ETFO had five days of respectful talks at the central bargaining table this summer with the Ontario Public School Boards’ Association and the Council of Trustees’ Association.
Amanda Anderson describes the realities of occasional teaching, including not being able to plan, never being away from her phone and confronting the catch 22 of whether or not to look for a second job.
In my first years of working as a daily occasional teacher, I would sometimes walk out of a school at the end of the day with my head spinning.
Talking into a different class each day as a daily occasional teacher can present its own unique challenges.
If you’re like me, you may be waiting impatiently for the economic pendulum to swing back to a time when skilled workers could count on stable employment and a comfortable standard of living. According to a number of recent reports, however, we’re in the midst of a new economic reality, the dominant feature of which is “precarious work.”
Occasional teachers, like everyone else who works in the school, need to know how to protect themselves and their students during an emergency. In the event of a major incident or threat of school violence, there could be a lockdown.
Classroom assessment is a complex and challenging task for all teachers. Occasional teachers are partners in the daily assessment process and their observations and tracking of student learning play an important role.
In the Winter 2011 edition of Voice, you were introduced to the approved bargaining goals that ETFO will pursue in the upcoming round of negotiations. These goals form the foundation of what we would like to achieve for our next collective agreements.
An unfamiliar school, unfamiliar classroom, unfamiliar routines, and unfamiliar students can contribute to a sense of uncertainty when I accept a call as a daily occasional teacher.