the approvalprocedures for variations to thestandard provincial calendar.Previously the agreement ofparents and employees wasrequired before a board madean alteration to the standardcalendar. Now only consultationneed occur. The distinction washighlighted by the discrepancybetween the explanatory notefor the bill and the words of theact. The explanatory note saidparental approval is necessary.The minister of education had torise in the legislature and admitthat the note was wrong.Parental approval has indeedbeen removed, along withteacher and support-staffapproval. Where a local calen-dar has been adopted, sectionsof a collective agreement maybe set aside unilaterally by theboard. Provisions dealing withhours of the day, days of theweek, or months of the yearcould be void if they conflictwith the decisions of the boardon an extended day or alteredcalendar. The minister citedcommon lunch hours forteachers as a problem to beovercome in that way.

The minister’s enthusiasm forthe change appears to be moti-

vated by budget considerations.She was eloquent about thepotential for cost-saving in newschool construction if days areextended or the school calendaraltered. Opposition membersquizzed her about the prospectof split shifts for teachers. Clarksaid, in error, there are nocurrent protections against sucha practice. Many agreements docontain such protections. Theycould be extinguished by thatsection of Bill 28.

Finally Bill 28 gives theminister of labour power toappoint a commission to inquireinto collective bargainingbetween teachers and theiremployers. The terms of refer-ence for the commission hint atfurther restrictions on bargain-ing. The commission must con-sider stable industrial relations,reducing the potential fordisruption, expeditious settle-ment of disputes, effective andefficient structures, and anyother factor.

Although the imposedlegislation came into effect assoon as Bill 27 was proclaimed(late on Sunday, January 27,2002), certain sections of thebill, and the companion Bill 28,did not become effective at thesame time. Salary is retroactiveto July 1, 2001. All teachersplaced on grid will therefore be

Until the end of thisschool year, all of the

existing class-sizelimits, non-enrolling

ratios, school-calendar provisions

and contracts inamalgamated

districts remain inplace.

eligible for back pay to thatdate, and their pay chequesshould have reflected theincrease immediately. TOCs ondaily rates not tied to the gridwill, unfortunately, receive noincrease.

The amalgamation of con-tracts, the new class-size num-bers, the elimination of non-enrolling ratios, and the new

school calendar provisions donot take effect until July 1,2002. Until the end of thisschool year, all of the existingclass-size limits, non-enrollingratios, school-calendar provi-sions, and contracts in amalga-mated districts remain in place.

The practical work of remov-ing articles from provincial andlocal agreements is to beperformed by a “strippingarbitrator” appointed by thelabour minister. The arbitratorwill decide which sections of theagreements must be deleted.There will be no appeal fromthose decisions—a most unusualrestriction. The arbitrator mustcomplete work by May 11, 2002,or earlier or later if the cabinetso decides.

The governmentrefused to implementthe employer’s offerof $190 as a daily

rate for TOCs.Teachers immediately real-

ized how devastating the effectswill be on students next schoolyear as class sizes increase,there are fewer non-enrollingteachers available, and supportis reduced for students withspecial needs.

Teachers will not forget orforgive this assault on the learn-ing conditions of their studentsand their own working condi-tions. On January 28, 2002, atrallies throughout the province,over 38,000 teachers expressedtheir outrage at these anti-education acts. These demon-strations began the campaign todefend public education, holdaccountable those responsiblefor this legislative vandalism,and reverse the impacts of theirlegislation.

Ray Worley is an assistantdirector of the BCTF’s Bargain-ing Division.

January 28, 2002,7,500 people

rallied in front of the Legislature

in Victoria. PETE

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4 TEACHER March 2002

AOs asked for it

by Pat Clarke

On January 25, 2002, Ican imagine there werehigh fives, poppingchampagne corks, and

all around merriment in theoffices of the B.C. SchoolTrustees Association, the B.C.Principals’ and Vice-Principals’

…teachers wantedan effective say and a way to ensure some

stability in workingand learningconditions.

Association and, of course, themaster artists of perfidy, theB.C. Public School Employers’Association. They hadsuccessfully concluded acampaign to restore manage-ment control of teachers’ work-ing conditions. They had goodreason for paroxysms of ecstasy.How often do you go into anegotiation and get everythingyou went in with? Only when itis not a negotiation at all. Onlywhen you are on the winningend of an Orwellian set up.

In this case, the Ministry ofTruth, otherwise known as theB.C. Liberal Party, appropriatedthe term flexibility, from thelexicon of their kin on the global

right. Flexibility joins restraintand accountability and othereasily euphemized words thatare transformed into slogansand then used as blunt instru-ments. The British ColumbiaMinistry of Truth had theextraordinary advantage ofhaving several platoons of truebelievers ready, able, andenthusiastically willing to do thedirty work required to forge theslogans into the bluntinstruments.

Probably the most Orc-likeparticipants in the B.C. Liberalobliteration of employee rights,in terms of their unswerving andmaniacal pursuit of the dubiousRing of Management Power, hadto be the Principals’ and VicePrincipals’ Association. Like abrigade of Orcs, they don’t seemoverly concerned about themess they make getting towhere they want to go, nor dothey seem to have given muchthought to any negative conse-quences of having secured thering.

But the BCPVPA has been onthis quest for a long time. Morethan 25 years ago, the innercouncils of that associationdecided that “The Ring” woulddefine them. Like any aggrega-tion of antagonists once theyhave made such a decision, theonly counsel they consider istheir own. That is especiallyunfortunate because somewherebetween the present and whentheir quest began, in the late

…the BCPVPA, on theother hand, held thatthe responsibilities ofschool managementprecluded mutualdecision-makingbeyond anything

more thanconsultation.

1970s, the implications andconsequences of achieving whatthey so passionately soughtbecame considerably moreproblematic.

If the BCPVPA had heardsome other voices, it may haveoccurred to them that justmaybe the Ring had, as it isinclined to do, transformed.When the quest began inearnest, management issues inschools were defined primarilyaround the concept of collegialdecision making. At the time,the BCTF was arguing that

teachers, administrators, andelected trustees should be ableto agree to the conditions underwhich teachers would work andstudents would learn. In short,teachers wanted an effective sayand a way to ensure somestability in working and learningconditions. School administra-tors, through the BCPVPA, onthe other hand, held that theresponsibilities of schoolmanagement precluded mutualdecision-making beyond any-thing more than consultation.

The BCPVPA quest has beenfuelled by a single-minded andnow disastrously simplistic

Schooladministrators will

have no moreopportunity for

leadership than themanager of a Nike

factory in Indonesia.

obsession dating back to the1970s. It is represented by aone-line battle hymn: “We runthe schools; teachers teach.” Butthe wizards controlling the Ringhaven’t told their eager-to-please little brigade of Orcs thatthe quest has a differentpurpose now. Flexibility is notjust about school administra-tors’ having more clout. It is atrue Orwellian euphemism. It isabout down sizing. It is aboutmaking a public service lesseffective. It is about makingpublic education more attractiveto private, for profit, operators.It is about turning an open andequitable public school systeminto a playground for theprivileged.

Two groups haveconsistently argued thatteachers should not havethe right to negotiate

working conditions for teachersand learning conditions forstudents. According to the twogroups, truly professionalteachers negotiate only forsalary and benefits.

One of the groups is the B.C.Principals’ and Vice-principals’Association (BCPVPA), and theother is a group that began asthe Teachers For Association.

TFA began in 1987, when theSocial Credit government hadteachers decide whether to formunions or associations. The TFAwas unsuccessful in convincingteachers to adopt the associa-tion model and launched abouta dozen court cases against theBCTF after approximately 99%

TOCs get 0-0-0!

Logic and reason havenothing to do with thethought behind thegovernment’s decision to

withhold a salary increase forteachers on call. “We’reteachers too!” is the typicalreaction of many of the 6,000TOCs in B.C. who are the lowestpaid teachers in the province.With a stroke of the pen thisgovernment has all but erasedany gains TOCs have made overthe last few years. Low salariesand lack of job security is thereality for most teachers on call.

According to a BCTF researchsurvey in the spring of 1999, in1997–98, TOCs “earned anaverage of just over $11,000—about one-fifth of the averageteacher’s salary.” Daily rates forTOCs are still in jeopardy. Oncethe lawyers sort through theextremely complicated legaleseof Bill 27, it is conceivable thatTOC salaries will be frozen orred-circled, and 0–0–0 will be areality.

Bill 27 imposesupon teachers an

agreement that willmean lower salariesand reduced rights

for many.

The need for better pay andmore work has forced manyTOCs to be on more than oneTOC list. (Statistics show that19% of TOCs were on two lists,and 5% were on three or morelists.) In amalgamateddistricts, Bill 27 completelywipes out collectiveagreements. Bill 27 imposesupon teachers an agreementthat will mean lower salariesand reduced rights for many.

TOCs in this province haveneeded to redirect theirenergy, education, andexperience to work in areasother than education. (In1997–98, 12% of the TOCssurveyed had otheremployment.) Many havechosen to leave the professionentirely. Certainly Bill 27 willfurther that move. B.C.classroom and itinerantteachers know all too well theconsequences of TOCshortages. Sick days andprofessional development willinevitably be decreased and/ordenied when there are noTOCs to replace teachers.

For the most vulnerable andlowest paid members of theBCTF, there appears to be noincrease whatsoever for three

Bill 27 reminds thishard-working group

of specializedteachers that the

government reallydoes not care.

years. And to add insult toinjury, the legislation reinforcesthe isolation of TOCs from theirprofession. It reinforces thebelief that TOCs are notrecognized for their educationand experience, do not deservea pay increase, and are not asgood as “real teachers.” Bill 27reminds this hard-workinggroup of specialized teachersthat the government reallydoes not care.

– a teacher on call

Where did this legislation come from?of teachers signed up with theunion. In all the court cases,TFA was unsuccessful. Theformer head of TFA, MickeyPatryluk, is now the president ofthe B.C. Liberal Party. Overtime, the group morphed intothe Teachers For Excellence,and then the Society for theAdvancement of Excellence inEducation. In all its incarnationsthe group has consistentlypromoted the market model andopposed bargaining rights forteachers.

The BCPVPA madepresentations to the provincialgovernment in September 1991requesting limitations onteachers’ rights to negotiateworking and learningconditions. The BCPVPA hasalso pushed its agenda throughthe B.C. Public School

Employers’ Association, thebargaining agent for schoolsboards. The bargainingobjectives adopted by BCPSEA in1995 for the first round ofprovincial negotiations reflectedthe objectives of the BCPVPA.The objectives haven’t changed.

On February 4, 2002, Ministerof Education Christy Clarkconfirmed that the provincialgovernment will fund the salaryincrease for teachers only forthe 2001–02 school year. Thegovernment has told schoolboards that it is providing theflexibility they requested. Class-size limits are out of thecollective agreement, there is norequirement to have specialistteachers, and there are noguarantees of service levels forstudents with special needs.

In the following article, Pat

Clarke points out that you haveto be careful about what youwish for, because sometimes youget it.

– Peter Owens

On January 25, 2002, theBCPVPA no doubt believed thatthe long quest was over. Schoolswere once again under theguiding hand of administrativeprerogative, and the halcyondays when a school was anadministrator’s fiefdom hadfinally returned. It is a tragicallytime-warped vision. Schooladministrators will have nomore opportunity for leadershipthan the manager of a Nikefactory in Indonesia. In 2002,they are mere functionaries inan ideological crusade wheretheir role is to deliver the badnews and then watch as theirtreasured ring of managementcontrol devolves into meaning-lessness.

Those are the most seriousconsequences of the BCPVPA’smarch of folly. There are others.Their complicity, unwitting ornot, with a nasty, ideological,and reckless government hascost them an incalculableamount of credibility and trustwith the very people who musttrust them the most, theteachers they have to work with.

Pat Clarke is director of theBCTF’s Professional Develop-ment Division.

TEACHER March 2002 5

Greetings, Ministerby Moira Mackenzie

The moment she beganher speech, the shoutingout and heckling began.In the gymnasium of King

George Secondary School onJanuary 31, 2002, EducationMinister Christy Clark addresseda meeting of parents and con-cerned members of the public,speaking about the govern-ment’s plans in education andthe recent passage of Bills 27and 28. Yes, some in the crowdapplauded the minister, but theywere mainly the other LiberalMLAs in attendance, theirsupporters sitting with them,and some of the BCCPAC andDPAC reps. Generally, the mood

Evasive andlacking depth and

specifics, theminister’s

responses were metwith jeers, laughter,

and pointedremarks about thepast, present, andfuture actions ofher government.

in the gym at King George wasone of anger and frustration.

The design of the meetingcontributed to the tone ofcynicism. The media wasbarred from the gym; there wasa sign-in sheet, and a numberof teachers were turned away.Inside, two parents who arealso teachers were asked toleave; they did not. There wasno time for an open mike forthe audience, and onlyquestions submitted in writingahead of time were put toMinster Clark. The meeting wastold that any questions left atthe end of the session would begiven to the minister and shewould fax a response.

Once the minister began heraddress, it became clear thatshe had little more to offer thana series of platitudes, despiterepeated demands for specificsfrom the audience:

• Parents are the singlemost important factor in theeducation system, and, if theeducation system needs to bechanged to draw in as manyparents as possible, so be it.

• Imposing the legislationwas not easy, but it had to bedone. Once the dust settles andthe rhetoric dies down, thingswill go back to normal. We didour best to come up with a fairraise for teachers.

• Class size is important,but we need flexibility. School

can’t be based on formulasdecided at the bargaining table.

• BCCPAC, among others,asked for the legislation.Parents, superintendents, andadministrative officers careabout kids. Schools need to belearning places before workplaces.

• School boards will havethe local autonomy to makechoices and address specialneeds in the system. They careabout kids and won’t let thingsget worse.

The lack of specificity waseven more evident as questionsfor the minister were read aloudby the organizers. It was clearthat the parents in attendancehad done their homework; theyhad many tough questionsdealing with issues such asmistrust of the government, theteacher shortage and teachermorale, threats to services forstudents with special needs,removal of class-size limits,cutting of inner-city schoolfunding, and so on. Theyweren’t getting answers!Evasive and lacking depth andspecifics, the minister’sresponses were met with jeers,laughter, and pointed remarksabout the past, present, andfuture actions of her govern-ment. No, the governmentagenda was not being embracedin King George SecondarySchool gymnasium that night.

There can be no mistakeabout the rejection of thegovernment agenda for educa-tion in any other public meetingthat the minister of educationaddresses in this province,

…the educationminister will be out

and about,marketing the

Liberal agenda forpublic education…

either. To the parents’ meetingon January 31, 2002, ChristyClark expressed her commit-ment to travel the provincespeaking to parents about issuesin education. While a govern-ment commitment may not beworth that much in B.C. today,the education minister will beout and about, marketing theLiberal agenda for publiceducation; we need to make surethat the she receives a welcomeworthy of all that she and hergovernment have done and planto do to the public educationsystem in our province.

Moira Mackenzie is anassistant director of the BCTF’sProfessional DevelopmentDivision.

President David Chudnovsky met with media following the RA to explain the action plan.

Teachers adopt plan of actionat Rep Assembly

As a result of the Liberalgovernment’s unilateralimposition of the termsand conditions of

teachers’ employment, it will notbe “business as usual” in BritishColumbia schools.

On February 1 and 2, 2002the BCTF RepresentativeAssembly met and unanimouslyagreed upon a plan to continuesupporting students’ learning,while resisting government cuts.

“Facing a government that isprepared to sacrifice qualityeducation to pay for tax cuts tothe rich, teachers are deter-mined to preserve services tostudents and to inform citizenswhenever the cuts hurt kids,”said BCTF President DavidChudnovsky.

More than 200 local presi-dents and teacher representa-tives from throughout theprovince debated a wide rangeof options to express the outrageof members at the legislatedcontract stripping. Many of theveteran teacher activistsexpressed their sorrow that thelegacy of improvements theyhad fought for, and even walkedpicket lines for, had been wipedout with the stroke of a pen.

The debate was passionatebut always professional, and atthe end of the day teachers wereunited around the longer-termresponse plan. It outlines anumber of activities thatteachers will do, and a few thatthey will not.

The assembly voted that theBCTF, its locals, and memberswill:

• organize meetings forparents at schools throughoutthe province to discuss theimpact on learning conditions ofBills 27 and 28.

• report to parents on theimpact of changes to learningopportunities that occur as aresult of the imposed contractand the impact of the fundingfreeze in education.

• conduct an immediateprovince-wide review of studentlearning conditions and make amajor report to the public inOctober 2002.

• publish report cards at thedistrict and provincial level toevaluate the government’seducation policies.

• hold Premier Campbelland Education Minister Clark toaccount for their educationpolicies at every one of theirpublic appearances.

• participate in the B.C.Federation of Labour Day ofProtest on February 23, 2002 inVictoria and other communitiesthroughout the province.

• call upon the B.C.Federation of Labour to holdregional and provincial days ofprotest against the legislation

and the cutbacks.• affiliate with the B.C.

Federation of Labour as soon aspossible.

• call on individual teachersto write to the minister ofeducation asking for herresignation;

• inform teachers acrossCanada of the violation ofcollective agreements and of theanti-education policies of theprovincial government.

The assembly voted thatteachers will not:

• spend personal funds onschool materials.

• participate in fundraising.• provide coverage for a

teacher who is absent (exceptfor a teacher on call hiredspecifically for that purposeunless ordered to do so).

• supervise or markFoundation Skills Assessment ordistrict standardized tests.

• do struck work, such asfirst-term report cards.

- Nancy Knickerbocker

Partner reactionsBCSSA

The B.C. School Superinten-dents’ Association is relievedthat a collective agreement isnow in place. “The associationstrongly supports the decision toreview the collective bargainingstructure. We are in agreementthat in the educational sector,this process is flawed and notfunctional,” (BCSSA PresidentDon Goodridge)

“We also wish to make itperfectly clear that the BCSSAvalues, honours, and respectsthe commitment and dedicationprofessional educators make totheir students, schools, andcommunities.

“As well, we welcome theopportunity for autonomy andflexibility in public educationdecision-making. Rigid class-size limits and formulas desig-nating the types and numbers ofspecialist teachers force deci-sions that are not always in thebest interest of students.

“It is now our responsibility towork with our communities toensure that this increasedflexibility improves the quality ofeducation.”

– January 28, 2002

BCSTAB.C. school boards welcome

the return of local autonomyand management flexibilityresulting from today’s legislatedsettlement of the teachers’contract.

“While we would havecertainly preferred an agree-ment settled at the negotiatingtable, this legislation does the

public a service by recognizingthat locally elected schoolboards, not unions, are legallyaccountable for the use of publicmoney to improve studentachievement in our schools.”(BCSTA President GordonComeau)

“This legislation is an impor-tant step to enable schoolboards to spend the public’smoney in ways judged locally tobe the best for students andschools. How schools aremanaged should not and cannotbe dictated by union contracts.At election time, the voters willjudge how well school boards dotheir job.”

British Columbia is a largeand diverse province. Since thelast teachers’ contract, drawnup by the union with govern-ment and imposed by legislationthree years ago, school boardshave pointed out that rigidclass-size limits and formulasdesignating the types andnumbers of specialist teachersforce staffing decisions that arenot always in the best interest ofstudents. Students do not arriveat schools in convenient batchesof 25 with statistically balancedneeds. The solutions haveincluded long commutes forsome students, split classes forothers, and no ability to adjustteacher resources to meetstudent needs.

“School boards have beencharacterized as being opposedto small class sizes and special-ist support for students. Nothingcould be further from the truth,”Comeau said. “The issue is notwhether we want these things,but how we accomplish them atthe local level.

“While it comes as no surprisethat the provincial union contin-ues to be opposed to schoolboards having autonomy andflexibility, I have faith thatschool board trustees andemployees will continue theirwork, as always, with a spirit ofco-operation and with commit-ment to B.C.’s students.”

– January 25, 2002

BCPVPA“The legislation definitely

focuses on the needs of children.I think that most teachers aftera period of time, will realize it’snot bad legislation. I think agood learning environment willcome back, but the next weeks,months will be challenging.”(BCPVPA President Stu Dale)

–January 27, 2002“Stu Dale has long lamented

that his members are hand-cuffed by collective agreements,he said that the changes wouldallow schools to better meetdistrict needs, beginning in thenext school year.” (VancouverSun)

– January 26, 2002

BCCPAC“For parents this a great relief

that...job action might be overand schools can get back to thebusiness of education. Iwelcome the plan for increasedflexibility, parents have opposedrigid class size limits in thecontract.” (BCCPAC President,Reggi Balabanov) – Vancouver Sun, Jan. 26, 2002)

“However Reggi Balabanov,said BCCPAC believes the classsize elements in the legislationmake common sense andaddress parents’concerns thatthere wasn’t enough flexbility inprevious class size limits forprimary grades.

This looks like kids will be themost important thing in eachdecision.

We’re happy to have moreflexibility.”

– Times Colonist, Jan. 26, 2002

– Mike Lombardi

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6 TEACHER March 2002

Messages ofsupport for B.C.

teachers

Teachers around the worldare outraged at theLiberal government’streatment of collective

agreements and workers’ rights.Below are excerpts from someof the messages of support:

OntarioOntario English Catholic

Teachers’ Association: “Lastweek was indeed a black one forteachers who have consistentlyshown their willingness to com-promise on all contract issues,except those that touch on thewelfare of students. OECTAmembers share your disgust atthis misuse of legislative power.We are with you in spirit as youprotest these arbitrary actions.We are with you as you hold theline. Let us know what we cando to help.”

– Cathy McVean, president

Alberta“Please convey to your execu-

tive, staff, and members theunqualified support of Alberta’s32,000 teachers. We understandthat your efforts to protect yourworking conditions are alsoefforts to enhance the conditionsin which students learn. In ashort while, thousands ofAlberta teachers will be calledupon to emulate the courageand resolve that your membersare demonstrating today. Asteachers, we know that strengthin the face of an arbitrary andarrogant government derivesfrom solidarity, and that thebonds of solidarity in ourprofession reach across twoprovinces.”

– Alberta Teachers’ Association

CTF“The 240,000 teachers of

Canada raise their voices insupport of the British ColumbiaTeachers’ Federation membersin their struggle to secure a faircollective agreement,” saysDoug Willard, president of theCanadian Teachers’ Federation.CTF also placed full-page ads inmajor B.C. newspapers thaturge the government of BritishColumbia to renounce legislationand return to the bargainingtable. “Collective bargaining is aproblem-solving process. Staywith it! Contracts by governmentdecrees have no place in ademocratic society.”

– CTF President Doug Willardalso attended BCTF rallies in

Vancouver and Victoria

Support from theWorld Education

ForumPorto Allegre, BrazilFebruary 2, 2002

“Be it resolved that thedelegates attending the WorldEducation Forum in PortoAllegre, Brazil go on record insupport of the teachers ofBritish Columbia, Canada, intheir fight for full and freecollective bargaining rights;

“Be it also resolved thatdelegates present call on thegovernment of GordonCampbell to stop its attacks onthe rights of teachers andother workers;

“Further be it resolved thatthe delegates present makeevery effort upon returning totheir home countries to sendletters of support to theBritish Columbia Teachers’Federation and letterscondemning the actions of thegovernment of B.C.”

More than 50,000 socialactivists attended the WorldSocial Forum, including morethan 1,000 delegates at theEducation Forum, who unani-mously adopted the precedingresolution.

Jan Eastman, a BCTF staffmember and former presidentof the Canadian Teachers’Federation, said in a telephoneinterview from Porto Allegrethat it was heartening to hearthe many expressions ofsolidarity with B.C. teachers.

“It’s truly amazing. This cityis so friendly,” she said. “Morethan 50,000 people marchedthrough the streets and youbarely saw any police presenceat all. You felt totally safe. Itwas nothing like Quebec City,or even Vancouver duringAPEC.”

Mexican teacherswrite to Campbell

We have been informedand we are appalledby your decision tocall today for a

special session of the legislaturefor the approval of conditions onteachers that have not beenaccepted in the negotiating tableby the thousands of teachersbelonging to the BritishColumbia Teachers’ Federation.Teachers have the right (recog-nized in many countries) toparticipate directly anddecisively in the decisions andmatters pertaining to theirwork. As professionals whoknow first hand the conditionsin which children and young-sters can learn and live better,[we know] this labour right is asafeguard against decisions thatare not educationally sound.When political, financial, oradministrative reasons hinderthe right of students to a betterpublic education, it is theteachers’ professional duty todefend them. To impose by theforce of the law what your ownteachers will not accept [at] thetable means not only anaggressive disregard for theprofessional advice of peoplewhose lives have been devotedto teaching, but also a notice-able step back from the civilizeddemocratic and labourtraditions by which Canada iswell know around the world.

As representatives of nationalteachers and university facultyunions belonging to the Tri-national Coalition in Defence ofPublic Education, MexicanSection, we respectfully ask youto withdraw your legal initiativeand to do whatever is in yourhands to bring about a quicksolution to this conflict favour-able to the best interest ofstudents and teachers. Mean-while we declare ourselves infull solidarity with teachers ofthe British Columbia Teachers’Federation, and very soon, onan agreed date, we will be alsoshowing our support at theCanadian Embassy in the City ofMexico.

David Villarruel, Sindicato de laUniversidad A. Metropolitana(UAM)

Maria Eugenia López, SecciónIX, Sindicato Nacional (SNTE)

Juan Carlos Serra, SindicatoUniversidad de Chapingo(STAUACH)

Pedro Hernández, SindicatoUniversidad Nacional Autónomade México (UNAM).

Maria de la Luz Arriaga,Coalicion Trinacional enDefensa de la Educacion Publica

Hugo Aboites, Professor.

Metro teachers ralThe wind at our backs

by Jessye Labaj

On a Saturday morning,most people do theirweekend chores, attendtheir children’s games,

watch the mountains glow in thesunrise, or just sleep the earlyhours away. This past Saturday,as I cycled down Granvilletoward Canada Place, clusters ofpeople were flocking in thesame direction. I stopped at ared light beside some pedes-trians when a man asked if Iwas cold. I replied that I amfrom Ontario and dare notcomplain. “You are lucky tohave the wind at your back,” hesaid. Wind at my back! Iwondered if the teachers wouldhave the wind at their backs?

As it turned out, we werewalking into a wind as cold asthe Liberal government. Asteachers face cuts, clawbacks,and contract stripping, I ponderthe state of education a yearfrom now. I arrived at CanadaPlace to see a huge crowd ofMetro Vancouver teacherslistening to live music and usingthe colour-coded song sheets tosing along. Between the songs,stories were told. One WestVancouver teacher rememberedwhat it had been like beforeteachers had a union. Anotherrecalled what her work hadbeen like before elementaryteachers had prep time. One ofmy first mentors told me abouther Grade 2 class with 21students. She said the tone ofthe class is great for learning,and she and the students arerelaxed. I admitted that I was a

little jealous as I have middleschool classes with 30 and morein each class, but I am happy forher and her students that thelearning environment is sonurturing.

Approaching the art gallery, Ilooked back at the sea of peopleand signs surging forward.There were signs from theBCNU, CUPE, and CAW side byside with teacher signs saying“Who will do the requiredminimum five years of universityfor a decade-old wage?” Goodquestion! Who would? Maybe Ishould be a physiotherapistinstead and treat the chronicbackaches that teachers willhave from the downloadedpressure. If the Campbellgovernment decides to scrapclass-size language, a lot ofbeginning teachers like me willbe back on the hunt for jobs.Perhaps I could open a privateschool and persuade Campbell’srich friends to enrol theirchildren. I could hire some ofthe 1,200 teachers who weredisplaced when the K–3 class-size and non-enrolling languageexpired.

We arrived at the gallery tohear Jim Sinclair, of the B.C.Federation of Labour, and DebraMcPherson, from the nurses’union. Teachers sang andcheered for the speakers,especially when the sun emer-ged from behind the clouds asDavid Chudnovsky was speak-ing. The sun was shining just forteachers that morning—thethousands of teachers andteacher supporters gatheredthere to defend publiceducation.

Jessye Labaj teaches atRidgeview Elementary School,West Vancouver.

Trustee tieseducation cuts to

global agendaby Adrienne Montani

Thank you to all of you forcoming out to stand upfor public education. It’sa privilege to stand in

solidarity with so many advo-cates for children and youth.

So why are we out here? Whydo we care so much abouteducation? Because it reallymatters. Because the stakes arehigh—for our children and forour society.

These high stakes in publiceducation are recognized byadvocates, governments,academics, and yes, by market-

West Vancouver teacher Jessye Labaj walked her bike in theMetro teachers’ march and rally in support of class-size

limits, specific ratios for specialist teachers, and support forstudents with special needs.

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ing firms and the private sectorinterests they represent.

For example, we have somevery good policy language inB.C. The mandate for the publicschool system to create “edu-cated citizens” who can contri-bute to a democratic, just, andproductive society is eloquentlyoutlined as a fundamentalresponsibility of government.Many acknowledge the crucialrole of the public educationsystem in equalizing opportun-ities for all children and youth.

We also have muchaccumulated knowledge aboutgood educational practice, aboutchild and youth development,and about the greater benefitsof early investments inprevention and support over thelater remedial or crisisresponse.

We even have InternationalMonetary Fund studies thatconfirm that economic returnsfrom public investment ineducation are high. And wehave the international affirma-tion of the importance ofchildren’s and youths’ rights toan education, enshrined in theU.N. Convention on the Rights ofthe Child, a commitmentdocument that every country inthe world, except the UnitedStates and Somalia, has signed.

So what kind of society orgovernment ignores all theevidence and learning anddecides to shoot itself in the footby penny-pinching on theeducation of its children?

Our current provincialgovernment made a publicpolicy decision to deliberatelyreduce government revenuethrough tax cuts—whichprimarily benefit the wealthiestamong us. The argument thatgoes with it suggests we all willreap long-term benefits ineconomic growth, despite theshort-term “belt-tightening.”Having done this, the govern-ment now tells us there’s justnot enough money for educationand other public or socialservices, that education budgetswill have to be frozen for threeyears at current levels.

Do we want to live ina society that treatsthe education of its

children as acommodity to be soldto the highest bidder,

or the slickestmarketingcampaign?

TEACHER March 2002 7

ly Saturday, January12,2002

We know that children learnmore from what we do, not fromwhat we say. So think of thatdecision in terms of what itteaches our children. As aparent, if I gave a big chunk ofthe family budget to somewealthy neighbours and thentold my children I couldn’tafford decent food or clothingfor them, they would rightlyconclude that their health andwell-being are less important tome than the wealthy neigh-bours, regardless of whatarguments I might make aboutthis being a good long-terminvestment.

The message to students inour schools is the same. Thisdecision says to them, Your rightto, and need for, a qualityeducation is less important thantax cuts for wealthy individualsand corporations. Your needswill be sacrificed now (andwe’re sorry you’re only youngonce...) in order to make B.C. anattractive investment environ-ment for people who think theyshouldn’t have to contributemuch to the collective socialfabric through taxation, forpeople who value personal orcorporate profit over communitywell-being.

The decision to freeze thebudget for public education forthree years—which we knowmeans that school boards willhave to make more cuts toprograms and services—and thethreatened cuts to the $43

million dollars in social-equityfunding currently held by theMinistry of Children and FamilyDevelopment, which pays forcommunity schools, hot lunches,inner-city programs, etc.—teaches us something about thevalue accorded to our childrenand youth and to the health andwell-being of our communities

by the decision makers. Noamount of rhetoric about educa-tion being a top priority canmask the harmful impact ofthese decisions. If children’s andyouths’ educational rights weretruly valued, different decisionswould be made.

It is our job as citizens, ascommunity, as advocates for ourchildren to oppose this devalu-ation and to educate othersabout the urgency of this task.Everyone should understandthat the stakes are high.

The stakes are particularlyhigh for the most vulnerable ofour students: those withdevelopmental challenges anddisabilities, Aboriginal students,students living in poverty,students who came here asrefugees, and others—many ofwhom are already struggling tofind the supports they need inour schools. Targeted educationdollars for Aboriginal andstudents with special needs havenot been adequate, but theyhave made a difference. Whatadvantage is there for thesestudents in de-targeting thesedollars? Will greater flexibilitytranslate into more support forthem or less? We should notgamble on the answer.

Underfunding is alreadyforcing excruciating andinherently unfair choices on alllevels of the education system—on trustees, on administrators,on parents, on teachers, and onsupport staff. Which studentgets put on the wait list forassessment or services? Whichstudent doesn’t get the attentionhe/she needs in a classroom?Which option is the leastdestructive for students withspecial needs: under-resourcedintegration in a regular class-room or placement in a specialor separate program? Whichschool doesn’t get the earth-quake safety upgrade it needs?Do we buy math texts or booksfor the school library?

In this context, the new talk ofchoice seems rather cruel. Yetwe are told there aren’t enoughchoices in our schools and wemust rush to create a greater“marketplace” of “choice”schools. But this new rhetoric ofchoice comes with an agendathat values competition, notcommunity building, and we allknow which families and stu-dents are most likely to win in aconsumers’ race and which are

most likely to lose. So we are being asked to

magnify the inequalities thatalready exist by creating greaterchoice for those who are alreadymost advantaged and to directscarce resources from neigh-bourhood, comprehensiveschools where choices andsupport for the disadvantagedare already inadequate. This isnot speculation. This is thelegacy of “New Era” style choiceprograms in other countries thathave been pursuing this agendafor a while. Even the WorldBank acknowledges this resultsin increasing inequality.

Cumulatively, we have the redherring of the need for choiceschools layered on fiscal deci-sions that deliberately under-mine the quality of educationthe public system is able to offer.We have the relentless imposi-tion of the language of themarketplace in the discourse ofeducation: parents are“consumers” teachers andstudents are to be valued fortheir measurable “outcomes” or“outputs” or their “continuousimprovement”—not for theirless tangible teaching andlearning successes. Schools andteachers are told they mustbecome more accountable byincessantly testing their studentsand using the results asmarketing material. Theinstitution of public educationitself is vilified by the likes of theFraser Institute as a one-size-fits-all “monopoly” that must beended.

And right on the heels of thismanufactured crisis andturmoil, the consistent attemptto shake the public’s confidencein public education (with a lot ofhelp from the corporate media),and the actual undermining ofthe system through underfund-ing, comes the message, Private

is better. Let the private sectorwork its magic of efficiency,consumer choice, and competi-tion leading to excellence!

Forget social justice andreducing inequality. Forgetpublic responsibility for ensur-ing equal opportunity for allchildren. Too bad if someparents aren’t good enoughconsumers or competitors.Forget the values of communitybuilding, co-operation, andincluding the most vulnerable.Forget what we know and havelearned about what is good forchildren and for a healthysociety. Just repeat “Public isbad; private is good” over andover again, until enough peoplebelieve it.

Is a conspiracy at work? Yes!Read the web sites of the mar-keting people who are salivatingto get their products (educa-tional and anything else) intothe education “market,” in frontof those captive and impression-able young people.

Not all people who are caughtup in the “New Era” languageare conspirators. Many parents,students, and educators havelegitimate and urgent com-plaints about the currentsystem. Some of them areunaware of the privatizingagenda behind the neo-liberallanguage. They are frustratedand want changes. It’s hard toknow who is speaking the truthwhen promises are made andsolutions are proposed.

And so I go back to values andremembering what we knowand what we have committed to.Do we want to live in a societythat treats the education of itschildren as a commodity to besold to the highest bidder, or theslickest marketing campaign?I’m clear on the answer: No!That would violate our responsi-bility to nurture our childrenand engage them in building acohesive, caring society. Wemust stop looking to the worstexamples, where privatizationand commodification of educa-tion have been imposed, andlook instead to the countries, forexample in Europe, that havestrongly supported publiceducation systems from pre-school through post secondary.

Smart societies invest gener-ously in their children andyouth. Just societies uphold therights of their children andyouth—most of whom cannotvote yet. Caring societies makesure all children and youth areincluded, especially those leastable to compete.

I want to live in a just, caringsociety that acts on its knowl-edge of what is good for childrenand, ultimately, what is good forus all. Public education is one ofthose social goods that we mustprotect—because it is essentialto protecting our freedoms andour future. The stakes are high,and we all have a role to play ineducating ourselves, our peers,our government, and the public.

Those who say we cannotafford a good public educationsystem in this wealthy provinceand country are revealing thebankruptcy, not of the publictreasury, but of their values.

Adrienne Montani, a Vancouverschool trustee, spoke at a rallyon January 12, 2002 at theVancouver Art Gallery.

January 12, 2002, 5,000Metro teachers marched to a

rally at the Art Gallery inVancouver.

Smart societiesinvest generously intheir children and

youth.

Those who say wecannot afford a good

public educationsystem in this

wealthy provinceand country are

revealing thebankruptcy, not ofthe public treasury,but of their values.

…a qualityeducation is less

important than taxcuts for wealthyindividuals andcorporations.

Surrey teacher JuliaMacrae’s sign indicated that

the Liberals haveaccomplished somethingpositive with their cuts.

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Fernie and Cranbrook 400 members, and union supporters marched to MLA’s office and then school board office

Kimberley 100% turnout--marched through downtown for leaflet distribution, on to Platzel bandstand for public speeches; joined by other union workers

Windermere 175 at a noon rally downtown area by board office, park outside MLA’s office

Nelson 330 members met at Best Western and marched to MLA’s office

Arrow Lakes 100% teachers participated in study session and marched to board office

Boundary rallied in Grand Forks, joined by other union members

Princeton District assembled at Legion, and marched to Court House

Golden marched to school board’s satellite office

Castlegar rallied at school board office

Vernon 525 met at Schubert Centre, funeral march to MLA’s office

Kelowna 1,100 had study session, letter writing

Revelstoke spirited rally with over 90% participation. Joined by other labour groups

Queen Charlotte City 100 attended rally at school board office. Thanks to McPhail and Kwan…faxed letters to MLA

Prince Rupert 400 protesters, music and ceremonial coffin—rallied at Fisherman’s Hall and marched to MLA office

Smithers and Burns Lake 250 rallied on 2nd and Main and marched to MLA’s office

Fraser Lake rallied at the Legion Hall

Ft. St. James rallied at Musicmakers’ Hall

Prince George 1,000 rallied at Civic Centre, marched to court house for speeches

Valemont march to government agent’s office, presented message of concerns to the mayor

MacBride marched with coffin down Main Street. Four out of five of the schools joined in

Victoria 7,500 assembled at legislature building

Penticton rallied at Trade and Convention Centre, public rally held at Gyro Park

100 Mile House, Williams Lake, Tatla 400 members and other unions marched to MLA’s office

Quesnel 300 marched from Civic Square Curling Arena through town to MLA’s office

Merritt rallied public library, presented petition to MLA’s office

Kootenay Columbia rallied at school board office

Armstrong 116 members for a study session, speeches, CUPE workers joined to show support

Vernon 525 members met at Schubert Centre and had funeral march to MLA’s office

Central Okanagan 1,100 members held study session, letter writing, and march

Cariboo-Chilcotin 400 members and other union workers marched to MLA’s office in Williams Lake

Quesnel 300 members marched from Civic Centre through town to MLA’s office, speeches, refreshments

Merritt rallied at public library, presented petition to MLA’s office

Chilliwack, and Fraser Cascade 900 members bussed to MLA’s office

Abbotsford 1,300 members rallied, Agricultural Rec Centre

Langley Metro rally

Surrey 3,500 members rallied at Cloverdale Fairgrounds

Delta Metro rally

Richmond Metro rally

Vancouver 14,000 members rallied at the Pacific Coliseum, PNE Grounds

New Westminster Metro rally

Burnaby Metro rally

Maple Ridge 650 members met at Baptist Church, 222nd & Lougheed Highway, then marched to MLA’s office

Squamish 250 rallied on Cleveland Avenue

Coquitlam Metro rally

MacKenzie 90 marched to the MLA’s office, then rally with speeches

North Vancouver Metro rally

West Vancouver Metro rally

Sunshine Coast 300 teachers and 200 CUPE, BCGEU, CKP, HEU, IWA, retired teachers and other community groups. Marched with coffin to MLA’s office

Howe Sound 250 teachers with children, parents, union supporters, marched and rallied, and sent faxes to MLAs

Central Coast 100% teachers not at work. District-wide mail-out flyer produced and two letters per member to various MLAs, premier, etc.

Queen Charlotte 100 members gave thanks to Joy McPhail and Jenny Kwan, faxed individual letters to MLA

Prince Rupert District 250 and 400 protesters rallied at Fishermen’s Hall and marched to MLA’s office, music and ceremonial coffin

Bulkley Valley and Burns Lake 250 – 300 members rallied at 2nd & Main, then marched to MLA’s office. Burns Lake joined Bulkley Valley in a rally in Smithers, joined by members and reps from CUPE, BCGEU, BCNU, HEU

Nechako 90% participation. Fraser Lake rally, Fort St. James march, and Vanderhoof march to MLA office

Prince George 1,000 members rallied at Civic Centre, then marched to Court House for speeches

Peace River South 100% turnout, rallied at Elk’s Hall

Peace River North over 300 people at the rally

Victoria – Island locals 7,500 members marched to Legislature Buildings

Okanagan Skaha rallied at Trade & Convention Centre in Penticton, and Gyro Park

Nanaimo Victoria rally

Mount Arrowsmith Victoria rally

Alberni District 70 teachers to Victoria, 60 at a rally with speeches and songs in Alberni

Comox those not in Victoria, marched to MLA and school board office

Campbell River Victoria rally

Kamloops Thompson 1,000 assembled at old Sears building, Thompson Park Mall, marched down 5th Avenue, rally at courthouse

Kitimat 200 rallied

Fort Nelson 75 rallied at school board office

Vancouver Island North & West over 120 teachers from communities across Vancouver Island North gathered in Port McNeil

Creston Valley great turnout! Teachers joined by retired teachers, union members and public for a rally

Stikine 100% participation by teachers. Wrote letters to MLAs and superintendent

Terrace District 250 rallied at MLA’s office

Salmon Arm 200 rallied at Shuswap Theatre, silent march to MLA’s office and school board

Upper Skeena 70 teachers and other supporters marched and rallied

Nisga'a 100% attendance at rally and march

Association des enseignant.e.sfrancophones joined rallies throughout the province

Day of protestFirst the adventure, then the rally

by Jim Iker

Ireceived a call on Monday,January 28, 2002, at 7:15from one of my memberstelling me that a truck with

an excavator on it, in aclandestine operation to breachhighway and load restrictions,had knocked off some of thesupport beams of the bridge inHouston, the bridge on ourroute to Smithers, where we

We had 250 to 300people at our rally.

We braved –25˚weather in a march

up and down themain street with ourplacards and chants,ending at the officesof our MLA, who I’msure will be the first

to be recalled.

were going to join the BulkleyValley teachers for our rally.When I heard that, I thoughtthat the Liberals were at itagain, putting another obstaclein the way of the Burns LakeTeachers’ Association. Deletingour contract was not enough.Anyway detours were put inplace up and along some loggingroads. But a couple of trucksslipped off the road, blockingthat access and creating delays.We had two buses going, andour bus was able to bypass thetraffic and go through town topick up some Houston teachers.We made a short detour on aone-way logging road; of coursewe were going the wrong wayand we met an overloadedlogging truck. The driver waskind enough to back up and giveus just enough room to drivepast. It was tense. With that

shortcut, we were able to getaround the bridge, onto thehighway, and into Smithers ontime for the rally at noon. Ourswas a three-hour journey. Someof our members on the otherbus and in cars were not sofortunate. They avoided the one-way road but ended up on a 40km stretch of icy bush road andarrived five minutes after therally had concluded. They didget to place their placards at thedoorstep of our MLA. It showsthe determination of ourmembers.

The Burns Lake teachersjoined the Bulkley Valleyteachers in an inspiring rally inSmithers. We were joined bymembers and reps from CUPE,BCGEU, BCNU, HEU, RecallDennis MacKay Campaign, andother community members. Wehad 250 to 300 people at ourrally. We braved –25˚ weatherin a march up and down themain street with our placards

It was a great day despite the

weather and the longjourney on some

undesirable roads.

and chants, ending at theoffices of our MLA, who I’msure will be the first to berecalled. At the offices, weheard speeches from me,Dennis Courtliff, Dan Blake,and reps from local andregional CUPE, BCGEU, BCNU,and the Green Party. We alsohad a signup for the recall ofDennis MacKay. Of course, weleft our placards. It was a greatday despite the weather andthe long journey on someundesirable roads.

Jim Iker is president of theBurns Lake Teachers’ Association.

What’s new on the web?Campaign rallies

BCTF members are partici-pating in marches and ralliesaround the province to protestthe actions of the Liberalgovernment and to supportpublic education. Many creativeteachers have written campaignsongs and have sent photos fromthe rallies, which we’ve postedon our web site. Working TV isproviding webcasts of many ofthe events. Photos, webcasts,and song lyrics are all availableon our campaign rallies page,www.bctf.ca/itsabouttime/rallies/.

Education finance A comprehensive, adequate,

and accountable educationfinance system is the corner-stone of a viable publiceducation system. Bookmarkour new education financepage, www.bctf.ca/education/EdFinance/ for the most recentinformation on educationfunding in the province.

The Imposition The legislation that Gordon

Campbell’s Liberals imposedJanuary 25, 2002, on 45,000B.C. teachers has eliminatedthe very provisions that ensurequality education for children.Our Imposition page,

www.bctf.ca/bargain/agreements/imposition/includes a summary of thelegislation and links toorganizations that are buildingthe movement to oppose thegovernment’s direction.

Worklife of B.C. teachersWhat are teachers’ working

lives like? Our worklife of BritishColumbia teachers’ page,www.bctf.ca/education/worklife/has the results from a majorBCTF study of British Columbiateachers’ experiences ofworking and learning conditionsin and out of the classroom.“How I spent my summervacation” is our most recentreport.

– Diana Broome

TEACHER March 2002 9

7,500 RALLY IN VICTORIAby Debra Swain

Irealized as I approachedCentennial Square, in theheart of Victoria, that it wasgoing to be a special day. By

11:30 a.m. a crowd had alreadygathered. BCTF staff were busysetting up tables for sign makingand leaflet distribution. Thesound system was ready to go.The square was abuzz.

The sun shone on us theentire day. It reflected the moodof many of the teachers at therally. We would not let theevents of the weekend dampenour spirits.

As the square continued to fillwith teachers, I realized thiswas a first for me. I have heardabout the teachers’ rally forpensions in the 1970s and theSolidarity rally in 1983. I wasexcited to be a part of this rally.I met many teachers, bothyoung and not so young, whoexpressed the same emotion. Itwas important to feel thecompany of so many otherteachers after listening to thenews out of the legislature overthe weekend. It was importantto make our voices heard inopposition to the government’sactions.

The rally gave us all anopportunity to speak out againstthe legislation that was pushedthrough in an unprecedentedfashion over the weekend,legislation that will seriouslyaffect our ability to provide

We need to work tochange the

legislation that hasstripped our

collectiveagreements of

clauses we fought sohard to have

included. quality, equitable education forthe students of British Columbia,legislation that stripped theratios for learning assistanceteachers, counsellors, ESLteachers, and teacher-librarians. When I tried to thinkabout a school that does notinclude those teachers, I couldnot imagine how it wouldfunction. Many of the signscarried by teachers reflected

these thoughts. The slogan Wedidn’t vote for that! was onmany signs.

I spoke with many of ourbeginning teachers. They arefacing careers with large classesand diminished support forstudents in those classes. Manyof them have large student loansto repay. They will receive 7.5%over the next three years. Theywill have to teach for 12 yearsbefore they reach the top of thesalary grid. Added to that is thegeneral disrespect for teachersthat the government showed inlegislating a teachers’ contract. Ionly hope the new teachers stayin the profession to work forbetter times.

TOCs fared even worse. Theyface three years with no salaryincrease. For our colleagueswho earn the least, that is ablow. They face the same largeclasses and lack of support for

students as the rest of us. Theywill also be facing life at orbelow the poverty line.Excluding TOCs from themeager salary increase otherteachers received is cruel.

Meeting and talking withteachers of all ages made thetime speed by. At 1:00 p.m., thespeeches started. People spokeeloquently about the need toremain united in the face ofadversity, the need to worktogether to oppose thegovernment’s decision tolegislate a settlement, the needto protest the blatant disregardfor the collective-bargainingprocess.

We left Centennial Square fora march down GovernmentStreet to the Legislature. Thecrowd was huge. Leading themarch was a group carrying acoffin, and Karen Harris, GVTApresident, pushing a funeral

wreath. A number of teacherswere dressed in black,mourning the loss of so manyimportant aspects of ourteaching life. A skeleton onstilts, dressed in a black tuxedo,walked with the funeralprocession.

From my spot at the rear, Icould not see the marchers atthe front. The crowd filled thestreet for as far as I could see. Inoticed the faces of the peoplewe passed. They seemed to besupporting us with smiles andwaves. I started to feel moreoptimistic about the support wehave from the public.

As we approached theLegislature, I was amazed. Ihave been at many rallies here,but none as large as this one.BCTF flags were wavingthroughout the crowd. The stepsof the Legislature were full, thefront drive was full, and the

crowd filled the sidewalk andlawns. Once again, I felt proudto be a part of this group ofteachers making their statementtogether.

Jinny Sims was the MC for thespeeches. As the temperaturedropped, the spirits of the crowdwere kept warm by themessages the speakers gave. Weheard anger directed at thegovernment and its actions inlegislating a settlement. Weheard outrage at the removal ofelements from the collectiveagreements that teachers hadfought for over the years. Andover and over, we heard themessage that we are not alone.

This government isnot just targeting

teachers; it istargeting many other

workers. This government is not justtargeting teachers; it is targetingmany other workers. As BrianBradley, a TOC from Victoriareminded us, this is not just aday of protest; it is the first dayof protest.

At the end of the speeches,teachers left with a cleardirection. We need to continueto oppose this government andits actions that limit the abilityof teachers and others tonegotiate fair collectiveagreements. We need to work tochange the legislation that hasstripped our collectiveagreements of clauses we foughtso hard to have included. Weneed to lobby parents,grandparents, politicians,trustees, school districtadministrators, and others towork with us to change thelegislation. And we must notgive up.

I ended the day feelinggrateful for all the teachers whohad given up a day’s pay, whohad put their careers on the lineto protect public education. Thesolidarity they showed wasimportant particularly as wehad heard Gordon Campbell saythat only the union leadershipwas upset with the legislation.We showed him he was wrong.

Debra Swain is a teacher atBurnside Community School anda member of the TeacherNewsmagazine Advisory Board.

(Upper left) Victoria TOC Brian Bradley explains what the Liberal cuts to education mean tobeginning teachers. (Bottom) David Chudnovsky responds to media.

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January 28, 2002: AVictoria: 7,500

Vancouver:14,000

Surrey: 3,5“...900 teachers protestedon the streets. Chilliwackhas never seen a rally likeit!”

– Chilliwack

“Well over 1,000 teachersheld a moment of silencefor ‘The B.C. that was.’…Over $500 in soup andother groceries collected forthe local food bank.”

– Central Okanagan

“...teachers, three and fourabreast stretched over fourcity blocks—it was anawesome sight.”

– Cranbrook and Fernie

“...both [sub-locals]marched in –32˚ weather,bearing coffins withslogans condemning thegovernment.”

– McBride/Valemount

“Wow, I never expected thesolidarity—the anger. Theyshould have seen ourmembers today!”

– Armstrong

“...over 250 teachers andother supporters brieflyblocked Highway 99 ontheir march to the park…school trustee ConstanceRulka spoke to a hushedcrowd. Spirits were veryhigh.”

– Howe Sound

“This is an uphill battle,but today we felt there justmight be wheels on thewagon!”

– Vernon

“Our members travelled for100 miles with banners andmarched in the villages andcommunities with blaringhorns, all in –18˚ weather!”

– Nisga’a

PETER OWENS PHOTOS

ALEXANDRA PETERS PHOTOS

TEACHER March 2002 11

A day of protest500 Windermere: 175

Prince George: 1,000

“Close to 100% of membersshowed up buoyant anddetermined to opposelegislation that will likelysee Kimberly teachers facea salary reduction. This isan unprecedented level ofsolidarity in our local.”

– Kimberley

“...we set out 400 chairs,which were all filled and200 to 250 more peoplestanding.”

– Maple Ridge“...over 300 teachers at therally.”

– Peace River North

“...headline in local paperreads: ‘Teachers swarmcourthouse in protest—dozens brace the bittercold in response toCampbell’s end to labourdispute.’ …Princetonneeded this day becauselike other locals, they havelost their collectiveagreements and ourmembers are devastated.”

– Princeton

“...three separate rallies inthree communities and–37˚ weather be damned!For a cold day in hell, thiswas a pretty good day.”

– Nechako

MORE THAN38,000 TEACHERSRALLIED IN 40COMMUNITIES

KAREN KILBRIDE PHOTOS

CHRIS MCKIE PHOTOS

JEANETTE BONER PHOTOS

12 TEACHER March 2002

School choice—Diverseopportunities for learning

already existby Larry Kuehn

Arecurrent theme fromthe minister of educationand the government isthe promotion of school

choice. The implication is thatthere are few choices forstudents in the public schools ofB.C. But that is not the case.

…“there are 2,782different courses,

beyond corecourses, offered atthe secondary level

in B.C. publicschools.”

In the mid-1990s, the BCTFcommissioned reports on 16programs that were options forboth elementary and secondarystudents. The report was not aninventory, but a sampling. Many,many more programs exist.

The choices can be seen asdiverse opportunities forlearning that reflect the diversepopulation in our public schools.They have been supported byteachers. In fact, many havebeen initiated by public schoolteachers as well as taught bythem.

The B.C. School TrusteesAssociation has identified thereality of already existingchoice. The editor of theBCSTA’s Education Leader saidthat “In researching the choiceissue, I’m left with the impres-sion we already have so muchchoice, we’re blind to it.” Sheidentified that “there are 2,782different courses, beyond corecourses, offered at thesecondary level in B.C. publicschools.”

Lynn Boserri, a University ofCalgary researcher on schoolchoice, told the BCSTA publica-tion that choice is self-limited:“Parents who choose tend to bemiddle- to upper-income and

well-educated.” Jane Gaskell, a UBC professor

heading a study on schoolchoice, told Education Leaderthat although the rationale oftengiven for school choice is thatachievement will be improved,such has not turned out to bethe case. This, she says, is“because parents often do notchoose schools on the basis ofachievement, and schools oftendo not concentrate on improvingtheir results in order to attractstudents.” Spending on publicrelations, not education, is oftenthe approach used to attractstudents, Gaskell says.

While the political claim thatachievement will increasebecause of competition amongprograms turns out not to be thecase, the public school systemshould offer diverse programs toreflect the diversity amongstudents. Highlighting theexisting choices that have beenadopted for educational, notideological reasons, isworthwhile.

Getting the message out aboutexisting choices might include:

• updating the work donepreviously by the BCTF in telling

Highlighting theexisting choicesthat have been

adopted foreducational, not

ideological reasons,is worthwhile.

stories of a wide range ofsuccessful programs.

• setting up a database andasking members to provideinformation about the diversityin programs in their schools tomeet the needs of a diversestudent population.

Larry Kuehn is director of theBCTF’s Research and TechnologyDivision.

Campbell put on notice about college censure

The Canadian Associationof University Teacherswrote to Premier GordonCampbell in the wake of

advising B.C. college presidentsand board chairs of thepossibility of censure shouldthey use legislation to imposelarger classes on faculty andstudents.

In its letter to PremierCampbell, the CAUT describedBill 28, the Public EducationFlexibility and Choice Act, as a“pernicious attack on faculty,on the quality of education inthe college system, and on thelong-term relationship betweenfaculty and college administra-tions.”

Maureen Shaw, president ofthe 7,000 member CollegeInstitute Educators’ Associationof B.C., whose members’ workwill be affected, said thatPremier Campbell has been puton notice that not only does Bill28 have the potential to sourworking relations for years, italso can irreparably damagethe quality of education offeredby B.C.’s colleges andinstitutes.

“CAUT’s consideration ofcensure is just one of the manypotential negative impacts thiscontract-gutting legislationcould have on our institutions,”said Shaw. “As both CIEA andthe CAUT have toldgovernment, there will beintense competition acrossCanada and North America tofind faculty to replacecolleagues who have retired.Institutions that use thislegislation and disrespectnegotiated contracts may find itvery difficult to compete in thejob market.”

On Monday, January 27,2002, the CAUT wrote to BCcollege, university college,institute and agency presidentswarning about the possibility ofcensure. Censure is a warningto faculty not to take positionsat an institution, anddiscourages participation in anyevents or conferences hosted bythe institution.

For more information, contactRoseanne Moran, CIEACommunications Representativeor Maureen Shaw, President at604-873-8988 or 604-788-4564.

Liberal policy has people dying for compassion

The B.C. Liberal govern-ment has capped thenumber of allowabletreatments to those most

in need of medical services.Such is the case of Sheila Baxterand her fiancé, Hardy. Hardy,68, has Parkinson’s disease anddiabetes; he lives in a nursinghome. Sheila, a disabled senior,provides Hardy with dailyemotional support and is alsodealing with cuts to her Phar-macare coverage. Prior toGordon Campbell’s cuts tohealth care, Hardy received themedical treatment he needed fora $10 user fee per session. As aresult of the health cuts, thecouple, not unlike many otherBritish Columbians, is in a crisissituation.

Their crisis demonstrates the

Liberal government’sfocus on short-term

savings at theexpense of poorpeople’s lives.

As of January 1, 2002, Hardyis eligible for only 10 treatmentsper year. The 10 treatmentsapply to any visit to a physio-therapist, podiatrist, chiro-practor, naturopath, or massagetherapist. Since Hardy is adiabetic and needs a podiatristto cut his toenails for him onceevery six weeks, the podiatristvisits cost him 9 of his 10allowable treatments. NowHardy has only a single visit leftfor all other treatments thisyear.

The question for Sheila andHardy is, Do you decide whetheryou should risk losing a legbecause you’re diabetic, orbeing so stiff because of Parkin-son’s disease that you can’t getout of bed and will end up inextended care? Before Hardystarted physiotherapy, he was

bent nearly in half and unable towalk. Having had frequentphysiotherapy treatments,Hardy is now able to standstraight and even take a walkoutside the nursing home.

Sheila’s health is also compro-mised as she needs a motorizedscooter for mobility and requiresprescription drugs to controlhigh blood pressure and otherailments. As of January 1, 2002,Sheila must pay $10 per pre-scription, a cost she says shecannot afford. Sheila says, “If Idon’t take these blood pressurepills, then I’ll get a stroke andthen I’ll be in a hospital.”

If the cuts persist, Sheilaknows that before long, Hardywill stiffen up like a board,because he will no longerreceive the frequent physiother-apy treatment he needs. Sheilasays, “This is horrible; thesepatients don’t often get outsidethe door. The physiotherapisteven had people walking out-side, so they were notbedridden.”

Not only will the cap ontreatments take away fromHardy’s quality of life, but also itmay soon cost him his room inthe nursing home.

When Hardy gets so stiff thathe is unable to make it out of hiswheelchair and into his bed, hewill be transferred to anextended-care facility, where hewill require around-the-clocktreatment, a far more costlyalternative.

Sheila and Hardy’s situation isnot isolated. Their crisis demon-strates the Liberal government’sfocus on short-term savings atthe expense of poor people’s

When people areforced to forgopreventative

medicine, their careends up costing thehealthcare systemmore—in future

hospitalizations andconstant patient

care.lives. These short-sightedsavings will cost Medicare muchmore money in the future,because poor people cannotafford the medical treatmentthey require. When people areforced to forgo preventativemedicine, their care ends upcosting the healthcare systemmore—in future hospitalizationsand constant patient care. EndLegislated Poverty demands areturn of preventative medicaltreatments before more lives arelost and our health care costsspiral out of control.

Sheila Baxter can be reached forfurther comment at 604-681-6056. ELP representative, NikkiMaier, can be reached at604-879-1209.

Health and safety

More teacher victories at the WCB

The Federation’s supportfor injured teachers paidoff big-time for twoteachers recently. In one

case, a tech education teacherwas lifting and carrying oxygenand acetylene welding cylindersup some stairs and onto awelding machine. While doingso, he sustained an injury thatwas later diagnosed as anindirect hernia. The WCBadjudicator denied the claim onthe grounds that no firm diag-nosis (at the time) had beenprovided and the teacher did notfile a claim or report an injuryfor 16 weeks and did not seekmedical attention until 4 weeksafter the incident. A typicalteacher, he continued to workand provide the best services hecould to his students, in spite ofpain and stress. The WCB officersaid she could not accept theclaim because there had beenno report of injury at the time ofthe incident, and she refused tochange her ruling even afterwitnesses came forward. BCTFHealth and Safety Officer GeorgeTaylor represented the teacherand won an appeal on his behalfthat will result in the restorationof 70 sick days to the teacher

and payment of all healthcarebenefits. One lesson learnedhere is the importance ofreporting injuries immediately,no matter how minor they seemat the time.

In another case, a scienceteacher filed a claim for psycho-logical trauma caused by work-ing with a student who hasTourette’s syndrome. Theteacher suffered from head-aches, abdominal chest spasmsand cramps, irritability, sleep-lessness, and fearfulness, amongother symptoms. The persistent,unpredictable, and loud out-bursts of the student constantlystartled the teacher, leading tosignificant psychological traumaand physical symptoms. Apsychiatrist diagnosed theteacher with post-traumaticstress disorder that was notcaused by a single traumaticevent but a persistent, aggravat-ing event, which caused anaccumulation of stress andfearfulness. The claims adjudi-cator denied the claim on thebasis that the teacher’spsychological condition andother physical symptoms werecaused by the normal stress andstrain of his work activities.

The Federation supported anappeal, and the employerargued the “normal stress”theory, but the appeal panelruled that the outbursts of thestudent were traumas in thetrue sense. The panel preferredthe evidence of the teacher overthat of the employer. The panelwas persuaded that the out-bursts of the student with Tour-ette’s was not a normal char-acteristic of the teacher’s job.

The panel upheld the appeal,and the teacher’s sick leave andhealthcare costs were awarded.A cheque for approximately$43,000 will be sent to theschool board by the WCB.

These two cases illustrate thevalue of filing WCB claims andpursuing them. Money is savedfor school districts, sick leave isrestored to teachers, andtherefore money is saved by theBCTF Salary Indemnity Plan. Inaddition, the outcome of thesecases will result in schoolboards’ understanding theimportance of prevention andthe provision of support toteachers regarding physicalstrain or the integration ofstudents with special needs.

– Lynne Sinclair, George Taylor

TEACHER March 2002 13

86th Annual General Meeting Agenda

Special Resolutions to the 2002 AGMRecommendation 1

That By-Law 7.1 be replacedwith the following:

There shall be a JudicialCouncil, which shall, except asprovided in By-law 7.8, have thejurisdiction to consider and dealwith complaints against mem-bers in respect of allegationsthat the member has:

a. breached the Code ofEthics, or

b. engaged in conductharmful or prejudicial to theinterests of the Federation.Recommendation 2

By-Law 7.4 be replaced withthe following:

The Screening Panel maydismiss a complaint or deter-mine the process by which acomplaint may be resolved inaccordance with FederationPolicy and Procedure.Recommendation 3

That By-Law 7.5 be replacedwith the following:

Where a complaint is refer-red to a Hearing Panel, andafter the panel has consideredthe matter in accordance with

its rules and procedures, thepanel shall be empowered to:

a. dismiss the complaint; orb. where the member who is

the subject of the complaint hasbeen found in breach of theCode of Ethics or to haveengaged in conduct harmful orprejudicial to the Federation’sinterests impose fines, levies,and other remedial or disciplin-ary measures commensuratewith the gravity of the breachfound by the Hearing Panel andin accordance with the Federa-tion Policies and Procedures.Recommendation 4

That By-Law 7.8 be replacedwith the following:

Except as provided in By-law7.1, and in accordance with thelocal’s Constitution and By-laws,the executive committee of alocal shall have the jurisdictionto consider a complaint that amember of that local hasbreached the local’s constitu-tion, By-laws or procedures orhas acted in a manner harmfuland prejudicial to the interestsof the local, provided that the

same alleged breach has notbeen pursued at the provinciallevel. The executive committeeof the local shall consider thecomplaint in accordance withthe principles of natural justiceand the duty of fairness, andafter such consideration it may:

a. dismiss the complaint, orb. where such a breach by

the member who is the subjectof the complaint is found:

i. determine appropriatepublication of the finding of thebreach.

ii. impose a fine on themember.

iii. suspend the right of themember to hold office in thelocal and/or to receive specifiedbenefits of membership in thelocal for a period not exceedingtwo years, or impose a combina-tion of the foregoing penalties,commensurate with the gravityof the breach found by theexecutive committee of the localand/or other penalties that arepermitted pursuant to the local’sconstitution and By-laws but notinconsistent with By-law 7.

Recommendation 5That By-Law 7.9 be replaced

with the following:A member found in breach

pursuant to By-law 7.8 by theexecutive committee of a localshall, within 30 days of beingnotified of the decision, have theright to appeal to an AppealPanel of the Judicial Council bynotifying the chairperson of theJudicial Council and the presi-dent of the local in writing ofsuch appeal. The Appeal Panelshall consider the appeal in thesame manner as if it were anappeal from a Hearing Panelpursuant to By-law 7.6.Recommendation 6

That By-Law 7.10 bereplaced with the following:

A fine and/or levy imposed bythe executive committee of alocal or the Judicial Councilpursuant to this By-law shall bea debt due to the local or theFederation as the case may be,and may be collected with costsof the suit in the name of theFederation or the local, as the

case may be, in any court ofcompetent jurisdiction. Recommendation 7

That By-law 8.2 be amendedto change 2002 Annual GeneralMeeting to 2003 Annual GeneralMeeting.Recommendation 22

That Salary Indemnity PlanRegulation 18.2 be amended byadding “or as set out in acollective agreement with theFederation.” following the wordbenefits at the end of Regulation18.2.Resolution 101—BurnabyTeachers’ Association

That By-law 6.1 be amendedby adding, “The RepresentativeAssembly may amend, alter,delete, or replace existingRepresentative Assembly orExecutive Committee policy orprocedure statements.” after thesecond sentence.Resolution 102—Nicola ValleyTeachers’ Union` That the B.C. Teachers’Federation change its name tothe B.C. Teachers’ Union.

Do you think this is what they mean when they say, “Get a Liberal education.”?

FIRST SESSION

7:00 p.m.WelcomePreliminaries

a. Adoption of chairpersons, scrutineers, tellers, Resolutions Committeeb. Adoption of agendac. Adoption of 2001 AGM Minutesd. Stewardship Report on 2001 AGM

President's ReportExecutive Committee

Leadership Report

8:30 p.m. – Timed ItemGreetings from outside groups

Continuation of Previous Items

9:30 p.m.– Timed ItemElection Statements from

Candidates for Table Officer Positions

Call for Nominations

10:00 p.m Adjourn

SECOND SESSION

9:00 a.m.Leadership Report

11:30 a.m.Governance Review Report

12:30 p.m. – Lunch

THIRD SESSION

2:00 p.m.Constitution and By-lawsOrganization of the BCTFAGM

Unfinished Business

4:00 p.m.Report of the Executive Director,

Ken Novakowski

4:30 p.m.Election Statements from

Candidates for Member-at-Large Positions

Call for Nominations

5:00 p.m. Adjourn

SIXTH SESSION

9:00 a.m.Elections

Education PolicyTeacher EducationTeacher CompetenceEducation Finance

11:00 a.m.Teacher Pensions

Unfinished Business

12:15 p.m.Questions on Committee Reports

12:15 p.m. – Lunch

SEVENTH SESSION

2:00 p.m.Finance

Report of the Financial Statements

Unfinished Business

Late Resolutions

New Resolutions

5:15 p.m.Closing courtesy motion

5:30 p.m. AdjournPlease note: Evening sessions will be scheduled if required.

FOURTH SESSION

9:00 a.m.BargainingPublic AffairsPolitical ActionLabour Affairs

Unfinished Business

12:00 p.m.College of Teachers’ Report

12:30 p.m. – Lunch

FIFTH SESSION

2:00 p.m.Doug Willard, President, Canadian

Teachers’ FederationTeachers on CallHealth and Welfare and

Safety of TeachersTechnologySocial Justice

Unfinished Business

5:25 p.m.Final Call for Nomina

5:30 p.m. Adjourn

Saturday. March 16 Sunday. March 17 Monday. March 18 Tuesday. March 19

14 TEACHER March 2002

Neil Worboys

This coming year is a criticaltime in our Federation. Thegovernment’s callous attacks onpublic education have destroyed anhonorable bargaining system. Itsruthless contract imposition hasthrust our fight for publiceducation to the forefront. We mustshow leadership through carefulplanning, resolute hearts, andunified actions that protect therights of our members. Our planmust continue to involve andinform members at the school,local, and provincial level in orderto develop ownership by all of us.

As we mourn the loss of hard-fought rights, we must support andencourage each other to continueour protests, to speak out, and topublicly insist that the needs ofchildren be protected.

In addition, our strategy mustbroaden to involve others whoshare our concerns—parents,community groups, and membersof other unions will forge allianceswith us in our defense of publiceducation when they understandthe outcomes of frozen budgets,larger class sizes, and fewerservices for special needs students.

With their support, I hope thattogether we can restore B.C.’spublic education system to the levelour students deserve.

A strong team player, I offer youexperience, commitment, andproven leadership. I ask for yoursupport.

EXPERIENCE: Provincial: BCTF 1stVice-President (2 yr.); BCTF ExecutiveMember-at-Large (4); ProvincialNegotiating team member; CTFDirector (1); BCTF BargainingDivision Staff (4.5); North CoastAgreements/ Bargaining Co-ordinator(8); Provincial Agreements/

Bargaining Ctte. (8); ProvincialBargaining Ctte. Chair (4); AGMDelegate (24); Summer ConferenceParticipant and Workshop Presenter(12); Bargaining Council Rep. forLocal #80 (Kitimat); AlternateBargaining Committee Member (Zone19); LR or Alternate (9). Local:President (6); Bargaining Chair andMember (24); Staff Rep. (8);Grievance Ctte. (14); Personnel Ctte.Chair (8), Local Advocacy Committee(2); Interim Council member (5);Negotiator Interim Council (1).Teaching: 33 yrs. Secondary andElementary. BSc. & Teacher Training(UBC)

John Chisamore

As an incumbent member of theBCTF Executive Committee and along time teacher activist from theEast Kootenays, I am putting myname forward again this year as acandidate for Member-at-Large.

This year has been a difficultyear for teachers as we struggledto achieve a Collective Agreementat the bargaining table with ouremployer—only to have a Contractimposed by the government tosettle the “dispute.” The“imposition” affects the quality ofeducation in B.C. drastically.

What did teachers want? Better

working conditions for teachers,improved learning conditions forstudents and a respectable salaryincrease.

What did teachers get? Inferiorworking conditions for teachers,reduced learning conditions forstudents, and an unacceptablesalary increase.

We must hold the governmentaccountable for their actions. Weneed a long term strategy to undothe damage done to our educationsystem. The executive mustcontinue to listen to themembership while developing a

plan to improve our PublicEducation system.

At the 2002 AGM I seek yoursupport to work on an ExecutiveCommittee that will be receptive tomembership concerns, and beproactive in defending ourimportant role in public education.

EXPERIENCE: Provincial:BCTF ECMember-at-Large (1 yr.); LR (14 yrs.);AGM delegate (20 yrs.); BargainingCouncil/Bargaining Committee, 1round; Income Security Committee (6yrs.); ACLP (4 yrs.); Zone: EastKootenay President (4 yrs.); East

Kootenay Vice President (3 yrs.); EastKootenay Sec-Treas (3 yrs.); KootenayZone Chairperson (1 yr.); Local:President (10 yrs.) (1981-82, 1983-85, 1995-2002); BargainingCommittee (17 yrs.); NegotiatingTeam, 3 rounds; GrievanceCommittee (14 yrs.); InformationTechnology Steering Committee (6yrs.); Teaching: Physics/Science/Computer Science/Math (21yrs.) BC, Science/Math (2 yrs.) ON,Education: B.Sc., B.Ed.

Jinny Sims

We have faced unprecedentedattacks on public education andour collective agreements. We heldour first provincial strike vote. Wewithstood Campbell’s essentialservices legislation. Teachersrallied in communities across thisprovince. We are proud of standingup for our students and ourselves.Still, many challenges remain.Our task is more than protectingcollective agreements. Thisgovernment seems determined todestroy public education. Wecannot and will not lose the qualitypublic education system that

teachers and communities havebuilt over decades.

Community outreach is a priorityand a permanent feature of ourwork. We will work with parents,community groups, and labour tomeet the needs of students,teachers and public education.

I am pleased to have been part ofa strong leadership team whocontinuously informed and involvedmembers, and made clear,principled decisions based on thatinput. We must remain strong,unified, and determined to defeatthe attacks on our profession and

our social fabric.Together we have developed a

strategic plan to resist thegovernment’s anti-public educationagenda. All members throughlocals and networks have played asignificant role and must continuethe work. Together we will win.

I commit my passion, energy,experience and proven leadershipto continue advocating for teachersand students as your 1st VP.

EXPERIENCE: Provincial: BCTF 2nd Vice-president (2 yr.); BCTF Executive member-at-large (1); CTF alternate (2); CTF delegate (2);Ministry for Children & Families (2); Coalition for

Public Education (2); Rehab Expansion (2); CUPELiaison (1); Social Justice (2); PDAC (2), PSA/PSAC(2); Health & Safety (2); Income Security (2);Summer conference workshop presenter &facilitator; Advisory council of local presidents;intensive pension plan training; Bargainingtraining; AGM delegate (11); LR (5); Bargainingcouncil rep (2). Local: Nanaimo DTA (12);President (3); 1st Vice-president (2); Bargainingctte. & team (7); Negotiating team (2 rounds);Grievance ctte. (6); S/W member and chair (3);ProD ctte. (2); Program Against Racism (2); Staffrep (10); Staff committee chair (5); member (15);Malaspina College partnership ctte. (2); EAPadvisory board (4); District resource allocationctte. (3); Co-ordinator for multicultural inner-citystudents (3); ESL advisory board; Facilitator forconflict resolution; Nanaimo Labour Council;Counsellors, Social Studies, and English PSAs.Teaching: 24 yrs., English, social studies,counsellor, social studies dept. head (3).Education: B.Ed, UVic & Manchester, UK.

Irene Lanzinger

This is a critical time forteachers and public education inBritish Columbia. We are justifiablyangry at the outrageous attack bythe Liberal government on ourcollective agreement andbargaining rights. We are united inour resolve to fight againstlegislation that will underminepublic education and our ability tomeet the needs of students.

The leaders of the BCTF mustchannel the anger of teachers intoa positive force for change. Wemust preserve and build the unitywe currently enjoy. We must

encourage and develop the newgeneration of leaders drawn in bythe struggle to defend the rights ofteachers and children. We mustconvince parents and the publicthat the BCTF is the mostcommitted and credible voice forpublic education in this province.

We must continue the importantwork we do in areas such asprofessional development andsocial justice. The BCTF has a roleto play in the larger struggle tocreate a more just, sociallyresponsible global society.

The teachers of this province

need strong, articulate leaders whoplan carefully and strategicallyboth in the short and long term. Ioffer my complete commitment tothe difficult work ahead of us.

EXPERIENCE: Provincial: Co-chiefNegotiator Bargaining Team (2000-02), Advisory council of localpresidents (3 yrs.), AGM delegate(8); Summer conference (6); Jobaction planning ctte.; LR(1),(alternate) (5). Local: President(3); Vice-president (2); Member-at-large (2); Staff rep (2); BargainingCtte. (2); Status of Women (2).Teaching: Secondary (8 yrs.);Elementary (4). Education: B.Sc.(UBC), Teacher Training (UBC),M.Sc (SFU)

CANDIDATE STATEMENTS

For President

For First Vice-President

For Second Vice-President

Linda Burkholder

I am an independent and ademocrat. I believe in democracyand I advocate for democracy. Ibelieve in the importance of everymember, therefore, I supportstrong locals. The members are theunion. Only if every member trulydoes have a voice can the BCTFcontinue to represent teachers andbe an advocate for them.

As a bargainer for many years, Ibelieve in freely negotiatedcollective agreements. As a localpresident, I know the importance ofperspective, patience, and creativeproblem solving. In these

interesting times, where ourcollective agreements have beenstripped and our democratic rightstrod underfoot, I think we mayhave to look at things from adifferent perspective.

Although I come from a small,northern local, I also believe weare a provincial union. While theneeds of every local must be metwhenever possible, we must also doeverything we can to recognize andmeet the needs of every teacher inthe province. We must vieweverything from both perspectives.

The BCTF is a democratic

organization. I will work with youall to keep it that way. The BCTFexists to serve its teachers. I willalways represent and serve theteachers of B.C. to the best of myability.

EXPERIENCE: Provincial: AGMdelegate (13 yrs.); Participant atmany Bargaining Conferences,Leadership Conferences andSummer Conferences. Local: PRSTApresident (2.5 yrs.); Vice-president(5 yrs.); Bargaining chairpersonand local chief negotiator (7 yrs.);member of Bargaining Team (12yrs.). Teaching: Secondaryclassroom teacher (4 yrs.);elementary teacher-librarian andprep teacher (24 yrs.). Education:B.Sc.Ed. University of Texas atAustin, 1971; and ongoing.

For Member at Large

Alice Rees

We now face the greatest threatto public education and our role init, in our lifetime. The Liberals areon a mission to under fund publicschools, destroy the collective voiceof teachers and then, in the midstof the diminished capacity...sell usoff to the highest bidder.

The Federation’s task is clear. Itmust be positioned to firmlysupport the decisions teachersmake in challenging this agenda.How can this be done? I believethat the BCTF executive’s challengeis to establish sustainable andeffective counter measures to the

government agenda. It must becreative, visible, and accessible tothe membership. It must buildupon traditional support and seekout non-traditional allies. Yet, itmust also address a fiscal crisis,which will grow as thedemographics of our membershipmove into a period of change. Wemust rationalize services andreinvigorate our networks as wepursue our quest. I will bring to thepresidency strategic vision, acommitment to non-partisanshipand 20 years of activism rooted inProfessional Development, Social

Justice, and Bargaining.

EXPERIENCE: Provincial: BCTFExecutive (4 yrs.); Prov. GovernanceReview Ctte. (2 yrs.); CTF delegate (3yrs.); Finance Ctte. (2 yrs.);Bargaining Structures Review;Staffing Review/Class Size Ctte. (1 yr);Provincial Negotiation Team (2 yr.);Interim Ctte. on Provincial Bargaining(1 yr.); Task Force on Roles andResponsibilities (2 yrs); Teacher EdCtte. (4 yrs.); BCTF appointee to theBCCT External Review of EdPrograms (1 yr.); Staff secondment(0.5 yr.); Ed Policy Associate; Project

Teach; P.D. Associate for Year 2000.Local: COTA Executive (11 yrs.);President (6 yrs.); Vice President (3yrs.); Local Bargaining Ctte. andTeam member (6 yrs.); Social JusticeCtte.; Grievance Ctte.; Staff Rep (15yrs.); PD Rep; Joint Ed Change Ctte.;Mentorship Ctte.; Pre-ServiceBeginning Teacher Ctte. (11 yrs.);Teaching: 27 years, Classroom, LAteacher, DL teacher. Education: B.Ed.;M.Ed.

TEACHER March 2002 15

Murray Helmer

Jim Iker

We are the BCTF. Our strengthand passion comes from everysingle one of us in the work we doeach day in the classroom, in theLocal and in the Federation. As aMember at Large I can put my 24years of teaching, local leadershipand provincial experience to workencouraging processes andstructures that promote greatergrowth in member involvement,unity, and continued strongleadership at the provincial level.

We need to stand strong andunited within our BCTF and itslocals to face down a government

that seeks to destroy publiceducation, health care and oursocial system. We need to workwith our allies in labour and thecommunity to change government’sdestructive path.

The continuation of and supportfor locals is more important thanever in our fight to protect publiceducation, students’ learningconditions and teachers’ workingconditions. Strong locals build astronger BCTF. Members in the 10locals who have had their collectiveagreements declared void need toknow that they have our continued

support as they struggle topreserve their salary, benefits andworking conditions.

I look forward to talking with youat the AGM about all the issues.

EXPERIENCE: Provincial:Bargaining Mobilization CommitteeChair (1 yr.); Provincial BargainingTeam member (1st 2 rounds ofProvincial Bargaining; GR/LR (12);AGM delegate (14); LocalPresidents’ Advisory Committee (2),Chair (1); BCTF Interim BargainingStructures Committee; LegislativeAdvisory Committee/team; Staff

Rep Training; Summer ConferenceParticipant (20). Local: Presi-dent(10); Bargaining Chair (2);Chief Negotiator, Local Bargaining(all 3 rounds); BargainingCommittee WLC Chair (2); Staff rep.District Health & Safety CommitteeRep (4); EAP District Committee(10). Teaching: 19 years (full andpart time); K/2/3/4/6/7 LearningAssistance, Counselling, Special Ed;Education: BA McMaster; B. Ed.Dalhousie; Various CounsellingCourses, U Vic.

Troy Marshall

Our focus must be the defense ofour Federation and the publiceducation system. As a professionalunion we must develop a balancebetween trade unionism andprofessional unionism to achieveour goals. The union activismneeds to be combined with theprofessional sense of what is bestfor the child; the core of a teacher’ssoul. The BCTF must accommodatethe drive of the union activist toeffect change, with teachers whosewishes may be the same, but theirmeans of action different. It isthese teachers whose support for

the Union is less visible, but whoselove and devotion to the professionare unquestionable. It is theseteachers who are meeting withparents, going to meetings, doingthe “work” and who have a directeffect on what happens in schools.It is through these teachers that weare often judged and often praised.We need to create a union activistin every teacher’s heart, and anambassador for public education inevery classroom.

We need to call upon theresources, programs, and expertiseof the various arms of the

Federation and create new avenuesfor them to speak to all teachers. Ifelected, I put my energy intobuilding a sustainable plan andensuring its implementation.

EXPERIENCE: Provincial: SocialJustice Zonal Contact (2); Staff RepTrainer (2); Local Representative(LR); Parent Workshop Facilitator;Bargaining Communicator; Healthand Safety Zonal Rep; AGMDelegate (2); Executive Ctte.Member-at-Large candidate;Federation Leadership Institute (2);Summer Conference (2); ACLP

delegate (2). Local: CTA ExecutiveCtte. (5); First Vice-President (2);Staff Rep (2); Chair of Joint DistrictHealth and Safety Ctte. (2);Bargaining Team (2); Chair ofBargaining Ctte., Grievance Officer(2); Social Justice Ctte. (2); Educa-tion Policy and Planning Ctte.(3);Finance and Facilities Ctte.Teaching: Middle School teacher ofMath, Science, and TechnologyEducation (5)

Patrick Parkes

Schools perform politicalsocialization, and are easilycontrolled politically. Schools inBritish Columbia articulate theagenda of U.S. imperialism, as suitsthe needs of Canadian governmentsthat serve as management commit-tees for the affairs of (mainly U.S.)corporations. To remedy this,teachers must take measures toexpand their concerns beyond whatseems to be immediate self-interest. I suggest the followingeight strategies:1. Given the current situation fornot-for-profit education and social

welfare in B.C., co-operation withother social interest groups tocreate autonomous economiesbeyond the reach of the currentcapital regime and wage slavery.2. Collectivization of schools.3. Conversion of school parkinglots into vegetable gardens.4. Elimination of corporatesponsorship for schools.5. Insistence upon minimumCanadian content (90%) fortextbooks.6. Creation of teacher exchangeprograms with a variety ofcountries—not just English-

speaking countries in the U.S.sphere of cultural influence.7. Performance of schoolRemembrance Day ceremonies thateducate students and teachersabout the horrors of war andCanada’s support for (mainly U.S.)aggression that has killed millionsof people worldwide.8. In all schools, the constructionof teaching cafeterias that servewholesome and delicious food.

If you wish to discuss thesematters with me, please e-mailpatrik@moscowmail.com.

EXPERIENCE: Volunteer work withmulticultural and human rightsgroups in Vancouver.

Kathryn Sihota

Never in the history of thisincredible federation has it been asimportant to stand strong andunited. We are entering into a timeperiod in our history that may lookbleak and discouraging to say theleast. However, the only people whocan ensure that this government’sdraconian legislation does not dragteachers into its depths areteachers! We have fought long andhard to attain the rights we have(had) and we will need to worktirelessly to get them back.Although it may feel futile at themoment, we are 45,000 strong and

we are armed with experience,tenacity and endurance. We’vedone it before and we can do itagain!

The most important aspect ofthis battle will be an ExecutiveCommittee that will listen carefullyto the members it serves andensure that those voices areheeded. It is essential that westand together against outsideforces and we will only do thatwith the greatest amount of inputand advice from our members.Executive members who listencarefully and weigh all aspects of

every issue are crucial to thesuccess of our mission. It would bean honour for me to join otherdedicated activists to ensure thatthese goals are attained and thatour BCTF continues to be theunwavering, democratic federationit is known to be.

EXPERIENCE: Local: Localpresident (4 yrs.); Bargaining chair(2 yrs.); Local representative (4yrs.); Status of Women chair (3yrs.); Staff Rep (8 yrs.); Secretary (5yrs.); Vice President (2 yrs.); AGMDelegate (8 yrs.); BCTF SummerConference (4 yrs.) Teaching: 17years teaching experience in 2locals, K–12.

CANDIDATE STATEMENTS

David Halme

Right here, right now, I amprepared to defend the quality andthe structure of public education.Our actions as a Union depend on astrong Federation that offers both adefense of teachers’ workingconditions but also a defense ofservices offered to ensure thepersonal professional growth ofevery teacher. The future plans ofthe BCTF have to guaranteemembers quality service andsensible political direction withsome sense of fiscal responsibility.

I have demonstrated the abilityto have a vision, develop a plan and

work in a persistent manner toachieve goals. Through dedicatedwork for more than 20 years, onthe Provincial SpecialistAssociation Council and theProfessional Development AdvisoryCommittee my participation incommittee work has producedimprovements in the opportunitiesand structures for personal growthof teachers throughout B.C.

My voice has been a repre-sentative of teachers at almostevery level of Federation business.My voice has always representedthe collective advice of teachers

locally and provincially on issues ofconcern.

My voice on the FederationExecutive will work to guaranteethe services that BCTF membersexpect from our Union.

EXPERIENCE: Provincial: PSAC (20yrs.); PSACE (18); Gifted Ed PSAExec (22); PDAC (10); PDAC SouthVan Island Zone Co-ord. (4); AGMdelegate (10+ yrs.); ACLP (2);Adhoc Bargaining Committee Rep(3). Local: Lake CowichanTeachers’ Assoc. President (3); VicePresident (10); Bargaining Chair

(1); Pro D Chair (15); Social Justice(2); LR (5); Various districtcurriculum committees. Ministry:Chemistry 11/12 Revision, Sp. EdResource Development, BCTF RepEquiv. Working Group (3).Teaching: 30 years Gr. 3 to 12 Sc,Math, Gifted. (almost everycurriculum area) Education: BSc(Notre Dame, Nelson), MEd(Gonzaga)

For Member at Large

The events of the last few monthshave united and galvanized ourmembership to a degree not seen inour recent history. This unity is duein large part to the Federation’sreturn to our core value and themembers’ common denominator:the well-being of the students in theclassroom. In our resolve to restoreeducational provisions, we mustmaximize member involvement andthis goal can be achieved byremaining true to these values. Inthe coming months and years, wemay well face a tumultuous road oflegislative interference and the

importance of membership solidar-ity in meeting these challengescannot be overstated.

Given the magnitude of the taskthat lies before us, we mustrecognize that the recruitment ofadvocates for our cause is impera-tive. Community outreach to solicitthe support of parents, labour, andother organizations for our actionswill be vital to the success of ourinitiatives. While all membersshould be seen as strong advocatesfor public education, our leaderswill share an even greater responsi-bility. With your support, I will

continue to bring fresh and diverseperspectives to the Executive’sdecision-making processes and willbe an ardent supporter of thedirections ultimately chosen.

EXPERIENCE: Provincial: ExecutiveCommittee Member-At-Large (1 yr.),AGM Delegate (6 yrs.), BCTF TOCAdvisory Committee (4 yrs.), SocialJustice Review Steering Committee,First Nations Education SteeringCommittee, BCTF EducationFinance Workgroup. Local-Presi-dent (Cariboo-Chilcotin) (7 yrs.),Vice President (1 yr.), Bargaining

Chair (2 yrs.), CommunicationsChair (1 yr.), CCTA Executive (11yrs.), Union Rep (3 yrs.). Teaching-Intermediate level.

16 TEACHER March 2002

Letter to parent advisory councils from a teacherby Chris Bocking

Ihave been teaching at theelementary level in Saanichfor 16 years. I have alwaysbeen an active supporter of

extra-curricular sports andactivities, coaching indoorsoccer, swimming, cross-country, and track and field. Ihave started chess clubs andeven a Grade 5 band at onepoint.

For the past few months, I havelistened, with increasingfrustration and anger, to yourpresident repeat the BCPSEA line.Please listen to a real teacher,one who is in the “classroom”doing what he can for education.

Your president iswrong when she

says that theBCPSEA proposalswill result only in a

reallocation ofresources, not a

reduction.

When we are discussingthese issues at union meetings,the items that get the mostinterest from teachers concernclass size and support forneedy students. Oh, we deservea salary increase, and weshould get one, but we knowthat if BCPSEA has its way,especially with the draconianconcessions it is seeking, thestudents in our classes willsuffer. They will suffer. Is thatnot clear?

Class-size language must bein our collective agreements.

Only teachers have, over theyears, pushed for smaller classsizes. Administrators havenever fought for them, andgovernment certainly has notbeen interested.

We are speaking up for thechildren in our classes, and wefeel intensely betrayed andupset that the provincial bodythat purports to speak forparents is not also speaking upfor children. Your president iswrong when she says that theBCPSEA proposals will resultonly in a reallocation ofresources, not a reduction.

We can’t afford that kind ofdangerous naiveté.

Unless we have strict limits inour collective agreement, wewill have larger class sizes andlower district ratios for learningassistance teachers, counsellors,and teacher-librarians.

The more things change…by Peter Ruginis

Ihave been retired fromteaching music in the publicschool system for about fiveyears. I taught for 36 years

and was considered by some “amaster teacher.” In all that time,not a whole lot has changed.

Early in my career, I beganteaching in a new school district.At that time, I had five yearsexperience, a bachelors’ degree,was nearing completion of mymasters’ degree, and hadcompleted two years of militaryservice, with some 18 months inthe war zone in Korea. During asummer break, in order tosupplement my income, I got ajob at Chrysler, and guess what?My beginning wage, with noexperience, was more than Imade as a teacher, not a wholelot more, mind you, but more.On top of that, Chrysler’s medi-cal plan was better.

I was discussing the latest andprobably not the last crisis ineducation with a teaching friendwho has a degree and 20 yearsexperience. She bemoaned thefact that her husband, with a

secondary school diploma,working in the private sector,makes approximately what shemakes. Some 40 years later, themore things change, the morethey stay the same!

The people at Chrysler earntheir money, and so does everyworking person out there.Everyone should make a decentwage and not have to go begging.If “our children are our greatestasset,” then teachers should bepaid accordingly. If “patients areour main concern,” then nurses,doctors, and caregivers should bepaid accordingly. Cut back onPharmacare, and non-patientsbecome patients again.

The bid for the winter Olym-pics will be paid for in large partwith public funds. Look aroundat the many old, decrepit schoolsand portables that our kidsattend.

Most students support B.C.teachers’ actions because theysee first hand what teachers do.As a teacher, I spent countlesshours above and beyond the callof duty with extra-curricularactivities. When I retired from

Surrey, I left behind an inven-tory of approximately $60,000 inmusical instruments andequipment, an inventory Iaccumulated for use by studentswhose parents could not affordto rent from traditional sources.I did it for the kids! I know manyother teachers do the same. Atthat time, I thought—No, you(the public) can’t possibly affordto pay me for the extra-curricular work that I did. Butnow, when I think of TigerWoods getting $2 million for justshowing up for a golftournament, I wonder.

If teaching is an essentialservice, what happens toparents/guardians who pulltheir kids out of school in themiddle of the year for avacation? Essential service orbabysitting? Makes one wonder,doesn’t it?

Teachers, take heart. It’s notas bad as it used to be. Lookwhat the politicians did to two ofthe greatest teachers who everlived: Christ and Socrates.

Peter Ruginis is a retired musicteacher, living in Langley.

A response to the balanced budget fixationby Cheryl Fiske

Ido not know you, but I amguessing that you were notraised by a single parent.Perhaps if you were raised

by a single mother who workedas hard as mine did, you wouldunderstand the differencebetween balancing a budget anddestroying human spirit. If youwere raised by a single mom,you would know that sometimesthe books never balance.Sometimes you borrow fromyour phone bill so your child cantake piano lessons.

Sometimes you max out yourcredit card because your childneeds penicillin or lunch or anew pair of shoes. Sometimesyou rotate the bills you payfrom month to month to keepyour child in diapers andgroceries and other essentials.Sometimes you need to worktwo jobs to make ends meetbecause you still only make 60%of what a man makes, and yougo to school at night so you canmake things better for yourfamily. You borrow money to

pay the tuition. If you wereraised by such a parent, youmight understand thatbalancing a budget is not simpleaccounting.

To balance a budget at allcosts, especially when yourbudgeting strategies attack theweakest of society and put theelderly, the mentallychallenged, and strugglingfamilies at risk, is unethical andinhumane. The cutbacks thatthe Liberals have implementedhave hurt teachers, nurses, andthe entire future of organizedlabour in this province, buteven more despicable are theresults:

• the danger my agedgrandparents now face everytime they have to get in and outof the shower because they areno longer eligible for homesupport.

• the extra stress felt by mymother who, after working twojobs, now must ensure that herparents are properly fed andbathed, their laundry done, theirdoctor appointments made, andall other daily tasks tended to.

• the frustration felt byparents because they no longerhave support for their ADD/ADHD/FAS/schizophrenic/autistic/oppositional defiantchild.

• the despair felt by womenon social assistance who nowmust find work and costly child-care by the time their childrenare three years old or lose theirwelfare cheque.

• the teen parents attendingsecondary schools in this pro-vince who now may lose theirfunding for the very daycarethat allows them to completetheir education and becomeproductive, contributing mem-bers of our society.

These cuts go beyond“balanced budget accounting”—slicing into the very fabric of ournation. Am I a socialist? Damnright. But, I am not whining—Iam screaming in protest anddefiance of this government andwhat it is doing to the people Ilove and the society I cherish.

Cheryl Fiske is a TOC in CentralOkanagan.

Une langue seconde : un outilindispensable pour notre siècle

L’automne dernier, àl’occasion des séancestenues sous l’égide ducomité permanent de

l’Éducation de la Colombie-Britannique, l’APPIPC, laBCLCA, la BCATML et le CPF ontprésenté des mémoires danslesquels ils revendiquaientl’importance d’offrir desprogrammes d’apprentissage delangue seconde à tous les élèvesde la province. Que ce soit pourdes raisons professionnelles,personnelles ou sociales, laconnaissance d’une autrelangue ne peut qu’enrichir la vied’une personne. Certes, pouvoirs’exprimer avec confiance dansune autre langue ouvre la porteà un dialogue plus articulé etréfléchi avec son interlocuteur.Mais, de plus, l’apprentissaged’une autre langue et le contactavec sa culture contribue àdévelopper une ouvertured’esprit et une toléranceculturelle, qualités qui nepeuvent qu’abonnir l’entente etla collaboration que l’onsouhaite promouvoir entre lesdivers peuples de notre planète.

Les organismes présentateursont, en autre, revendiquél’implantation d’un programmede langue seconde obligatoire dela maternelle à la 12e,démontrant ainsi l’importanced’entreprendre unapprentissage linguistique enbas âge et de le poursuivrependant plusieurs années. Ilsont recommandé fortement unappui provincial continu auxententes fédérales-provinciales,la mise en place de bourses deperfectionnement pour le

personnel enseignant defrançais de base ainsi quel’embauche de moniteurs delangues.

Tous conscients de la pénuried’enseignants qui se pointe àl’horizon, les organismes ontplaidé pour une augmentationdu nombre de stagiaires dansles programmes de formationdes maîtres et pour unecampagne de publicité conjointepour attirer les jeunes vers cettecarrière. Sans concertation etaction entre les partenaires enéducation, la pénuried’enseignants en français languepremière et seconde menaceral’accès aux programmes delangue et leur qualité.

Connaître plus d’une langue,c’est se pourvoir d’un passeportpour la vie. Aider nos jeunes àobtenir ce passeport est uneresponsabilité que nous,enseignants dans lesprogrammes de langues,assumons avec conviction. Faut-il, toutefois, que toutes lesconditions de succès soient enplace !

- Paule Desgroseilliers

SynopsisA number of PSAs and

educational partners presentedbriefs to the Standing committeeon Education in the fallemphasizing the need forcompulsory second languagetraining from Grades 1 to 12and for proactive action withregards the anticipated teachershortage in French first andsecond language education.

Come on in—The water’s fineby Moira Mackenzie

Community support forpublic education isescalating. “Are you ateacher? You have my

respect! Just keep telling it likeit is!”

The day after our province-wide protest, when I was in arestaurant, an elderly gentlemanhaving coffee overheard myconversation with the server,leapt up from his table, andraced over to say those words tome. He said he wasn’t a teacherand wasn’t connected to teachersin any way, but just needed to letme know that he agreed with ourmessage and supported us in ourstruggle with the government.

I am not alone in seeing asudden switch in publicopinion; many colleagues aretelling stories of spontaneousactions of support for teachersand our efforts to defend publiceducation.

In my staff role as community-outreach contact, I can certainlytestify to the fact that an increas-ing number of parents andconcerned members of the publicare making contact with theBCTF, asking for information andfor ideas about what they can doto help. The number of calls ande-mails has gone up since thepassage of Bills 27 and 28 andour Day of Protest. Support isbuilding, and we now need toencourage every teacher to playa role in community mobilization,whether it is formally helping toorganize forums and actions orinformally talking up the issueswith parents, friends, relatives,and neighbours.

At times in the fall, it wasdifficult to get the message outto the public. The focus, in largepart, was on our bargaining

proposals, and sometimes wefelt our voices were alone. But,now, as the government assaultbroadens to hit more and morepeople in B.C., there is a definiteaffiliation with what teachershave to say. The noise fromcommunities in B.C. is growinglouder, and we now have manyechoes when we talk about thedanger of this government’sagenda. By drawing parallelswith what is happening inhealthcare, another area wherethe government promise ofprotection is wearing awfullythin, we can talk about theissues of programs and servicecuts, instability, privatization,inequality of access, anddwindling resources. We cantalk about the dangers of drivingprofessionals away from theprovince when we are facing alooming shortage. We can speakof the importance of defending aquality public education systemfor all versus allowing a two-tiered education system withhave and have-not students,schools, districts, or regions inour province.

People all around B.C. arecoming together to defend theircommunities, with publiceducation being a key compon-ent in their vision of a strong,healthy community. The tide isturning, and we need to be surethat we teachers, with ourtalent for communicating andorganizing, play a key role inbuilding the wave of oppositionto the government’s agenda. Weknow from polling that teachersare the most credible source ofinformation about schools.Come on in; the water’s fine.

Moira Mackenzie is an assistantdirector in the BCTF’s Profes-sional Development Division.

Our objectives arethe same. We shouldbe on the same side.

Teachers are angry. I canassure you that schools willmost definitely not return to“normal” if legislation is passedthat forces us to accept theregressive policies that BCPSEAwould like to see in place. Pleasedo the right thing and supportthe teachers in this dispute. Ourobjectives are the same. Weshould be on the same side.

Chris Bocking teaches at KeatingElementary School, Saanich.

TEACHER March 2002 17

2001–02 Retirement planning seminars

All teachers age 40+ should plan to attend one of theretirement-planning seminars listed. There is no pre-registration, nor fee. Seminars are on Saturdays from 09:00 to16:00. The agenda includes what retirement is, the Teachers’Pension Plan, legal issues, retirement experiences, pensioncalculations, and personal advice. Make sure to bring acalculator and your most recent pension statement. Younger teachers are welcome.

Date Location

March 2, 2002 Prince George, Coast Inn of the North

March 9, 2002 Vernon, Prestige Inn/Avonlea Conf. Centre

April 6, 2002 Kamloops, U. College of the Cariboo

April 13, 2002 Penticton, Penticton Lakeside Resort

April 20, 2002 Fort St. John, Northern Grand Hotel

April 27, 2002 Williams Lake, Overlander Hotel

May 4, 2002 Victoria, Victoria Conference Centre

At Adler the Focus is on you!We keep the working student in mind,classes offered evenings & weekends

We offer Masters of Arts in:1. Counselling Psychology2. Classroom Psychology3. Counselling Psychology; Art Therapy

And Post-Graduate Certificates in:1. Adlerian Psychotherapy2. Art Therapy3. Hypnosis4. Classroom Psychology

Adler is accredited by the North CentralAssociation Commission on HigherInstitutions of Higher Education, theAmerican Psychological Association, andapproved by the American Art TherapyAssociation.

Adler’s Certificate in ClassroomPsychology meets the requirements of a

TQS integrated program.

For further info. call 604-874-4614e-mail info@adler.bc.ca

Adler School of Professional Psychology BC

EDUCATORS B&BTRAVEL NETWORKeducators hosting educators since 1986

“Fantastic trip, fantastichosts, fantastic places!

What a way to go!”Ed and Marjorie travelled for 12 days

through CA, OR, WA, and into BC

Choose your destinationWe do the rest!

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Shanghai, Wuhan, Yangtze RiverCruise, Chongqing, Xian, Beijing

14 days, July 4–18, 2002• Roundtrip airfare Air Canada• 4 star hotels and cruise ship• All meals• Comprehensive sightseeing and all shore

excursions• Escort from Canada

17 days/15 nights• Roundtrip airfare Cathay Pacific Airways• 12 nights hotel Bali with daily breakfast• airport/hotel transfers, 5 tours in Bali• 3 nights hotel Hong Kong

“Perfecting the Art of Travel”China, India, Malaysia, Singapore,

Thailand, Vietnam...

Cultural Tours604-214-8866 or 800-663-4160info@culturaltoursca.com

EMPOWERING ADOLESCENT GIRLSDeveloping Personal Resiliency Skills for Teens

A workshop by Dr. Craig LeCroy and Janice Daley, MSWAuthors of the book, “Empowering Adolescent Girls—Examining the present and building skills for the future with the Go Grrrls Program.”

Tuesday, April 23, 2002. Executive Inn, Burnaby, BC9:00 a.m. to 4:00 p.m.

To receive a brochure or to register call: PTG-Professional TrainingGroup, Phone toll free: 1-877-821-8616, Fax: 403-245-4551

or E-mail: PTGinfo@telusplanet.net

604-877-7000 • 1-888-VanCity • vancity.com

payment-free summers.

VanCity offers teaching professionals loans,mortgages and insurance specifically designed to accommodate 10-month salary schedules.

22nd Anniversary Kodály Programs in Calgary

Kodaly Diploma and Certificate CourseJuly 2 – 20, 2002

Refresher Course in Kodály’s PhilosophyJuly 15 – 20, 2002

with János Horváth, Kathy Dornian, Elaine Quilichini, Maureen Chafe,

Ardelle Ries and Susan Drayson,and special guest lecturers Helen Beach, Allan Bell, Malcolm Edwards and others

Contact János HórvathUniversity of Calgary Department of Music

2500 University Drive N.W.Calgary, Alberta T2N 1N4

Phone: (403) 220-6391Fax: (403) 284-0973

K O D Á LYat Calgary

DEPARTMENT OF MUSIC

SPECIAL SESSIONSFACULTY OF CONTINUING EDUCATION

Keynote speakers Charles Ringma andMatt Logan will examine how violenceand reconciliation themes affect ourschools while also offering practical strategies for managing conflict.

For more information, contact Regent College Conferences at: 5800 University BoulevardVancouver, BC V6T 2E4Phone: 604-224-3245Toll free: 1-800-663-8664E-mail: conferences@regent-college.eduWebsite: www.regent-college.edu

T E A C H E R S ’ • C O N F E R E N C E • 2 0 0 2

Managing Conflict in a Culture of ViolenceApril 6, 2002, 8:30 am–3:15 pm

Courage t o Live with

DifferencesCourage t o Live with

Differences

Explore the universe and beyondat the Space Centre

1100 CHESTNUT STREETVANCOUVER, BC V6J 3J9

For a class experience that’s out-of-this-world, visit the Space Centre.• Discover the wonders of astronomy in

multimedia Planetarium shows• Travel through space on the flight simulator• Participate in live demonstrations • Join hands-on workshops• Dock the shuttle, touch a moon rock & more• Curriculum-based packages for K-12 students

Call (604) 733-6113, ext. 241 for our brochure, or download it from the website at:www.hrmacmillanspacecentre.com

Explore the universe and beyondat the Space Centre

18 TEACHER March 2002

TRAVEL/VACATIONJUAN DE FUCA WILDERNESS. A quietretreat surrounded by peaceful meadowsand towering forests. Choose a B&B roomin the main house or choose the 3-bd.cottage with your family or friends. We arejust minutes from wild ocean beaches andfabulous hiking trails. Malahat Farm, 2675Anderson Rd., Sooke, V0S 1N0, 888-340-9911, www.malahatfarm.com.MAUI. Privately owned, beautiful fully furn.2 bd., 2 bath condo, across from Kamaolebeaches. Great complex, great location.250-598-6955, F: 250-598-6965, e-mail:j&jyip@telus.net.KIHEI, MAUI. Large selection of fullyequipped condos. Great beaches. Nearshopping centre. Call Alf 604-291-1751, F:604-291-9773, kihei_maui@hotmail.comWHISTLER. Alpine Meadows. 3 bd.chalet, sleeps 6, forest setting withmountain views, fully furn., F/P, TV/VCR,stereo, W/D, close to Meadow Park Arena,trail and transit. Call John 604-987-7619.WHISTLER CREEK. Tamarisk on AlphaLake. 1 bd. condo sleeps 4, tennis, outdoorpool, F/P, sauna, tv/vcr, summer/winterrates. 604-327-3840, jchooge@axion.netFRANCE. 1 bd. close to Paris; 1 bd. Pariscentral; Provence house, all fully furn. 604-738-1876 or 604-298-3904.WHISTLER. 1 bd. condo (Whistler Creek-side) sleeps 4, F/P, hot tub, swimming pool,sauna. Kitchen fully equipped. Undergroundparking. Close to lift and stores. Call early tobook and avoid disappointment. Call Jan orJohn at 604-530-0958.

ContinuingNetworked Education

Unlimited Possibilitiesin Art and Design

604 844 3810ceinfo@eciad.bc.ca

http://cne.eciad.bc.ca

Tired of the Classroom? Come to the Studio.Summer Studio for Art Teachers July 8 – 13, 2002For teachers in the K-12 system

A one-week intensive studio experience in two-dimensional art practice.Seminars and discussion on contemporary practice,contemporary theory and current issues in curriculum.Critique and discussion with leading artists and critics.Exhibition of participants’ work.

Summer Institute on Book Arts July 21 – 28, 2002One-week studio for practising book artists.Intensive workshops on methods and techniques.One-day workshop on teaching book arts to children and youth.Artists’ presentations on the art and methodology of theone-of-a-kind and limited edition book.

The Vancouver Aquarium’s school programs are curriculum-based and hands-on – an unforgettable, fun-filled learning opportunity for K-12 students. It’s a one-of-a-kind aquatic experience.

And if you can’t come to us, we’ll bring the Aquarium to you! We deliver the same unforgettable experience, through the AQUAVAN and Aquakits, anywhere in Western Canada.

Call now to bookAquarium field trip: 604-659-3552AQUAVAN and Aquakits: 604-659-3488

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Next time your group is planning an event, consider a venue surrounded by forest and ocean, yet only 2o minutes from downtownVancouver. The flexible options at The Residences offer safe, securecomfort right on the UBC campus. Food choices range from our mealplans to a host of affordable restaurants and on-campus food outlets.The Residences offers your entire group economy and convenience inone of Vancouver’s most beautiful locations.

The Best ValueGroup Accomodationin Vancouver

www.ubcconferences .comGroup Sales and Conference Services Tel 604 822 1060 Fax 604 822 1069

5961 Student Union Boulevard Vancouver BC V6T 2C9

Open May - AugustPerfect For Teams and Schools

After serving several years as a secondary school teacher and then asan educational consultant, I decided to combine the satisfaction Ireceive from helping people with the challenge of business.Make use of my nine years experience as a real estate associatespecializing in Vancouver’s Westside.

Dexter Associates Realty, 2094 West 43rd Ave., Vancouver, B.C. V6M 2C9Tel: (604) 263-1144 Fax: (604) 263-6699 email: brackhaus@dexterrealty.com www.dexterrealty.com

Share Your World!Live and Teach in the United States

The Visiting International Faculty Program offerseducators the life-changing experience of teaching inanother country. You will see the world through your students’ eyes and they will get a chance to see theworld through yours. Since 1987, thousands of teachershave participated in the VIF Program. Their lives - andthe lives of more than half-a-million of their students -have been transformed through cultural exchange.

The Program matches qualified applicants with positionsin select primary and secondary schools across a varietyof subject areas. We offer positions in the United Statesin such states as Colorado, Georgia, New Jersey, NorthCarolina, South Carolina, and Virginia. Compensationincludes a competitive salary and benefits package,round-trip travel, and a comprehensive orientation.

VIF educators must be proficient in English, have at leasttwo years of teaching or related experience, teachers’ certification, a university degree, a current driver'slicence and two years of driving experience.

For more information and an online applicationplease visit our website or contact our representative.

Donica GontoPhone: 613-722-5922

Email: dgonto@vifprogram.comwww.vifprogram.com

VIF is an officially recognized exchange program.Not all subject areas are available in all locations.

Join the ROYAL TYRRELL MUSEUM for an action-packed week of f ield studies in Geology andPalaeontology. Workshops include fossil prospecting,excavation and preparation, hikes and behind the scenes tours. This incredible experience, along with the great resource package we provide, will ensure yourability to bring palaeontology to life for your students.

Palaeo Week for Teachers

AUGUST 5-9, 2002$300/TEACHER (includes lunches)

CALL OUR BOOKING OFFICEtoll-free in alberta 310-0000 then 823-7707toll-free in north america 1-888-440-4240or e-mail bookings@tyrrellmuseum.com

Advantage Employment ServicesOffering Career Exploration. Develop-

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Workshops involve participation,project research and prepare

students for career opportunities/employment. Visit our web page at

www3.telus.net/AES. For anappointment or brochure call 604-

928-6544 or email aes@telus.net

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www.WishYouWereHere.caA growing travel Web site, write for us orjust enjoy our travellers’ experiences.GULF ISLAND. Sunny retreat, 2 bd. andloft, N/S, 1 blk. from Dinner Bay Park. Call604-264-1855.WHISTLER. Blueberry Hill. Nightly/wkly/mthly. 1400 sq.ft. condo, 2 bd. plus loft, 2bath. Sleeps 6-8. Fully equip. kitchen, F/P,furn. incl. 2 TV/VCRs, stereo, W/D, c/wlinens, towels, etc. Adjacent to Whistler GolfCourse. Near Valley Trail. 1 km to WhistlerVillage or Alta Lake. Undergr. secureparking, hot tub, sauna. Cleaning at end ofstay is incl. Call Jim 604-534-6839 or604-534-9457.TIME TO PLAN YOUR WINTER VACATION. We have many condos tochoose from in sunny San Jose Del Cabo,Baja, Mexico. Call toll free 1-877-740-3290or e-mail us at: mexican@prodigy.net.mxTOFINO. Chesterman Beach across thestreet. Cozy cottage, fully equip., avail. year-round, $100/night (seasonal), $80 offseason. 604-581-3964.WHISTLER GETAWAY. Pinecrest Estates,5 bd. cabin, sauna, woodstove, deck withBBQ, fully equipped kitchen. Rates from$170/night. 604-936-3346 or e-mailglush@shaw.caWHISTLER. Alta Lake Getaway. Enjoy thiscozy townhouse on Alta Lake. Tranquility,only min. from the village. Sleeps 6, F/P,canoe. 604-941-7302, visit http://member.shaw.ca/ralphuhl/index.htmlBLACKCOMB. Luxury 1 bd. sleeps 4.Pool, hot tubs, ski in/out. 3 night min. 604-929-6589, www.at-blackcomb.comWHISTLER. Alta Lake, waterfront, 1 bd.condo, 1 km to village, sleeps 4, F/P, TV/VCR, summer/winter rates, 604-298-2070.WHISTLER. 1 bd. condo. Comfortablysleeps 4. Mid-week, monthly rental andweekend rentals avail. Call 604-298-7477or e-mail jo-anne.hibbert@telus.comIDEAL VACATION RENTALS. List yourvacation rental property on the Internet.Visit our web site for details: www.idealvacationrentals.comMAUI KAANAPALI. Townhouse. Pool,tennis, ocean view, near beach, beautifulquiet setting. N/S. 250-492-6871,www.personal.img.net/jrobertsHAWAII. 1 bd. Waikoloa, tennis, pools,golf course, $700/wk. monthly/summerrates 604-876-2826.HOME AWAY FROM HOME BeautifulLake Okanagan view homes and spaciousApex Mountain ski cabin. Avail by weekendor week. 250-494-0872.THE BEACH HOUSE. Everyone loves TheBeach House, Parksville, on the beach, pool,stunning views, peaceful moments. Large/small groups, weekend/wkly/mthly rates,all amenities. 604-792-0260 orbarbelliot@telus.netEDUCATORS B&B TRAVELNETWORK $32/night for two! Over 5,000members. Educators hosting educatorssince 1986. B&B and housesitting avail-able. “We saved $750! Fantastic hosts,places, and prices!” Ed & Marg Wood,Sanata Monica, CA. Choose your destina-tion, we do the rest. See our completemembership directory and join online atwww.educatorstravel.com. Box 5279,Eugene, OR 97405. 800-377-3480.Savings, security and adventure at afraction of the cost!QUALICUM BEACH. Vancouver Island. Dandelion Cottage offers a private holidaysuite. 1 bd., full kitchen. Peaceful forested surroundings, 1/2 blk to sandy beach. 250-752-5127, e-mail: dndelion@macn.bc.caOTTER LAKE WATERFRONT. Luxurioushouse on beautiful Otter Lake in Okanagan/Similkameen. Fully equipped, TV, VCR,stereo, W/D, big beach & dock, rowboat,sleeps 8. Great location for year-roundrecreation. 604-931-7900, www3.telus.net/sjrobertsonQUEEN CHARLOTTE ISLANDS.Fabulous “mothership” kayaking, wilder-ness adventure, unforgettable experiences.www.island.net/~archipel or toll free 1-888-559-8317.GULF ISLAND. Sunny retreat, 2 bd. andloft, N/S, 1 blk. from Dinner Bay Park. Call604-264-1855.KELOWNA. Beautiful, downtown bed &breakfast. Close to everything–beach,shopping, community theatre, Skyreach.Phone: 1-250-763-9293.WHISTLER CONDOS. Reasonable, Fri. noon to Mon. noon, 2 bd. (sleeps 6)$300, 1 bd. (sleeps 4) $200 both fullyequipped. Combination of both unitspossible. Excellent location on Alta Lake,quiet yet 10 min. to village. 604-988-8231, F: 604-988-1022.

WATERFRONT SUMMER rental. Parks-ville, 1900’ rancher, 2 bd., 2 bath, safesandy beach. Avail. June 1 thru Sept. 30.$1500/wk. Listing #7283, Ph: 250-468-5243, web site: http://www.members.shaw.ca/qoughanSAVARY ISLAND. 2 bd. deluxe water-view duplex. 100 level yds to sandy beach,N/P, June-Sept. $650/wk. http://www.vanislenet.net/savaryWATERFRONT COTTAGE. Quadra Island.July-Aug. $700.wk. June&Sept. $500/wk.Oct.-May $600/mo. 1-800-661-9441.CHILCOTIN-NEMAIAH VALLEY.Lakeshore log cabins, dry side of the coastrange, adjacent to Tsylos Park. Excellentfishing, hiking, wild life, etc. $390/wk. incl.canoe. Info: Stan Blood, ph/fax: 250-468-9948, www.konnilakeresort.comJOHNSON’S LANDING RETREAT CENTER A full serivce, adult orientedRetreat Center overlooking Kootenay Lake,BC. The Center offers a wide variety ofworkshops/retreats plus access to hiking,canoeing, biking, swimming, saunas andmassage. Accommodations from privaterooms to camping include deliciousvegetarian meals. open June thru Oct. For afull Events Calendar, phone 1-250-366-4402, www.JohnsonsLandingRetreat.bc.caSATURNA ISLAND. Low bank waterfront2 bd., 2 bath cottage. Fully equipped, sleeps6. Wkly rentals June-Sept. Call 604-873-6176 or e-mail: PaulBrent@telus.netTOFINO on magnificent Clayoquot Sound,Cannery Retreat is a beautifully decorated,adult oriented, fully equipped 1 bd. loftcondominium with fireplace. Sleeps 4. Stepsfrom restaurants, galleries, kayaking, whalewatching and adventure. N/S, N/P. Min. 2days. 1-888-492-6662. www.victoriabc.com/accom/cannery.html

RENT/EXCHANGEVANCOUVER. Clean, bright, quiet,centrally located condo. Robson & Bute.Daily rate $75/double, weekly & monthlyrates. 604-608-4268.NANAIMO. Beautiful oceanview furn. 2700sq.ft. home, 4 bd., N/P, N/S, 1 yr. lease.250-758-6625, ajay_wills@hotmail.comVERNON. Furn. 3 bd. home on cul-de-sacby park. 10 min. walk to Kal Beach.Hardwood & tile flooring, large deck, hottub, fenced backyard. N/S. Prefer exchangewith Victoria near campus. July 2-Aug. 20or rent at $1500. 250-545-5552, cmcmahon@uvic.caTRADE. Retired teacher, nurse would likehouse trade. 3 wk. period May-Oct.Wakefield, Que. 30 km north of Ottawa. Onlake, nearby hospital, library, greatrestaurants. Cat in residence. Phone 819-459-3969, e-mail: trayton@magma.caPORT COQUITLAM. Gardener wanted torent home for 6 wks in July-Aug. 2002.Close to SFU. Larger fully furn. home with3-4 bds. Very reasonable rent in exchangefor some garden maintenance. Phone: 604-464-8404.SOUTH SURREY. Furn. 4 bd., houseavail. July 1-Aug. 5. Near park, playground,and bus. 15 min. walk to White RockBeach, N/P, N/S. $1200. e-mail: rosie.brinkert@telus.net or ph: 604-536-8114.SUMMER IN VANCOUVER. Quiet, furn.1 bd. & den, steps from trendy CommercialDrive. 6 appl., 1.5 bath, gas f/p. Avail.July/August, $2000/mo. 604-253-2123,rgeorg@axion.netVANCOUVER SUBLET. Large 2 bd. apt.with garden access in the heart of Kitsilano,3 blks from beach, exceptionally reasonablerent, $960/mo. from July throughout nextschool year. Contact jenniferrogers@sprint.caSAVARY ISLAND. For rent on weeklybasis. Oceanview home, avail. spring breakand May to Sept. Details and pictures:www.maracasmedia.com/savary

MISCELLANEOUSPETER AUSTEN’S EVERESTEXPERIENCE ® offers KEYNOTES and isTHE leadership/teambuilding seminar forprofessional development. Details andVIDEOS at www.austeneverest.com, e-mail:peter@austeneverest.comVIOLENCE PREVENTION SCHOOLSHOW The Buddy System brings thePersonal Planning Program alive! Dynamic,fun, musical presentation. 604-990-4033, www.buddy-system.orgEARN PASSIVE INCOME! Be a Rich Dadaffiliate www.teachmemoney.comULTIMATE OUTDOOR ADVENTURESLTD. Leaders in Outdoor Education Work-shops-Events-Team building.www.uoadventures.com, 604-454-1414.

VARIETY CLUB OF BRITISHCOLUMBIA. Leave a bequest in your willto BC’s ‘special kids’ and you will bemaking the gift of a lifetime. Yourgenerosity will provide a future gift forthese kids and may provide you, your heirs,and estate with substantial tax benefits.Confirm now and join others in our special‘Centre Ring’ group. More information, calltoll free 1-800-381-2040 in BC or e-mailpeter.chipman@variety.bc.ca,www.variety.bc.ca/lendhand/planned.aspGET OUT OF THE RAT RACE! PlayCashflow 101 (Rich Dad Poor Dad author).www.teachmemoney.comGERMAN-CANADIAN EDUCATORS’EXCHANGE Program gives you 3 weeksin Rhine area and Berlin. Dates: June30–July 10, optional stay with Germaneducator: July 10-14. Some highlights:perspectives in education–the Germanmodel; Berlin’s rebirth as capital city;Germany after re-unification; Rhine boattrip–a journey through history; Palaces andgardens of Sanssouci. This program isoffered by Okanagan University College inconjunction with the Rhineland Ministry ofEducation. Cost of $1,250 incl. program,entry/tour fees, accomm., meals and localtransp. Participants make their own flightarrangements. For more info, contact:Marlene Isaac of OUC International, phone:250-862-5443, e-mail: misaac@ouc.bc.caTEACH FINANCIAL LITERACY withCashflow for Kids (Rich Dad Poor Dad,author) www.teachmemoney.comCONFERENCE. Global, Environmental &Outdoor Education Council of AlbertaTeachers’ Association conference “On theBrink Educating for Hope,” May 2-5, 2002,U of Alberta, Edmonton. Keynotes: NaomiKlein, Vandana Shiva, Lloyd Axworthy,Patrick Morrow. To register, visitwww.learning-network.org or phone 1-888-945-5500 or 780-492-0234.TEACHER EXCHANGE. Victoria FrenchImmersion Grade 4/5 teacher would like toexchange with same or similar in Coquitlamor Burnaby, Sept. 2002 to June 2003. Call250-721-3063.BENEATH THE SURFACE TOURS.Marine Educational Opportunities withDepth! Conducted by highly experiencedbiology teacher to illuminate astoundingbiodiversity of Northern Vancouver Island’swaters. From whales to nudibranchs!Customized to suit age and curriculumrequirements. Boat tour can be enhancedwith slide presentation; ROV to viewinvertebrate life; tour of marine mammalartifacts; emphasis on link between natureand First Nations culture. Contact us! StubbsIsland Charters 250-928-3185, 1-800-665-3066, stubbres@island.net,www.stubbs-island.com

RESOURCESA FIELD TRIP IN YOUR CLASSROOM.Hands on. IRP correlated. Communities,Arctic, government, streams, global issues,keeping peace. $219 + gst. ClassroomExpeditions 250-352-3598,classroomexpeditions.comMANUAL FOR PARAGRAPH & ESSAYWRITING. Designed for teachers/parentsof weaker or remedial students. To ordersend $10.75 plus $1.50 postage to AvstanPublications, 8850c Young Rd., Chilliwack,BC V2P 4P5. Ph/Fax: 604-792-0839.www.bestsellersdirect.caPre-owned textbooks, new books, softwareand school supplies. Ask about freeshipping and class set discounts. Call tollfree 1-877-890-6727. Serving WesternCanadian schools since 1993.EXCELLENT SLIDES for human geo-graphy and social studies, teaching themesand key ideas, http://www.slideworld.comwww.classroomresources.comOnline information and ordering forCanadian SS, science, life skills, fiction andnon-fiction titles. Call 1-800-668-8806 forfree “Canadian Content” catalogue.TEACHER’S RESOURCE book for Grade9 social studies Crossroads text. 150p. ofcopy-ready assignments, tests, answerkeys. 250-392-4696.

FOR SALEWESTCOAST LIVING! Lifestyle change!Cheapest of Gulf Islands! Great community!Now’s the time! Visit www.realestate-gabriola.com or e-mail jheira@realestate-gabriola.com for listings. Jheira Springford,Coast Realty (Gabriola) 1-800-205-8080.STORYLINE BOOKS. Well-established,17-yr. old home-based Children’s Bookbusiness. Retiring. Call Storyline at 250-385-3343 or storyline@coastnet.com

MARCH

1-2 Quesnel. Teachers of HomeEconomics Specialist Association (THESA)Spring Conference, Discover Gold in theNorth Cariboo, Quesnel SecondarySchool. Contact Lynne Wright, h: 250-249-5755, s: 250-992-7007, f: 250-992-88476, wright@sd28.bc.ca.1 Surrey. Itinerant Teachers of theDeaf/HH Conference, Post-Secondary andBeyond, sponsored by the district hearingteachers of the Surrey School District, atThe Conference Centre, 9260-140thStreet. $25. Contact Maureen Kling orRayna Brown, 604-596-9325.

14–15 Vancouver. Special EducationAssociation (SEA) Conference, Cross-currents, a conference for regular andspecial education teachers, teacherassistants, and parents, Westin Bayshore.Keynoter Jane Healy on the impact ofmedia and culture on brain development.Contact Madeline Pohlmann, 604-855-9039, f: 604-885-9193, mpohlmann@sd46.ca.

APRIL

4–5 Vancouver. B.C. Business Educa-tion Association (BCBEA) Conference,Beyond Tomorrow with Business Educa-tion, Delta Pinnacle Hotel and off-site labsat Eric Hamber Secondary School andPitman Business College. Discussions,hands-on workshops, and presentationsby industry leaders. Contact Peter Noah,s: 604-713-8278, sf: 604-713-8277, h:604-541-1025, peter_noah@yahoo.com.

6 Vancouver. Living with Our Dif-ferences: Managing Conflict in a Cultureof Violence, with Dr. Charles Ringma(Regent) and Sgt. Matt Logan (RCMP),Regent College, UBC. Contact KarenWuest, 604-224-3245, 1-800-663-8664, conferences@regent-college. edu,www.regent-college. edu.

11–12 Kelowna. Learning AssistanceTeachers’ Association (LATA) Spring2002 Conference, Written Expressionand Classroom Assessment, a conferencefor all elementary teachers, The GrandOkanagan Resort. Choose either theprimary or the intermediate all-dayworkshops with Megan Sloan and AnneKlein. The morning sessions will focuson written expression and the afternoonon classroom assessment. Contact JaniceNeden, f: 250-578-7263, jmneden@shaw.ca.

14–16 Victoria. Focus 2002: Believe inthe Healing, Standing on Higher Ground:Soaring with Eagles, Victoria ConferenceCentre. Contact Barbara Smith, 250-598-1039, f: 250-598-2368, barbarasmith@focusconferences.com, www.focusconferences.com.

19–20 Cranbrook. Association of B.C.Drama Educators (ABCDE) Minicon-ference, choice of two of six workshopsFriday; secondary curriculum Saturday.$25 plus ABCDE membership. ContactRod Osiowy, 250-426-5241, f: 250-426-6673, studi-o@shaw.ca.

27 Richmond. BCPTA Spring Mini-Conference, Brain-Based Learning andHow it Applies in the Classroom with JoyPaquin and Colleen Politano. Attendeesmust be or become BCPTA members. Fee:BCPTA members $40 (To become amember add $42/Student or TOC add$21) Contact: Marianne McTavish, tel/fax604-922-7267, memctavish@hotmail.com

MAY

4 Vancouver. Investigating Our Practices:Fifth Annual Conference on TeacherResearch/ Researching Teaching Teach-ers, UBC. Contact: Gaalen Erickson, p:604-822-2867, gaalen. erickson@ubc.ca, Tony Clarke, 604-822-2003,anthony.clarke @ubc.ca, or Judy Paley,604-822-2733, judy.paley@ubc.ca,www.ocpe.educ.ubc.ca/wcs/c_investprac.html.

4 Prince George. B.C. Association ofPhysics Teachers (BCAPT) SpringMeeting, UNBC. Presentations and shar-ing sessions between university, college,and high school teachers contact

don@kwantlen.bc.ca, www.langara.bc.ca/bcapt.

6–8 Kelowna. BC4, B.C. ComputerCurriculum Consortium, annual confer-ence, in conjunction with the B.C. Educa-tors for Distributed Learning, OkanaganUniversity College. Contact Murray Mc-Donald, mmcdonald@sd23.bc.ca,www.bc4.bc.ca.

8–9 North Vancouver. B.C. Fast ForwardEducational Media Showcase foreducators who use video and CD-ROM,an opportunity to preview the newestproductions from 30 different companies.All grade levels and curriculum areas arecovered. Content changes annually. Oneday $80; two days $100 before March 6.Group rates available for 10 or more.Contact Susan Weber, Langara College,604-323-5533, sweber@ langara.bc.ca,www.langara. bc.ca/ffwd.

10–11 Garibaldi Highlands. First part(Alpha) of B.C. Teachers for Peace andGlobal Education (PAGE) Conference, LetPeace Begin with Me: The Alpha and theOmega, Lions Easter Seals CampSquamish Retreat. Contact Beatta Hittrich,604-433-9765, Daniel Shiu, 604-588-4318, Cindy Barrett, 604-536-2131,Pummy Kaur, 604-536-8711.

17–18 Prince George. B.C. RuralTeachers’ Association (BCRTA) Con-ference, Rural Schools: We Value OurPlace, University of Northern B.C.Keynoter Tom Tiller, of the University ofTromso, Norway, on the healthyinterdependence of communities andschools. Contact Gail Moseley, Box 153,70 Mile House, BC V0K 2K0, 250-456-7528, sf: 250-395-5198, moseley@bcinternet.net.

OCTOBER

24–26 Garibaldi Highlands. Secondpart (Omega) of B.C. Teachers for Peaceand Global Education (PAGE) Conference,Let Peace Begin with Me: The Alpha andthe Omega, Lions Easter Seals CampSquamish Retreat. Contact Beatta Hittrich,604-433-9765, Daniel Shiu, 604-588-4318, Cindy Barrett, 604-536-2131,Pummy Kaur, 604-536-8711.

24–26 Oliver. B.C. TechnologyEducation Association (BCTEA) Tech-nology Education Conference 2002,Technology Education—Making PositiveImpressions, Southern Okanagan Secon-dary School. Contact Lindsay Langill,langillman@ yahoo.com, Harold Lang,250-498-4931, www.bctf.ca/BCTEA.

24–26 Vancouver. Canadian IRA (In-ternational Reading Association) Re-gional Literacy Conference, Hyatt RegencyHotel. Contact Shirley Choo, 1784Pepperidge Court, Burnaby, BC V5A 1V9,604-420-7967, f: 604-903-3651.

PD Calendar web sitehttp://pdonline.bctf.bc.ca/

conferences/PD-Calendar.html

The BCTF’s PD Calendar web siteincludes these links:• Alberta Teachers’ Associationwww.teachers.ab.ca/conference/index.html• Association for Supervision andCurriculum Development • ASCD-Conferences, www.ascd.org/• Justice Institute Training, www.jibc.ca• National School Conference Institute,www.nscinet.com• National Staff Development CouncilNSDC-Conferenceswww.nsdc.org/conference/• Phi Delta Kappan (PDK) InternationalConferences www.pdkintl.org/profdev/cphome.htm.• Solution-Focused Counselling work-shops by Nancy McConkeywww.solutiontalk.ab.ca• T.W. Branun & Associateswww.twblearn.com/conferences.html• UVic Continuing Studies in Educationwww.uvcs.uvic.ca/csie/

October PSA day 2002–03October 25, 2002

20 TEACHER March 2002

We would like to say

Thank you

Teachersfor standing up for our kids

We are working people. Many of us are also parents. And weare strong supporters of quality public education.

We want B.C.’s teachers to know that they have our fullsupport and heartfelt thanks for the strong stand theyare taking to protect our children’s education fromgovernment cuts.

The teachers are right.

School Boards and the Government are wrong to insiston cuts that will mean larger classes and fewer servicesfor our children.

We stand with the teachers.

We’re with you all the way.BC Government & Service Employees’Union

British Columbia ProfessionalFirefighters Assoc.

B.C. Provincial Council of Carpenters

Bakery, Confectionery, TobaccoWorkers and Grain MillersInternational Union, Local 468

Canadian Labour Congress

CAW Canada

CUPE BC

Canadian Union of Postal Workers

College Institute Educators’ Association

Communication, Energy & Paperworkers Union

Graphic Communications International Union

Health Sciences Association of B.C.

Hospital Employees’ Union (CUPE)

Hotel, Restaurant & CulinaryEmployees & Bartender’s Union, Local 40

Industrial Wood & Allied Workersof Canada

International Association of Machinistsand Aerospace Workers

International Brotherhood of Electrical Workers

International Longshore & WarehouseUnion Canada

Marine Workers and BoilermakersIndustrial Union, Local 1

Public Service Alliance of Canada Service Employees International Union, Local 244

Telecommunications Workers Union

The Office & Professional Employees’International Union, Local 378

The Victoria-Vancouver IslandNewspaper Guild, Local 30223

United Steelworkers, District 3

United Transportation Union

U.N.I.T.E. BC Joint Council

BC Federation of LabourJim Sinclair, President / Angela Schira, Secretary-Treasurer

Representing 450,000 union members in British Columbia.

The B.C. Federation of Labour ran this full-page ad in all of the dailies in the province on January 24, 2002.