The right of educators to collectively negotiate a wide range of topics does not exist everywhere. In many parts of the United States, for example, the scale of what educators can negotiate has eroded considerably over the past 30 years. In many U.S. states, educators have virtually no right to bargain collectively. ETFO collective agreements for DECE bargaining units may include a language assessment for performance evaluation if boards have such strategies. As a general rule, these collective agreements provide that only supervisory officers, contracting entities and assistant adjudicating entities can assess a member of the DECE. As a general rule, they also provide that members of the DECE bargaining unit may not be invited or invited to evaluate another member of the DECE. Collective agreements and the Education Act provide that teachers cannot participate in the evaluation of a DECE member`s performance. The Education Act stipulates that principals cannot require teachers to carry out or participate in such an assessment, whereas the collective language of ETFO normally provides that this is not allowed, whether the teacher agrees or not. Attacks on the professionalism and influence of educators in public education (including limiting the rights of educators) have had a negative impact on working and learning conditions in schools and on student outcomes in many parts of the United States. ETFO also represents approximately 3,000 other education professionals - designated Early Childhood Educators (DECEs), Education Support Personnel (ESPS) and Professional Personal Support (PSPs).
These are education professionals who have chosen to participate in ETFO and are represented by ETFO when they conduct collective bargaining. Under the Collective Bargaining Act, which defines how collective agreements work in the education sector, only these four unions have the legal right to bargain collectively for teachers and casual teachers working in the government-funded public education system in Ontario. Although CED results assessment programs have not been made mandatory, several school boards have developed policies or programs to implement an evaluation system. However, some of these mirror elements of the legal system for evaluating teachers are very different. The provisions of the DECE evaluation programs and policies and how they are implemented must be consistent with legislation and all restrictions or requirements in collective agreements for ETFO members. Your collective agreement may also expressly require the Board of Directors to comply with its Vonihm policy. During collective bargaining, solidarity among ETFO members is invaluable - the sound of more than 83,000 voices speaking to each other has a strong influence at the negotiating table. Strong expressions of solidarity on the part of ETFO members, particularly during the negotiations, reflect the interaction of the members and the support of the Federation. This often speeds up the negotiation process and improves collective agreements for members.
Where a school board does not have an evaluation procedure, the collective agreement may require consultation with THE ETFO when an organization decides to implement a CEE evaluation program. ETFO members have a long history of negotiations that have made significant improvements both in the working conditions of educators and in the learning conditions of students. Your joint efforts - in schools and at the negotiating table - have helped make Ontario`s public education system one of the best in the world. The Education Act gives each district school board the authority to develop and implement a program to evaluate the results of the DECEs. The amendments to the Act have left open the possibility that the performance evaluation programs of DECE members will become obligato