A Response to BCPVPA:
Following, in red, are my responses to the recent “Perspectives from the Principal’s Office,” by Jameel Aziz, President of the BC Principals’ and Vice-principals’ Association (BCPVPA). Upon reading this article, one might wonder how they think they will ever be able to mend the rift that has occurred between administration and teachers, let alone improve the relationship, by writing such an article. This type of article will only widen to a gaping chasm what could have been a mendable crack.
The 2011-2012 school year has been anything but normal and as we head into its last few months, I have been asked to share the perspectives of members of the BC Principals’ & Vice-Principals’ Association. These illustrations, while not representative of all schools, are examples of the real challenges that many schools, students and parents have faced this year.
Schools are typically vibrant communities, with a lot of positive interactions both in classrooms and out of them. School culture has been significantly eroded this year by the continuing dispute between the BC Public School Employers’ Association (the body which negotiates on behalf of school boards with teachers in British Columbia) and the BC Teachers’ Federation (BCTF). The routine and critically important communications between teachers and principals and vice-principals about student progress have not occurred in the normal fashion. As a consequence many students have not had their important academic issues addressed in a timely fashion or at all. Although teachers may not have been communicating with administration in the same way, they have continued to communicate with parents and with those colleagues responsible for developing programs and services to students. However, some academic issues may not have been addressed in a timely fashion, but one can hardly blame the job action on that. Many issues for students have not been addressed for years due to lack of funding and over 700 special education teacher positions being lost over the past 10 years. As well, school counsellor positions have decreased by 11.2% over the last 9 years. English as a Second Language positions have decreased by over 330. Library positions are nearly 300 fewer than in 2001. None of these can be attributed to declining needs. In fact needs have actually increased. Teachers are advocating for the return of these necessary services.
This year has seen the cancellation of some Christmas and winter holiday performances and routine student recognition assemblies. Some meetings about students who are having difficulties have not taken place. Meetings with teachers to discuss the direction of school initiatives and goals have not taken place. Parents did not receive first term report cards about their child’s progress. While some parents were able to get information about their child, many did not receive this information. Indeed, some parents reported that they made electronic contact with teachers but received no helpful response. Students have informed us that they have missed out on numerous scholarship opportunities as many of these applications require leadership activities to be considered. Mr Aziz, the wording of your accusation that some parents were “able to get information” would infer that getting information from teachers was difficult. The fact is that just the opposite was true. The vast majority of parents were getting far more useful information than they would ever get from a report card.
Surprisingly all of this disruption has not generated as much public response as those of us in the system would have expected. Still, principals and vice-principals often hear from parents that they are concerned about vocalizing these issues. It is not surprising at all that this has not generated much public response. When people are actually getting better and more relevant service, they don’t usually complain. Teachers have worked very hard this year to ensure that parents get useful and relevant information about their children’s progress.
We have now moved into a new phase of this dispute. In many districts, the school day consists of student instruction from bell to bell but little else. If we, as adults, reflect on our student experiences, we know that instruction and formal learning opportunities are only part of the value of school. The interactions
with teachers and others, through clubs, sports, fine arts activities,
drama performances, field trips and special school activities
make our schools special and create unique, memorable and
invaluable experiences for students. These enriching and positive
opportunities will not be a part of the public education experience
for many of our students. Teachers are not stopping these activities from occurring. Principals, vice principals and other excluded staff along with parents and community members are welcome to step up to the plate and do their share. If principals and others believe these activities to be “invaluable, unique, memorable, enriching and positive, then surely they will step up. Mr. Aziz, your descriptive words mean nothing if you continue to write other words that indicate a complete lack of respect for the teachers and the work they do. For as long as I can remember, teachers have been freely giving of their own volunteer time to support other people’s children. Perhaps it is time for people to realize just how much teachers actually do to support their students beyond what is required.
Principals and vice-principals have had many conversations about a
new normal that is being established in our schools and they have
consistently expressed a belief that this is not a positive direction.
If schools lose the energy, character and culture that have been
their hallmark, our students will leave their public education years
less well-rounded, less prepared for their working lives and less
likely to champion public education when they are adults. What a short time it took principals and vice principals to declare that a new normal is being established! I suppose if it goes on long enough some teachers may decide to curtail some of their volunteer activities. I don’t know. However, if you are concerned, it might be wise to step up to the plate and start supporting teachers’ efforts to achieve an education system that is in keeping with “Better Schools for BC” than supporting the constant underfunding of our education system through silence and complicity.
Better Schools for BC http://bctf.ca/uploadedFiles/Public/Publications/BetterSchoolsForBC.pdf
Principals and vice-principals do not have the answers to resolve
the issues facing our schools, but we believe it is important to
share the reality as we see it on a daily basis. Our concern, as this
school year moves to a close, is that nothing will be different in
September and students will be forced to endure another year of
disengagement from the system. It won’t do any good to just stand by and be concerned. You need to be vocal and work alongside teachers in their efforts to maintain a Class A education system. You cannot do that by cheering as this government attempts to make the lives of teachers more difficult by stripping long standing rights to job security. You cannot do that by supporting threats to teachers through Bill 22. The actions of Principals and vice principals through articles like this one can only further erode the already strained relationship between these two groups.
There is no sign that a resolution is at hand. If this dispute
continues for another year, the negative effects will be long-term
and profound. You are right. There currently is no sign of resolution. How can there be with legislation being drawn up like Bill 22 and Bill 36? How can there be when there have been 21 education bills since the current government has been in office, not one of which has been seen by teachers as offering an improvement? 10 of these pieces of legislation have been deemed in contravention of International Labour Law, of which Canada is a signatory.
Bill 22 hurts students and attacks teachers’ rights. http://www.bctf.ca/BargainingAndContracts.aspx?id=25978
Principals and vice-principals have worked hard this year to ensure
that as many as possible of the normal school processes occur,
and they will continue to do so. However, the system works much
more effectively to serve the needs of students and families when
all partners are able to work together to provide that support. Wouldn’t that be great! Unfortunately, it has been mostly teachers who have been volunteering to do extra-curricular activities. This latest job action is to protest the cuts of the last 10 years and to advocate for re-instatement and improvement of services to students. Perhaps if principals and vice-principals joined with teachers and “worked together” in this important struggle “to provide that support” we wouldn’t be in this situation.
This latest phase in our schools will not allow principals and vice principals
to pick up the many pieces of school life that will be lost
and in the end it will be the students and families of the public
system who will miss out.
Statement from BCTF in response to this statement: For the past 10 years, it’s been teachers picking up the pieces – because of the loss of so many special education positions, because of the loss of ESL teaching positions, because of larger class sizes and fewer supports to go around to all students. Teachers in schools have been shouldering the burden. Their union dues have gone toward expensive challenges in the courts to try to get those working and learning conditions back, and teachers’ hard work has gone into trying to get the message out to parents and the public about the devastating changes flowing from Bill 27/28. From our perspective, the BCPVPA has, at best, sat idly by – and, at worst, cheered the provincial government for implementing legislation like Bills 27/28.
A respectful and workable solution must be found soon to protect
the long-term viability of public education and to continue to give
students the opportunities they need to thrive now and achieve
in the future. Yes indeed! A respectful and workable solution is what is needed. What is not needed is Bill after Bill that erodes the rights of teachers and promotes the deterioration of our children's learning conditions and our education system.
No comments:
Post a Comment