Pruebas de consistencia del modelo econométrico

In addition to maintaining strong links between the provincial organization and the locals, ETFO works to foster a strong active membership and an effective leadership through a variety of services and programs.

• ETFO runs a unique program for local leaders called Union School. This intensive year-long program assists local leaders in developing more inclusive and engaging leadership skills. Participants complete a variety of readings, assignments and online activities in an effort to become the dynamic, proactive leaders of tomorrow.

• The ETFO video Voices of the Union, available from your local, shows new as well as

experienced ETFO members discussing the value of the union and the opportunities for involvement. The pamphlet Workplace Protection + Professional Development + Social Activism = ETFO provides more information about ETFO and opportunities for involvement.

• The fall leadership training gives local elected leaders opportunities to hone their skills and increase their knowledge of education issues. • ETFO offers members a variety of workshops

on communications, rights and responsibilities, collective bargaining, equity issues, conflict resolution and many more.

• ETFO offers specific programs designed to assist members of designated groups seek leadership positions within the union. Offered by ETFO’s Equity and Women’s Services department, these powerful sessions are designed to assist those members who might otherwise encounter barriers to leadership positions.

As has been outlined, ETFO is your professional organization. A strong union of over 78,000 teachers, occasional teachers and education workers, ETFO speaks for its members and makes sure their voices are heard. ETFO protects teachers’ rights, provides professional development, promotes the profession and the cause of education and works for social justice.

Public disTricT schOOl bOards and OPsba

There are 31 public district school boards in Ontario. These district school boards are the employers for the teachers in the province’s public schools. See the map of Ontario in the All About ETFO section of this resource for the alignment of locals and district school boards.

As the employer, the district school board negotiates the collective agreement with its teachers. The district school board is responsible to the Ministry of Education to implement Ministry policies and legislation regarding the teachers and pupils of Ontario.

The Ontario Public School Boards’ Association (OPSBA) is an organization that represents public district school boards and public school authorities across Ontario. The Association advocates on behalf of the interests and needs of the public school system in Ontario. OPSBA is called on by the provincial government for input and advice on legislation and the impact of government policy directions.

OnTariO minisTry OF EducaTiOn

The Ontario Ministry of Education is responsible for establishing the policies and regulations and drafting legislation which govern education in the province.

for teacher evaluations and pupil testing. As Ministry guidelines are set, they are communicated to the district school boards that are responsible for their implementation.

ThE OnTariO cOllEgE OF TEachErs (OcT)

The Ontario College of Teachers Act gives the College the authority to regulate the profession and govern the

conduct of its members, including teachers, principals and most supervisory officers in the school system.

Membership in the College is a requirement for those who wish to maintain their teacher certification in Ontario.

Membership is open to anyone qualified to teach in Ontario including:

• teachers in public and private schools; • occasional teachers;

• university professors and college instructors; and • qualified teachers working in government,

federations and the private sector.

All teacher and occasional teacher members must be certified with the College before they are eligible to teach in a classroom in Ontario. Accordingly, members are required to pay an annual fee to ensure that they remain in “good standing” with the College.

If a member fails to maintain active membership in the College, their certificate of qualification will be suspended.

As part of its mandate, the Ontario College of

Teachers investigates complaints against members and deals with discipline and fitness to practise issues. The College’s Professional Misconduct Regulation outlines numerous examples of conduct that may lead

to the investigation of a member. A few of these are as follows:

• failing to maintain the standards of the profession; • abusing a student physically,

• abusing a student sexually, • abusing a student verbally,

• abusing a student psychologically or emotionally, • failing to keep records as required by his or her

professional duties;

• failing to comply with the Education Act or the regulations made under the Act·

• conduct unbecoming a member;

• failing to co-operate in a College investigation. It is important that all members are aware of this regulation and the impact it may have on their professional lives. Please refer to the College website

www.oct.ca to access this regulation in its entirety. Complaint Against You?

If you are contacted by the College and advised that a complaint has been made against you:

• listen to what the College staff is advising you about the complaint;

• ask questions to clarify, if necessary;

• DO NOT make any statement or respond to questions related to the complaint itself; • you will receive a copy of the complaint along

with the investigation procedures in the mail after they make the telephone contact;

• contact ETFO staff in Professional Relations Services (PRS) immediately.

Contemplating a Complaint Against a Teacher?

• Members are advised to contact ETFO BEFORE making a complaint to the College about another member of the College.

• Every member of the Ontario Teachers’ Federation is bound by the Code of Ethics, in particular Section 18 (1) (b) of the regulation made under the Teaching Profession Act which states that

A member shall, on making an adverse report on another member, furnish him with a written statement of the report at the earliest possible time and not later than three days after making the report

(Note: A member who makes an adverse report about another member respecting suspected sexual abuse of a student by that other member need not provide him or her with a copy of the report or with any information about the report.)

cOllEgE OF Early childhOOd EducaTOrs

The College of Early Childhood Educators (the College) is a professional self-regulatory body for early childhood educators focused on quality and standards in the practice of early childhood education. It is the first self-regulatory college for early childhood educators in Canada.

The duties of the College of Early Childhood Educators include:

• Setting registration requirements to ensure that only qualified and competent individuals are registered as members;

• Maintaining a public register of early childhood educators;

• Establishing a code of ethics and standards of practice for early childhood educators;

• Investigating complaints from the public about the conduct of its members and, if necessary, disciplining members;

• Setting standards of practice that all early childhood educators are accountable to meet; and

• Assuring parents that members of the College will be held accountable for providing a high standard of care and early education for children.

to provide, and to objectively administer, the evaluation of teacher qualifications for salary purposes. Under Program 5, QECO provides a consistent plan for teacher salary recognition when specific academic and professional requirements are achieved.

The QECO program of evaluation for salary purposes is unique since it is negotiated by teachers and their boards for inclusion in local collective agreements. Teachers’ qualifications are assessed and a QECO Statement of Evaluation is provided. QECO Statements of Evaluation are accepted by school boards in Ontario for salary category placement purposes. The salaries teachers are paid is a matter which is negotiated between teacher bargaining units and their board. A QECO evaluation may result in one of four category placements: Category A1 through Category A4. After receiving a QECO Statement of Evaluation, it is the teacher’s responsibility to submit it to the school board for appropriate salary category placement. ETFO members need to be aware of their board’s policy around QECO deadlines and to apply early for an evaluation, since the onus is on the teacher to ensure he or she meets those deadlines.

It is important for teachers to keep QECO apprised of any additions to their qualifications. They must do this by 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 reach their next QECO salary category. Application forms are available on the QECO website (www.qeco.on.ca). Completed applications should be mailed to QECO and should include the following:

• A copy of your Certification of Qualification (a copy printed from the Ontario College of

Teachers website is acceptable – www.oct.ca);

• Proof of employment (e.g., pay stub, letter of employment);

• Official university transcripts;

• Complete documentation for every course taken.

QECO can only process a request after receiving a complete application. There is an average 12-week turnaround time for QECO applications accompanied by complete and accurate supporting documentation. Qualifications and Evaluation Council of Ontario 1300 Yonge Street, Suite 308 Toronto ON M4T 1X3 Toronto: (416) 323-1969

Toll Free in Ontario: 1 (800) 385-1030

Website: www.qeco.on.ca

official university transcripts, are delivered in one package to QECO. While QECO accepts official transcripts submitted directly from universities, waiting for their delivery may slow the evaluation process.