You are on page 1of 6

Proud member of ...

PresidentSuzanne Moore Phone: 204-270-0215


srta.mts@gmail.com

President Suzanne Moore Past President Georgina Dyck-Hacault Vice-President Pat Liss Treasurer Lindsay Hutchinson Secretary Frances Gauthier Collective Bargaining Chair Steve Muzyka Health & Wellness Chair Debra Mitosinka Professional Development Chair Georgina Dyck-Hacault Public Relations Suzanne Moore Workplace Safety & Health Pat McDonald Resolutions Allison Graham

Thank you!! for your support in the recent election. As you know, the first year of anything is a trying time. I thank you for believing in me enough to continue doing my best for the members of the Seine River Teachers Association. To the executive who served with me during the past year, I also send my thanksPat Liss, Frances, Lindsay, Georgina, Deb, Steve, Pat McDonald and Allison. Many people whom I have talked to at MTS assure me that the second year is much better. Pat Liss also sends along his thanks for the vote of confidence, and is looking forward to a great year. Now that the election is over, we are in the process of filling positions on the executive. Welcome to Valerie Hamilton, Steve Muzyka and Frances Gauthier who let their names stand for election and will be continuing their good work. If anyone else is interested in serving on the executive, please let me know. The vote in favour of Short-term Disability Benefits fell short of the 60% acceptance rate that was decided at the council meeting in April, coming in at 51.8% That means that, for this round of collective bargaining, we will not be negotiating for STD to be included in our collective agreement as one of our benefits. At the April council meeting, members were made aware of a letter of authority that retiring or leaving teachers may acquire from Revenue Canada to reduce the income tax deductions withheld. If you do not submit a request to reduce the tax at retirement (or leaving) , any overpaid income tax will be paid back when you

file your income tax return in April of the following year. Vision Care will be available next year for our association if we so choose, and the information was given to each school at the April meeting. The executive presented this as information only. A few SRTA members attended the Maternity/Parental/Adoptive leave workshop held April 29 at Dawson Trail. Nancy Kerr was awesome in helping us navigate the laws and the collective agreement in order to access benefits. For those people who were unable to attend, we have several handouts that we would be happy to send out. I would also be available for consultation. The association voted to present a scholarship of $150 to one student from each of the three collegiates to aid in post-secondary education. I will be in attendance at their graduations to present these on your behalf. Have you ever been injured on the job in Seine River School Division? You should immediately complete a Non-Student Accident Report form that is found at the office of your school. Collect any witness statements that you can. Make two copies one for yourself, and one for the SRTA. Send that one to me for our files and for tracking injuries in the workplace. Even if there appears to be no visible injury, complications can arise

Council Meetings:
Thursday, June 3, 2010

SRTA Contacts: Phone: 270-0215 Email: srta.mts@gmail.com

Applying for PD? Send your completed information to

gdyckhacault@srsd.ca

Want to Ask MTS President Pat Isaak a question? Go to:

http://www.mbteach.org/ HDWForm2Mail/ askthepresident.html


Need to Change Some of Your Profile Information with MTS?

https://www.mbteach.org/

Editor: Suzanne Moore srta.mts@gmail.com

(Continued from page 1)

much later that may result in disability, loss of pay due to disability, medical expenses arising from prolonged injury, and other risks. As a member, you have two years from the date of the accident to file a claim with the divisions insurer, should the need arise. The Get on Board the Reading Express campaign from SRTA Public Relations was once again a success. Feedback from the parents was extremely positive and the elementary students were excited to be able to win a book during Februarys I Love to Read month. Seven members of our SRTA association will be attending the MTS Annual General Meeting May 2729 at the Fairmont Hotel in Winnipeg. There are several items of particular interest to our association this year. Our own Georgina Dyck-Hacault has let her name stand for serving on the provincial executive. She is one of eleven candidates who is vying for one of five positions. Georgina has just finished serving a two-year term and she, along with Richard Alarie, will be presenting their report on teacher workload at the AGM. We wish her luck in her endeavours. Georginas standing committee (Workplace Safety and Health) will also be presenting several resolutions concerning WSH, including the one penned by our council last year.

As we approach the end of the year, the rumour mill goes into overtime as members wonder what will happen next year in regards to retirements, staffing transfers and placements. These are not trivial matters and are not to be taken lightly. Again, we are available for consultation; if there are any concerns, please do not hesitate to call. Our collective bargaining team, under the capable leadership of Steve Muzyka, has put together its opening package for the next collective agreement, to be presented to the board. Our present collective agreement expires June 30, 2010. At our June 3 council meeting, Steve will present the package to the reps. Because we must have a quorum at this council meeting in order to direct Steve to proceed to bargaining, it is imperative that SRTA representatives avail themselves to attend this years final meeting. If unable to attend, an alternate should be sent to Dawson Trail School Library, June 3 @ 4:30. A light supper will be served. And dont forget we are just an email or a phone call away. srta.mts@gmail.com 204-270-0215

Suzanne Moore S.R.T.A. donates books to help promote I Love to Read


Students names were entered into a draw when each class visited the library at cole St. Adolphe School and 16 of our students received a book to add to their private collection. Thank you to the Seine River Teachers Association for supporting our I Love to Read activities. The lucky recipients were: Sawyer, Carter, Dillon, Kesslyn, Ryan, Thomas Zach W., Nadine, Mason, Alyssa E. Zachary N., Casdon, Vincent, Emma, Jada, & Kaitlyn L. Dolors Teichroew, Library Technician

EDUA 5801 (3): Introduction to Educational Research


A study of scientific inquiry in the field of education. Research and statistical methods were surveyed within the context of educational research. Because the scope of the course was quite broad, it was not possible to cover all of the research methods in current use today. Nevertheless, by the end of the course, we developed a good awareness of the more commonly

used procedures (both quantitative and qualitative) that may be applied to different types of research studies and the guidelines that should be used in selecting appropriate research methods. Thus, we were better able to plan and carry out our own research and evaluate the research conducted by others. The course had the following purposes: to assist students in reading and evaluating the different sections of a research report to familiarize students with the various ways that research can

take place in educational settings to give students the opportunity to perform various aspects of the process of conducting research This course was done on-line. Interaction via e-mail, chat, or discussion groups was easily available, and facilitated communication amongst classmates, and between students and the instructor. Carole Hebert Ecole Lorette Immersion

Flushed Faces, Facts and Fun: Reflecting on Family Life Education EDUA 5570 (U of M)
From my first day in the Faculty of Education until now I have heard countless times that middle years teachers teach in the middle years because they are still middle years students at heart. We can think like a middle years student, talk like a middle years student and act like a middle years student at the drop of a hat. I have generally agreed with this statement but, now that I have completed Family Life Education at the University of Manitoba, I would argue to no end with someone who dared to disagree. student and remind me how they feel when family life issues are discussed. Am I the only one who does not know this stuff? If I answer that question, will everyone think I am a tramp? I wonder what From the first activity, I could sense that would be like. How can he say the middle years student in all of us that? I cant wait to get out of fighting to be expressed. As an ice here! Thankfully, she also modeled breaker, Wendy distributed various how to facilitate a class around family life terms to the class. these topics with grace, humour, Students had to find their partner acceptance and openness. by finding the matching term, get to know each other, and discuss Throughout the course, we what the term meant in order to discussed topics such as aboriginal give a brief presentation. Thus teachings, child sexual abuse, began the blushing, the giggling, puberty, anorexia, cyber-bullying, There were approximately 30 the tentative questions and sexual orientation, stress, anxiety, students in the class, with about remarks, the uncomfortableness, STIs, body image and the media, two-thirds of us being female. The the embarrassment, the feeling of depression and much more. We majority of students were involved being unsure, and of course, the received presentations from Lorna in middle years education in some bad jokes. Martin, Manitobas Guidance and way: teachers, counsellors, Counseling Consultant and the resource and administration, with a Week by week, these behaviours Rainbow Resource Centre. We smaller number of the class in early persisted as new topics arose, laughed, we learned and some even or senior years. The class was led conversations turned to hard topics, cried. The flushed faces, the facts by Wendy Henriksen who has been and emotions, beliefs and values and the fun all melded together to in school counselling for years. She were always close to the surface. provide me with the true learning was able to bring her immense While the feelings were ones that I opportunity of the course; an history of experiences, knowledge had not experiences since my own understanding through personal and connections to share with us. adolescent years, the reminder of experience of how students feel and Throughout the course, students those feelings will be something I think when they are learning Family were expected to participate in always appreciate. Wendy was Life Education. activities and discussions, complete able to genuinely put me back into Brandi Wait a community resource summary, a the shoes of a middle years La Barriere Crossings School 3 group research paper and presentation, a pamphlet on a hot topic for students or parents, and a weekly reflection journal on class experience.

La recherche-action est utilise dans de nombreux milieux communautaires, ducationnels et Les mrites de la recherche-action de travail. Elle permet a un se retrouvent dans le processus groupe de gens de bien identifier dappropriation collectif et un problme et de trouver des April 2010 individuel dun problme; un solutions qui non seulement sont processus souvent dcrit comme appuyes par le recherche, mais La recherche-action est mancipateur (Stringer,1996). qui sont uniques la communaut relativement nouvelle comme Les acteurs (les gens concerns concerne. Il sagit dun modle approche scientifique dans le par le problme et le chercheur) de recherche la porte de tous et dveloppement de connaissances tous ensembles cherchent des somme toute assez simple et de savoir-faire aux seins des solutions face une situation. Ces implanter en autant que tous les communauts scolaires. Toute solutions doivent toutefois tre acteurs soient anims par le mme analyse critique dune recherchebases sur un cadre thorique dsir de rsoudre un problme. action doit se baser sur des prcis. Le rle du chercheur est principes communs et partags de proposer ce cadre thorique Bibliographie tels que proposs par Lavoie, la communaut. Cest ce qui fait la Marquis et Laurin (2005) soient: la force de la recherche-action. Le Lavoie, L., Marquis D., Laurin P. recherche a pour origine des (2005). La recherche-action : chercheur et mme la besoins sociaux rels, elle est Thorie et pratique : Manuel communaut scolaire implique mene en milieu naturel de vie dautoformation. Sainte-Foy, QC : pourraient dcider un temps ou (sur le terrain), elle demande la lautre de rorienter les dmarches Presses de lUniversit du Qubec. participation des personnes de la recherche. Cette flexibilit concernes par le problme, fait Stringer, E.T. (1996). Action de la recherche-action dans le preuve de flexibilit face aux choix des instruments ou les choix research : A handbook for situations, assure une bonne practitioners. Thousand Oaks, de solutions nest finalement communication entre les acteurs CA :Sage. limite que par le souci toujours et dfini des paramtres dautoprsent du chercheur de bien valuation prcis. Cette approche ancrer les actions sur la recherche Simon Laplante

EDUA 7111 Sujets particuliers en ducation: La rechercherecherche-action

scientifique face a un problme identifi va donc produire surtout des donnes qualitatives plutt que quantitatives.

en ducation.

Health & Wellness Receipts


Debra Mitosinka requests that schools submit their Health & Wellness receipts to her @ LBC By May 31, 2010 to qualify for reimbursement during this school year. Receipts received later will be reimbursed in the next school year

Professional Development Receipts


Georgina Dyck-Hacault requests that members submit their Professional Development receipts to her @ LBC By May 31, 2010 to qualify for reimbursement during this school year PD occurring past this date will be reimbursed in the next school year

One team will be sponsored by SRTA


Submit applications to

Pat Liss @ DTS


Deadline: May 10, 2010
In the event of two teams submitting, the fees will be split between them.

Students create iPhone, iPod covers to raise money for museum


A group of Fort Richmond Collegiate students have come up with a unique way to raise money for the Canadian Museum for Human Rights. Theyve designed, created and are selling iPod and iPhone covers. The project was a result of Junior Achievements In-School Company program. Led by business technology teacher Chad Halstead, the Fort Richmond Young Entrepreneurs Inc., developed the covers that bear the design of a fingerprint, using the words human rights in different languages. FRYE started out as an extra-curricular club, Visions and Ventures, in which students explored owning and operating their own businesses, says Halstead. As interest levels grew, so did the number of students joining the club. Halstead then integrated the Junior Achievement In-School Company Program. As part of the program, students design, organize, and operate a real business, experiencing how a small enterprise functions. This meant that FRYE had to negotiate prices, find a company to produce their product, and deal with the reality of frustrations that come along when things dont always go according to plan. We had a few frustrations and friendly debates, but it was worth it, said one of the students. They learned how to designate and take ownership of different responsibilities, and how to deal with all the details involved in creating a product, from design to development. The limited edition covers sell for $10 each, through Chad Halstead at Richmond Collegiate, 275-7520 ext. 3037. Mbteach.org 5

Strategies for Organizing Inclusive Classrooms and Schools is a 3-credit course that examines how schools should organize and implement school-wide supports for accessibility, meeting the learning needs, increasing socialization, and meeting the behaviour needs of all students, as well as helping build family liaisons, looking at clinical engagement, and how to include community services to benefit all students.

our students.

Assignments included examining our school with respect to building an Inclusion Assessment Tool to use to assess Philosophical Foundations, Home and School Partnerships, Collaboration and Inclusive Teaching. The assessment tool was then used by staff members at my school to look at what is occurring at our school. From there, I looked at ways to improve what is needed to benefit Strategies were not only students. As well, group discussed, but through assignments were done learning and online that involved assignments, we sharing ideas about examined how and if inclusive classrooms and consultation, cooperative schools. teaching and Kelly Baker collaboration of staff is Richer School occurring to best benefit

With the trophy we believe we deserved to win!

was a good thing as the Sabres lack of defensive skill and any desire to back-check resulted in him facing 5 and sometime 6 shots in succession. The board office chequeing (get it?) line of Ilchena, Borgfjord and Huppe, turned in a spirited effort. Over three games the Sabres Robert Marcoux, usually known outscored the opposition by a more for his pugilistic abilities, was combined total of 24-2. Sabres a key set-up man on the youth backstop Jerry The Bear la Courier line with Keith Steve Carpenter was almost unbeatable in net which and Joel Sweets Sweetland. Bruce The SRSD Sabres, led by stalwart defenseman Amanda Hacker Schnell and power forward Shannon Elbows Phillipe, once again dominated at the annual MTS hockey tournament.

Not Peter North was pulled out of retirement to replace Yvan the Terrible St. Vincent who walked out on the team after player/general manager Jon Waite failed to meet his contract demands. Pat Giveaway Liss finished the tourney with a -2 plus/minus rating and 37 minutes in penalties.

MTS Grants Available


Each year The Manitoba Teachers Society makes funds available for projects by members and local associations. The Reflective Professional Practice Grants must focus on projects related to issues such as innovations in the classroom, social relationships in schools or equity and diversity issues. Equity and Social Justice Initiative Grants are granted specifically for projects related to equity or diversity issues. Applications for 2010-2011 grants must be submitted before June 1, 2010

Volunteers Needed at MTS


You can influence the course of public education by lending your input and expertise to one of many MTS committees. Even if youve never volunteered before, we would welcome putting your name on our volunteer list. If youre selected to sit on a committee, youll get some important and satisfying work, plus: Direct influence in committees that help shape the direction of education in Manitoba. Unparalleled opportunities to network with educators across Manitoba. A firsthand look at changes and trends in public education. Standing Committees Collective Bargaining/Regional Coordinators Curriculum and Teaching Education Finance Equity and Social Justice Group Benefits Professional Development/ Regional Facilitators Teacher Education & Certification Workplace Safety and Health

Teams Teacher Action Cohorts Primary Prevention Team

Others SAG Council Young Humanitarian Awards 6