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Archive for the 'Teacher Unionism' Category
The Use and Misuse of Education Research: How Does Dr. Avis Glaze's Raise the Bar Stack Up?
Posted in Education Reform, Education Research, Education Surveys, School Change, Teacher Unionism, tagged David Rutkowski, Dr Avis Glaze, Greg Thompson, Kids & Learning First, Myra Freeman Report, OISE Research, Ontario Student Achievement Secretariat, Politically-Driven Ed Research, Raise the Bar, The Three R's, Third Party Peer Reviews on February 22, 2018| 7 Comments »
A sweeping Nova Scotia education reform report, Dr. Avis Glaze's Raise the Bar, is now attracting an incredible amount of scrutiny in the regional media, among academics, and flocks of tweeting 'parakeets' on social media. As one of Canada's outstanding educators with impeccable Ontario Institute for Studies in Education credentials, the controversy might strike most Canadian education researchers as downright bizarre. In a field – provincial education policy- not known for stellar, evidence-based research, it is also peculiar and unusual enough to warrant some serious investigation.
Two external assessors, Greg Thompson and David Rutkowski, have now weighted-in with a 3 1/2 page typed "third party review" commissioned by the Nova Scotia Teachers' Union (NSTU). Its arrival was announced in an NSTU News Release (February 20, 2018) with a proposed headline: "Third party review calls into question the validity of the Glaze report." The release date is significant because it was timed to arrive as the province's teachers were about to vote on whether to take "strike action" to slow down or derail the Nova Scotia government's plan to proceed with legislation to implement most of Glaze's recommendations.
The "third party review" was presented by the NSTU as not just a critique of Glaze's research methodology, but as evidence that the whole initiative was somehow based upon "flawed research" and should be paused or perhaps abandoned. Education research conducted by and for teachers unions is not necessarily suspect or bad for that matter — and much that is conducted by the British Columbia Teachers' Federation (BCTF) stands up well and contributes to informed public policy discussion.
One of the biggest problems confronting education research everywhere is what is termed "bias confirmation." Once you are attuned to the logical fallacy, it's relatively easy to spot. In this case, the evidence jumps right out in the first paragraph of the short piece. "When embarking on a radical, systematic restructure, we expect policy makers to use the best information available to inform their policy decisions.," Thompson and Rutkowski state, before adding a qualifier worth examining: "That said, education has become a "marketplace of ideas' with policy soothsayers plying their trade in a lucrative international market."
Clearly the two academics are framing the work of one of Canada's leading educators as that of one of those "policy soothsayers" engaged in a "lucrative" international business. They also describe the proposed reforms, several times, as "radical" rather than "transformative" and summarize the contents of the report in a way that highlights its disruptive-ness. "Disbanding school boards,""setting up a College of Teachers," and "removing principals and vice principals" from the NSTU are the only three of the 22 recommendations actually referenced in their review. They also happen to be the three major sticking points for the union.
The NSTU commissioned "third party review" focuses rather narrowly on Glaze's survey research methodology rather than the substance of her documentary research based upon more than 70 written submissions and NSSBA research conducted by David MacKinnon of Acadia for the Nova Scotia School Board's Association (NSSBA). The researchers are, indirectly, slagging all those who submitted briefs informed by research evidence. What's most interesting about the short type-script is that it provides an analysis of the methodology in a short piece with no academic references. Most scholarly reviews at least cite sources and provide parenthetic references to supporting documents.
The two researchers are quite effective at picking-apart the survey research methodology and many of their points are well taken and legitimate, even if such quantitative lapses are quite common in public policy research. The Glaze Report survey was rather simplistic and the results hard to quantify, but — in fairness– the wording was easy to understand and accessible to most Nova Scotians. You can also argue that open-ended questions are more likely to elicit honest, straightforward answers. It was, keep in mind, just one aspect of Glaze's primarily research-driven project.
Being parachuted into Nova Scotia for such an assignment is not a problem in and of itself, if the researchers demonstrate some grasp of the total context and larger policy environment. In this case, Thompson and Rutkowski, approach the report as a document in isolation and not part of a continuum of education policy debate and development.
A few examples demonstrate how im portant it is to properly "read" a policy environment before weighing in to render a judgement on one particular document. If Thompson and Rutkowski had compared the Glaze Report with the earlier Nova Scotia NDP policy plan, Kids & Learning First (February 2012), they might have reached different conclusions. That education reform plan came in a glossy, 35-pager with lots of photos and containing no bibliography. Little or no direct reference was even made to Dr. Ben Levin's 2011-12 education policy "literature review."
Looking at the Glaze Report as a continuation of the Myra Freeman Commission of 2013-14 also casts the whole exercise in a different policy context. The Freeman Report (October 2014) was actually based on a province-wide survey that netted over 19,000 responses and recommended (R 2.6 and R 2.7) that the Government introduce a more robust "performance management system" and "consider" removing "supervisory staff" including principals from the union. Even though one out of every three teachers (3,167) completed the survey, leading members of the NSTU criticized the Freeman Committee for poor research methodology and the wording of its survey questions.
The recent third party review also makes no reference whatsoever to the most critical piece in situating this particular set of proposed reforms. One would expect that the academics might make some reference to the Nova Scotia Education plan known as The Three R's, the most recent statement of education policy. If they had consulted that document in their research, they would have discovered that the Department publicly declared its intention to negotiate the key points in contention at the bargaining table. We understand that the NSTU (behind closed doors) refused to discuss the proposals now featured in the Glaze Report.
All of this does raise the larger question about the state of Canadian education policy research and why organizations such as the NSTU might go further afield in search of researchers. Teaching and learning research lags significantly here in Canada where – with few exceptions – faculties of education are simply not producing ground-breaking, evidence-based research on critical curriculum and pedagogical issues. Compared to Britain and the United States, where the education debate has spawned hundreds of government and independent research institutes, Canada continues to show a dearth of research activity, especially outside the University of Toronto orbit of the Ontario Institute for Studies in Education (OISE).
The authors might want to do a little more research on Dr. Avis Glaze. If and when they do, they will likely discover that this so-called "policy soothsayer" is revered (outside of Nova Scotia) as an outstanding OISE-trained researcher who, as Ontario Superintendent of Student Achievement, introduced and led the province's first "What Works" Research-Informed Policy program, producing dozens of research briefs aimed at improving teaching and learning. She will survive a three page type-script note with no supporting references.
Educational research is improving, in part because of Dr. Glaze and a small group of education scholars, but it still has a bad name. Instead of attacking education issues and problems, conducting evidence-based research, and letting the evidence suggest solutions, many practitioners continually engage in research driven by "bias confirmation." We all have to guard against it in our work. One of the most popular topics featured in Educational Leadership is the scourge of "politically-driven" education research. It's challenging to rise above it and Dr. Glaze is one education researcher who exemplifies the kind of research that Canadian K-12 education needs more of.
What's the problem with most Canadian K-12 education policy research? Should education policy documents be more closely scrutinized and assessed through a research lens? What constitutes a legitimate "third party peer review"? Should researchers analyzing documents be well grounded in the evolving education policy world? How can we separate "good" education research from the regular fare of commissioned studies? What needs to be done to clean up the field?
Aftermath of a Teachers' Strike: Who Will Step Up to Tackle the 'Wicked Problem'?
Posted in Education Research, Educational Priorities, Management Innovation, Public Accountability, Teacher Autonomy, Teacher Unionism, Teachers Strike, tagged British Columbia Teachers Federation, Class Composition, Inclusion, Learning Disruptions, Nova Scotia Teachers Union, Teachers Strike, Teachers' Unions, Wicked Problems, Work to Rule on February 25, 2017| 9 Comments »
A hard lesson in public education is being learned in one of the most unlikely places, the Canadian East Coast province of Nova Scotia, better known by license plates emblazoned with the motto "Canada's Ocean Playground." The earth has shaken. That province has just survived its first protracted teacher dispute and the first teachers' strike in the 122-year history of the Nova Scotia Teachers Union.
Here's the backstory and a few questions raised by the bitter, divisive teacher dispute — where there are no clear winners and the provincial school system with 400 schools, 118,000 students, and 9,300 teachers shows few signs of recovery.
After 16 months of negotiations, three rejected teacher contracts, a 6-week work-to-rule, and a one day province-wide strike, Nova Scotia's Stephen McNeil Liberal government finally brought the teachers' dispute to an end. Under Bill 75, the province's 9,300 unionized teachers were legislated back to work on February 22, almost a week ago.
With Nova Scotia Teachers Union supporters in the streets, the province's reputed 'Education Premier' made a rare and startling admission: "decades" of education policy errors – including his own – had contributed to a full-blown education crisis. Limiting teacher salary increases to 3% over 4 years was a key factor, but somehow did not factor in his thinking.
Reversing the former NDP Government's education cuts helped catapult the Liberals into office in October 2013, and it was not supposed to work out this way.
Since 2013, McNeil's government had invested almost $59-million in P-12 education to restore the depleted "learning supports" model. Reducing Grade 4 to 6 class sizes, hiring 59 math mentors, reactivating 114 Reading Recovery teachers, and adding more math and literacy supports simply band-aided the system's endemic, festering problems.
Now the Premier was conceding that his own rather scattered "classroom investments" had "missed the mark." Yet, amidst the education chaos, it appeared to be happening again.
Frustrated and angry teachers, emboldened by a few thousand placard-carrying NSTU protesters, came before the N.S. Law Amendments Committee not only seeking to block the back-to-work legislation.
They were also demanding immediate cures for a whole raft of legitimate complaints: a broken inclusion model, 'no fail' social promotion, chronic absenteeism, 'do-over' student assessment, increasing violence in the classroom, bulging high school class sizes, time-consuming data collection, and managerial excesses eroding teacher autonomy.
Concerned Nova Scotia parents and teachers are both demanding immediate correctives without really addressing the structural sources of what American social planner Horst Rittel once termed a 'wicked problem.'
A wicked problem is one that defies quick fixes and proves difficult or impossible to solve for a variety of reasons: incomplete or contradictory knowledge, the range of people and opinions involved, the prohibitive costs of resolution, or the complications presented by its interconnected nature.
Today's school system is the product of a steady, repetitive stream of 'progressive' curriculum initiatives, overlaid since the mid-1990s with managerial reforms such as student achievement testing and school quality accreditation.
The P-12 public school system, like most in Canada, is now completely riddled with contradictions. Curriculum innovations are almost constantly at odds with new system demands for managerial efficiency, student testing, and public accountability.
Curriculum and pedagogy or favoured teaching practices tend to support student-centred learning and incredibly labour-intensive practices, such as differentiated learning, authentic assessment, and 'coding' special needs students with 'adaptations' and individual program plans.
School authorities, ensconced in the Education Department and regional boards, now impose many external mandates, almost always delivered "top-down" on principals as well as classroom teachers. Vociferous complaints about "data collection" are code for the groundswell of school-level resistance to the system-wide imposition of technological initiatives (Power School and TIENET) or time-consuming provincial tests.
Inclusion is a 'wicked problem' of the highest order. While the vast majority of parents and teachers claim that "the current model is not working," they persist in believing that investing more in the regular classroom will make things better for special needs students, including those with severe learning challenges and complex needs.
Class composition not necessarily class size was the biggest concern of Canadian teachers in the Canadian Teachers Federation 2012 national survey, but it took a teacher contract upheaval to get Nova Scotia teachers finally talking out of school. Most are clamouring for more "learning supports" rather than holding out for a more permanent fix – a total re-engineering of Nova Scotia special education services.
After sixteen months of negotiations and three recommended agreements, the Bill 75 settlement will likely survive a court challenge. That was NSTU lawyer Ron Pink's preliminary assessment. Unlike the Nova Scotia context, much of the British Columbia Teachers Federation decision turned on the B.C. government's aversion to bargaining and arbitrary removal of class size and composition limits.
Establishing provincial commissions or committees to address inclusion and classroom conditions cuts little ice with frontline teachers, accustomed as they are to conflicted mandates and pointless paper exercises. Hashing out "working conditions" with or without an arbitrator is met with understandable skepticism.
Switching premiers every four years has not worked, so far. Education ministers come and go, but the so-called "iron cage" of education, protected by layers of bureaucracy and regulation remains essentially unchanged.
Looking for a better path forward? Be bold enough to: Go to the root of the "wicked problem" and do not settle, once again, for watering the tree and rearranging the branches. Get on with undoing the failing program initiatives and rebuilding the system from the schools-up for the sake of today's students.
What are the hard lessons to be learned from the Nova Scotia teacher dispute? How well are students served when Work-to-Rule ends, only to be replaced by Work-to-Contact? Will other education authorities study the conflict in order to avert similar consequences? Who will be the first to stand up and tackle the "wicked problem" of internal contradiction and self-defeating policy initiatives?
Education Year 2015 in Review: What Were the Upticks and Downticks?
Posted in Annual National Report Card, Education Reform, Educational Change, Educational Priorities, First Nations Education, Public Accountability, School Trustees, Teacher Unionism, tagged Discovery Math Protest, Education Year 2015, Elected School Boards, First Nations Education, school closures, Teacher Protests, TRC on January 1, 2016| 72 Comments »
Public education trends in K-12 schools across Canada can be difficult to track. Without an eagle eye and a swivel-head, the next epic "education crisis" can come and go without much public notice. Nor do Canadians have any real federal presence in education to either establish national standards or provide independent assessments of provincial or territorial school programs.
Gauging the upticks and downticks is still possible, in between the beats and before the self-repairing school system quickly returns to its normal rhythms. What follows is a look back at 2015 in Canadian education with an eye to the coming year.
Notable Upticks
Educational Reconciliation
The release of Justice Murray Sinclair's massive December 2015 Truth and Reconciliation Commission report, together with the appointment of Dr. Carolyn Bennett as Indigenous and Northern Affairs Minister, bode well for educational reconciliation and a satisfactory resumption of First Nations education reform. Establishing a stronger basis of trust, more stable federal funding, and more holistic, Indigenous-informed curricula, will go a long way to repairing the damage.
International Teaching Summit
The fifth annual International Summit on the Teaching Profession (ISTP 2015), at the Banff Springs Hotel, March 29-30, 2015, was sponsored by the OECD Education Office, but it shied away from discussing PISA testing and instead focused on supporting teachers and building their confidence to prepare students for a rather nebulous "rapidly changing world." Chaired by short-lived Alberta Education Minister Gordon Dirks, ISTP 2015 was clearly the work of OECD education director Andreas Schleicher, OISE eminence gris Michael Fullan, and Stanford University education professor Linda Darling-Hammond. Out of the 400 delegates, most were actually Canadian officials or educators sponsored by provincial authorities and teaching unions.
Nova Scotia's Three Rs Reform Plan
Public school students in Nova Scotia will focus more on mastering the fundamentals in mathematics and literacy, less on writing standardized tests under a N.S. January 2015 reform plan with the catchy title, The Three Rs: Renew, Refocus, Rebuild. Delivered by Education Minister Karen Casey, the initiative responded to a blunt October 2014 provincial review that found half of Nova Scotians "not satisfied" with the quality of education. It also called for a stronger teacher certification and evaluation system and a provincial audit of the efficiency of school boards.
Math Matters Protests
Hundreds of Alberta parents rallied in July 2015 to protest a new Math curriculum, dubbed "Discovery Math" by a growing number of parents, math professors, and local business advocates. Spearheaded by Dr. Nhung Tran-Davies and bearing a Math Petition with 18,074 signatures, the protestors continued to pressure a succession of Education ministers for changes to restore basics-first math instruction. The popular protests came on the heels of a May 2015 C.D. Howe Institute report claiming that Canada's math teachers need to shift their focus away from discovery-based learning and move back towards traditional methods.
Indigenous Leadership Renewal
A new harvest of Indigenous leaders began to emerge in 2015 aroused by the Stephen Harper Conservative government's intransigence and emboldened by the public support engendered by the nation-wide TRC hearings. Two of the better known of the newly empowered generation were National Assembly of First Nations chief Perry Bellegarde, who succeeded the deposed Shawn Atleo, and the multi-talented Wab Kinew, author, host of CBC's Canada Reads competition, and Associate Vice-President at the University of Winnipeg.
Memorable Downticks
TDSB Leadership Upheaval
Canada's largest public school district, Toronto District School Board, endured one of its worst years on record. When Board Director Donna Quan resigned in mid-November 2015, it brought a tumultuous end to her short tenure, 18 months before the expiration of her contract. Torn by a deep rift between Quan, her staff and the elected Board, the beleaguered Director stepped aside. In doing so, she also bowed to the findings of an earlier TDSB investigation, ordered by Education Minister Liz Sandals, that described in detail the board's "culture of fear" and dysfunctional leadership.
School Closure Express Train
Armed with the dreaded New Brunswick Policy 409, and aided by that province's District Education Councils (DECs), Education Minister Serge Rousselle and his Department imposed a top-down, speeded-up "school sustainability process" upon supporters of a dozen threatened rural schools. Described by critics as a runaway "Express Train 409" bearing down on their communities, it sparked the formation in April 2015 of the first Rural Schools Coalition in the province.
Protracted Ontario Teachers' Strikes
A year of teacher strike disputes continued in Ontario, with a few interruptions, until November 2015. Public elementary school teachers (EFTO) reached a tentative salary deal in early November, ending a lengthy period of work-to-rule. Support staff represented by a separate union (CUPE) also struck a deal then, ending negotiations that lasted over a year. One major difference between the November deals reached with ETFO and CUPE and the agreements with other unions is that these did not come with payments from the government to cover the unions' negotiating expenses. A return to normalcy was promised with the issuing of full December 2015 student report cards.
Missing B.C. Student Records
British Columbia's Minister of Technology Amrik Virk shocked British Columbians in late September 2015 when he publicly disclosed the loss of an unencrypted backup hard drive containing about 3.4 million student records. The missing hard drive contained student data from 1986 to 2009, including information on children in care with serious health and behaviour issues. While the minister called the breach "low risk," the B.C. information and privacy commissioner, Elizabeth Denham, claimed it raised "very serious privacy issues," and launched an investigation.
Threat to Local Education Democracy
Elected school boards continued to flounder across Canada in 2015 because they are being eclipsed by expanding centralized administration far removed from students and parents. Since the stiff warning issued in a 2013 Canadian School Boards Association study, conducted by Gerald Galway and a Memorial University research team, elected trustees have been unable to recover their "voice of the people" role and face probable extinction. In the fall of 2015, Quebec and P.E.I. joined New Brunswick in ending elected boards. Disbanding school trustees without a viable replacement is not what's best for students, parents, or local schools.
So much for the most visible trends and newsworthy events: Where is Canadian K-12 education drifting? Will the next round of OECD Education international tests show any real change in student performance levels? Is the era of centralized administration and standardization showing signs of fracturing in our provincial school systems? Has the education sector borne the full brunt of government austerity or is more to come? Will elected school boards survive as presently constituted across Canada?
Teacher Contract Bargaining: What's Being Revealed — and Concealed?
Posted in Costs of Public Education, Education Spending, Public Accountability, Teacher Unionism, Teacher Walkouts, tagged Net-zero Contracts, Teacher Bargaining, Teacher Bargaining Payouts, Teacher Strikes, Teachers' Unions on November 7, 2015| 3 Comments »
Teacher contract negotiations normally rarely hit the news unless the talks go off the rails. With the school year approaching in August, deals emerge in an atmosphere of urgency where both the provincial government and the unions seek to avert back-to-school disruptions. Except for the protracted, bitter 2013-14 British Columbia teachers' strike and lock-out, government-union negotiating teams much prefer to settle critical contract matters behind closed doors. Until the current round, the Nova Scotia government and the provincial teacher union, the NSTU, kept everything under wraps and the public completely in the dark.
A recent flurry of teacher union settlements in Canada's largest province may have changed all that. Premier Kathleen Wynne set out to secure "net-zero" salary contracts, then reached an 11th hour deal with the Ontario Secondary Schools Teachers Federation (OSSTF) in late August 2015 for 2.5% over the next two years, including an additional paid holiday and improved sick leave. That OSSTF deal set the benchmark and appeared to provide the framework for deals with Ontario's other teachers' unions.
Pulling deals out of the fire on the eve of the school year raised suspicions about the avowedly teacher-friendly Wynne Government. A couple of weeks ago, the province was rocked by a series of explosive Toronto Globe and Mail revelations. The OSSTF settlement included a confidential $1 million pay-out to compensate that teachers' union for its negotiating costs, and the payouts to all unions totalled $2.5 million. In addition to the $1 million paid out to the OSSTF, the Government paid $1 million to the catholic teachers' union, plus $500,000 to the francophone teachers' union in the current bargaining round. Going back to 2008, over three bargaining rounds, the total confidential payouts reached $3.47 million.
Digging deeper, Adrian Morrow of The Globe and Mail then unearthed new information: Ontario's high school teachers' union was sitting on more than $65-million in financial reserves while negotiating the secret $1-million payment from the Liberal government to cover is bargaining costs. Furthermore, that same union spent $1.8-million from that reserve fund on political activities and allocated hundreds of thousands more for bargaining expenses in the year before it negotiated the government payout.
While Ontario bargaining deals are dominating the education news cycle, teacher talks are proceeding very quietly in Nova Scotia. Taking a page from the Ontario Wynne Government playbook, Nova Scotia Premier Stephen McNeil and Finance Minister Randy Delorey broke with the normal protocol. Starting in August 2015, they prepared the ground for a five year period of public sector salary restraint. In late September, the Premier went public with an initial offer to the province's 9,400 teachers: a five-year contract (0-0-0-1-1) totaling 2 per cent (2015-2019).
The Nova Scotia Government staked out its ground with the public, putting the province's "ability to pay" on the table. After noting that 40 per cent of all newer teachers (years 1 to 10) would still get their step increases, the Premier also signaled that, in return, nothing else would be taken away. That suggested that the province's costly extra qualification teacher salary upgrade system (exploited by teachers taking Drake University online education courses), ending winter storm season PD days, and removing principals from the union would remain 'untouchables.'
Teachers unions wield tremendous power in most, if not all, Canadian provincial education systems. In British Columbia, the Liberal Government of Christy Clark has survived intense labour battles, work-to-rule protests and lengthy disruptions, most fought over upholding a 2003 settlement removing class size and class composition from the provincial contracts. Successive BC governments have succeeded in containing education costs and maintaining student performance standards, in spite of recurrent education sector conflict.
Three provinces, Ontario, BC and Nova Scotia, each confront formidable teachers' unions and seem to be taking differing approaches. Canada's Pacific province is renowned for its periodic "class struggles." Ontario is more typical: taking tough at the outset, then caving-in at the bargaining table. Some independent education observers, most notably Margaret Wente of The Globe and Mail, see the Ontario bargaining payouts and contract climb-downs as confirmation that "teachers' unions rule" the roost. Whether Nova Scotia holds the line or abandons the field is now anyone's guess.
Why do Canadian teachers' unions hold such a sway over the provincial school systems? Is the British Columbia approach to controlling costs and restoring management rights to the assignment of teaching staff the way to go? How common is the practice of paying the unions to negotiate their own provincial agreements? Who really gains from hard ball teacher negotiations?
First Nations Control of Education: Will Teach for Canada Be a Critical Piece in the Transition?
Posted in First Nations Education, Teach for Canada, Teacher Education, Teacher Unionism, tagged Canadian Teachers Federation, First Nations Education, Kyle Hill, Lakehead University, Nishnawbe Aski Nation, Teach for Canada on October 3, 2015| 9 Comments »
Every September a fresh crop of hundreds of mostly novice teachers head North to teach in remote, mostly First Nations populated communities. Hired by northern public school districts or aboriginal education authorities, the recruits arrive flush with excitement and prepared to 'sink or swim' on a mostly unfamiliar educational terrain. This year is different for one reason: Teach for Canada (TFC) is a new 'wild card' on the educational scene and it's an independent NGO committed to addressing the teacher shortage, filling vacant teaching posts, and 'closing the education gap' affecting Ontario's northern First Nations communities.
"By working with First Nations elders and educators and better preparing teachers, the program is filling a void," says Cynthia Wesley-Esquimault, Lakehead University's Director of Aboriginal Initiatives. "That's why we hosted the four-week long Teach for Canada summer enrichment training session here at Lakehead."
All eyes are on that one specially trained group of thirty-one teachers who have just taken up their posts in seven different communities in the Ontario North. They are, after all, the first cohort of emissaries recruited, selected and supported by Teach for Canada, co-founded by three energetic former Action Canada fellows, Kyle Hill, Mark Podlasly, and Adam Goldenberg
Although welcomed by most First Nations chiefs and lead educators, TFC has received an icy reception from the Canadian Teachers Federation (CTF) and vocal teacher union activists. When teacher unionists see the Teach for Canada logo with its quintessentially Canadian flying geese, they see its big bad American counterpart, Teach for America, and the thin edge of the wedge of creeping "privatization." They are also leery of TFC recruits signing on with First Nations schools for salaries off the public school grid.
Since its inception, TFC has not only sparked a series of openly hostile teacher union blog posts, but prompted the CTF to issue a "Briefing Document" and greet the new TFC graduates in August 2015 with a condemnatory media release.
Close observers of First Nations communities are downright puzzled by the reaction of teacher unionists to the Teach for Canada pilot project in northern Ontario. "We currently do nothing to train and acclimatize new recruits entering First Nations communities," notes Wesley-Esquimault, "and so it's definitely an improvement."
"Teach for Canada is filling a hole," says Wawatay News reporter Rick Garrick, "so how can you complain?" In addition, he adds, "they are building a network of teaching colleagues to help with the feelings of isolation and provide ongoing support in the transition." The highly acclaimed principal of Thunder Bay's First Nations high school, Jonathan Kakegamic, winner of a 2013 Learning Partnership Outstanding Principal's Award, is also supportive of the initiative. "I just found out about it this August," he says, "but it looks like a step in the right direction. It's hard to find qualified teachers, especially in high school, so it fills an immediate need."
Northern Ontario public school boards have been slow to react to the TFC initiative. This is perhaps understandable because, right from the beginning, they too have been reluctant to embrace Teach for Canada. True to form, they have been disinclined to acknowledge, let alone respond to, this initiative from outside the system.
The initial Teach for Canada project only got off the ground in the Ontario North when the Nishnawbe Aski Nation (NAN) based in Thunder Bay, Ontario, jumped at the opportunity to secure motivated, committed and eager new teachers for their remote, far-flung elementary schools.
One of TRC's most impressive recruits, Roxanne Martin, an Anishinaabe raised in Toronto, is effusive in her praise for the project. Growing up in Ontario's teeming metropolis, she longed to know more about her cultural identity and is delighted to be a pioneer for Teach for Canada teaching this fall at the Lac Seul First Nation school. "Knowing that we have a great support system and being able to incorporating First Nations culture into our teaching is great," she told CBC News. "I don't think you could find it anywhere else."
Fresh from a four-week training session, including a five-day stay at Lac Seul First Nation, Martin and the first cohort of Teach for Canada recruits are better prepared than any previous group of teachers destined for teaching in First Nations communities.
Sweeping condemnations of educational innovations originating outside the system are all too common. From the ground level, it looks like a positive development, if only as a transitional program. The ultimate goal is, of course, to provide First Nations education by fully qualified indigenous teachers. It will not happen if we keep shooting down promising teacher recruitment and training projects.
Why have First Nations communities in the Ontario North embraced Teach for Canada? What's really driving the resistance mounted by the Canadian Teachers Federation and outspoken teacher union activists? Who can complain when previous teacher preparation for teaching on First Nations reserves was so limited? Is it possible that Teach for Canada is what is needed to spark the transition to First Nations education delivered by indigenous teachers?
Guardian Angels, Badasses and Pussycats: Who's Who in Canadian Education Reform?
Posted in Comparative School Reform - North America, Education Bureaucracy, Education Research, Educational Change, International Standards, Parent Power, School Choice, Standardized Testing, Teacher Unionism, tagged American public education, Robert Green on June 14, 2014| 23 Comments »
A provocative and insightful article in the September 2013 issue of Our Schools/Ourselves paints a now familiar but largely mythical picture of the so-called "neo-liberal assault" on Canadian as well as American public education. Written by Westmount High School teacher Robert Green, founder of MontrealTeachers4Chanage.org, it sought to explain why thousands of U.S. teachers were flocking to a "Badass Teacher" movement and suggested that Canadian teachers, facing similar threats, might consider doing the same.
American public education, much like U.S. foreign policy, continues to be a fiercely contested ideological battleground. American-style school reformers claim to "put students first" and support raising achievement standards, school choice, and student testing, seeking to "turnaround" failing or under-performing schools and campaigning to improve Teacher Quality (TQ) in the classroom. Supporting that agenda with political clout and massive resources are education publishing giants like Pearson International and major private foundations, led by the Bill and Melinda Gates Foundation.
Defenders of the American public school system are fighting school reforms they label and condemn as hoary intrusions driven by "corporate education reform," best exemplified by OECD PISA Testing, and its step-child, Barack Obama's Race to the Top national education agenda. Education historian -turned- advocate Diane Ravitch, author of The Death and Rise of the Great American School System (2010), has emerged as their patron saint and leading public warrior. A more recent, militant offshoot of the American teacher unions, the Badass Teachers Association, surfaced in 2013 to lead mass actions, including a phone-in campaign calling for the removal of Arne Duncan as U.S. secretary of education.
A copycat "Badass Teacher" movement has sprouted up in a few Canadian provincial systems, but it has, so far, failed to catch fire or spread from one province to another. A small band of teacher union militants, such as Green of the Montreal Teachers Association, Ben Sichel of the Nova Scotia Teachers Union, and Tobey Steeves of the BC Teachers Federation, have been churning out commentaries, tweeting-up a storm, and appealing to their base of followers. Out in Red Deer, Alberta, Special Ed teacher Joe Bower, host of for the love of learning Blog, is famous for his serial retweets of Alfie Kohn pronouncements. It hasn't worked because the school system they imagine and the corporate reform they fear don't really exist here in Canada.
In the upside down world of Canadian education, the real "Badasses" are populist reformers of a completely different stripe attempting to penetrate and re-engineer a reasonably well-funded, mostly unaccountable liberal bureaucratic education state. It's next -to-impossible to whip up Canadian teachers when the system is so well preserved and protected by "Guardian Angels" and "Pussycats" — and "Fortress Education" serves so well in safeguarding teachers' rights, prerogatives, and entitlements. After all, look what happens to "Bad Ass" policy advocates like economist Don Drummond, PC Leader Tim Hudak, and BC Education Minister Peter Fastbender who dare to propose structural reforms.
Today's Canadian teachers' union advocates profess to be true education reformers but they have little in common with ordinary blue collar workers, Arab Spring freedom fighters, or "Idle No More" activists. Drawn from what Karl Marx would have termed the 21st century bourgeoisie, they see the education world with a somewhat false sense of class consciousness. Like fellow members of the public sector, white collar professions, secure and comfortable with teacher tenure, step salary increases, and guaranteed retirement benefits, they certainly have a lot to defend in a changing global and fiercely competitive world. The three major policy preoccupations, identified by Green — defending collective bargaining rights, curtailing and ending student and teacher assessments, and fighting (non-union) charter schools — reflect that siege mentality and a protective impulse rather than a desire to "change the world."
Transplanting American panaceas and political linguistics into Canadian education simply does not work, whether it's parental "freedom of choice" or "badass teacherism." None of Canada's provinces, including British Columbia and Alberta, have really adopted the full "corporate education reform" agenda. Provincial testing regimes like the Ontario Education Quality and Accountablity (EQAO) program are focused on student improvement at school level and bear little resemblance (in intent or form) to the No Child Left Behind (NCLB) or Race to the Top initiatives in the United States. Here all public schools are treated as "equally good" and none are publicly labelled "failing" enterprises. Protesting salary freezes or back-to-work legislation is a far cry from fighting massive layoffs and the imposition of student results- based teacher evaluation systems.
Most of Canada's educational austerity and school choice initiatives turn out to be paper tigers. Nova Scotia's Back to Balance public policy from 2009 to 2012 hit a major educational roadblock: the NSTU's well-financed KidsNotCuts/Cut to the Core counter insurgency. Embracing Don Drummond's February 2012 Ontario Austerity program and teacher salary freezes cost "Education Premier" Dalton McGuinty his job and proved disastrous as the foundation for former Ontario PC Leader Tim Hudak's June 2014 election campaign. Only two Canadian provinces, Quebec and BC, provide any significant funding for independent, alternative schools and Alberta's legislative commitment to charter schools imposes strict limits on the numbers of schools and then student enrollments.
The Canadian educational kingdom is inhabited by a completely different variety of tribes. The "Guardian Angels", epitomized by Michael Fullan, Nina Bascia, Penny Milton, Charles Pascal and Charles Ungerleider, are unabashed public school promoters with an unshakable faith in universal programs and spending more to educate fewer. They provide the visionary ideas, champion the holy grail of educational equity, and enjoy the, at times, fawning support of an influential band of "Pussycats" ( aka "teacher's pets') based at OISE and the faculties of education and avidly supported by Annie Kidder and her People for Education political action committee. Recently, the Vancouver Board of Education Chair Patti Bacchus has joined the cheerleading section in support of teachers, waving placards at BCTF protests.
If Canada has a truly "Badass" reform movement, it's not to be found inside the teachers' unions but rather spearheaded by a pesky band of populist school reformers, best exemplified by Malkin Dare, Doretta Wilson and the Society for Quality Education. Operating in collaboration with autonomous parent reform groups such as WISE Math and the Nova Scotia Small Schools Initiative, they are the ones carrying the torch for better schools, structural innovation, higher teaching standards, and significant curriculum reform. School reform is not driven by education school research, but instead by policy studies produced by the C.D. Howe Institute and three independent think tanks in Vancouver, Winnipeg, and Halifax. Most of Canada's true education reformers are not educators at all, but rather "crossovers" with a fierce commitment to raising standards, restoring fundamental student skills, and securing (without excuses) the best possible education for our children.
Who's Who in the upside down world of Canadian education reform? Why are the Canadian and American school systems so different when it comes to educational tribes and their commitment to genuine school reform? Would a "Badass Teachers" movement gain any traction, between labour contract disruptions, in Canada's provincial education systems? In short, with apologies to the old TV Quiz Show, will the real school reformers please stand up and be counted?
The Status of the Teaching Profession: Who is Upholding Teaching Standards?
Posted in Teacher Education, Teacher Quality/Evaluation, Teacher Unionism, Teaching Profession, tagged Nova Scotia, Nova Scotia Teachers Union on April 2, 2014| 31 Comments »
The state of the teaching profession is a critical public policy issue — and one that rarely gets addressed unless, and until, periodic revelations surface of "professional misconduct" involving a small minority of so-called "bad apples" who besmirch the reputation of committed, caring and upstanding teachers everywhere.
Dozens of Canadian teachers in Nova Scotia were recently revealed to have been boosting their salaries by thousands of dollars, acquiring additional credentials by taking "bird courses" offered through a distance learning program at Drake University in Des Moines, Iowa.
The Drake course debacle became a full-blown controversy when Shelley Morse, president of the Nova Scotia Teachers Union, spoke up defending the teachers who took the easy route to secure hefty salary increases. Over the previous three years, some 41 teachers were discovered to have taken Drake courses, mostly in sports coaching and not acceptable for admission as graduate credits, to secure teacher salary upgrades of from $6,000 to $8,000 a year, and 505 teachers, in total, had initiated similar plans, representing two out of every three registered to take out-of-province courses.
Even after Education Minister Karen Casey called for a full investigation of the Drake courses, Morse remained undeterred. To the union president and her provincial executive, it was not a question of professionalism, but rather an unprovoked assault on teachers and another episode in the education "blame game."
My latest AIMS research report, co-authored with Karen Mitchell, a Nova Scotian who served as a member of the Ontario College of Teachers Governing Board from 1997 to 2005, pointed out that this seemingly isolated episode revealed deeper problems besetting the teaching profession.
Establishing and maintaining professional standards in Canada has, in practice, been delegated to provincial teachers' unions and federations. Nova Scotia demonstrates how that approach turns professional matters over to the employers (school boards) and results in professional bodies like the NSTU propping up particularly loose regulations, virtually guaranteeing "spotless records" for teachers.
The province has about 9,400 P-12 public school teachers, all of whom are members of the Nova Scotia Teachers Union. Today the Nova Scotia government has abrogated its responsibility to uphold teaching standards by leaving matters to the province's school boards. Under the Teaching Profession Act , the province essentially delegates to the union its responsibility for both professional development and upholding teaching standards. The province also has five university faculties of education, each offering B.Ed. and graduate programs leading to a teaching certificate and advanced degrees.
While Nova Scotia conducts periodic reviews of teacher education, the universities operate in an autonomous fashion. No independent body exists either to oversee or to accredit the province's university teacher education programs or out-of-province added qualification programs.
Utilizing Nova Scotia as a test case, our AIMS policy paper makes the case for adopting a more robust provincial policy regimen to ensure the highest teaching standards as well as to "weed out" under-performing teachers and so-called "bad apples" who pose risks to students.
The four-year-long battle (2009-13) to remove New Germany school teacher Peter Speight in the wake of his sexual offence case drove the point home. It cost taxpayers well over $250,000 in settlement fees and revealed, albeit in exaggerated form, the damage inflicted by failing to set and uphold professional ethics and standards in Nova Scotia schools.
Promoting, maintaining and enforcing professional standards now falls between various horses — the Education Department's certification branch, the school boards, and the professional committee of the NSTU, the teachers' union also entrusted with protecting its members from moral and "criminal allegations."
The NSTU staff manual does contain a "code of ethics," but it is not a public declaration, nor does it appear to be applied when cases are before the courts or arbitration tribunals. The professional committee operates in a closed and private fashion, shielded by a regimen of publicly displayed "privacy principles." That committee, overseeing all matters of "professional misconduct" and behaviour "unbecoming a teacher," publishes no minutes and is not required to disclose any data with respect to any and all teacher resignations, retirements or dismissals.
We are left completely unaware of cases such as that of Peter Speight until parents mount local school board protests or the criminal case goes to court and appears in public proceedings.
One reform option is to establish a fully independent College of Teachers with a clear provincial mandate to ensure Teacher Quality (TQ) and identify, establish, and enforce professional standards of practice. In the report, we reconstruct the rise and fall of the B.C. College of Teachers from 1988 until its demise in 2011 amid controversy over internal conflicts and public revelations of keeping "bad teaching records spotless."
After assessing the recognized strengths and critical shortcomings of two earlier College of Teachers ventures in Ontario and British Columbia, we proposed a better model for Nova Scotia and its neighbouring Atlantic provinces – the establishment of a teacher regulation branch with an independent board capable of upholding and enforcing professional performance and conduct standards.
The AIMS report really set the cat among the pigeons in Nova Scotia's rather inward looking provincial school system. When the NSTU refused to comment and went into hiding, the Minister of Education finally responded with the explanation that disciplining teachers was the role of school boards, implying that the union was not a professional body at all. The Halifax Regional School Board was then compelled to make public its disciplinary practices and record, reporting that only 1 teacher out of 4,000 was disciplined for performance issues each year.
The teaching profession is facing a crisis of confidence and the situation now calls for a major reform of teacher certification and regulation. Starting in Nova Scotia and following the lead of B.C., we called for the establishment of a new, more independent teacher regulation branch with a clear mandate to raise professional teaching standards, rebuild public trust, properly vet teacher education programs, and safeguard students in the schools.
Whatever happened to Teaching Standards upheld by members of the profession themselves? Are teachers' unions like the NSTU (focusing primarily on "protective services") capable of honouring their commitments under the Teaching Profession Act to deal with "conduct unbecoming a teacher"? In view of the collapse of the B.C. College of Teachers, has the potential for a truly self-governing profession been lost here in Canada?
Educational Regime Change: Can the Bureaucratic Behemoth be Tamed?
Posted in Education Bureaucracy, Educational Priorities, School Reform, Teacher Unionism, tagged current-events on December 27, 2012| 5 Comments »
Watching Ontario Premier Dalton McGuinty put on a brave face for Global-TV's Focus Ontario (December 22, 2012) was a stark reminder that since 1985 governing Ontario has been "an unforgiving business."
Since the collapse of the 42-year old Progressive Conservative dynasty in 1985, there have already been four major changes of regime, from PC to Liberal (1985-87), from Liberal to NDP (1990), from NDP to PC (1995), and from PC back to Liberal (2003). Each of these regime changes has run smack into what historian Randall White has aptly termed "the bureaucratic behemoth" (Ontario Since 1985, pp. 159-60) Challenging the strategic position and prerogatives of the Ontario education service state, defended by public sector unions, will likely be the political death of you.
The Ontario Premier and his Liberals are on the ropes and he seems not to have heeded the sage advice of his own father, the late Dalton McGuinty, the Elder. Since 1985, the roots of the problem lie in what the McGuinty's father described as "Operation Alienation." Getting into power at Queen's Park is far easier than staying there. Powerful interest groups like the OHA, OPSEU, and OSSTF, hold sway in the Ontario public service state. Interest group consultation can and does give way to "promiscuous courting of special interests' that "eventually come back to haunt you" (John Ibbitson, Promised Land, 1997, pp. 44-45).
The sheer size of the Ontario public service state means it is difficult to manage let alone rein in when faced with economic downturns or mounting provincial debt. The provincial public service in 1985 numbered 85,000 employees, having increased by 11 times since 1943, a period when the provincial population had doubled. By the middle of Liberal Premier David Peterson's regime, the public service had ballooned to 96,500, and under Bob Rae's NDP government it dropped to 91,500 in 1991-92, only to return to its highest levels in 1993, shortly before the introduction of the ill-fated July 1993 Social Contract.
Rae's infamous 1993 plan of spending restraint was the first to attack the problem, but it set out to achieve $2 billion in savings by offering public sector job security in return for "days off without pay" which were quickly dubbed "Rae Days."
The Mike Harris regime championing the Common Sense Revolution took power in June 1995 determined to tame the Ontario bureaucratic behemoth. In the 1995 election, the Harris platform pledged to reduce the size of the public service by 15% (or about 13,000 employees). Fear mongers in the Ontario Public Service Employees Union (OPSEU) predicted that some 27,000jobs were at risk if the Revolution proceeded as planned without interruption. In actual fact, by the late 1990s, after the Rae NDP and Harris Tory cutbacks, the public service had 25,000 fewer employees. Even within the NDP inner advisory councils attitudes had hardened and reducing the public service was no longer spoken of as bad for the province.
The Ontario social service state survived both the Rae and Harris regimes, especially the hospital and school sectors, and provincial public employees still represented two out of every five members of the total workforce. Since 2003, the McGuinty Liberal Government has favoured the education sector, pouring millions into the P-12 schools and, reversing the trend, by hiring 14,000 more teachers (up 10%) while student enrolment dropped by 6 per cent. Prior to proposing a two-year wage freeze and introducing Bill 115 (August 2012), the McGuinty regime had also increased teacher salaries by 24 per cent.
Ontario teachers unions have fared much better under McGuinty's Liberals than under Rae's NDP from 1990 to 1995. When the Social Contract was introduced in March 1993, rolling back public sector compensation was presented in a fashion markedly similar to the McGuinty two-year salary freeze. Facing a debt trap, the NDP sought to prevent a $10 billion deficit from reaching $17 billion. Within the NDP cabinet and Ontario labour ranks, the teachers were viewed with quiet distain. "To many of the OFL affiliates," Tom Walkom wrote in Rae Days, "the teachers were spoiled, not real workers. They had become fat at the public teat during the previous twenty years and had never been confronted with the central reality of labour relations –sometimes you win; sometimes you lose (p. 135)."
Ontario's complex progressive conservative political culture may be slowly dying, but it's taking its time. The NDP under Bob Rae tried to be creative with "Rae Days" to tackle the staggering deficit when debt servicing overtook educational spending. Mike Harris' Common Sense Revolution (1995-98) re-sized the social service state significantly, then the PC's lapsed back into more mainstream progressive conservatism.
Five years ago, former Premier Mike Harris insisted that his Common Sense Revolution was stymied by, and ran aground in, the educational bureaucracy. "The education ministry implemented reforms the only way it knew how: telling school boards what to do," he commented. "Nobody volunteered that the government's 'partners' might benefit instead from increased flexibility, less provincial oversight and greater competition."
What proved to be Harris' main nemesis? By 2001, Harris said, "we realized that the pendulum might have swung too far. That year's Throne Speech disavowed 'expanded central bureaucracy' and 'one-size-fits-all solutions,' and publicly chided the Ministry of Education that it could not possibly run 4,746 schools and 74,895 classrooms. In hindsight, we were too hesitant to introduce competition and choice into these public (school and hospital) systems."
The McGuinty Liberal regime (2003-2011) reversed the tide, then instituted an Austerity Drive to reduce its alarming $14.4 billion deficit. After increasing education spending by 45% between 2003 and 2011, the two-year salary freeze and end to sick-day banking came like a lightning bolt and precipitated a teacher labour disruption rivaling that of the Ontario teachers war of the late 1990s against Mike Harris's Common Sense Revolution.
What do Bob Rae's NDP Social Contract plan, Mike Harris's Common Sense Revolution, and Dalton McGuinty's Putting Students First agenda all have in common? Was Ontario's first "revolution" from 1993 to 1998 really a precursor to the second phase of the current Austerity Drive, two decades later? Do Ontario educational regime changes follow a cyclical pattern? If so, what's the likelihood of it happening all over again?
The Essentials and Extras in Education: Who Gains form Teacher Labour Disruptions?
Posted in Education Funding Politics, Teacher Unionism, Teacher Walkouts, Teacher-Student Relationships on December 15, 2012| 155 Comments »
In September 1979, the York Region Public School Board locked me out. After reporting for school one morning, my OSSTF Representative Dick Barron stopped me in the Thornlea Secondary School parking lot. Huddled together with the other teachers, I was told that the Board had shut down the schools and we were advised to go home until further notice. As a youngish teacher in my sixth year, all I wanted to do was teach – and the frustration welled-up inside, not really knowing who to blame for the shutdown.
That infamous York Region dispute, following a year of OSSTF "work-to-rule" actions, came back to me last week as hundreds of elementary teachers marched outside the York Region Board offices on Wellington Street in Aurora, Ontario. Back in 1978-79, the York Region teachers succeeded in holding the line, but not much more was really gained. It is also a safe bet that history will repeat itself again.
The raging Ontario teachers' dispute with the Dalton McGuinty Liberal Government, sparked by Bill 115, has led to bitter denunciations, a breakdown in contract negotiations, the suspension of voluntary secondary school extra-curricular activities, and a rotating round of teacher walkouts. Walkout, lockout, or mini-strike –it's the worst rupture in labour peace since the Ontario teachers' war against Mike Harris Conservative Common Sense Revolution in the late 1990s.
The essentials of education are all too often mistaken for the "extras." Suspending voluntary extra-curricular activities and "walking-out" of school may serve some purpose in defense of teacher rights and current salary levels, but such actions tend to have damaging long-term effects. Students remember being held hostage waiting out the disruption. Provincial governments come away with a blackened public reputation, striking teachers feel persecuted and underappreciated, and school boards are left to put the shattered pieces back together again.
Everyone in the public education sector these days claims to be "putting students first." That phrase rings mighty hollow in the throes and the later wake of labour disruptions like those in Ontario and in British Columbia over the past year.
Students come first in schools when principals and teachers, supported by school boards, provide those "extras" above and beyond the normal contracted services. It's only visible when school authorities run the risk of sponsoring student-run conferences, principals support Ottawa or Washington experience field trips, and teacher professionals volunteer to coach the low profile, time-consuming track or tennis teams.
Student engagement is what transforms opportunities into real, deep learning experiences. Filing into class each day, taking classroom notes, and writing tests or examinations rarely stay with you at the end of a school year. "A theatre club can build all those life skills that matter more than knowing how to calculate a math equation," says Dr. Doug Willms, Director of the Canadian Research Institute on Social Policy (CRISP) at the University of New Brunswick.
Dr. Willms' ongoing CRISP Student Survey, now in its eighth year and including close to 500,000 students, has demonstrated conclusively that student participation in teams and clubs has a very positive influence on class attendance and overall student success, and, to a slightly lesser extent, on individual academic grades. A 2009 U.S. study involving 8,000 students, cited recently in The Globe and Mail, showed that active, engaged high school students, a decade after graduation, were earning more money than their less involved contemporaries.
Teacher labour disputes, just like band program cuts, can adversely affect critical relationships in schools. Toronto educator, Stephen Hurley, founder of VoicEd.ca, perhaps put it best: "Look what people do when they leave school," he recently told The Globe and Mail. "Everything is grounded in relationships."
Ontario Liberal Premier Dalton McGuinty invested heavily in public education, increasing spending by 45 per cent between 2003 and 2011, not even counting the massive amounts for full-day junior kindergarten. Most of that money went to salary increases to the very teachers now cheering his downfall.
McGuinty's prized Ontario educational legacy now lies in tatters and not even a strategic climb-down can salvage the broken relationship with the teachers' unions. Regular elementary classroom teachers, fired up by the EFTO's Sam Hammond, are sure to remain embittered for months or years to come. Militant secondary school teachers may, once again, harbour resentment and continue to punish kids by refusing to initiate or supervise voluntary extra-curricular activities. Pity those new teachers entering the profession amidst the poisoned labour-management environment in schools.
Who is responsible for the current breakdown in negotiations and teacher walkouts in Ontario and earlier labour disruptions in British Columbia? After pouring millions of dollars into public education, how can reversing field be justified, let alone explained? Who gains from such bitter labour disputes — and what are the long-term consequences for students, for student-teacher relationships, and for public support of our provincial systems?


An Ottawa man was sentenced to two years in jail minus time served for beating Breezy the dog with a shovel and leaving the animal in a dumpster.
An Ottawa man was sentenced to two years in jail for a "senseless attack" on his dog Breezy, a judge ruled Thursday.
Stephen Helfer, 24, "terrorized" his mother and victimized his neighbours in Manor Park when he beat Breezy with a shovel and left her in a dumpster in October, Justice Ann Alder ruled.
Stephen Helfer pleaded guilty to maiming an animal.
"His actions towards Breezy are deplorable, barbaric and cruel," she said in her decision. "It is difficult to imagine how a person could repeatedly hit a defenceless dog — their own pet — despite its cries, and then callously dump it in a dumpster."
Helfer was given 1.5 credit for his eight months of pre-trial custody, leaving a remaining sentence of 361 days, Alder said. He was also prohibited from owning animals for 25 years.
Helfer was sentenced to an additional four months in jail for a breaking-and-entering charge. His jail time will be followed by three years of probation.
Helfer pleaded guilty to maiming an animal in December.
Alder said in her decision that past sentences for animal abuse have ranged from 30 days to nine months in jail, though the maximum sentence is five years and a lifetime ban from owning animals.
The Crown had asked for a sentence of four years. The defence argued Helfer did not have a history of animal abuse and asked for nine months in jail.
Alder ruled that Helfer's guilty plea and expression of remorse were mitigating factors in his sentencing.
"He is a young man who has faced many obstacles and challenges in his life. It has not been easy and he had been marginalized," she said.
But she emphasized that his "behaviour must be denounced" and ruled that a longer sentence than the typical range was necessary.
"Those who inflict pain on animals, those who are deliberately brutal toward animals will face harsher sentences than in the past, as our society considers this behaviour morally reprehensible," she said.
The executive director of the Ottawa Humane Society said in a news release that the long sentence brings closure to an ugly case of animal cruelty.


The Hypnos Countess bed is part of Hypnos New Heritage Collection. The Countess mattress is upholstered with luxurious and natural layers of British wool and cashmere for exceptional comfort then covered with a bamboo-rich Belgian Damask to provide a soft and cool surface. The Countess features a sensory three zoned ReActive? 8 pocket spring system to give focused pressure relief exactly where your body needs it. Every ReActive? spring has 8 active turns, with a zone of firm springs in the centre and a zone of softer springs at the top and bottom of the mattress, providing extra pressure relief and spinal alignment.
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Building on the foundations taught at the OSINT Masterclass, this class will teach some more advanced techniques for harvesting information and turning it into OSINT. Leveraging the foundation skills delegates will learn to Google-dork and fusk their way to discovering information that won't appear in normal search engine results. This class will also introduce techniques to access the dark web and OSINT software that can assist in automating some of your internet research. This is a hands-on course and it is interspersed with plenty of practical exercises to reinforce the learning points.
APPLY knowledge of server storage and web spider technologies to DISCOVER information not readily available to a search engine.
LEARN how to use automate repetitive tasks and deliver results.
STRENGTHEN your search engine's performance.
MASTER new and faster ways to conduct internet research.
PRACTICE a safe, secure and anonymous techniques when conducting research.
IMPLEMENT a streamlined approach when conducting OSINT to ensure the outputs address the specific needs of the intended audience.
Expert Trainer completed 23 years in the British Army Intelligence Corps working in various fields including Counter Intelligence, Technical Investigations, Information Assurance, HUMINT IMINT and Cyber Security.
He developed an OSINT course to train other investigators and intelligence analysts in researching using the internet and doing it safely and anonymously. Expert Trainer has worked in mainland Europe, the Middle East and West Africa and currently teaches OSINT techniques to military staff across the 27 NATO nations and defence industry partners.
Case studies and exercise will be used throughout the course to reinforce learning points and the course culminates in a consolidation exercise on a real world scenario.
Links to the download sites will be supplied with the course joining details.
This 3-day Open Source Intelligence (OSINT) for Defence and Security Masterclass provides delegates a strategic understanding on how to employ OSINT research techniques securely and efficiently. Day 1 of the Maserclass teaches delegates how to understand the language of their source would use and how to formulate that into a collection plan. It also introduces tools and techniques to enhance delegates' research skills.
On day 2, delegates will learn verification of a course, how to use foreign sites and languages when conducting research and most importantly how to remain safe and secure whilst conducting research. The Masterclass will include practical sessions throughout to reinforce the objectives taught.
MASTER the use of Google dorking to refine your searches.
LEARN geolocation and verification methods.
ADOPT a safe, secure and anonymous techniques when conducting research.
This 2-day Open Source Intelligence (OSINT) for Defence and Security Masterclass provides delegates a strategic understanding on how to employ OSINT research techniques securely and efficiently. Day 1 of the Maserclass teaches delegates how to understand the language of their source would use and how to formulate that into a collection plan. It also introduces tools and techniques to enhance delegates' research skills.


The 12 day, eleven night Clio Tour provides you with a great taste of this fascinating country. Travelling in four and five star luxury hotels, this package includes a five day coach tour of some of Greece's most spectacular sites on the Greek Mainland and a four day cruise roaming around the Aegean Sea. It is the perfect mix of relaxation and touring.
On your arrival in Athens you will be greeted by our English speaking transfer driver and be taken in air-conditioned comfort to your hotel. You will be spending two nights at Athenian Callirhoe hotel. Today has been left free for you to settle into your hotel and recharge after your flight. In the evening, discover the contemporary feel to Athens, walking the always busy streets. Dinner can be taken in any one of the city's international hotels - maybe even partake in your first traditional Greek meal complete with Greek dancing and music. Athens is a very cosmopolitan and vibrant city at night, so make the most of it.
Today's touring starts early. After breakfast you will be collected for your half day tour of Athens. Travelling by air-conditioned coach, accompanied by an English speaking guide, you will be taken to the main sights of ancient and modern Athens. The tour will include a visit to the Olympic Stadium, the Temple of Zeus, Syntagma Square and the Tomb of the Unknown Soldier. The tour culminates at the Acropolis, the beacon of the Athen's skyline. You will have a guided tour of this fascinating site and have the change to look around the Acropolis Museum. The afternoon has been left for you to discover Athens on your own. We can recommend going to have a look around the flea markets of Monistiraki or wandering the Plaka area at the base of the Acropolis. Stop for a souvlaki and a frappe on your way back, or maybe visit a local taverna and have a traditional Greek dinner of dips, pita bread and lamb.
After breakfast you will check out of your hotel, and be collected for your five day coach tour of Classical Greece. Travelling in a luxury air-conditioned coach with an English speaking guide at your disposal, you will be staying in four star accommodation as you visit some of the most famous places on the Greek mainland. Today's touring takes you over the famous Corinth Canal to Epidaurus. Here you will visit ancient Mycenae, the start of Greek Civilisation and the location of a stunning amphitheatre, where the acoustics are as perfect as you will ever experience. In the afternoon, the coach will continue on its way to Olympia, where you will check into your hotel for the night. Dinner is included tonight at a local restaurant.
After breakfast you will check out of your hotel in Olympia and the coach will take you the short distance to the site of Ancient Olympia, home of the ancient Olympic Games. The tour will take your around this ancient site, your English speaking guide showing you around the ancient stadium, the Temple of Hear and the Sanctuary of Zeus as well as the Olympic Museum, a fascinating collection of artefacts showing the ancient and modern games. Early in the afternoon, the coach will depart for Delphi, travelling through the towns of Patras and Rion on the way. You will take in another of Greece's architectural wonders, the suspension bridge at Rion, one of the largest in Europe. On arrival in Delphi, high in the mountains around Mount Parnassos, you will check into your four-star hotel for the evening. Dinner will be held at the hotel.
This is another awe-inspiring day. After having your breakfast and checking out of your hotel, the coach travel the short distant to Ancient Delphi. Delphi is one of the most sacred places in Greece, being home to the famous Oracle of Delphi and a place where the Greek Gods used to commune. The tour of this incredible site will let you learn about the spirituality and rites of the Ancient Greeks. The tour includes a visit to the Temple of Apollo and the fascinating Delphi museum. One leaving Delphi, the coach will make its way to Thermopylae, the site where King Leonidas and his army of 300 Spartans drove back a full army of Persians. After this, the coach will make its way up to Kalambaka, high in the mountains, driving through the towns of Lamia and Trikala on the way. On arrival in Kalambaka, you will check into your hotel and you will dine at a local restaurant, enjoying the views of the mountains.
After breakfast, you will board the coach for another amazing day of sightseeing. Traveliing into the mountains, you will tour the Monasteries of Meteora. Meaning 'suspended rocks', Meteora is a sacred and special place. The monasteries, located high in the cliff faces of these picturesque mountains, have been in existence for centuries, the monks having their supplies delivered by ropes and pulleys. The tour will take you up to these monasteries for a tour of this incredible site and its treasures. In the afternoon, the coach will return you to Kalambaka where the afternoon is there for your leisure. Kalambaka has much for the tourist to do. It is a great place to just relax and enjoy the view of the spectacular mountains. Dinner will once again be held at a local restaurant. You might also want to explore the Kalambaka night life which is particularly good.
This morning has a later start. Partake in a leisurely breakfast before checking out late morning and boarding the coach for a meandering trip back to Athens. The first stop will be the seaside town of Kamena Voula, where a lovely lunch at a seaside restaurant awaits. After some relaxing time in this resort town, the coach will return to Athens, where you will check into your hotel for the night. Once again, you have the opportunity to discover Athens at night. Maybe find some of your travelling companions and go out for a dinner at one of Athens better restaurants, or return to Plaka for some souvenir shopping. The evening is yours to do as you please.
The cruise part of your vacation starts today. After breakfast you will check out of your Athens hotel and be transferred in air-conditioned comfort to Pireaus where you will board the cruise ship that will be your home for the next four days. You have the choice of inside cabin of a four star standard, or a five-star outside cabin with sea views. Once you've settled into your cabin, you can find some lunch in one of the ship's restaurants. All meals will be provided for you whilst on board. During the afternoon, the cruise ship will make the journey to the island of Mykonos, home of the rich, famous and infamous. Arriving later in the afternoon, make sure that you take the time to wander the labyrinthine, white-washed streets, stopping for a frappe by the port as you watch the amazing array of people go past. The shopping on Mykonos is incredible too, with exclusive boutiques and jewellery shops lining the streets. This is a place to spoil yourself. Just don't have too much fun and make sure that you're back on board when the captain says so you don't miss the late evening sailing.
Overnight the ship will sail to the Turkish port of Kusadasi where you have a number of options. For those wanting to relax, you can stay on board and enjoy the ship's facilities. There is also the chance to wander around Kusadasi and experience the markets where the clothing and leather shops are excellent. However, the highlight of your stop in Kusadasi could be the optional tour that you can take to ancient town of Ephesus, one of the most complete excavated ancient cities in the world. This optional tour is one of the most memorable on the tour and well worth a visit. After your return to the ship, you will make the short journey to the island of Patmos, home of St John. This is another island with a very different feel to it. There is also an optional tour to the Monastery and Cave of St John. This is the location where St John wrote the Book of Revelation. This is another insightful tour for anybody with an interest in history.
During the night, the ship will make its way to the island of Rhodes, the second largest of the Greek Islands. Like all of the other islands you will visit, Rhodes has a very different feel to it, being grander and with a modern European feel to the city. Rhodes was the home of the Knights Templar centuries ago and the fortified castle near the fort is well worth a visit. You have the opportunity to explore this amazing town on your own or take the optional tour of the town and island, which takes in the Palace of the Grand Master, as well as other sites in town. The optional tour will also take you to the Acropolis of Lindos and the Temple of Athena, a major archaeological location on the island. Just don't enjoy the island too much and make sure that you're back for the evening sailing to your next port of call.
You will arrive in the port of Heraklion on the island of Crete first thing in the morning. Crete is the southern-most and largest of the Greek islands and Heraklion is the fourth largest city in Greece. You will find that the shopping and markets near the port as good as any in the Greek islands. You also have the chance to take an optional tour to Knossos, where the Minoans, one of Greece's first civilisations resided. Early in the afternoon, the ship makes its way to the beautiful island of Santorini, with its spectacular cliffs and white-washed houses nestled high above the deep, blue seas. You will have the opportunity to wander the cobbled streets of Thira, the capital of the island, or for something really special, travel to the northern town of Oia, where you can see what is known as the place where the most beautiful sunsets in the world occur. Returning to the ship in the evening, enjoy your last dinner on board the ship as it sails its way back to Athens.
Arriving in Athens early in the morning, you will be met by our transfer driver who will take you to Athens airport. All that is left to do is to board your plane home.


text:
Chocolate Lab puppy plays with big dog's tail
January 20, 2023, 7:30 a.m.
Such a sweet puppy! Cuteness overload!
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redpajama_set_name: RedPajamaCommonCrawl


Trust documents impose various limitations on the ability of a trustee to distribute trust assets to beneficiaries, depending on the specific terms of the trust. In all cases, a trustee is required by Texas law to act reasonably in the context of the specific trust being administered. In a worst-case scenario, however, "reasonably" functions as the ultimate "weasel word" that triggers an avalanche of litigation.
A trustee can reduce the odds of expensive, time-consuming, and potentially dangerous trust litigation by clearly understanding the risks involved in administering a trust and by making decisions with these risks in mind. No matter how careful you are, the risk is never zero. The best you can hope for is to minimize that risk.
Court decisions interpreting the Texas Trust Code.
If any of these three sources conflict, the terms of the trust instrument usually (but not always) prevail. It is important that you consult with an experienced Sugar Land trust lawyer before you move forward in the face of any apparent conflict between these three sources of trust law.
As a trustee, you are held to higher standards of conduct than the average person is – at least with respect to the administration of the trust. Texas imposes the following "fiduciary duties" on a Texas trustee. Keep in mind that these duties are "implied in law." That is, they apply even if they are not mentioned explicitly in the trust document.
Duty of loyalty: You must manage trust assets for the sole benefit of beneficiaries. Self-dealing is prohibited, and you must avoid both actual and apparent conflicts of interest.
Duty of care and skill: You must exercise the care and skill that a "reasonably prudent investor" would exercise with respect to trust property.
Duty of impartiality among beneficiaries: You may not arbitrarily favor one trust beneficiary over another.
Duty of non-delegation: Although you may seek legal, accounting, or investment advice from professionals (and under certain circumstances you are obligated to do so), final decisions must be made by you.
Duty to keep accounts: Texas trust law requires a trustee to keep accurate accounts of trust property.
Duty to supply information: "First tier" beneficiaries 25 and over have the right to examine trust property and accounts along with certain documentation related to trust property. You must keep these beneficiaries informed about the state of the trust.
Duty to maintain control of trust property: You must obtain and maintain control over trust property by titling bank accounts in the name of the trust, for example, and by maintaining possession of critical documentation and instruments.
Duty to manage trust property: You must manage trust property with a high level of care and skill.
Duty to enforce trust claims against others: You must take enforcement action to collect claims that belong to the trust such as rent owed by tenants living in trust-owned real estate.
Duty to defend trust assets against claims asserted by others: You must take reasonable steps to defend trust assets against claims asserted by others. This duty might include defending against a third-party claim or against an unreasonable claim asserted by one beneficiary (in order to protect trust assets for the sake of other beneficiaries).
Duty to keep trust property separate: You may not co-mingle trust assets with your own assets; neither may you co-mingle trust assets with the assets of another trust except for certain types of joint investments.
Duty to prudently select and manage trust bank accounts: You might get into trouble by depositing trust funds into an account that imposes unreasonable restrictions on withdrawal, for example, or by depositing trust funds into accounts that do not bear interest for long periods.
Duty to make trust property productive: Merely refraining from investing trust assets into risky ventures is not enough to satisfy your fiduciary duties. You are expected to invest trust assets under most circumstances, but you must do so prudently.
The trust instrument might purport to grant you "absolute and uncontrolled discretion" over beneficiary distributions. Don't take this to heart. Your fiduciary duties are still implied in law, which means that you are obligated to act reasonably. Another way of putting it is that Texas trust law will not allow an "absolute and uncontrolled discretion" clause to be interpreted literally.
In other words, there is no formula that can tell you exactly how to respond to a given distribution request – it's a judgment call.
If you are considering drafting a trust instrument, if you are a trustee who is concerned about your liability or who is already involved in a dispute, or if you are a trust beneficiary who believes you are being treated unfairly, you need to speak with a Sugar Land, Texas trusts and estates lawyer immediately.
At Romano & Sumner, we serve Sugar Land clients in Mayfield Park, Ragus Lake Estates, First Colony, Sugar Lakes, and throughout Fort Bend County. Contact us today to schedule a free initial consultation where we can discuss your concerns. We can be reached at (281) 242-0995 or though our online contact form.


Motherhood, mayhem, and mirth: Teachers are not paid enough.
Teachers are not paid enough.
Today I ventured into hell. I worked in Dylan's preschool class. The end.
that is funny....I used to be a teacher before kids and I totally agree!
btw, yes we drove from southwest OK to Fairbanks Alaska...It took us about 13 days...we vacationed some along the way though. It was early November and not much was open. We didn't have kids, but did have Josie and a cat at the time. We took the ferry back from Valzez to a port in WA, so it shortened it a bit just because we didn't have to drive through Canada.


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Child Safety Seat Maker Graco Fined $10 Million
Doug Gross
Graco Children's Products, makers of child-safety seats for vehicles, will pay at least $10 million for failing to report defects in nearly 6 million car seats in a timely manner.
The company must pay a $3 million fine to the federal government, and will owe another $7 million if it doesn't spend at least that much to improve child safety features over the next five years, according to the National Highway Traffic Safety Administration.
According to the administration, which began investigating Graco last year, the seats in question had buckles that could stick in a latched position, potentially putting children at risk in emergency situations.
The issue led to what would become the largest child-safety seat recall ever. The administration's investigation focused on whether Graco failed to report the problem promptly enough.
"Parents need to know that the seats they trust to protect their children are safe, and that when there's a problem, the manufacturer will meet its obligations to fix the defect quickly," U.S. Secretary of Transportation Anthony Foxx said in a written statement. "Today's action reinforces that responsibility in a way that will make our kids safer for decades to come."
Federal law requires a manufacturer to notify the NHTSA within five business days of when it knows, or "should reasonably know," that there's a problem with a piece of motor vehicle equipment like a child seat. In a consent order issued Friday, Graco admitted not providing the required notice.
The company ultimately recalled more than 4 million convertible and booster seats in February 2014 and nearly 2 million more in June.
Graco President Laurel Hurd said in a statement to media that the company regretted not meeting the NHTSA's expectations for reporting the problem.
"We accept this fine and the additional funding requested by NHTSA for a joint venture involving child passenger safety initiatives in the future," Hurd said.
Under terms of the order, Graco will create new plans for child safety, including looking at ways to increase the effectiveness of car seat registration. Registering seats allows parents to be notified of defects. Graco also may launch a child-safety awareness campaign with the money, or work to identify safety trends impacting the entire car seat industry.
Doug Gross is a staff writer covering personal finance for NerdWallet. Follow him on Twitter @doug_gross and on Google+.
Image via iStock.
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