III. TRANSPORTE INTERNACIONAL DE CARGA POR CARRETERA
3.2 Infraestructura vial para transporte internacional
3.2.5 Uso de corredores
CLASSROOM ADVICE:
• The Individual Education Plan (IEP) – What You Need to Know
• Classroom Management
• Elementary Progress Report Card and Elementary Provincial Report Card Continued Implementation Update • EQAO Testing
• Getting Started Checklists
• Occasional Teaching – Frequently Asked Questions (FAQs)
• Parent/Guardian Communication • Preparing for an Occasional Teacher SCHOOL ADVICE:
• New Teacher Induction Program (NTIP) • Maintaining Professional Relationships
Among All Educators • Positive School Team
• Building and Maintaining Positive
Professional Full-Day Kindergarten Team Relationships
PROFESSIONAL ADVICE:
• Allegations Involving CAS and/or Police – What to do if it happens to you
• Balancing Career and Personal Life • A Member’s Duty to Report Under the
Child and Family Services Act • Professional Boundaries
• Professionalism – Advice to Members • Professionalism and Ethics
• Sabrina’s Law – An Act to Protect Anaphylactic Pupils
• The Student Safety Plan
• Tutoring and Conflict of Interest Guidelines for Members
• Volunteering
• PRS Matters Bulletins: Advice for Members
teachers, parents, the student, the school and other professionals involved with the student. Parents must be asked to sign a consultation form indicating whether they were consulted during its development; parents are also entitled to receive a copy of the final IEP. The IEP is kept in the Ontario Student Record (OSR), unless parents object in writing.
IEPs are reviewed at least once every formal reporting period. The Elementary Progress Report Card
introduced in the fall of 2010 represents one formal reporting period, and so the requirement for three IEP reviews during the school year remains. Because the IEP is a working document, adjustments to its program goals may be necessary throughout the school year; those adjustments should be noted and significant changes should be shared with the parent.
The IEP Process – Tips for Teachers
• Become familiar with IEP requirements in the IEP Standards document and The Individual Education Plan, A Resource Guide (2004). An electronic version is available through the Ontario Ministry of Education website.
• Review posted IEP samples developed by writing teams from across the province.
• Ensure your principal has established, in a collaborative manner, clear roles and
responsibilities for staff members assisting in the development of the IEP.
• Involve parents in the collaborative process as early as possible.
• The IEP is a confidential document; use discretion when disseminating any information contained in an IEP.
• Consult with the principal and teachers involved in the student’s program as often as necessary. • Communicate regularly with parents regarding
the IEP and resources available to support the IEP.
Completion of IEPs can represent a significant time commitment. It is important for ETFO members to establish strategies that keep their IEP workload manageable while ensuring that the needs of students are being met.
• Ask your principal for time during the
instructional day to be trained on and complete IEPs.
• An IEP should not commit to accommodations and alternative programs or services that cannot be delivered. Keep the plan’s program goals achievable, reasonable and manageable.
• Although the decision to create a discretionary IEP lies with the principal, best practices cited by the Ministry refer to a “team approach” on the part of teachers and principals with respect to the development of IEPs. Think carefully about whether the degree of accommodation for a student warrants the development of an IEP or can be met through the instructional techniques that teachers normally employ in their classrooms (e.g., differentiated instruction).
• Remember the “E” in IEP – you are responsible for the education plan of the student, not therapy or medical plans.
• Promptly report in writing to your principal any technical difficulties you encounter using web- based IEP tools.
• Make arrangements with your principal to have school support personnel photocopy and file IEPs.
• Refer to your local collective agreement as it may contain negotiated language specific to the workload associated with the preparation of IEPs.
classrOOm managEmEnT
The majority of discipline problems can be avoided or controlled by effective classroom management. This includes clear daily routines, consistency, proper use of teaching strategies and a well-prepared curriculum. The following strategies should be kept in mind.
Plan and be Prepared
• Have your curriculum effectively and
appropriately planned for all levels of students. • Know when your units will start and when they
will end. Dragging a unit on too long will hamper the completion of the rest of the curriculum as well as lose student interest.
• Have your short and long-range plans written and available in your classroom for parents or administrators who may request to see them or meet to discuss them.
• Prepare your daybook at the very least one week in advance (recognizing that there may be minor variations from day-to-day).
• Have written assessment and evaluation plans and results readily available in your classroom for reference by students, parents, colleagues and administrators. Should differences arise, your material will provide support for your decisions. • Do NOT try to plan day-to-day. This kind of
planning affects your curriculum, your flexibility, your confidence and your sense of readiness. This could also cause problems for you, an occasional teacher and your students if you are suddenly absent.
• Prepare your materials well in advance (e.g., the previous afternoon), NOT before each class or lesson. Time getting ready while students wait is time for inattention and off-task behaviour. • Assess student work promptly.
• When work is quickly evaluated and returned, students are able to see their progress
immediately and will be clear on your expectations about work completion and work habits in your class.
• It will also allow you to evaluate student needs and modify the program if necessary,
thus preventing off-task behaviour due to a student’s inability to complete a task.
• S tudent performance will assist you in your planning for future lessons.
Establish Routines
• Establish your classroom routines immediately in September. It is wise to develop these expectations with the students to ensure appropriate student “buy-in.”
• Be sure to consider the age/grade level(s) of your students.
• Routines which work for younger students may cause behaviour problems in older students and vice-versa.
• Communicate your routines clearly to students, parents, teaching partners and administrator(s). • Regularly review the success of your routines and
make changes as necessary.
• Remember to be as consistent as possible once routines are established.
Ask Yourself ...
• Are my routines logical and efficient? • Am I consistent with my routines?
• Are my routines appropriate for all age/grade levels I teach?
• What changes will I make?
• Are my routines clearly communicated to my students? teaching partners? parents?
• Are my routines fair and achievable by my students?
The above examples are only a few of the classroom management techniques. As a beginning teacher you are not expected to know everything. Just remember that consistency is the key. Don’t hesitate to ask an experienced teacher, the Federation or your
administrator for advice. Teachers are happy to pass on helpful information to other teachers.
—Adapted from ETFO, A Teachers’ Guide to Planning and Programming.
ElEmEnTary PrOgrEss rEPOrT card and ElEmEnTary PrOvincial rEPOrT card cOnTinuEd imPlEmEnTaTiOn uPdaTE
(Growing Success Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, 2010) Schools will continue to use the Elementary Progress Report Card between October 20 and November 20 of the school year. The progress report card is designed to show the development of a student’s learning skills and work habits during the fall of the school year, as well as a student’s general progress and growth in working towards the achievement of the curriculum expectations.
The first Elementary Provincial Report Card will be issued between January 20 and February 20. The
first provincial report card will reflect the student’s achievement from September to January/February of the school year. The second provincial report card will reflect the student’s achievement from January/ February to June of the school year.
The following guidelines will support members, protect against increased workload and ensure consistency from school to school across the province as the report cards are completed.
The ETFO Elementary Progress Report Card Guiding Principles:
1. The term “teachers’ professional judgement” is used consistently throughout the Growing Success document. Teachers use their
professional judgement to determine where a child is progressing in the progress report card boxes. The teachers’ professional judgement should also be relied upon to determine which subject areas to comment on in the “Strengths/ Next Steps for Improvement” comments boxes. Teachers do not need to comment on every subject or learning skill.
“In the case of the Elementary Progress Report Cards, it is not necessary for teachers to
comment on all subjects/strands in the one space provided for comments.” Growing Success, page 64. (See Pages 98-99 of Growing Success, for Progress Report Templates.)
2. Completion of the progress report card should not be the sole responsibility of the homeroom teacher. A process should be in place for all teachers who instruct a classroom to have the opportunity to include comments on any report card if he/she requests to. A school based strategy should be developed and in place. Ministry policy does not require teachers to enter comments for all subjects/strands on the progress report card.
“The comment area on the progress report card is not subject specific. Teachers are to share this
• Power Plays: Moving from Coping to
Cooperation in your Classroom. Barrie Bennett, Peter Smilanich, 2013.
• Class Interrupted: Strategies for Positive
Behaviour. Avis Glaze, Ruth Mattingley, 2010.
• Classroom Management that Works.
Robert J. Marzano, Jana S. Marzano and Debra Pickering, 2003.
• Creating the Dynamic Classroom – A
Handbook for Teachers. Susan Schwartz and Mindy Pollishuke, 2004.
• The First Days of School. Harry K. Wong
and Rosemary T. Wong, 2009.
• The Heart and Art of Teaching and
Learning: Practical Ideas and Resources for Beginning Teachers. ETFO, 2011.
• With All Due Respect. Ronald Morrish,
2013.
• Beyond Discipline: From Compliance to
space and, if possible, the electronic versions should facilitate the sharing. The position of the ministry is that students benefit when teachers collaborate in the assessment of their work. In addition, it is alright for one teacher to enter more comments than another. The comments do not need to line up with the subjects and teachers do not need to enter comments for all subjects/strands.” Growing Success, Elementary and Secondary Report Cards: Q’s and A’s: Version # 4 – August 11, 2010.
3. Comments should be general rather than specific as it is the beginning of the year. “The comments should describe in overall terms what students know and can do …” Growing Success, page 64. 4. The phrases “Progressing Very Well, Progressing
Well and Progressing with Difficulty” are terms used on the Progress Report card and they are not meant to be directly aligned with the achievement chart, letter grades or percentage marks. The Progress Report Card uses these terms to indicate early on in the school year areas of strength and possible areas for improvement in student learning.
5. The inclusion of appropriate comments should be considered when “Progressing with Difficulty” is checked off for a student.
6. Space for Board Information and Space Designated for Board on the progress report card is to be completed by the school board, not the classroom teacher.
7. IEPs need to be created and in place within 30 school days of the start of the student’s program, typically the first day of school. The IEP is to be reviewed and updated if changes are needed, for the fall progress report card. It is unlikely that within a few weeks of completion of the initial IEP there would be many changes to it. If upon review of the IEP there are no changes to it, then the initial IEP is what will stand for the fall Elementary Progress Report Card.
Elementary Provincial Report Card Guiding Principles:
1. A letter grade or percentage mark does not have to be assigned along with the code “I”.
2. Teachers are expected to enter a grade for Social Studies and for Science and Technology on both the January/February and June report cards. Teachers may indicate in the comments box which strands are being reported on within each subject. It is mandatory that a grade be entered for each subject at least once over both reporting periods. All of the strands in both Social Studies and Science and Technology must be accounted for in instruction, assessment and evaluation by the end of the year.
3. Teachers are expected to enter a grade for both Health and Physical Education on both the January/February and June report cards. It is mandatory that a grade be entered for each strand at least once over both reporting periods. 4. For Language, four strands are reported on in
January/February and four strands in June. For Mathematics, at least four strands are reported on in January/February and at least four strands are reported on in June. Each strand must be reported on at least once. For The Arts, at least three of the subjects are reported on in January/ February and at least three subjects are reported on in June. Each subject is reported on at least once.
5. The development and inclusion of report cards for junior and senior Kindergarten is still in the consultation phase. The final edition of Growing Success will include policy related to Full-Day Kindergarten.
Elementary Progress Report Card and Provincial Report Card Guiding Principles:
1. The term “personalized comments” does not mean that every student must have a different comment. A well written and meaningful comment may apply to several students in the class.
2. Teachers are not required to completely fill the comment boxes; the comments should be based on quality not quantity. Comments should
in point form. Individual boards and schools may make decisions about this format.
4. The design of the progress card and the provincial report card is standard. The size and location of boxes cannot be changed.
5. The six week rule regarding report card
completion applies for all three formal reporting periods. In the case where neither teacher has had the student for six weeks, support from administration and collaboration on behalf of the teachers is suggested.
Teachers should not be asked to do any additional written reporting to parents (formal or informal) other than the progress report card and two provincial report cards. Please discuss any concerns with your ETFO school steward or your ETFO local president so that the Federation can monitor the implementation of the new reporting system.
For further information contact your local ETFO president or Professional Relations staff in Protective Services at 416-962-3836 or 1-888-838-3836.
EqaO TEsTing
Standardized testing is not new for students. For many years, elementary and secondary students have taken part in testing at all levels – provincially, nationally and internationally. Over the past ten years, the amount of testing in our schools has increased. This is largely because successive governments have viewed standardized tests as tools to monitor a few select variables.
EQAO Established
The government established the Education Quality and Accountability Office (EQAO) to:
• accomplish its mandate of designing new tests for grades 3, 6, 9, 10 in reading, writing and mathematics;
From the onset, the tests raised levels of anxiety for students, parents, teachers and school boards. Since its creation, the EQAO has faced criticism, particularly on the issues of security, timelines and validity of the tests. Despite this, each year it continues to assess elementary school students in Grade 3 and Grade 6 reading, writing and mathematics.
Tests Not a Reflection on Teacher Performance It is important to note that students’ results on these tests are NOT a comment on teacher performance in the classroom. While teachers in grades 3 and 6 may feel pressured to “deliver” high test results so that their class, and school, scores well, ETFO urges its members not to succumb to this pressure. Poor test scores are usually the result of multiple factors that are far beyond the teacher’s control.
EQAO Process Must Be Followed Properly If the rules surrounding test administration are not followed, a teacher may be accused of improperly administering the test, intervening or assisting students to influence test results, or even changing students’ answers on the test. Such allegations, if proved, can result in severe disciplinary measures against a teacher and an allegation of professional misconduct at the Ontario College of Teachers.
Some cases have alleged that:
• The teacher erased answers and substituted the correct answers.
• The teacher provided students with inappropriate resource material.
• The teacher provided the students with the answers by writing information on the board. • The teacher spoke to and inappropriately
“coached” student answers.
• The teacher had received an advance copy of the real test and provided it as practice to the students prior to the test.
The allegations were made because children told their parents about incidents surrounding the testing.
When the EQAO receives test results, it searches for “anomalous” results or problems. This could mean similar wrong answers, similar erasures or many identical right answers on problems that do not lend themselves to the same answers. A suspicion of inappropriate application of the test may result in a prolonged investigation by the EQAO and the school board involving the teacher’s actions.
Some Reminders about EQAO Testing ETFO strongly advises members to:
• Read the material describing what you can and can’t do around the testing.
• Be sure you understand the directions on resource materials.
• Be sure you understand how the test is to be administered, and how materials are to be safeguarded.
• Attend any seminars relating to test administration.
• Ask questions if you don’t understand your role and the role of students.
• Use the practice tests the EQAO provides to assist your students in understanding how to write the tests.
• Do not assist your students unless you are permitted to do so under EQAO’s direction, and be clear about the assistance you may provide. • Never change any students’ answers on an
EQAO test.
• Never provide answers to students during testing.
Remember, these tests do not reflect on your performance as a teacher.
EQAO publishes a yearly Administration Guide
available at www.eqao.com to provide direction and
information to principals and teachers administering the assessments in the primary and junior divisions in the spring. It provides a clear outline of do’s and don’ts of administering the assessments. These guidelines should be followed closely.
ETFO Advisory on EQAO Marking in Effect See the ETFO Advisory to Members on page 22 regarding EQAO marking.
o Classroom layout:
o seating plan – arrangement of desks
or tables to meet students’ needs and learning styles
o bulletin boards
o storage of materials
o Method for tracking:
o bus numbers and going-home routines
o textbooks and supplies
o Prepare:
o a first-day newsletter and/or monthly
calendar
o some fun get-to-know-each-other activities
o a process for collaboratively establishing
classroom rules
o Procedures:
o for taking attendance and reporting to
the office
o for handing in assignments