ETFO Your Union Your Profession Your Future Book 2018-2019 PDF

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ETFO Statement and Definition of Equity

It is the goal of the Elementary Teachers’ Federation of Ontario to work with

others to create schools, communities and a society free from all forms of

individual and systemic discrimination. To further this goal, ETFO defines
equity as fairness achieved through proactive measures which result in

equality, promote diversity and foster respect and dignity for all.

Published by the
Elementary Teachers’ Federation of Ontario (ETFO)
Fédération des enseignantes et des enseignants de l’élémentaire de l’Ontario (FEEO)
136 Isabella Street | Toronto | ON | M4Y 0B5
Telephone: 416.962.3836 | Toll Free: 1.888.838.3836 | Fax: 416.642.2424
www.etfo.ca
Copyright © 2018 by the Elementary Teachers’ Federation of Ontario (ETFO).
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,
without the prior permission of the copyright owner. Cover page photo credits: Kathryn Gaitens.
YOUR UNION, YOUR PROFESSION, YOUR FUTURE 2018-2019
Table of Contents
What is ETFO? ................................................................................................................... 1
Welcome to Teaching! .................................................................................................................................. 2
The Objects of ETFO ....................................................................................................................................... 2
ETFO Current Priorities for 2017‐2018 ......................................................................................................... 2
ETFO Human Rights Statement ..................................................................................................................... 3
ETFO FNMI Statement .................................................................................................................................... 3
The Structure of ETFO ...................................................................................................... 3
ETFO and Other Teachers’ Organizations ........................................................................................................ 3
ETFO at the Provincial Level ............................................................................................. 4
The ETFO Executive. ....................................................................................................................................... 4
The Annual Meeting. ...................................................................................................................................... 4
Representative Council. ................................................................................................................................. 4
ETFO Standing Committees ........................................................................................................................... 4
ETFO at the Local Level ..................................................................................................... 5
ETFO Locals ...................................................................................................................................................... 5
ETFO Stewards ................................................................................................................................................ 5
ETFO Contacts at the Faculties of Education ................................................................................................ 5
ETFO Membership: Rights and Responsibilities ............................................................... 6
Rights and Privileges of Associate Members ................................................................................................ 6
Rights and Privileges of Active Members ..................................................................................................... 6
Responsibilities of ETFO Members ............................................................................................................... 7
A Member’s Duty to Report under the Child and Family Services Act ...................................................... 8
The ETFO Faculty of Education Award .......................................................................................................... 8
ETFO Services ................................................................................................................... 9
Collective Bargaining Services (CB) ............................................................................................................................... 9
Communications and Political Action Services (CPA) ............................................................................... 10
Equity and Women’s Services (EWS) ......................................................................................................... 12
Professional Learning/Curriculum Services (PL/C) .................................................................................... 13
First Nations, Métis and Inuit (FNMI) ......................................................................................................... 14
Professional Relations Services (PRS) .......................................................................................................... 17
Health and Safety Services (HSS) ................................................................................................................ 17
ETFO Leadership Development ................................................................................................................... 18
Who’s Who in Education ................................................................................................ 19
Your Union – ETFO ........................................................................................................................................ 19
Public District School Boards........................................................................................................................ 19
Ontario Ministry of Education .................................................................................................................... 19
Ontario College of Teachers ........................................................................................................................ 19
Qualifications Evaluation Council of Ontario (QECO) ............................................................................... 20
Basic Teaching Qualifications ......................................................................................... 21

Benefits and Working Conditions ................................................................................... 22
Insured Benefits. ........................................................................................................................................... 22
Group Life Insurance. ................................................................................................................................... 22
Benefits for Occasional Teachers ................................................................................................................ 22
Preparation Time .......................................................................................................................................... 22
Class Size. ....................................................................................................................................................... 22
Employment Insurance – Maternity and Parental Benefits ..................................................................... 23
Salary Ranges for District School Boards (as of 2017) ............................................................................... 24
Applying For Your First Teaching Position ....................................................................... 25
Ontario Regulation 274/12 and Teacher Hiring by School Boards .......................................................... 25
Get Ready to Apply ....................................................................................................................................... 25
Your Letter of Application ............................................................................................................................ 25
Your Resume ................................................................................................................................................. 26
Describing Yourself ....................................................................................................................................... 26
The Interview Process .................................................................................................................................. 27
Prepare for Your Interview .......................................................................................................................... 27
Dos and Don’ts for Your Interview .............................................................................................................. 27
Accepting the Position .................................................................................................................................. 28
Working as an Occasional Teacher Before Certification. .......................................................................... 28
New Teacher Induction Program (NTIP). .................................................................................................... 28
Performance Appraisal of New Teachers ................................................................................................... 29
Ministry of Education NTIP Resources. ....................................................................................................... 29
Planning Your Career ...................................................................................................... 30
Collecting your Documentation .................................................................................................................. 30
Certificates from the Ontario College of Teachers .................................................................................... 30
Evaluation from QECO .................................................................................................................................. 30
Adding to Your Qualifications ...................................................................................................................... 30
Understanding Your Pension. ...................................................................................................................... 31
Professional Responsibilities .......................................................................................... 31
Understanding Your Professional Judgement ........................................................................................... 31
Labour Disputes and Teacher Candidates .................................................................................................. 32
Strikes and Practicum Placements .............................................................................................................. 32
Regulations Under the Teaching Profession Act ........................................................................................ 32
The Ontario College of Teachers ................................................................................................................. 34
The OCT Standards of Practice for the Teaching Profession .................................................................... 34
Ethical Standards for the Teaching Profession ........................................................................................... 35
Professional Misconduct Regulation .......................................................................................................... 35
Duties of Teachers ........................................................................................................................................ 36
Other Legislation Affecting Teachers. ......................................................................................................... 38
Designated Early Childhood Educators (DECEs)......................................................................................... 38
A Final Word ................................................................................................................... 39
Appendix ........................................................................................................................ 40
Contact Information for Educational Groups ............................................................................................. 40
Some ETFO Resources .................................................................................................................................. 41
Northern Ontario English Language Public District School Boards .......................................................... 42
Southern Ontario English Language Public District School Boards .......................................................... 43
Glossary of Acronyms Used in Education ................................................................................................... 44
What is ETFO?
The Elementary Teachers’ Federation of Ontario (ETFO) teachers were struggling to achieve smaller class sizes,
is the professional and protective organization for over they were criticized for being self‐serving. But today’s
83,000 teachers, occasional teachers, DECEs and research shows clearly that children learn best in smaller
education workers employed in the public elementary ‐ classes.
schools of Ontario. As a teacher candidate enrolled in a
faculty of education, you are an associate member of Whenever children enjoy a small class size where there
ETFO. is time for individual attention, it is well to remember
that it was the advocacy of teachers that won it for
ETFO’s programs and services are designed to protect them.
and enhance the working lives of its members. As part
of its mandate ETFO strives to provide a welcoming There are many myths about unions: that unions are
environment that celebrates the diversity of members self‐serving, that they care only about money, that they
and the students in their care. are too big and powerful are
Over and above the support for only a few fallacies touted by
members, ETFO reaches out to the ill‐informed. Contrary to
the broader community to such mythology, the work of
foster a climate of social justice ETFO focuses on those
for everyone in society. measures that will attract and
keep excellent teachers and
A strong union for teachers and help them do a better job with
education workers is vital to their students. In addition, ETFO
the quality of education in the takes the responsibility to work
province. For teachers and for social justice in the larger
education workers to have a society.
productive working life, they must have a voice in their
working environment and the ability to influence ETFO has established its objects in light of profound
educational decisions. ETFO ensures that their voices are educational commitment and social conscience. This
heard. Through the collective bargaining process, ETFO commitment reflects the collective attitude of its
seeks to maintain the best possible terms and conditions members. The members of ETFO choose to work with
of employment for teachers and education workers. children because they believe in their vocation; they
Good salaries and benefits are important to the quality want to make a difference for children; and they care
of education in several ways. Since the relationship of about the society in which children must live.
teachers and students is connected, the well‐being of
the teacher has a profound effect on every student. As a reflection of its members’ concerns and values,
Good salaries and benefits also play a part in attracting a ETFO is devoted to advancing the cause of education,
high‐calibre candidate to the profession, which is a raising the status of teachers and education workers,
critical factor in quality education. promoting high standards for the profession, working for
social justice, and leading the way against poverty,
When teachers fight for better working conditions, they violence and inequality.
fight for better learning conditions. In the past, when
A strong union for teachers and education workers is vital to the quality of education in the province.
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Welcome to Teaching!

You are an associate member of a large and powerful union

which has demonstrated its social conscience and commitment

to the ideals that make a fairer, gentler society. The work of

ETFO improves the quality of working life for the teacher,

educational worker and student alike. In so doing, it advances

both the cause of education and the cause of a just society.

Take the time to get involved. You chose teaching because you

wanted to make a difference. ETFO can help you make that

difference.

The Objects of ETFO

The objects of ETFO are contained in the Constitution (Article Ill).

While the programs and services of ETFO are designed with
The objects of the Federation shall be: these objects in mind, each year at the Annual Meeting the
3.1. to regulate relations between employees and membership sets the priorities of ETFO for the upcoming school
employer, including but not limited to securing and year.
maintaining through collective bargaining, the best
possible terms and conditions of employment.
3.2 to advance the cause of education and the status of
teachers and educational workers.
ETFO Current Priorities for 2018-2019:
3.3 to promote a high standard of professional ethics
and a high standard of professional competence.  To protect the local and provincial collective
3.4 to foster a climate of social justice in Ontario bargaining rights of all members.
and continue a leadership role in such areas as
 To defend publicly‐funded public education.
antipoverty, non‐ violence and equity.
3.5 to promote and protect the interests of all members  To serve the needs of the membership.
of the Federation and the students in their care.  To provide for the professional development of
3.6 to co‐operate with other organizations, in Ontario,
members.
Canada and elsewhere, having the same or like
objects.  To promote social justice in the areas of peace,
3.7 to promote and defend the health and safety of anti‐poverty, non‐violence and equity.
members in the workplace.  To promote the economic and labour rights of all
workers.
 To support international assistance and
 co‐operation.
 To promote the care and protection of the
environment.
 To actively engage members in the Federation
and labour movement.
 To promote and protect the health and safety of
members, both physically and psychologically.
ETFO has established its objects in light of profound educational commitment and social conscience.
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ETFO Human Rights Statement The FNMI Statement

The Elementary Teachers’ Federation of Ontario is committed to:
 Providing an environment for members that is free from harassment and
discrimination at all provincial and local Federation sponsored activities;
 Fostering the goodwill and trust necessary to protect the rights of all
individuals within the organization;
 Neither tolerating nor condoning behaviour that undermines the dignity or
self‐esteem of individuals or the integrity of relationships; and
 Promoting mutual respect, understanding and co‐operation as the basis of
interaction among all members.
Harassment and discrimination on the basis of a prohibited ground are violations
of the Ontario Human Rights Code and are illegal. The Elementary Teachers’
Federation of Ontario will not tolerate any form of harassment or discrimination,
as defined by the Ontario Human Rights Code, at provincial or local Federation
sponsored activities.
The Structure of ETFO

ETFO and Other Teachers’ Organizations
ETFO participates in the world of education provincially, nationally and internationally. Provincially, ETFO belongs to the
Ontario Teachers’ Federation. Nationally, ETFO belongs to the Canadian Teachers’ Federation. Internationally, ETFO is a
member of Education International. This chart shows where ETFO fits with other teachers’ federations and organizations.
Education International
Approximately 30 million members
401 member organizations in 172 countries and territories
CTF
Canadian Teachers’ Federation
Approximately 238,000 members
OTF
Ontario Teachers’ Federation
Approximately 198,500 members
AEFO ETFO OECTA OSSTF

L’Association des Elementary Teachers’ Ontario English Ontario Secondary
Enseignantes et des Federation of Ontario/ Catholic Teachers’ School Teachers’
Enseignants Franco‐ Federation des Enseignantes et Association Federation
Ontariens des Enseignantes de
l’Elementaire de l’Ontario Approximately 45,000 Approximately 60,000
Approximately 10,500 members members
members Over 83,000 members
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ETFO at the Provincial Level Executive of 14. Three of these additional positions are

open to women only. One of the positions shall be
open to women members who are also First Nations,
Métis or Inuit (FNMI), members with a disability,
lesbian, gay, bisexual, transgender, intersex, queer or
questioning members or racialized members.
 One of the positions shall be only open to members
who are FNMI, members with a disability, lesbian, gay,
bisexual, transgender, intersex, queer or questioning
members or racialized members.
The Annual Meeting

The ETFO Annual Meeting is held in August every year.
Each ETFO local has a minimum of two voting delegates as
The ETFO Executive

well as additional delegates based on the number of
members in that local. Additional delegates are calculated
The members of the ETFO Executive are elected for a two‐ on the basis of one delegate for every 120 members in the
year term at the Annual Meeting. The ETFO Executive at local. The local may also send alternate delegates and
the provincial level consists of 14 members: observers to the meeting.
 President,
 First Vice‐President, The Annual Meeting ratifies the priorities of the
 Two Vice‐Presidents, one of which shall be open to organization, elects the Executive, approves the budget
women only, and fees, amends the ETFO Constitution, votes on
 ETFO’s representative to the Ontario Teachers’ resolutions submitted by the locals and fulfills a variety of
Federation, and other responsibilities.
 Additional Executive members to complete the
Executive of 14. Four of these additional positions are

open to women only. Representative Council
ETFO’s Representative Council is composed of the
The Executive meets monthly and is responsible for
president of each local and additional representatives
carrying out the business of ETFO. This includes receiving
based on the size of the local.
reports and recommendations from committees,

authorizing legal support for members in employment
The Council meets at least three times a year and is
related cases as well as a variety of other responsibilities.

responsible for reviewing the proposed annual budget,
As a result of a motion passed at the 2017 Annual recommending policy to the Executive or Annual Meeting,
Meeting, effective 2019, the Executive will consist of 14 recommending actions to the Executive, approving ETFO’s
members: bargaining goals and other activities.

 President,
 First Vice‐President, ETFO Standing Committees
 Two Vice‐Presidents, one of which shall be open to ETFO has a number of standing committees. The members
women only, of these committees are appointed provincially. They
 ETFO’s representative to the Ontario Teachers’ meet during the year to carry out their assigned tasks and
Federation, and make recommendations to the Executive.
 Additional Executive members to complete the
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ETFO at the Local Level ETFO Contacts at the Faculties of

ETFO Locals Education
There are 76 locals in ETFO. Local boundaries coincide Each of the faculties has a faculty and Federation liaison
with those of the public district school boards and committee made up of representatives from each of the
school authorities. ETFO has a teacher local and an federations, faculty and the student association. The
occasional teacher local in each public district school purpose of this committee is to design programs for
board. ETFO also represents some DECEs and teacher candidates to make their entry into the profession
educational workers in district school boards. For a as smooth as possible. Each committee is chaired by one
complete list of the ETFO locals see pages 41‐42 or the of the federation members on a rotating basis.
ETFO website at www.etfo.ca.

Each ETFO local has its own executive elected by the
members. Locals offer a wide variety of programs and
services for their members such as newsletters,
professional development workshops, social events,
leadership training and political action activities. You can
contact the local president for more information about the
programs and services offered by a particular local.

ETFO is the bargaining agent for locals. Each local
negotiates the collective agreement for the members
employed in that board. If negotiations reach an impasse,
the provincial organization will take over the negotiations.
The local ensures that the terms of the collective
agreement are upheld and all members are treated fairly
by the employer.

ETFO Stewards
In each school, an ETFO member takes on the role of
steward. ETFO stewards are the visible representatives of
ETFO and the local in the workplace.

The ETFO steward is trained to monitor the
implementation of the collective agreement at the school
level. Stewards will have the latest information from ETFO
and the local about upcoming meetings, conferences,
workshops and emerging issues. Talk to the school
steward when you are doing your practicum placement to
find out more about ETFO events.

ETFO Stewards are the visible representatives of ETFO and the local in the workplace.
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ETFO Membership: Rights and Responsibilities

Students attending faculties of education in Ontario are associate members of ETFO, upon request in writing, with rights
and privileges as outlined in the ETFO Constitution.

Rights and Privileges of Associate Members
Article V: Section 2 ‐ Rights and Privileges of Associate Membership
5.2.1 The rights of an Associate Member shall be:
5.2.1.1 to attend Federation functions, by invitation, in a non‐voting capacity;
5.2.1.2 to receive Federation publications;
5.2.1.3 to request that the Federation recommend that voluntary membership be granted in OTF; and
5.2.1.4 to serve, by invitation, on Federation task forces, committees and work groups.

Rights and Privileges of Active Members
When you are hired as a teacher or occasional teacher for the elementary panel of a public district school board or school
authority, you become an active member of ETFO.
Article V: Section 1 ‐ Rights and Privileges of Active Membership
5.1.1 An Active Member shall have full rights, privileges and responsibilities of membership in the Federation
unless limited by disciplinary action taken in accordance with Article VII: Disciplinary Procedures.
5.1.2 The rights of an Active Member shall be:
5.1.2.1 to attend, participate and vote at meetings of the local;
5.1.2.2 to attend meetings of the Representative Council and the Annual Meeting;
5.1.2.3 to lodge a complaint against another member, through the Federation, in accordance with
Article VII Disciplinary Procedures;
5.1.2.4 to request Federation support through the grievance arbitration process;
5.1.2.5 to request Federation support for employment‐related matters including:
5.1.2.5.1 termination or resignation of employment;
5.1.2.5.2 protection from being slandered, libeled or harassed in any; and
5.1.2.5.3 protection from fraudulent or malicious allegations or charges.
5.1.2.6 to request Federation support in any problem directly related to professional duties;
5.1.2.7 to request Federation support in an investigatory or disciplinary procedure undertaken by the
Ontario College of Teachers;
5.1.2.8 to request Federation support for employment‐related matters which are alleged to have
occurred when the individual was a member of the Federation or its predecessors; and
5.1.2.9 to approve, after duly called information meetings, the commencement and conclusion of any
provincial job action by an all‐member vote.
5.1.3 An active member who accepts a position as a temporary or acting principal/vice‐principal which involves any
responsibility for the evaluation and/or disciplining of other members, shall have the rights, privileges
and responsibilities of membership suspended for the duration of the appointment.
5.1.4 An active member who accepts a position as a temporary or acting principal/vice‐principal may not also be
the workplace steward for the duration of the appointment.
5.1.5 To approve any provincial collecting bargaining framework agreement through an all‐member vote after
duly called information meetings.
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Responsibilities of ETFO Members

Federation membership brings responsibilities as well as benefits. The Code of Professional Conduct and Disciplinary
Procedures in the Constitution applies to active members, associate members and teacher candidates.
Article VI: Code of Professional Conduct
6.1 A member shall:
6.1.1 recognize the Federation as the official voice of all the active members of the Federation;
6.1.2 adhere to the Constitution, Bylaws and Directives of the Federation;
6.1.3 support collective bargaining initiatives including a strike authorized by the Executive;
6.1.4 refrain from undertaking or supporting actions which undermine established bargaining procedures;
6.1.5 honour the terms of the collective agreement;
6.1.6 strive to eliminate all forms of harassment between individuals in the educational system;
6.1.7 endeavour to ensure equity and inclusiveness in the workplace; and
6.1.8 strive to achieve and maintain a high degree of professionalism and to uphold the honour, dignity and
ethical standards of the teaching profession.

6.2 A member who is representing ETFO on the local Executive and/or the Executive shall, in addition to 6.1:
6.2.1 strive to achieve and maintain a high degree of professionalism and to uphold the honour, dignity and
ethical standards of the Elementary Teachers’ Federation of Ontario.
Article VII: Disciplinary Procedures
7.1 A complaint alleging violation of the Code of Professional Conduct shall be submitted by a member, in writing, to
the General Secretary of the Federation within 60 calendar days of the date of violation or within 60 calendar days of when a
member ought reasonably to have become aware of the violation.
7.2 The complaint shall state the facts and shall indicate that a copy has been provided to the member about whom the
complaint has been lodged.
7.3 The General Secretary or designate, shall investigate the complaint and report with recommendations for further
action to the Professional Relations and Discipline Committee.
7.3.1 Should the General Secretary or designate, after investigation, deem that a complaint against a
member is vexatious, frivolous or an abuse of process, the full‐time released officers of the Federation will be informed of
the complaint, the course of the investigation and the rationale for dismissal.
7.4 The Professional Relations and Discipline Committee shall consider complaints referred to the committee by the
General Secretary and report with recommendations to the Executive.
7.5 The Executive shall determine the discipline to be enacted.
7.6 The principles of natural justice shall be followed in the disciplinary proceedings.
7.7 Members deemed to be in non‐support during a job action may be subject to disciplinary procedures that include
the possibility of a monetary fine of up to $500 per day.
7.8 Members found to be in violation of Article VI, Code of Professional Conduct, shall be subject to a range of
sanctions that may include, but is not limited to, publication of name in a Federation publication, suspension of the right
to hold office in the Federation and suspension of Federation services except those required by law

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A Member’s Duty to Report under the program in primary/junior or junior/intermediate

program, participating in the final year of teacher
Child and Family Services Act training;

As associate members of ETFO who are placed in schools b) The recipient demonstrates a commitment to social
for practicums, students attending faculties of education justice and equity in keeping with ETFO policy;
should be familiar with
their duty to report c) The recipient demonstrates exemplary teaching
suspicion of child abuse practices in practicum placements;
or neglect to the
Children's Aid Society d) The recipient demonstrates initiative to broaden
(CAS). The duty to personal experience in educational culture. Some
report is a legal duty possible indicators of this include, but are not limited to:
that arises under
section 72 of the Child  Leadership in student government at faculty of
and Family Services Act education;
(CFSA). Under the  Support for fellow teacher candidates;
CFSA, everyone has a  Provincial/local ETFO involvement;
duty to report  Leadership in events which benefit fellow teacher
"reasonable grounds to candidates; or
suspect" that a child may be in need of protection as set  Exemplary interactions with students in a variety of
out in section 72(1) of the CFSA. This duty applies as educational settings.
teacher candidates are acting in a professional capacity
during practicum placements. Teacher candidates may e) The recipient demonstrates academic excellence in
wish to confer with their Associate Teacher but it is their teacher training courses; and
responsibility to report.
f) The recipient is recommended by both the practicum
See the ETFO bulletin: A Members Duty to Report Under supervisor and an associate teacher, in writing, outlining
the Child and Family Services Act: how in their opinion, the candidate meets the above
http://www.etfo.ca/SupportingMembers/Employees/PD criteria. Written recommendations are to be included
F%20Versions/A%20Member's%20Duty%20to%20Repor with the application.
t%20under%20the%20Child%20and%20Family%20Servic
es%20Act.pdf This is a self‐nominating award that is due on
February 1 of the final (graduating) year of teacher
The ETFO Faculty of Education Award training. Award information and online applications will
be posted on the ETFO Awards website
http://www.etfo.ca/aboutetfo/provincialoffice/pages/a
The Faculty of Education Award is offered annually to a
wardsandscholarships.aspx in the Fall of each year.
student at a Faculty or School of Education at a publicly
funded university/institution in Ontario, during the final
year of their teacher training. Up to 17 awards of $500
and a certificate of recognition may be granted.
Candidates for the Faculty of Education Award will be
considered on the basis of the following criteria:
a) The recipient is enrolled full‐time in an Ontario faculty
of education and registered in a teacher credentialing
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ETFO Services

The terms of your Collective Agreement are legally binding
To provide its many services to members, ETFO’s
upon you, your local and your employer. The provisions
professional staff at the provincial office is organized into
are enforceable under law. If you think your employer has
six service areas:
violated the terms of that agreement, you or your local
1. Collective Bargaining Services (CB)
may have recourse to a grievance.
2. Communications and Political Action Services

(CPA)
The grievance procedure in your Collective Agreement is a
3. Equity and Women’s Services (EWS)
process for resolving differences that arise from the
4. Professional Learning/Curriculum Services (PL/C)
application or interpretation of the Agreement. It provides
5. Professional Relations Services (PRS)
opportunities to resolve differences at the local level.
6. Health and Safety Services (HSS)

If those fail to reach a satisfactory conclusion, the parties
Following are brief descriptions of the major programs
have access to arbitration, a procedure whereby a neutral
and services offered to members.
third party will hear the arguments and render a final and
binding decision.
Collective Bargaining Services (CB)
ETFO is the bargaining agent for all ETFO bargaining units.
When you are hired as a teacher or occasional teacher for
The ETFO collective bargaining staff provides direct
a district school board or school authority you will become
assistance to the locals to help them achieve and maintain
a member of ETFO. The terms and conditions of your
strong Collective Agreements. For teacher locals, each
employment will be determined by a local Collective
worksite has an ETFO steward who acts as the eyes and
Agreement. That Agreement is negotiated between your
ears of the local and the provincial office. One of the
union and your board and contains a number of provisions
important responsibilities of stewards is to monitor the
outlining your rights as an employee.
implementation of the collective agreement. Through

ETFO provincial programs, stewards receive training to
Although your salary may seem the most important thing
assist them in this.
to you now, your Agreement contains other clauses which

will be vital to your working life. Teacher Collective
As a new teacher you will want to remain aware of events
Agreements have clauses on working conditions such as
and issues as they unfold. The upcoming round of
class size and preparation time. The Agreements also
collective bargaining will involve central provincial
contain clauses on leave of absence provisions, insured
bargaining as well as local bargaining. Staying
benefits, seniority, transfer, probationary period and
in touch with your local ETFO office and following events
much more.
on the ETFO website and subscribing to the e‐newsletter

are excellent ways to ensure that you are informed of
Occasional Teacher Collective Agreements will typically
current bargaining events as well as your rights and
contain provisions on the occasional teacher list, the
entitlements.
call‐out system, the timetable of the occasional teacher,
leaves, insured benefits and other working conditions and
entitlements.

As a new employee it will be particularly important to
know what your Collective Agreement says about
performance appraisal, surplus to school, transferring to
another school, length of probationary period and
redundancy and recall rights.

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Communications and Political Action You can also access this information electronically by
clicking on Stewards’ Mailings in the Quick Links menu on
Services (CPA) the home page, www.etfo.ca.

VOICE Magazine
ETFO communicates with members in a variety of ways. VOICE, ETFO’s member
Our goal is to keep you up‐to‐date on what is happening in magazine, is created with you
your Federation and to help give you access to all of the in mind. You will receive a
resources and supports that ETFO provides. copy of the print magazine

four times a year at your
Electronic Communications home address. etfovoice.ca
www.etfo.ca is the Federation’s website and your source publishes items from the
for up‐to‐the‐minute information about ETFO. print publication as well as
Click on ‘About ETFO’ to find detailed information about online‐only articles and
how the Federation is structured and governed. reviews.
www.etfo.ca also gives you access to professional
information and advice, collective bargaining information
VOICE focuses on members and their interests. Our goal is
and a wealth of other resources that you will find useful in
to facilitate a conversation among our members and to
your professional life.
enhance knowledge of best classroom practices, helpful
Twitter resources and new ideas in education. Members
contribute articles that focus on exemplary or innovative
The ETFO President and various staff use Twitter to get teaching practice, inspiring stories, and perspectives on
information out rapidly. Those with Twitter handles education.
include:
 President Sam Hammond: @ETFOpresident; Members also contribute to the magazine by reviewing
 Media Relations Officer: @ETFOmedia; resources. Reviews are published in each issue of the
 Web Editor: @ETFOeducators; magazine and online.
 Collective Bargaining Communications: @ETFOcb;
and
 AQ courses: @ETFOaq.

@ETFO/FEEO
@ETFO/FEEO is an electronic newsletter that ETFO sends
to all members who request it. To get on the mailing list
go to www.etfo.ca and enter your e‐mail address in the
upper right hand corner to subscribe to the e‐Newsletter.

Stewards’ Mailings
Several times a year, ETFO school stewards receive
mailings that provide members with information, on
education issues, upcoming conferences and Visit etfovoice.ca or join the Voice Facebook page at
opportunities for professional development and facebook.com/ETFOVoice to read articles and reviews,
involvement. Look for ETFO flyers and bulletins on the share comments or pitch ideas to the editor.
ETFO bulletin board at your school or speak to your school
steward. Contributions by staff focus on ETFO’s programs and
resources and provide practical advice on professional
10
issues. Curriculum inserts give you a sampling of the rich and inclusion, and a strong union voice.
resources that ETFO creates for members. Other
curriculum inserts feature lessons created by teachers
Political Action
with specialist knowledge in particular subject areas, ETFO coordinates all‐local and all‐member campaigns to
including lessons “en français.” Inserts are available for advance public education on the government agenda.
download on the website.
The Federation maintains a list of political action contacts
To ensure that you receive the magazine, make sure your in each local to keep them informed about activities at
member information stays up to date by clicking on the Queen’s Park – those of the government and of the
opposition parties.
contact link at etfovoice.ca.

Check the ETFO website to:
Public Relations  review recent ETFO media releases, letters to the
Establishing a positive profile for public elementary editor and opinion articles on the homepage of the
teachers and for the Federation is essential to the success ETFO website;
of the Federation, the morale of the members and the  follow ETFO’s involvement in political issues and
credibility of our issues. broader union and social justice campaigns;
 access the online version of the VOICE magazine, the
eNewsletter, Queen’s Park Highlights and ETFO’s briefs
to government and position papers; and
 access the forms for the ETFO political convention
subsidy that supports members attend conventions
and conferences of the main political parties.

Public relations at ETFO takes a variety of forms including
regular news releases on emerging issues, radio and TV
ads, print campaigns, the ETFO website and electronic
newsletters, pamphlets for parents and teachers, and
much more.

Locals also receive support in their communications
strategies through individual assistance and
communication workshops ETFO staff deliver to locals.
ETFO regularly works with other federations and unions,
social justice groups, community agencies and education
stakeholders to advance education and social justice
issues.

ETFO’s public relations activities focus on Building Better
Schools, ETFO’s plan for education in Ontario. The plan
calls for smaller classes for all elementary students, more
meaningful student assessment and learning, greater
access to specialist teachers, more resources for students
with special needs, greater focus on equal opportunity
11
Equity and Women’s Services
(EWS)
ETFO is a leader among education unions on equity issues,
particularly in its support for women’s participation and
leadership. There are designated positions for women
on the ETFO Executive (five of 14 positions) and
constitutional guarantees that programs for women will
be provided, with funding allocated for this purpose.

These programs offer direct services to women members
through courses, workshops, awards and publications.
Funding is also available to establish provincial and local
partnerships with other organizations and to support ETFO’s equity programs include an annual women’s
groups that advance the status of women and women’s conference, leadership training for members from equity‐
issues in society. seeking groups, and local workshops on anti‐violence,
FNMI education, lesbian, gay, bisexual, transgender queer
The ETFO Executive has adopted this definition of equity: or questioning issues, disabilities and accommodation
It is the goal of the Elementary Teachers’ Federation of issues. ETFO provides curriculum resources, pamphlets
Ontario to work with others to and publications addressing broad‐based equity issues.
create schools, communities and a These are listed on the ETFO website.
society free from all forms of
individual and systemic ETFO partners with a broad range of women’s
discrimination. To further this organizations and community groups working on equity,
goal, ETFO defines equity as poverty and social justice issues. ETFO supports Pride
fairness achieved through proactive Day events, Take Back the Night, marches and Black
measures which result in equality, History celebrations. ETFO participates in the Ontario
promotes diversity and fosters respect and dignity for all. Federation of Labour (OFL) and the Canadian Labour
Congress (CLC) equity committees and events.
ETFO’s equity and women’s
programs are offered in the context
of our constitutional object: to
foster a climate of social justice in
Ontario and continue a leadership
role in such areas as anti‐poverty,
non‐violence and equity.

These principles are incorporated into the work in all the
service areas of ETFO and extended to locals. The
particular issues of women members, FNMI members,
racialized members, members with disabilities and
lesbian, gay, bisexual, transgender, queer or questioning
members are addressed through standing committees,
included in our women’s programs and explored through
a range of equity programs. Increasingly, the issues of
poverty and social class are examined in those contexts as
well.

12
Professional Learning/Curriculum
Survive and Thrive
Services (PL/C) is a free online
conference for
Every year, ETFO responds to the changing needs of our teacher candidates and beginning teachers in their first
members through its professional learning programs. five years, is full of downloadable classroom resources,
ETFO offers an array of professional growth opportunities keynote presentations by experts, useful web‐links and
and practical curriculum resources. Ask the ETFO steward much more. (Check the ETFO website at www.etfo.ca or
for information on these programs. www. survivethrive.on.ca).

Also, check the ETFO website where you can see the Locals host many professional
calendar of events, notices of upcoming conferences and learning events. For example,
workshops, and the newest curriculum resources. ETFO Book Clubs may be
ETFO offers programs that reflect members’ needs. Here organized for members based
are just a few examples: on ETFO resources such as
Primary ARTS, the Thinking it Through series, Social
The New Member Welcome Program Justice Begins with Me and Possibilities.
helps new teachers understand
ETFO programs, supports and Many locals offer curriculum
opportunities for involvement. workshops from the ETFO
The program includes a Presenters on the Road
presentation by one of ETFO’s program. These popular
released officers and a workshops delivered
Welcome to ETFO resource throughout the province cover
containing valuable information a wide variety of curriculum areas and are developed by
for new members that will serve members, for members.
as a useful guide about ETFO’s
programs and services.
ETFO provides Additional Qualification (AQ)

courses that assist teachers in enhancing their
ETFO’s Summer Academy program is offered professional credentials thereby allowing them to teach
throughout the months of July and August across the certain assignments or increase their pay category. These
province every year. These professional courses provide a helpful balance of theory
three‐day courses provide and practice. The majority of our AQ courses are online so
practical hands‐on participants can access the professional learning at times
learning on a variety of that are convenient to them. The registration fee for ETFO
areas including the Arts, AQ courses is $650, which is less than many other
FNMI Perspectives, Assessment, Kindergarten, Literacy, providers. Visit www.etfo‐aq.ca for more information.
Mathematics, Social Justice, Special Education and
Technology. Registration begins at the end of May every
year accessed through the ETFO website at
events.etfo.org.

Provincial Conferences are available to members
throughout the year and include topics such as financial
planning, teacher leadership and technology.
Workshops and speakers are focused on supporting
your professional needs.
13
First Nations, Métis and Inuit (FNMI)

Booshoo, tansi, tawnshi, She:kon, udlukuut, tungasugitsi,
aanii, bonjour, greetings!
In 2015, ETFO endorsed the Truth and Reconciliation
Commission’s Calls to Action. ETFO understands that it is
integral for educators to move forward into reconciliation
with the Indigenous Peoples of Canada. It is our hope to
educate and inform ETFO members on the diversity of
Indigenous Peoples in Canada, provide information on the
complex historical and current relationship between
Canada and FNMI nations, and provide for dialogue to
dispel common myths and misconceptions of Indigenous
Peoples.
To support ETFO members in their learning and
instructional practices to integrate FNMI content and
perspectives in a positive approach, and to ensure that
First Nations, Métis and Inuit people’s issues and
worldviews are authentically reflective and connected to
the content at hand, ETFO has developed supporting
resources which can be found at http://spirithorse.ca/ .
Other relevant resources developed by other FNMI
organizations, affiliated allies, and archives from the Spirit
Horse arts‐based initiative are found at this site as well.
Miigwetch, Nia:wen, Nakurmiik, Qujannamiik, Marsee,
Bama pi, merci, thank you!

14
Professional Issues

Promotion of ETFO positions on professional issues is an earlylearningcentral.ca
important aspect of the work of Professional Learning/
Curriculum staff. They work on Ministry committees to This interactive blog is a central repository for early
ensure that teacher and DECE issues and ETFO policies learning focusing on teaching and learning across the
and positions are at the forefront of provincial policy primary grades. Here you will find practical ideas and
development and implementation. Professional topics of interest to primary teachers. The contributors are
Learning/Curriculum staff participate on working tables practicing primary and Kindergarten teachers including an
where government policies and programs are developed ETFO DECE member.
such as the provincial report card, EQAO, classroom
assessment, special education, the Annual Learning Plan,
Early Years, English Language Learners and healthy

schools.

ETFO Blogs and Websites

heartandart.ca
etfoPLEY.ca

ETFO’s Professional Learning in the Early Years website
(PLEY) has been created as a companion to ETFO’s
Professional Learning in the Early Years workshop
series. The website will support educator teams,
This interactive blog has practical ideas and topics of
interest to new members or those who are experiencing a
change of assignment, from practicing teachers. The blog
is meant to be a continuation of the ETFO resource: The
Heart and Art of Teaching and Learning: Practical Ideas
and Resources for Beginning Teachers.

15
individual teachers, designated early childhood etfo‐ots.ca
educators and teacher leaders across Ontario to access You will begin your teaching career as an occasional
professional learning wherever they are. There are teacher. This site contains excellent resources to help
several videos with accompanying facilitator’s guides, a make life easier and more rewarding for occasional
photo gallery and classroom tours. teachers. There are three main areas of the site: 1. Advice
for ETFO Occasional Teachers, 2. Instructional Supports,
etfoassessment.ca and 3. Curriculum Resources.

ETFO has created a very practical new website called ETFO
Members Sharing In Assessment. ETFO has a strong
position on the importance of classroom assessment and
the information that teachers gather on a daily basis. This
site is an opportunity to help members enhance their
understanding of assessment and learn new strategies
and approaches that are meaningful, well‐organized and
utilized by their peers in the classroom. This site provides
a collaborative platform that features a collection of
examples of practical tools that ETFO teachers are using to
make assessment work efficiently and effectively to
enhance student learning.

buildingbetterschools.ca

ETFO has gathered resources and has a 6‐point plan for
improving elementary and are proposing concrete action
for how to make our schools better.

innoteach.net
Participants in ETFO’s Innoteach project created
multimedia learning objects that use technology to
enhance student learning. This website provides access to
their learning objects and other resources in a variety of
formats for use on computers and on portable devices.

16
Professional Relations Services

 Difficulties with students, colleagues,
parents, administration;

(PRS)
Professional boundaries;
 Employment insurance;

 Ethics and professionalism;
Professional Relations staff is available to provide  Harassment;
information, advice and support to members who are  Human rights issues;
experiencing professional problems and challenges on a  Long‐term disability claims;
wide range of work related issues.
 Resignation and termination;

 Stress and sick leave; and
Staff in Professional Relations focus their efforts in two
 Workplace Safety and Insurance Board (WSIB)
important ways. The first is to protect a member’s rights
when a professional issue or crisis arises. In such
circumstances, PRS staff will become directly involved
with the member and, where appropriate, will contact
legal counsel.
Health and Safety Services (HSS)

ETFO is actively engaged with health and safety issues to
The second priority is to educate members about their protect educators’ physical and psychological health,
rights and responsibilities with the goal of preventing safety and well‐being at work. ETFO has two designated
professional difficulties before they escalate and become Staff Executive who work in this area.

much more challenging to resolve. There is an ETFO website Health + Safety: Make it Happen
dedicated to health and safety.
PRS staff accomplish this objective through conferences,
workshops, leadership training and publishing a variety of etfohealthandsafety.ca
print and online resources. PRS Matters Bulletins focusing
on specific professional advice are found at:
http://www.etfo.ca/SupportingMembers/Employees/PRS
MattersBulletin/Pages/View%20Notes.aspx

Professional Relations staff advise members of their
rights, responsibilities and options in matters such as:

 College of Teachers/College of Early Childhood
Educators complaints;
 Performance appraisals;
 Criminal and CAS allegations that are employment
related such as physical and sexual assault and
abuse;
Teacher candidates are now considered “workers” under
the Occupational Health and Safety Act (OHSA) when
working in practicum placements. Faculties of Education
must provide training to faculty students on relevant
legislation as well as everyone’s rights and responsibilities.

The school board and principal must take every precaution
reasonable to protect your health and safety. They must
provide you with the information, instruction and
supervision that you need to be healthy and safe at work.

17
The principal in the school where practicum placements
occur is considered the “supervisor” and is obliged to ETFO Leadership Development
inform teacher candidates about potential risks in the
workplace which include, but are not limited to: In addition to maintaining strong links between the
provincial organization and the locals, ETFO works to
 equipment;
foster a strong engaged membership and effective
 construction work taking place; and
 potential risk from a person with a history of leadership through a variety of services and
violent behaviour. programs. Below are some of ETFO’s leadership
development programs.
Your Associate Teacher is NOT your supervisor for the
purposes of the OHSA.
ETFO’s Union School is a multi‐session
program for local leaders. It provides
comprehensive, intensive and rigorous
training to assist members to take on
the challenging role of being leaders in
their locals.

A Fall Leadership Training conference gives local elected
leaders an opportunity to hone their skills and increase
their knowledge of education issues.
ETFO’s Leaders for Tomorrow program is an intensive
year‐long leadership development opportunity for
women from designated groups.

ETFO offers leadership courses specifically for members
from equity seeking groups as they prepare for local and
provincial leadership positions in ETFO.

ETFO offers stewards a variety of workshops on
communications, rights and responsibilities, collective
bargaining, equity issues, welcoming new members,
conflict resolution and many more.

If you believe that a situation is unsafe, then you have a duty to
report your concern to the principal and request assistance.
18
Who’s Who in Education

taught and sets the regulations for performance appraisal
of teachers and pupil testing. As Ministry guidelines are
set, they are communicated to the district school boards
that are responsible for implementation.
Your Union – ETFO
Ontario College of Teachers
ETFO is your professional organization. A The duty of the Ontario College of
strong union of approximately 78,000 Teachers is to serve and
teachers, occasional teachers, DECEs and protect the public interest. The
education workers, ETFO speaks for its College licenses and regulates the teaching profession.
members and makes sure their voices are The College is responsible for establishing requirements for
heard. entry to teaching, developing and maintaining standards of
practice and a code of professional ethics and accrediting
ETFO’s foremost purpose is the protection of its
teacher education programs. The College investigates
members. In this capacity ETFO, through the locals,
complaints against members of the College and deals with
negotiates the collective agreement between teachers
discipline and fitness to practice issues.
and their employer, the district school board.

Anyone wishing to teach in a publicly‐funded school in
ETFO protects teachers’ rights, provides professional
Ontario must be a member in good standing of the Ontario
development, promotes the profession and the cause of
College of Teachers. This is true for full‐time teachers as
education and works for social justice.
well as occasional teachers. Membership is open to anyone

qualified to teach in Ontario. The College is funded entirely
As the teachers’ protective organization, ETFO monitors
by its members. Members are required to pay an annual
political developments that affect teachers and students
fee to ensure that they remain in good standing with the
and actively participates in the political process.
College.

Public District School Boards The College issues and may suspend, cancel, renew,
There are 31 public district school boards amend, revoke and reinstate two kinds of certificates. The
in Ontario. These district school boards Certificate of Registration is issued only once ‐ when you
are the employers for the teachers in the first register with the College. It provides proof of your
province’s public schools. As the registration with the College. The Certificate of
employer, the district school board Qualification is your annual license to teach in Ontario. The
negotiates the Collective Agreement with College updates the Certificate of Qualification each year
its teachers. The Collective Agreement specifies the terms after receiving your membership fee. This certificate
and conditions of a teachers’ employment with the outlines your teaching qualifications.
board. The district school board is responsible to the
Ministry of Education to implement Ministry policies and If a member fails to maintain active membership in the
legislation regarding the teachers and pupils of Ontario. College, the Certificate of Qualification is suspended. This
would have serious repercussions as it is required to teach
in a publicly‐funded school board in Ontario. Because of
Ontario Ministry of Education the important role the College plays in the professional
The Ontario Ministry lives of teachers it is critical that you ensure they have your
of Education is current address on file. When you move, you will need to
responsible for update that record with them. Failure to do so could
establishing the impact your ability to teach.
policies and regulations and drafting legislation which
govern education in the province. Through its policies,
the Ministry establishes the curriculum that is to be
19
for re‐evaluation on a yearly basis to ensure they are
Qualifications Evaluation Council of Ontario following the most expedient route to a higher
(QECO) category. This advice is particularly important to
QECO was founded in 1969 by teachers whose academic qualifications were obtained
OECTA, ETFO and AEFO to provide outside of Ontario.
and to objectively administer, the
evaluation of teacher qualifications  Applying for upgrading advice can only be of
for salary purposes. Under Program 5, QECO provides a advantage to a teacher; it will never be of harm.
consistent plan for teacher salary recognition when  Be mindful of any board deadlines and apply early
specific academic and professional requirements are since a QECO evaluation may take many weeks to
achieved. complete, especially during the fall and spring.
 Members are reminded that it is their individual
The QECO program of evaluation for salary purposes is responsibility to keep QECO apprised of any
unique since it is negotiated by teachers and their boards additions to their qualifications. QECO only acts on
for inclusion in local collective agreements. Teachers’ the formal instructions of the teacher as verified by a
qualifications are assessed and a QECO Statement of completed application form.
Evaluation is provided. QECO Statements of Evaluation  There is an average 12‐week turnaround time for
are accepted by school boards in Ontario for salary QECO applications accompanied by complete and
category placement purposes. accurate supporting documentation.

A QECO evaluation may result in one of four category Applying to QECO
placements: Category A1 through Category A4. After As of February 1, 2018, QECO no longer accepts paper
receiving a QECO Statement of Evaluation, it is the applications. The application process for a QECO evaluation
teacher’s responsibility to submit it to the school board is now fully electronic. QECO’s electronic application can be
for appropriate salary category placement. ETFO found at: https://applications.qeco.on.ca/
members need to be aware of their board’s policy around
QECO deadlines and to apply early for an evaluation,
As of May 1, 2018, QECO will no longer be providing
since the onus is on the teacher to ensure he or she
documents (e.g., Statements of Evaluation,
meets those deadlines.
Acknowledgement of Correspondence cards, etc.) by

Canada Post. Teachers are now able to log into their QECO
It is important for teachers to keep QECO apprised of any
accounts at https://applications.qeco.on.ca/ and can print
additions to their qualifications. They must do this by
documents to provide them to their employer.
formally completing a QECO application. Members are
also reminded to apply regularly for upgrading advice
that will assist them toward the most expedient route to Qualifications and Evaluation Council of Ontario
reach their next QECO salary category. 10 Alcorn Avenue, Suite 100
Toronto, ON M4V 3A9
QECO strongly urges all who have not yet reached 416‐323‐1969 or 1‐800‐385‐1030
Category A4 to formally apply for upgrading advice or Website: www.qeco.on.ca
Graduating year students can apply to QECO for a rating only after they are certified by the Ontario College of Teachers.

Newly certified teachers from Ontario public teacher education institutions applying to QECO/COEQ for the first time
will be exempt from requiring affiliate membership for four‐months after first certification. Following the four‐month
exemption, teachers will be required to hold teacher affiliate membership, like all other teachers, in order to obtain
further QECO/COEQ services.
20
Basic Teaching Qualifications

Bachelor of Certificate of Certificate of
Education Registration Qualification
(B.Ed.) (COQ)
Granted by the Granted by the Granted by

University. Registrar of the the Registrar of
the
Ontario College Ontario College
of of Teachers.
Teachers. Your license to
Proof of teach
registration in Ontario’s
issued only publicly-funded
schools.
once.
As a beginning teacher you will need to be comfortable with changes in location and/or assignment.
21
Long Term Disability Insurance

Benefits and Working Long‐term disability insurance (LTD) provides income for the
teacher if the teacher becomes disabled and unable to
Conditions
work.
Dependent Life Insurance

Dependent life insurance pays a fixed sum to the teacher
Insured Benefits upon the death of the teacher’s spouse or child. This is an
The ETFO Employee Life and Health Trust (ELHT) Benefits optional benefit.
Plan was established November 1, 2016 for eligible
teachers, long term occasional teachers, designated
early childhood educators (DECEs), education support Benefits for Occasional Teachers
personnel (ESP) and professional support personnel A few Collective Agreements contain insured benefit
(PSP) members. Coverage in the benefits plan includes provisions for daily occasional teachers, either in the form
extended health and dental benefits, life insurance and of access to a benefits plan or an additional daily dollar
accidental death and dismemberment insurance for amount paid to daily occasional teachers in lieu of access to
eligible members. a benefits plan. For eligible long term occasional teachers,
such as an individual replacing a teacher who is on a
Below is an overview of the different types of coverage maternity leave for 90 calendar days or longer, benefits are
currently provided to eligible members through the ETFO offered through the new ETFO ELHT benefits plan.
ELHT.
Preparation Time
Dental Plan Preparation time is time negotiated and provided during the
The dental plan pays for all or a percentage of the cost of working day for a teacher to prepare lessons, evaluate
dental care treatment required by the teacher and student work, consult with parents or carry out other
members of the teacher’s immediate family. Limitations professional responsibilities at the sole discretion of the
may apply to the frequency of dental visits, the type of teacher.
dental treatment allowed, and the maximum
expenditure. Class Size
In 2004, the government introduced a hard cap of 20
Vision Care Plan students per class for the primary grades. However, the
The vision care plan pays for all or a percentage of the primary hard cap does not apply to the Full‐Day
cost up to a combined maximum amount of prescription Kindergarten program (FDK). Changes recently negotiated
eyeglasses, contact lenses, laser eye surgery and eye by ETFO mean that school boards will be required to
exams for the teacher and members of the teacher’s maintain an average FDK class size of 26 and, in addition,
immediate family. must also ensure that at least 90% of their FDK classes
contain 30 or fewer students in 2017‐2018, declining to 29
Drug Plan students in 2018‐2019.
The drug plan pays for all or a percentage of the cost of
eligible prescription drugs used by the teacher and Currently, most school boards must maintain an average
members of the teacher’s immediate family. class size for grades 4 through 8 of 24.5 students or lower.
However, 13 public school boards are permitted higher
Group Life Insurance averages of up to 26.4 students. Changes recently
The basic, supplemental and optional group life negotiated by ETFO will require all school boards with a
insurance plan pays a fixed amount to the beneficiary or grades 4 through 8 class size average above 24.5 to reduce
to the estate upon the death of a teacher. that average to 24.5 over a period of 5 years starting in the
2017‐2018 school year.

22
ETFO continues to attempt to reduce class sizes in the For more information, check the Service Canada website at
primary, junior and intermediate grades through www.canada.ca or visit your local Service Canada office for
collective bargaining, lobbying and advocacy. the publication Employment Insurance: Maternity, Parental
and Sickness Benefits.
Employment Insurance – Maternity
You may also wish to view the ETFO document Pregnancy
and Parental Benefits and Parental Leave – A Guide to Rights & Responsibilities
In order to be eligible for maternity and parental from the ETFO website at www.etfo.ca.
benefits, the EI Act requires that you work a minimum of
600 hours during the 52‐week qualifying period
preceding the claim. Service Canada will provide This document contains helpful information for members
maternity benefits to a birth mother for a period of 15 preparing for the birth or adoption of a child.
weeks after a one‐week waiting period. A claim for There are benefits available through federal legislation (i.e.,
maternity benefits may begin up to 12 weeks before the payment of Employment Insurance Special Benefits) and
child is born. through Ontario provincial legislation (i.e., leave under the
Employment Standards Act). You should also check the
Parental benefits are available to a birth or adoptive Collective Agreement to see what other benefits apply. The
mother or spouse/partner for a period of 61 weeks. The Collective Agreement will specify the conditions for
benefits can be accessed by one parent or shared. A extended leaves. Teachers continue to contribute to the
claim for parental benefits must start no later than 78 Ontario Teachers’ Pension Plan during statutory leaves
weeks after the baby is born. A birth mother’s claim for unless they sign a waiver giving up this right.
parental leave must follow her maternity leave claim.
To facilitate claims, members are encouraged to apply
for EI benefits online at the Service Canada website at
www.canada.ca.

23
Salary Ranges for District School Boards

*Final reconciled grid rate salaries could be slightly different due to rounding.

*Daily OT Rate *A3 Starting Salaries ($) *A4 Maximum Salaries ($)
(as of Sept. 1, 2018) (as of Sept. 1, 2018) (as of Sept. 1, 2018)
Algoma $243.96 Algoma $51,411 Algoma $98,478
Avon Maitland $240.21 Avon Maitland $51,933 Avon Maitland $98,467
Bluewater $241.91 Bluewater $51,049 Bluewater $98,479
Durham $229.46 Durham $53,056 Durham $98,478
Grand Erie $236.13 Grand Erie $55,143 Grand Erie $98,523
Greater Essex County $234.22 Greater Essex County $52,894 Greater Essex County $98,531
Halton $235.89 Halton $54,387 Halton $98,479
Hamilton‐Wentworth $239.60 Hamilton‐Wentworth $52,385 Hamilton‐Wentworth $98,488
Hastings‐Prince Edward $245.71 Hastings‐Prince Edward $56,291 Hastings‐Prince Edward $98,497
Kawartha Pine Ridge $233.78 Kawartha Pine Ridge $56,072 Kawartha Pine Ridge $98,491
Keewatin‐Patricia $242.21 Keewatin‐Patricia $55,765 Keewatin‐Patricia $98,807
Lakehead $245.01 Lakehead $54,317 Lakehead $98,478
Lambton Kent $247.21 Lambton Kent $52,090 Lambton Kent $98,507
Limestone $245.36 Limestone $53,608 Limestone $98,494
Near North $247.89 Near North $55,230 Near North $98,480
Niagara $235.05 Niagara $53,646 Niagara $98,494
Ontario North East $240.79 Ontario North East $55,325 Ontario North East $98,803
Ottawa‐Carleton $223.66 Ottawa‐Carleton $55,635 Ottawa‐Carleton $98,489
Peel $237.58 Peel $53,574 Peel $98,482
Rainbow $234.04 Rainbow $49,946 Rainbow $98,493
Rainy River District $234.24 Rainy River District $58,637 Rainy River District $98,783
Renfrew County $231.65 Renfrew County $50,299 Renfrew County $98,494
Simcoe County $236.50 Simcoe County $54,906 Simcoe County $98,484
Superior‐Greenstone $248.10 Superior‐Greenstone $58,169 Superior‐Greenstone $101,566
Thames Valley $235.43 Thames Valley $51,258 Thames Valley $98,484
Toronto (≥ 100 days) $245.49 Toronto $53,837 Toronto $98,550
Trillium Lakelands $229.26 Trillium Lakelands $52,621 Trillium Lakelands $98,478
Upper Canada $233.90 Upper Canada $54,384 Upper Canada $98,444
Upper Grand $239.81 Upper Grand $52,799 Upper Grand $98,485
Waterloo Region $240.97 Waterloo Region $53,135 Waterloo Region $98,503
York Region $240.94 York Region $52,417 York Region $98,822

*Rates do not include allowances in lieu of *The starting salary of a new teacher will *Teacher salary grids typically have between
benefits. depend on the teacher’s qualifications and 10‐12 steps before the maximum salary is
the relevant collective agreement. Entry reached. The list above indicates the salary paid
level salaries range from A1 to A4; to a teacher who is at the top level in terms of
however, many new teachers enter the both experience and qualifications.
profession at A3.

24
Applying For Your Probationary Period

Every teacher newly hired to a board will be on probation
First Teaching Position

for a specified time. The length of the probationary period
will be specified in the collective agreement that has been
negotiated between the local and the board.
Ontario Regulation 274/12 and
Boards want new teachers to be successful. The
Teacher Hiring by School Boards probationary period is an opportunity for you to learn and
develop as a teacher.
Regulation 274 was filed by the provincial government in
September 2012 under the Education Act. It establishes
steps all publicly funded school boards must follow when Get Ready to Apply
hiring for long‐term occasional (LTO) and new permanent When you apply for your first job, you want to make the
teaching positions. best possible impression. The faculties of education
distribute packages that will assist you in preparing your
Under Regulation 274, school boards must establish and application. You should contact the Human Resources
maintain two occasional teacher lists: Department of the board for information on what to send
 a roster of occasional teachers (or “roster”); and and where to send it. Many boards will advise you to watch
 a long‐term occasional teachers’ list (or “LTO their website for instructions on how to apply.
list”).
Many boards use an agency such as applytoeducation.com
The roster must include the names of all occasional to facilitate those applying for teaching positions.
teachers hired by the school board, the day each teacher
was placed on the roster and a summary of each Items to Prepare
teacher’s teaching experience. A teacher’s ranking on the  An application form or letter of application;
roster is based on seniority. School boards are required
 A detailed resume;
to place the roster on their websites and must update
 Certificates of Registration and Qualification when
their rosters regularly.
they are available from the College of Teachers;
An occasional teacher on the roster may apply to be
 Copies of practice teaching reports or evaluations;
placed on the LTO list once she/he:
and
 has been on the roster for at least ten months;
 Letters of reference or names of references.
and

 has taught as an occasional teacher with the
This package of materials will determine whether or not
school board for at least 20 days during a
you get an interview. The covering letter of application and
10‐ month period. (Note: The 10‐month period
resume are the most crucial parts of your package.
must have taken place sometime during the five
years preceding the teacher’s application to the
Your Letter of Application

LTO list.)

School boards must grant an interview to every Your letter of application is critical to the impression you
occasional teacher on the roster who meets these will make on the person who opens your application
qualifications. Boards then determine, through a hiring package. The letter should be kept to one page and should
process, which occasional teachers will be placed on the use a positive tone.
LTO list. Being placed upon the LTO list only ensures an Opening paragraph:
occasional teacher is eligible to apply for LTO positions
 Briefly introduce yourself;
that become available; it does not guarantee hiring.
 State whether you are responding to an
advertisement or submitting a general application;
25
 State the position you seek or the division you Teaching Related Experience:

prefer; and
 Practice teaching or supply teaching; and
 Include a statement on your career objectives
 Other teaching (i.e., tutoring, night school, adult
which you will expand on in the middle
education).
paragraphs.
Middle paragraphs: Volunteer Experience:
 Education related;
 State why you would like to teach for this board;
 Community and child related;
 Indicate your knowledge of your prospective
 Professional or work experience; and
employer and community;
 Previous career or jobs you have had.
 Elaborate on your education, experience, extra‐
curricular work, skills and achievements; and Other Information:
 Indicate your personal characteristics and hopes.  Skills (i.e., computer, leadership);

Closing Paragraph: 
Achievements, publications; and
Personal interests.
 Provide a concise summary statement;

 Request an interview at the board’s convenience;
and References:
 State that you are available for an interview and Choose references carefully. References play an important
give your telephone number(s). part in the candidate selection process. Make sure your
references agree in advance to act as a referee for you. The
application information will tell you how many references
Your Resume you need. Provide addresses and phone numbers for each
one. Never say: “References available on request.” The
The quality of your resume is another determining factor
in whether or not you get an interview. The best resumes evaluator may not want to bother with this extra step and
are clear and brief. The font is easy to read and well set you will lose your chance to gain an interview. After the
up on the page. There are no superfluous details and references it is important to include the line: You have
information is easily accessible. Try to fit your resume on permission to contact all references, and sign it. Without
two pages and use 12‐point font. Anything smaller than your permission, the board will not contact your
10‐point is hard to read. There are many ways to references.
structure resumes. The reverse chronological format is
favoured in education as it connects education and In many boards the trend is to include the letters of
experience to dates, positions and places in a consistent reference with your package. Strong letters of reference
pattern. You may wish to structure your resume in the can be very helpful in impressing the person who is reading
following way: your package of materials.

Education: Describing Yourself

 B.Ed. degree; When you describe yourself, the correct choice of words is
 Other degrees; vital. You wish to sound assertive and assured, never
 Additional qualifications; and arrogant. It is important to make yourself sound like an
 High school. active person. You will need to describe yourself, your
attitudes, and beliefs in your written materials and also in
Other Certification and Courses: your interview. Questions that may be asked in the
 Other certificates (i.e., early childhood); interview are: Why would you make a good teacher? or
 Other courses (i.e., sign language); and Why should we hire you? or Tell us about your best
 Scholarships and awards. qualities. These are the unspoken questions that the reader
of your resume will be considering.

26
The Interview Process and curriculum policies. Investigate the board’s website.

Learning what you can about the community you want to
The importance of the interview cannot be overstated.
teach in will also be helpful. If you are applying for a
Meticulous preparation is the key to having a great
specific position, find out everything you can about the
interview and getting the job you want! When you are
position. Match your skills to the skills they are looking for
invited for an interview, it is appropriate to ask whether
and be prepared to talk about why you would be effective
there will be a written assignment. Some boards give a
in this position.
written or computer assignment which counts for as

much as 15 per cent of the interview. Ask if it is
Consider your experience and education in the context of
appropriate to bring your portfolio with you. As you
this particular job and the widest possible interpretation of
prepare you need to focus on what the interviewers are
the role. You may have summer experience that could be
looking for. The interview will be designed to determine:
very helpful or you may have written a paper on a relevant

topic.
 Your level of knowledge;

 Your range of skills; Work with a colleague to consider all possible questions
 Your attitudes and values; and and rehearse their answers. Be prepared to talk about
 Your willingness to learn. current educational issues and give an opinion. It is a wise
idea to scan the daily newspapers for several days before
A good interview team will be able to elicit a lot of your interview. A question on something current may arise.
information about you in a short time. They will be
interested in: Think about your future plans so you will be able to talk
about them. Many boards are looking for people who want
 Your personal background and achievements; to work into leadership positions. Reflect on your ability to
 Your knowledge and skills; work anywhere in a large system so you will be able to
 Your work experience; answer promptly and honestly.
 Your ability to articulate;
 Your intellectual alertness;
 Your reaction under pressure;
 Your past behaviour as a predictor of your future
Dos and Don’ts for your Interview
Some basic do’s and don’ts are:
behaviour; and
 Be early for your interview. Allow time to park and
 Your opinion of your own strengths and weaknesses.
to find the room.

 Dress appropriately. Traditional business clothing is
Prepare for your Interview always best. Avoid anything too revealing or casual
Review your skills and qualities in your own mind and (e.g., no flip flops, tank tops or yoga pants).
rehearse what you want to say about yourself. Then  Enter the room confidently. Introduce yourself if
practise with a friend or colleague and be prepared to the leader does not introduce you. Shake hands
adapt the way you present yourself on the basis of with everyone in a firm, friendly manner.
feedback.  Sit with good posture throughout the interview and
maintain comfortable eye contact with everyone.
Ask your critic to watch for mannerisms in your speech or  Focus on each question and do not ramble or stray
person that would communicate negative qualities such from the point.
as arrogance, pushiness, excess timidity, slovenliness, etc.  Do not point or wave your fingers when talking.
Watch your grammar very carefully. Slang expressions You could seem too aggressive.
and poor grammar are unacceptable.  Listen to the questions carefully and make sure you
understand them before you answer. Do not be
Be informed about the board you have chosen. Review afraid to ask for clarification.
the board’s mission statement, strategic plan, priorities  Be specific in your answers. Be prepared to
27
elaborate on methods, strategies and content. agreement. Make sure you understand what you are
 Do not display any intolerance, cynicism or signing. Don’t hesitate to call the ETFO local or the ETFO
prejudice. Never put other teachers or schools provincial office for clarification or advice. When you are
down and do not make negative remarks about hired you may be required to sign a letter of employment.
the board office or the principals’ office.
 Use correct grammar at all times and do not use This is the employment agreement between you as an
slang expressions. individual teacher and the district school board. It should
 Be careful about the use of humour. Humour is not be confused with the collective agreement. The
personal and some interviewers could be collective agreement is negotiated between the ETFO local
offended. and the board and sets out the salaries, benefits and
 When the interview is over, thank everyone and working conditions for all members of the local.
leave promptly.

Successful candidates have certain traits in common.
Working as an Occasional Teacher
They: before Certification? NO!
 articulate a consistent philosophy on teaching Some school boards ask new graduates to work as
and learning, occasional teachers during May and June before they have
 demonstrate a willingness to work as a member their certificate from the College. The Ontario College of
of a team, handle a variety of assignments and Teachers has advised school boards that graduates of
grow as a teacher, teacher education programs are not eligible to teach in
 are professional in their manner, publicly‐funded elementary or secondary schools in Ontario
 show that they understand the requirements of until they are members of the College which occurs after
the position, convocation. Having an OCT number and being certified to
 are knowledgeable about current educational teach are not the same thing. The College processes new
issues and directions, and graduate registrations within two weeks of receiving
 communicate that they are highly motivated, notification from the faculty that applicants have
enthusiastic, full of energy, interested in many successfully completed the teacher education program,
things and excited about teaching. provided all other supporting documents required for
registration have been received. It is advisable to submit
Accepting the Position your complete application to the College in December or
January of your graduation pre‐service year.
There are some important things to know about
New Teacher Induction Program (NTIP)

accepting your first teaching job. Candidates must
remember that verbal acceptance is binding. A district
school board official may contact you by phone to offer Every district school board must provide a New Teacher
you a teaching position. It is important to remember that Induction Program (NTIP) for certified new teachers
a verbal offer by the board and a verbal commitment on (including teachers trained out‐of‐province) who have been
your part is a binding legal agreement. hired into permanent positions (full‐time or part‐time).

Make sure that you keep a written record of any Boards are funded for and must include, their beginning
pertinent data from the discussion including the date, teacher LTOs in the induction elements of the NTIP
time, name and title of the board representative who (orientation, professional development and training, and
called. Boards will offer employment conditional on you mentorship). A beginning teacher LTO is defined as a
being granted membership in the Ontario College of certified occasional teacher who is in his/her first long‐term
Teachers. assignment, with that assignment being 97 or more
consecutive school days as a substitute of the same
Some district school boards may use an Acceptance of teacher.
Position Form that will list the details of the verbal
28
Some boards choose to include beginning daily enrichment plan and further appraisal. If a new teacher
occasional teachers in parts of the NTIP (e.g., Orientation, receives two not satisfactory ratings in the course of the
PD) but they are not required to do so. NTIP, the teacher may continue with the NTIP with an
The NTIP must include the following components: improvement plan established but will be placed “on
1. Orientation for new teachers by the school and review.” A further not satisfactory appraisal may result in
school board; termination of employment and notification to the College
2. Professional development and training in of Teachers.
specified areas;
3. Mentoring programs established by the school A rating is not satisfactory if it is either “Development
board and principals; and Needed” or “Unsatisfactory.”
4. Two teacher performance appraisals for each
new teacher in the first year of teaching.

Successful completion of the NTIP will be noted on the
new teachers’ Ontario College of Teachers certificates
and the public register. If a new teacher moves to a
different school board before completing the NTIP, the
process will carry on with the new school board. Ministry of Education NTIP Resources
Information collected by the first school board in the
context of the NTIP and appraisal process will be The Ministry of Education has produced two manuals
forwarded to the new school board. regarding the NTIP:
 Induction Elements Manual 2010, and
Boards may use their NTIP funding to support second‐  Teacher Performance Appraisal Technical
year teachers in the NTIP. This will assist those teachers Requirements Manual (2010).
who need or would like more than one year of support to
gain proficiency in the role. It is important to note that They are available at:
not all second‐year teachers may wish or need to take http://www.edu.gov.on.ca/eng/teacher/induction.html
part in another year of supports. Participating in an
additional year of NTIP supports is optional and is not There are other helpful supporting NTIP resources available
related to the requirements of the TPA. on the following topics:
 Infrastructure and Orientation
 Mentoring, and
Performance Appraisal of New
 Professional Development
Teachers They are available at:
The Education Act and Regulations outline the process http://www.edu.gov.on.ca/eng/teacher/resources.html
required for teacher evaluation. New teachers must
achieve two satisfactory performance appraisals within
the first 24 months of teaching in order to successfully
complete the New Teacher Induction Program (NTIP).

As soon as two satisfactory appraisals are achieved, the
NTIP is complete. The teacher is then placed on the
regular five‐year evaluation cycle from that point
onward, as early as the second year of teaching.

If a new teacher receives a not satisfactory rating, the
teacher has a chance to continue with the NTIP with an
29
Planning Your Career

recommendation from the Dean. The registration guide
from the Ontario College of Teachers provides a detailed
checklist of all the documents the teacher candidate will
need to gather to begin the registration process.
Collecting your Documentation
It is vital that you follow the instructions in the registration
You can begin collecting your documentation while you
guide exactly. Incomplete documentation packages sent to
are still in pre‐service education. Your teaching
the Ontario College of Teachers will be returned. If the
documentation is very important and should be kept up
College has all required documents, it will process your
to date and in a safe place throughout your career.
registration within two weeks of receiving notification that

you have successfully completed the teacher education
Two important pieces of documentation are your
program.
certificates from the Ontario College of Teachers and

your QECO evaluation.
Evaluation from QECO
Certificates from the Ontario College The Qualifications Evaluation Council of Ontario (QECO)
provides an evaluation of your teaching qualifications. As
of Teachers (OCT) part of your documentation, you should obtain your QECO
You will need to be evaluation.
certified by the
Ontario College of Applications for category placement often take up to 12
Teachers in order to weeks to be processed. Because of the complexity of the
teach in Ontario’s evaluation process, the danger of verbal misunderstanding
publicly‐funded and the need to serve members in sequence, requests for
schools. evaluation are completed online.

The guide to Graduating year students can apply to QECO for a
registering with the College is available every year on rating only after they are certified by the Ontario
November 1. College of Teachers.

Teacher candidates can get a registration guide by Newly certified teachers from Ontario public teacher
contacting membership services at the Ontario College of education institutions applying to QECO/COEQ for
Teachers if they do not receive one at the faculty. The the first time will be exempt from requiring affiliate
telephone number, e‐mail address and mailing address of
membership for four‐months after first certification.
the College are listed in the Appendix.
Following the four‐month exemption, teachers will

There are two steps to the registration process with the be required to hold teacher affiliate membership, like
College. First, there is the package that the candidate all other teachers, in order to obtain further
gathers and sends to the College. You can begin to gather QECO/COEQ services.
this any time after November 1.

The second kind of documentation is the documentation Adding to Your Qualifications
that the candidate arranges to be sent directly to the
College by granting institutions such as undergraduate There are a number of routes to follow in improving your
degrees and diplomas. qualifications. The Ontario College of Teachers has a list of
the additional qualifications courses offered throughout the
The faculty of education will automatically send the province and the requirements for enrolment. ETFO offers
College your teacher education transcript and a large number of online AQ courses for certified teachers.
30
You can access this list under Additional Qualifications in member of the OTPP no matter what job they do at a
the Professional Affairs section on the Ontario College of school board. ETFO offers workshops on both the OTPP and
Teachers website. OMERS.

Additional qualifications will be recorded on your Inquiries, questions or problems regarding your pension
Certificate of Qualification issued by the Ontario College should be directed to the OTPP or OMERS. The address,
of Teachers. When you successfully complete a course telephone numbers, fax number and website are listed in
you should notify QECO as it may affect your QECO the Appendix.
evaluation.
Have your social insurance number available when making
There are several different types of courses which will inquiries by telephone. Put your social insurance number or
add to your qualifications. If you wish to become pension number at the top of your letter when you inquire
qualified to teach in another division or to teach by mail. Being knowledgeable about your pension is an
additional subjects you can take Additional Basic important part of your career planning.
Qualification courses. There are also courses available in
Professional
subject areas that reflect the school curriculum. Such
courses may be one‐session courses or three‐session
courses that lead to specialists’ certification.

There are special courses for teachers who are preparing
for the position of principal or superintendent.
Candidates must meet certain educational and
Responsibilities

experiential prerequisites to enroll in these courses. One Teacher candidates have professional responsibilities as
of the admission requirements for the supervisory associate members of the Federation. The rights, privileges,
officers’ qualification program is a master’s degree. Code of Professional Conduct for Federation members and
A Member’s Duty to Report under the Child and Family
Many faculties offer a M.Ed. program. These Services Act are outlined in the section ETFO Membership:
requirements and a list of the courses being offered are Rights and Responsibilities.
available on the Ontario College of Teachers website.

Understanding Your Pension Understanding your Professional

Judgement
You are never too young to care about your pension plan.
Through the Ontario Teachers’ Federation, ETFO Professional judgement in
participates in the joint sponsorship of the Ontario education is intrinsic and
Teachers’ Pension Plan (OTPP) with the Ontario has an impact on all aspects
government. Through that partnership, ETFO ensures of our role. As a result, it is
that the interests of members are protected in the important to understand
administration of the plan. At each valuation of the plan, what professional
ETFO works to protect the interests of its members. judgement means and when
it may be exercised. For the
Non‐teacher qualified ETFO members such as: first time, it is now defined
Designated Early Childhood Educators (DECE), in the new ETFO Central
Educational Support Personnel (ESP) and Professional Agreement. Section C.2.5 of
Support Personnel (PSP) are members of the Ontario the Teacher/Occasional
Municipal Employees Retirement System (OMERS). If an Teacher Central Agreement
ETFO member is qualified as a teacher, they are a reads as follows:
31

“Professional Judgement” shall be defined as judgement Strikes and Practicum Placements
that is informed by professional knowledge of curriculum The Ontario Teachers’ Federation (OTF) has policies that
expectations, context, evidence of learning, methods of affect practicum programs when there is a strike either by
instruction and assessment and the criteria and standards faculty members or by teachers in school boards where
that indicate success in student learning. In professional practicum placements are offered. Should this occur,
practice, judgement involves a purposeful and systematic faculties will be informed by the Federation. The faculties
thinking process that evolves in terms of accuracy and will advise teacher candidates of the measures that will be
insight with ongoing reflection and self‐correction.” put in place to ensure they will be able to complete their
practicum requirements.

Labour Disputes and Teacher It is the policy of the Ontario Teachers’ Federation:
 That in the event the faculty of a teacher education
Candidates institution declares a strike in the course of
collective bargaining, OTF would consider the
Members’ responsibilities become particularly evident practicum to be suspended for the duration of the
when there are labour disputes at faculties or in school strike and OTF members would not provide
boards. associate teaching services to teachers in pre‐
service programs.
While you are in your pre‐service program, you may be  That in the event of a strike situation involving
called upon to support teacher colleagues if they are members of the Federation, schools in which those
involved in a labour dispute with their employers. It is members serve shall not be used for practicum or
important to remember that most teacher collective for any other placement of student teachers.
agreements are settled amicably.  That in the event of a strike situation involving
members of the Federation, no OTF affiliate shall
Between 1975 and 1994 there were only eight teacher accept student teachers re‐assigned from the
strikes in the public elementary panel. Since 1995, there striking board.
have been a significant number of strikes. However, for
the most part these have entailed working to rule, i.e.,
teachers have remained in their classrooms, carrying out
Regulations Under the
the core duties of their jobs.

Teaching Profession Act

When a local decides it must resort to strike action, the
faculty practicum program and board’s hiring process Teachers have responsibilities under several different acts
may be affected. As an associate member of ETFO you and regulations. The Teaching Profession Act of 1944
have a responsibility under the ETFO Code of Professional created the Ontario Teachers’ Federation and its affiliate
Conduct to support collective bargaining initiatives. structure. It also spells out the responsibilities of teachers.
As a prospective employee, it is in your best interest to The following are the duties and responsibilities described
support your colleagues as they try to achieve a fair in the regulations made under the Act.
Collective Agreement. The Collective Agreement they
negotiate will establish your salary, benefits and working General Duties of Members
conditions once you are hired. 13 A member shall strive at all times to achieve
and maintain the highest degree of professional
competence and to uphold the honour, dignity and
ethical standards of the teaching profession.

32
Duties of a Member to his or her Pupils with his board of trustees for such termination
14 A member shall, of contract if he obtains the other position.
(a) regard as his first duty the effective education of
his pupils and the maintenance of a high degree Duties of a Member to the Public
of professional competence in his teaching; 16 A member shall,
(b) endeavour to develop in his pupils an (a) endeavour at all times to extend the public
appreciation of standards of excellence; knowledge of his profession and discourage untrue,
(c) endeavour to inculcate in his pupils an unfair or exaggerated statements with respect to
appreciation of the principles of democracy; teaching; and
(d) show consistent justice and consideration in all (b) recognize a responsibility to promote respect for
his relations with pupils; human rights.
(e) refuse to divulge beyond his proper duty Duties of a Member of the Federation
confidential information about a pupil; and 17 A member shall co‐operate with the Federation to
(f) concern himself with the welfare of his pupils promote the welfare of the profession.
while they are under his care.
Duties of a Member to Fellow Members
Duties of a Member to Educational Authorities 18(1) A member shall,
(a) avoid interfering in an unwarranted manner
15(1) A member shall,
between other teachers and pupils;
(a) comply with the Acts and regulations
(b) on making an adverse report on another member,
administered by the Minister;
furnish him with a written statement of the report
(b) co‐operate with his educational authorities to
at the earliest possible time and not later than
improve public education;
three days after making the report;
(c) respect the legal authority of the board of
Note: This requirement does not apply if the
trustees in the management of the school and
adverse report relates to suspected child abuse.
in the employment of teachers;
(a) notwithstanding section 18(1)(b), a member
(d) make in the proper manner such reports
who makes an adverse report about another
concerning teachers under his authority as may
member respecting suspected sexual abuse of
be required by the board of trustees; and
a student by that other member need not
(e) present in the proper manner to the proper provide him or her with a copy of the report or
authorities the consequences to be expected with any information about the report.
from policies or practices which in his (WB02);
professional opinion are seriously detrimental (b) refuse to accept employment with a board of
to the interests of pupils. trustees whose relations with the Federation
are unsatisfactory; and
15(2) A member shall not,
(c) where he is in an administrative or supervisory
(a) break a contract of employment with a position, make an honest and determined
board of trustees; effort to help and counsel a teacher before
(b) violate a written or oral agreement to enter subscribing to the dismissal of that teacher.
into a contract of employment with a board

of trustees; or
18(2) Under clause (c) of subsection (1), the onus shall be
(c) while holding a contract of employment
on the member to ascertain personally from the
with a board of trustees, make application
Federation whether an unsatisfactory relationship
for another position the acceptance of
exists.
which would necessitate his seeking the
18(3) A member shall not attempt to gain an advantage
termination of his contract by mutual
over other members by knowingly underbidding
consent of the teacher and the board of
another member or knowingly applying for a
trustees, unless and until he has arranged
position not properly declared vacant or by
33
negotiating for salary independently of his local The Standards of Practice for the Teaching Profession

group of fellow‐members.

are:
Note: Non‐inclusive language is quoted from the Act. Commitment to Students and Student Learning
Members are dedicated in their care and commitment
to students. They treat students equitably and with
The Ontario College of Teachers respect and are sensitive to factors that influence
individual student learning. Members facilitate the
development of students as contributing citizens of
Formed in 1997 to safeguard the interests of the public, Canadian society.
the Ontario College of Teachers upholds standards of
practice and ethical standards for the teaching Professional Knowledge
profession. ETFO works to ensure that the OCT follows Members strive to be current in their professional
their mandate and doesn’t try to take on roles outside of knowledge and recognize its relationship to practice. They
their scope (e.g., recertification of already certified understand and reflect on student development, learning
teachers, professional learning for teachers). theory, pedagogy, curriculum, ethics, educational research
and related policies and legislation to inform professional
judgment in practice.
The OCT Standards of Practice for the
Professional Practice
Teaching Profession Members apply professional knowledge and experience to
The Standards of Practice for the Teaching Profession promote student learning. They use appropriate pedagogy,
provide a framework of principles that describes the assessment and evaluation, resources and technology in
knowledge, skills and values inherent in Ontario’s planning for and responding to the needs of individual
teaching profession. These standards articulate the goals students and learning communities. Members refine their
and aspirations of the profession. These standards professional practice through ongoing inquiry, dialogue and
convey a collective vision of professionalism that guides reflection.
the daily practices of members of the Ontario College of
Teachers. Leadership in Learning Communities
The Purposes of the Standards of Practice for the Members promote and participate in the creation of
Teaching Profession are: collaborative, safe and supportive learning communities.
 to inspire a shared vision for the teaching They recognize their shared responsibilities and their
profession, leadership roles in order to facilitate student success.
 to identify the values, knowledge and skills that Members maintain and uphold the principles of the ethical
are distinctive to the teaching profession, standards in these learning communities.
 to guide the professional judgment and actions of
the teaching profession, and Ongoing Professional Learning
 to promote a common language that fosters an Members recognize that a commitment to ongoing
understanding of what it means to be a member professional learning is integral to effective practice and to
of the teaching profession. student learning. Professional practice and self‐directed
learning are informed by experience, research,
collaboration and knowledge.
34
Ethical Standards for the Teaching openness and honesty. Members’ professional

relationships with students, colleagues, parents, guardians
Profession and the public are based on trust.

Integrity
The Ethical Standards for the Teaching Profession Honesty, reliability and moral action are embodied in the
represent a vision of professional practice. At the heart of ethical standard of integrity. Continual reflection assists
a strong and effective teaching profession is a members in exercising integrity in their professional
commitment to students and their learning. commitments and responsibilities.

Members of the Ontario College of Teachers, in their
position of trust, demonstrate responsibility in their Professional Misconduct Regulation
relationships with students, parents, guardians, The Ontario College of Teachers Act (1997) defines
colleagues, educational partners, other professionals, the professional misconduct in regulation 437/97. It states:
environment and the public.
Section 1
The Purposes of the Ethical Standards for the Teaching
Profession are: The following acts are defined as professional misconduct
 to inspire members to reflect and uphold the for the purpose of subsection 30(2) of the Act:
honour and dignity of the teaching profession; 1. Providing false information or documents to the
 to identify the ethical responsibilities and College or any other person with respect to the
commitments in the teaching profession; member’s professional qualifications.
 to guide ethical decisions and actions in the 2. Inappropriately using a term, title or designation
teaching profession; indicating a specialization in the profession which
 to promote public trust and confidence in the is not specified on the member’s certificate of
teaching profession. qualification and registration.
3. Permitting, counselling or assisting any person who
is not a member to represent himself or herself as a
The Ethical Standards for the Teaching Profession member of the College.
4. Using a name other than the member’s name, as
Care set out in the register, in the course of his or her
The ethical standard of Care includes compassion, professional duties.
acceptance, interest and insight for developing students’ 5. Failing to maintain the standards of the profession.
potential. Members express their commitment to 6. Releasing or disclosing information about a student
students’ well‐being and learning through positive (a) to a person other than the student or, if the
influence, professional judgment and empathy in student is a minor, the student’s parent or
practice. guardian. The release or disclosure of
information is not an act of professional
Respect misconduct if,
Intrinsic to the ethical standard of Respect are trust and i. the student (or if the student is a minor,
fair‐mindedness. Members honour human dignity, the student’s parent or guardian); and
emotional wellness and cognitive development. In their consents to the release or disclosure, or
professional practice, they model respect for spiritual and ii. if the release or disclosure is required or
cultural values, social justice, confidentiality, freedom, allowed by law.
democracy and the environment. 7. Abusing a student verbally.
7.1 Abusing a student physically.
Trust 7.2 Abusing a student psychologically or
The ethical standard of Trust embodies fairness, emotionally.
35
7.3 Abusing a student sexually. Fitness to Practise Committee.
8. Practicing or purporting to practise the profession 22. Failing to co‐operate in a College investigation.
while under the influence of any substance or 23. Failing to take reasonable steps to ensure that
while adversely affected by any dysfunction, requested information is provided in a complete and
i) which the member knows or ought to accurate manner if the member is required to
know impairs the member’s ability to provide information to the College under the Act
practise, and and the regulations.
ii) in respect of which treatment has 24. Failing to abide by a written undertaking given by
previously been recommended, ordered or the member to the College or by agreement
prescribed but the member has failed to entered into by the member with the College.
follow the treatment. 25. Failing to respond adequately or within a
9. Contravening a term, condition or limitation reasonable time to a written inquiry from the
imposed on the member’s certificate of College.
qualification and registration. 26. Practicing the profession while the member is in
10. Failing to keep records as required by his or a conflict of interest.
her professional duties. 27. Failing to comply with the member’s duties
11. Failing to supervise adequately a person who under the Child and Family Services Act.
is under the professional supervision of the
member. Section 2
12. Signing or issuing, in the member’s
professional capacity, a document that the A finding of incompetence, professional misconduct
member knows or ought to know contains a or a similar finding against a member by a governing
false, improper or misleading statement. authority of the teaching profession in a jurisdiction
13. Falsifying a record relating to the other than Ontario that is based on facts that would,
member’s professional responsibilities. in the opinion of the Discipline Committee, constitute
14. Failing to comply with the Act or the professional misconduct as defined in section 1, is
regulations or the bylaws. defined as professional misconduct for the purposes
15. Failing to comply with the Education Act or of subsection 30(2) of the Act. O. Reg.437/97, s.2.
the regulations made under that Act, if the
Duties of Teachers
member is subject to that Act.
16. Contravening a law if the contravention is
relevant to the member’s suitability to hold a
certificate of qualification and registration. The Education Act, which governs education in the
17. Contravening a law if the contravention has province of Ontario, specifies the duties of teachers.
caused or may cause a student who is under the
member’s professional supervision to be put at Excerpts from the Education Act:
or to remain at risk. Section 264
18. An act or omission that, having regard to all the 1. It is the duty of a teacher and a temporary teacher,
circumstances, would reasonably be regarded by a) to teach diligently and faithfully the classes or
members as disgraceful, dishonourable or subjects assigned to the teacher by the
unprofessional. principal;
19. Conduct unbecoming a member. b) to encourage the pupils in the pursuit of
20. Failing to appear before a panel of the Investigation learning;
Committee to be cautioned or admonished, if the c) to inculcate by precept and example, respect for
Investigation Committee has required the member religion and the principles of Judeo‐Christian
to appear under clause 26(5)(c) of the Act. morality and the highest regard for truth, justice,
21. Failing to comply with an order of a panel of the loyalty, love of country, humanity, benevolence,
Discipline Committee or an order of a panel of the sobriety, industry, frugality, purity, temperance
36
and all other virtues; ii) in all subject areas, only textbooks that are

d) to assist in developing co‐operation and approved by the board;
coordination of effort among the members of l) to perform all duties in accordance with this
the staff of the school; Act and the regulations.
e) to maintain, under the direction of the principal, Excerpts from Regulation 298:
proper order and discipline in the teacher’s Section 20 under the Education Act
classroom and while on duty in the school In addition to the duties assigned to the teacher under the
and on the school ground; Act and by the board, a teacher shall,
f) in instruction and in all communications a) be responsible for effective instruction, training
with the pupils in regard to discipline and the and evaluation of the progress of pupils in the
management of the school; subjects assigned to the teacher and for the
i) to use the English language, except where management of the class or classes and report
it is impractical to do so by reason of the to the principal on the progress of pupils on
pupil not understanding English and except request;
in respect of instruction in a language other b) carry out the supervisory duties and instructional
than English when such other language is program assigned to the teacher by the principal
being taught as one of the subjects in the and supply such information related thereto as
course of study, or the principal may require;
ii) to use the French language in schools c) where the board has appointed teachers under
or classes in which French is the language sections 14 or 17, co‐operate fully with such
of instruction except where it is teachers and with the principal in all matters
impractical to do so by reason of the pupil related to the instruction of pupils;
no understanding French and except in d) unless otherwise assigned by the principal, be
respect of instruction in a language present in the classroom or teaching area and
other than French when such other ensure that the classroom or teaching area is
language is being taught as one of the ready for the reception of pupils at least 15
subjects in the course of study; minutes before the commencement of classes in
g) to conduct the teacher’s class in accordance the school in the morning and, where applicable,
with a timetable which shall be accessible to five minutes before the commencement of classes
pupils and to the principal and supervisory in the school in the afternoon;
officers, e) assist the principal in maintaining close co‐
h) to participate in professional activity days as operation with the community;
designated by the board under the regulations; f) prepare for use in the teacher’s class or classes
i) to notify such person as is designated by the such teaching plans and outlines as are required
board if the teacher is to be absent from school by the principal and the appropriate supervisory
and the reason therefor; officer and submit the plans and outlines to the
j) to deliver the register, the school key and other principal or the appropriate supervisory officer,
school property in the teacher’s possession to as the case may be, on request;
the board on demand or when the teacher’s g) ensure that all reasonable safety procedures are
agreement with the board has expired or carried out in courses and activities for which
when for any reason the teacher’s the teacher is responsible;
employment has ceased; h) co‐operate with the principal and other teachers
k) to use and permit to be used as a textbook to establish and maintain consistent disciplinary
in a class that he or she teaches in an practices in the school;
elementary or a secondary school; i) ensure that report cards are fully and properly
i) in a subject area for which textbooks are completed and processed in accordance with the
approved by the Minister, only textbooks guides known in English as Guide to the Provincial
that are approved by the Minister; and Report Card, Grades 1‐8 and Guide to the
37
Provincial Report Card, Grades 9‐12 and in is a copy of The Ontario Student Record (OSR) Guideline
French as Guide d’utilisation du bulletin scolaire which sets out Ministry policy.
de l’Ontario de la l~ a la 8e année and Guide du
bulletin scolaire de l’Ontario de la 9e a la l2’~
année, as the case may be, both available Designated Early Childhood Educators
electronically through a link in the
document known in English as Ontario (DECEs)
School Record (OSR) Guideline, 2000 and in
French as Dossier scolaire de l’Ontario: In 2007, the Government of Ontario passed the Early
Guide, 2000, online at Childhood Education Act, 2007. This law established the
www.edu.gov.on.ca/eng/documentlcurricul/ College of Early Childhood Educators. It also outlined the
osr/osr.html or responsibilities of the DECEs.
www.edu.gov.on.ca/fre/documentlcurricul/
osr/osrf.html; In September 2010, designated early childhood educators
j) co‐operate and assist in the administration of (DECEs) and elementary teachers began working side by
tests under the Education Quality and side in classrooms across the province in the first phase of
Accountability Office Act, 1996; the Early Learning Program.
k) participate in regular meetings with pupils’
parents or guardians; For more information visit the Early Childhood Educators
l) perform duties as assigned by the principal in Act at https://www.ontario.ca/laws/statute/07e07
relation to co‐operative placements of pupils;
and
m) perform duties normally associated with the
graduation of pupils.

Other Legislation Affecting Teachers

The Child and Family Services Act imposes a statutory
obligation to report suspected child abuse. Teachers and
other professionals are required by section 72 of the
Child and Family Services Act to report to the Children’s
Aid Society when they have reasonable grounds to
suspect, that a child has been abused or is at risk of
future abuse by a parent or caregiver. The teacher must
report the suspicion and the information on which it is
based directly to the Children’s Aid Society. It is not
sufficient to only tell the principal or vice‐principal.
Failure to report is an offence under the Child and
Family Services Act and carries a fine of up to $1,000.
The Municipal Freedom of Information and Protection of
Privacy Act protects your personal information held by
the board and provides you with the right of access. It also
defines how you collect, use, access, disclose and retain
information about students. In every school office there
38
A Final Word
When you are hired by a public district school board to
teach in the elementary panel, you will become an active
member of ETFO. Your colleagues welcome you and look
forward to the contribution you can make to our
professional organization. Throughout your career there
will be many opportunities to participate. Here are some
of the ways you can be involved:

At the local level:
 Attend meetings called by your local;
 Volunteer for a local committee;
 Serve as one of the local’s representatives or ETFO is your professional organization, representing you,
delegates at provincial conferences, workshops or safeguarding your interests and making sure you have the
meetings; best possible working life. ETFO encourages its members to
 Attend a workshop sponsored by your local; contact the provincial office or the local any time.
 Become an ETFO steward;
 Become a workshop leader in your local;
 Run for office on the local executive; or
 Mentor a future new member of your local.

At the provincial level:
 Contribute an article to one of the ETFO
publications;
 Volunteer for a provincial committee;
 Serve as a delegate to the ETFO Annual Meeting;
 Volunteer for an ETFO focus group;
 Be a workshop leader for ETFO professional
development programs; ETFO exists for you. It is your union. Together we are
 Run for an office on the ETFO Executive; stronger. Together we make a difference.
 Tell another member about the services of ETFO; or
 Attend an ETFO workshop, course or leadership
program.
Workplace Protection + Professional Development + Social Activism = ETFO
39
Appendix
Contact Information for Educational Groups
Qualifications Evaluation Council of Ontario

Elementary Teachers’ Federation of Ontario (QECO)
(ETFO)

10 Alcorn Avenue, Suite 100
136 Isabella St
Toronto, ON M4V 3A9

Toronto ON M4B 0B5
416‐323‐1969
Phone: 416‐962‐3836
1‐800‐385‐1030
Toll Free: 1‐888‐838‐3836
www.qeco.on.ca
Fax: 416‐642‐2424
www.etfo.ca
Ontario Municipal Employees Retirement

The Ontario Ministry of Education System (OMERS)

Mowat Block 800‐1 University Ave
900 Bay St
Toronto ON M5J 2P1
Toronto ON M7A 1L2
Phone: 416‐369‐2444
Phone: 416‐325‐2929
Toll Free: 1‐800‐387‐0813
Toll Free: 1‐800‐387‐5514
Fax: 416‐369‐9704

Fax: 416‐325‐6348
Email: client@omers.com
www.edu.gov.on.ca
www.omers.com
Ontario College of
Teachers (OCT)
Ontario Teachers’ Pension Plan
101 Bloor St West
(OTPP)
Toronto ON M5S 0A1 3rd Floor Reception
Welcome Counter: 14th Floor 5650 Yonge St
Phone Number: 416‐961‐8800 Toronto ON M2M 4H5
Toll Free (Ontario Only): 1‐888‐534‐2222 Phone: 416‐226‐2700
Fax: 416‐961‐8822 Toll Free: 1‐800‐668‐0105
Email: info@oct.ca Fax: 416‐730‐7807
www.oct.ca
Toll Free Fax: 1‐800‐949‐8208
www.otpp.com
40
Some ETFO Resources

Resources are available from Planning for Student
shopETFO online at Learning This new practical
https://shop.etfo.ca. You can resource for managing curriculum
browse through the website to planning on long‐range, unit, lesson
view the many excellent plans and daybook pages, contains
resources that ETFO offers. practical processes as well as a
variety of templates. The book is accompanied by a DVD of

planning templates.
The Heart and Art of Teaching
and Learning: Practical Ideas
ETFO Special Education Handbook: A Practical
and Resources for Beginning
Guide for All Teachers
Teachers is an ETFO resource
This newly updated resource contains
designed specifically for new
instructional, environmental and
teachers but is helpful for all
assessment strategies that all teachers
teachers, especially when
can use to address a range of student
experiencing a new teaching
needs. It includes suggested resources
assignment. It is full of practical tips
and a glossary of special education
on setting up your own classroom, classroom
terms.
management, planning and working with parents. This
is also ETFO’s first ever eBook available through
Learning Together: A Classroom Guide to
Lulu.com, BarnesandNoble.com, and the iBookstore.
Combined Grades is a practical resource that shows
you how to deliver differentiated instruction and incorporate
Social Justice varied delivery modes, forms of assessment, teaching
Begins With Me methods and resources.
is a school‐ wide

curriculum kit from early Think Before You Click is an
years to grade eight educational DVD developed to alert
consisting of five educators to the dangers and
documents; Primary (early years to grade 3), Junior (grades repercussions of inappropriate
4‐6) and Intermediate (grades 7‐8), a Teacher Resource social media use, regardless of
Guide and a copy of More Than A Play. whether communication is work‐
related or personal. Anyone who
Thinking It Through is designed to has responsibility to students and their parents should view
provide early learning educators this resource.
with a single book that addresses the
whole kindergarten program. Think, Respect and Thrive
Online: An ETFO Digital
I am the Teacher is a classroom Citizenship Curriculum is a
management guide geared to resource that provides members with
occasional teachers. Classroom lessons to use with students from K to 8
management theory and helpful tips that will assist in teaching digital
are provided that are reflective of the professional realities of citizenship skills
occasional teachers.
41
Northern Ontario English Language

Public District School Boards
5A
6B
5B 6A
1
2
5A
6B
5B 6A 3
1
2
4
# District School Board DSB Website Teacher Local Website OT Local Website
1 Ontario North East dsb1.ca etfonortheast.ca n/a

2 Algoma adsb.on.ca adetfo.on.ca algomaotlocal.com
3 Rainbow rainbowschools.ca etforainbow.on.ca etforainbowot.on.ca
4 Near North nearnorthschools.ca nntl.ca nnot.ca
5A Keewatin‐Patricia kpdsb.on.ca kpeta.ca n/a
5B Rainy River www.rrdsb.com n/a n/a
6A Lakehead lakeheadschools.ca n/a etfo‐ot.ca
6B Superior‐Greenstone sgdsb.on.ca n/a n/a
42
Southern Ontario
English Language
Public District
School Board
# District School Board DSB Website Teacher Local Website OT Local Website
7 Bluewater bwdsb.on.ca etfobluewater.com bluewater‐ot.org
8 Avon‐Maitland yourschools.ca ametfo.ca occasionalteachers.com
9 Greater Essex County www.publicboard.ca greaterteachers.com gecoetfo.ca
10 Lambton‐Kent www.lkdsb.net lketfo.com lkeot.com
11 Thames Valley tvdsb.ca etfothamesvalley.com etfotvot.com
12 Toronto tdsb.on.ca ett.ca etfo‐torots.org
13 Durham ddsb.ca durhametfo.ca etfodotl.com
14 Kawartha Pine Ridge kprschools.ca kpretfo.ca kproccasionals.com
15 Trillium Lakelands tldsb.ca tletl.ca tlotl.ca
16 York Region www.yrdsb.ca etfo‐yr.on.ca etfo‐yr‐ot.ca
17 Simcoe County scdsb.on.ca sceot.org sceot.org
18 Upper Grand ugdsb.on.ca ugetfo.ca ugot.org
19 Peel peelschools.org etfopeel.com peot.ca
20 Halton hdsb.ca etfohalton.on.ca haltonot.ca
21 Hamilton‐Wentworth hwdsb.on.ca hwetl.ca otline.ca
22 Niagara dsbn.edu.on.ca etfoniagara.ca niagaraot.org
23 Grand Erie granderie.ca geetf.ca gedsbot.com
24 Waterloo Region www.wrdsb.ca etfowr.ca etfowatots.com
25 Ottawa‐Carleton ocdsb.ca ocetf.ca oceota.com
26 Upper Canada ucdsb.on.ca etfo‐ucl.on.ca uppercanadaot.com
27 Limestone limestone.on.ca etfolimestone.on.ca limestoneots.ca
28 Renfrew County rcdsb.on.ca renfrewteachers.ca renfrewotl.ca
29 Hastings‐Prince Edward hpedsb.on.ca etfohp.on.ca hapeotl.ca
43
Glossary of Acronyms Used in Education

A E
AECO Association of Early Childhood Educators Ontario EA Educational Assistant
AEFO L’Association des enseignantes et des EAP Employee Assistance Plan
enseignants franco‐ontariens ECE Early Childhood Educator
AEFNB Association des enseignantes et des EI Education International
enseignants francophone du Nouveau‐Brunswick EI Employment Insurance
AFT American Federation of Teachers ELL English Language Learner (formerly ESL or ESD)
ALP Annual Learning Plan EQAO Education Quality and Accountability Office
AMENO Antiracist Multicultural Educators’ Network of ESD English as a Second Dialect
Ontario ESP Education Support Personnel
ATA Alberta Teachers’ Association ETFO Elementary Teachers’ Federation of Ontario
AQ Additional Qualification
F
B FI French Immersion
BCTF British Columbia Teachers’ Federation FNMI First Nations, Métis and Inuit
FNT Federation of Nunavut Teachers
C FSL French as a Second Language
CAP Canadian Association of Principals FTE Full‐time Equivalent
CAS Children’s Aid Society
CASA Canadian Association of School Administrators I
CASNP Canadian Alliance in Solidarity with Native Peoples IEL Institute for Education Leadership
CBC Collective Bargaining Committee IEP Individualized Education Plan
CEA Canadian Education Association IP Individual Plan (for students with Anaphylaxis,
CEC Council for Exceptional Children Diabetes and/or Epilepsy)
CEQ Centrale de l’enseignement du Quebec IPRC Identification, Placement and Review
CEEF Canadian Education Exchange Foundation Committee
CFSA Child and Family Services Act
CIDA Canadian International Development Agency L
CLC Canadian Labour Congress LEAF Women’s Legal Education and Action Fund
CSBA Canadian School Boards’ Association LGBTQ Lesbian, Gay, Bisexual, Transgender, Queer or Questioning
CTF Canadian Teachers’ Federation LTD Long Term Disability
CUPE Canadian Union of Public Employees LTO Long Term Occasional

D M
DECE Designated Early Childhood Educator MOE Ministry of Education
DSB District School Board MTS Manitoba Teachers’ Society

44
N Q
NABSE National Alliance of Black School Educators QECO Qualifications Evaluation Council of Ontario
NAC National Action Committee on the Status of Women QPAT Quebec Provincial Association of Teachers
NEA National Education Association
NBTA New Brunswick Teachers’ Association R
NLTA Newfoundland and Labrador Teachers’ ROE Record of Employment
Association RTO Retired Teachers of Ontario
NTIP New Teacher Induction Program
NWTTA Northwest Territories Teachers’ Association S
NSTU Nova Scotia Teachers Union SO Supervisory Officer
SOE Superintendent of Education
O SOQP Supervisory Officers’ Qualification Program
OASBO Ontario Association of School Business Officials STF Saskatchewan Teachers’ Federation
OCBCC Ontario Coalition for Better Child Care
OCT Ontario College of Teachers T
OECTA Ontario English Catholic Teachers’ Association TPA Teacher Performance Appraisal
OERC Ontario Educational Research Council TVO Television Ontario
OFHSA Ontario Federation of Home and School
Associations W
OFL Ontario Federation of Labour WHMIS Workplace Hazardous Materials Information
OHRC Ontario Human Rights Commission WSIB Workplace Safety and Insurance Board
OPC Ontario Principals’ Council
OPSBA Ontario Public School Boards’ Association Y
OPSEU Ontario Public Service Employees’ Union YTA Yukon Teachers’ Association
OPSOA Ontario Public Supervisory Officers’ Association
OSSTF Ontario Secondary School Teachers’ Federation
OT Occasional Teacher
OTF Ontario Teachers’ Federation
OTIP Ontario Teachers’ Insurance Plan
OTPP Ontario Teachers’ Pension Plan

P
PAR Position of Added Responsibility
PEITF Prince Edward Island Teachers’ Federation
PLC Professional Learning Community
PQP Principal’s Qualification Program
PSP Professional Support Personnel
PTR Pupil Teacher Ratio

45
Elementary Teachers’ Federation of Ontario
Fédération des enseignantes et des de l’élémentaire de l’Ontario (FEEO)
136 Isabella Street │ Toronto │ ON │ M4Y 0B5
Telephone: 416‐962‐3836 │ Toll Free: 1‐888‐838‐3836 │ Fax: 416‐642‐2424
www.etfo.ca
46

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ETFO Statement and Definition of Equity

The Objects of ETFO

ETFO Human Rights Statement The FNMI Statement

The Structure of ETFO

AEFO ETFO OECTA OSSTF

ETFO at the Provincial Level Executive of 14. Three of these additional positions are

The Annual Meeting

The ETFO Executive

ETFO at the Local Level ETFO Contacts at the Faculties of

ETFO Membership: Rights and Responsibilities

Responsibilities of ETFO Members

A Member’s Duty to Report under the program in primary/junior or junior/intermediate

Equity and Women’s Services

First Nations, Métis and Inuit (FNMI)

Professional Relations Services

Who’s Who in Education

Basic Teaching Qualifications

Granted by the Granted by the Granted by

Long Term Disability Insurance

Dependent Life Insurance

Salary Ranges for District School Boards

Applying For Your Probationary Period

First Teaching Position

Your Letter of Application

 State the position you seek or the division you Teaching Related Experience:

Education: Describing Yourself

The Interview Process and curriculum policies. Investigate the board’s website.

New Teacher Induction Program (NTIP)

Planning Your Career

Understanding Your Pension Understanding your Professional

negotiating for salary independently of his local The Standards of Practice for the Teaching Profession

Ethical Standards for the Teaching openness and honesty. Members’ professional

and all other virtues; ii) in all subject areas, only textbooks that are

Other Legislation Affecting Teachers

Workplace Protection + Professional Development + Social Activism = ETFO

Qualifications Evaluation Council of Ontario

The Ontario Ministry of Education System (OMERS)

Some ETFO Resources

Northern Ontario English Language

1 Ontario North East dsb1.ca etfonortheast.ca n/a

Glossary of Acronyms Used in Education

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