Framework Working for Students

7/29/2019 Framework Working for Students

1/24

WORKING

STUDENTS

a framework for long term stability in education

t o w a r d a 1 0 - y e a r a g r e e m e n t w i t h p u b l i c s c h o o l t e a c h e r s


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Premiers message ____03

ministers message ____04

Pa I: a a 10-ya am ____05

a rowing eed for action ____06

a Chllenging Legc ____07a Brrier to Progress ____08

Pa II: Cu Cx ____09

a Liited Set of ptions ____10

Pa III: a BL, SPCuL & SPSIBL SLuI ____12

leent 1: edicted nding for dction Priorities ____13

leent 2: dction Polic Concil ____14

leent 3: Indeing Copenstion ____15

leent 4: a more ffective Brgining Process ____16

CCLuSI: ocsing orwrd ____18

aPPIx a: ew Brgining Process ____19

aPPIx B: Sr of Prtner ecoendtions ____20

TABLE ofCONTENTS


3/243working together fo r students

MESSAGEfrom thePREMIER

hen I nnonced or governents vision to chieve 10-er lbor greeent with the British

Colbi echers edertion (BC), I ws cler bot or otivtion for sch n bitios gol.

e re not seeking soltion tht better eets the needs of governent or techers. e re seeking

one tht serves the interests of British Colbi stdents nd their filies bove ll else.

ht shold go withot sing. yet the legc of discord between governent nd the BC over the pst

severl decdes shows jst how often we hve lost sight of tht siple idel. Both prties over the ers

hve wrpped theselves in the bnner of ptting stdents rst. owever, t the negotiting tble, the

interests of stdents hve too often been pshed side. It is tie we chnged tht. It is tie we ll do better.

he BC nd governents of vrios politicl lenings hve ll tken ctions nd positions tht, however

well-intentioned, in hindsight did not led s in the right direction. It is es to dwell on tht histor nd

nrtre the lingering grdges. here is vle in lerning fro the pst, bt we cnnot ke the istke

of contining to live in the pst. he pproch otlined in this pper spires to ove s ll beond wht

hs been nd insted shift or focs to wht cn be.

e owe this shift to or children, so their lerning is not repetedl coproised b or inbilit to rech

greeent. e owe this shift to techers, so their repttions s respected professionls re not tinted

b pblic discorse focsed too ch on needless conict. e owe this shift to prents, so their trstin pblic edction is not frther shken b or shortcoings.

e need to stop recrring lbor disptes fro distrcting s fro iportnt pblic discssions bot the

ftre of or edction sste. he sste we edctors nd governent like envision for the ftre

is bilt rond concepts like collbortion nd openness to new ides. It is tie we ll ebrce those

se idels orselves.

onorble Christ Clrk

premier



MESSAGEfrom theMINISTER OF EDUCATION

as techer nd now s minister of dction, I hve the rre opportnit to view the chllenge of techerbrgining fro both sides. ht perspective cold be discorging, bt insted it llows e to pprecite

ll the ore how both prties re ltitel otivted b shred pssion for stdents.

yes, there re nd likel lws will be n differences in or respective views on how best to spport

stdents. Bt igine how stdents wold benet if we cold pt the energ consed b lbor isses

into the essentil discssion of how best to shpe nd gide lerning in or schools.

I know tht is wht techers wold like to focs on. ver d, there re rerkble edctors introdcing

ll sorts of cretive nd innovtive pproches to help their stdents lern. ver d, I see the se

pssion nd ides ebrced nd dvnced b the hrdworking stff within the ministr of dction.

It is nfortnte tht the perpetl divide on lbor isses too often keeps these tlented individlsfro coing together to collborte.

echers deserve nd hve the respect of British Colbins nd their governent. here is no reson we

cnt nd lbor greeent tht reects tht respect while lso reecting governents responsibilities

to stdents, filies nd tpers.

f corse, s techers cross B.C. wold srel gree, long-ter lbor stbilit in edction will not jst

benet stdents; it will lso benet edctors, dinistrtors, prents nd governent. It is in everbods

best interest, bt it will reqire s ll to set side or preconceptions nd entrenched positions in fvor

of shred coitent to wht is idel for stdents.

I know tht is hrd. I know the pst provides ore reson for sspicion thn for trst. Bt, s techer nd

prent, even ore thn s minister of dction, I hope we re ll willing to ke the effort. I believe

the pproch this frework sets ot hs the potentil to ke tht effort worthwhile. I wnt to thnk

or edction prtners for their thoghtfl contribtions to the review tht broght s to this point.

he trth is n process will onl be s sccessfl s the prticipting prties re prepred to llow. hile

greeents cn be legislted, good working reltionships cnnot. or cn trst or coopertion. he st

be offered, erned nd intined. his pper shold be seen s or willingness to offer, ern nd intin

renewed trst nd coopertion between governent nd pblic school techers. I hope tht offer will be

retrned in kind.

onorble on mce

ministerof education



Part I:

TOWARD A 10-YEAR AGREEMENT

ht vision is driven b the following fndentl considertions:

1. here is need to trnsfor B.C.s pblic edction sste over the net decde, s recognized b or prtnersin the edction sste;

2. o chieve tht trnsfortion, we need the fll prticiption of techers nd the fll enggeent

of the pblic, both of which re nderined b recrring lbor disptes;

3. a 10-er greeent wold provide the stbilit reqired nd llow ll prtners in edction, prticlrl

prents nd techers, to focs on the priorit of ensring B.C.s edction sste eets the needs of stdents

into the ftre; nd,

4. achieving 10-er greeent reqires new pproch fro the estblished odel of brgining, which

histor hs repetedl deonstrted hs little chnce of sccess in the contet of the reltionship betweengovernent nd the BC.

ith these considertions in ind, the review looked for opportnities to chieve two priorities:

1. Crete long-ter stbilit for stdents nd filies, s well s the edction sste s whole, nd

2. Iprove how governent intercts nd works with the BC to help redce the stress nd disrption

dring nd otside of contrct negotitions.

overnents view ws infored b sbissions fro ke edction prtners ost iportntl, the BC

bt lso fro previos reviews of techer brgining in B.C. nd reserch into other potentil brginingodels. he reslt is proposed new frework for techer brgining nd ore effective w of working

together. he ctions reqired to ipleent this frework will be cople nd chllenging. his pper does

not spire to set ot those specic ctions in detil, bt rther to provide pblic trnsprenc on governents

objective nd pproch s the work of iproving techer brgining contines.

In ctober 2012, Preier Christ Clrk nnonced governent wold conslt with the edction prtners for the

prpose of reviewing techer brgining strctres nd processes with the gol of providing ore stble lerning

environent for British Colbi stdents.



A GROWING NEEDfor

ACTION

h the need for 10-er greeent now? In prt, it is becse British Colbins re tired

nd frstrted b the ongoing ccle of techer lbor nrest in schools. In prt, it is becse

pending new rond of negotitions in 2013 presents nother opportnit for iproveent.

Bt the ost signicnt reson is tht there is n eerging need to chnge the edction

eperience for B.C. stdents nd it deserves the fll ttention of ll British Colbins.

Education partners in B.C. increasingly recognize the needto modernize how we deliver education.

r edction sste tod perfors well b globl stndrds. he proble is, s

jrisdictions rond the world re relizing, it ws designed bsed on the knowledge, needs,

ttitdes nd priorities of different er. and so, while we perfor well copred to other

jrisdictions sing siilr odel, the potentill ore vlble qestion is how well does

B.C.s edction sste perfor copred to wht we ight chieve with different pproch

to lerning? ow ch better cold we eet the needs of tods stdents if we focsed on

tht gol rther thn on intining wht we hve?

e now know throgh crrent brin science nd reserch tht the trditionl pproch to

edction isnt s condcive to effective lerning s it cold be. ther, the reserch shows

lerning is ost effective when it is less focsed on the shring of content nd ore focsed

on helping stdents lern how to lern throgh collbortion, eibilit nd personliztion.

his lso reects the kind of lerning eperience or stdents re crving s the grow p

in world incresingl shped b collbortive technolog nd reltionships.

motivted b their coitent to their stdents, this is lso the kind of lerning ore nd

ore B.C. techers nd schools re prsing throgh their own inititive. he priorit is how

to ensre their insight, eperience nd sccess is pplied for the benet of ever stdent.

achieving tht gol shold be the ost iportnt pblic discssion of pblic edction in

centr. Insted, the pblic discorse tends to be dointed b divisive lbor

brgining debtes.



A CHALLENGING LEGACY

he trobled histor of lbor negotitions between the Province nd the BC hs been well docented. In his 2011 histor of

this reltionship, worlds aprt, universit of Victori eerits professor in edction histor nd polic hos leing described

it s conict tht hs been, withot qestion, the single ost dening chrcteristic of pblic edction in the Province for the

pst for decdes.

ro pblic polic nd lbor reltions perspective,

neros efforts hve been de to iprove the reltionship,

ost recentl throgh the reviews b on right in 2004 nd

b Vince ed in 2007. right, forer ept minister of

dction, considered opportnities for iproving thebrgining process nd strctre. ed, highl regrded

editor nd rbitrtor, proposed series of steps nd

recoendtions to foster ore effective negotitions. at the

tie, the BC rejected the recoendtions contined in both

of these reports nd governent onl ipleented hndfl

of those recoendtions.

ed highlighted the iportnce of third-prt spport for the

negotiting prties, dened tielines for negotiting, nd need

for coon nderstnding of the relevnt dt. right

siilrl recognized the iportnce of cler voice for techersnd recoended well-dened process with prescribed steps.

right lso set ot three principles in his report tht he felt were

essentil to n iproved reltionship:

1. a cler voice for techers in negotiting the ters nd

conditions of eploent;

2. he trnsprenc needed to spport pblic

ccontbilit; nd

3. an opportnit for tre diloge bot iproving

pblic edction.

Both of these reviews followed ore thn 15 ers of lrgel

nsccessfl brgining. here hve been t lest eight

legisltive interventions since 1991 nder severl different

provincil dinistrtions, s well s contless proceedings

before both the Lbor eltions Bord nd the corts. he

ost recent rond of brgining ended with settleent, bt

not before lost fll school er of strike ction, 78brgining sessions with no pprecible progress de,

legisltivel iposed cooling off period, 16 edited sessions

nd the proise of legisltion if the tter ws not resolved

overnent hs conclded throgh this ost recent conslttion

nd in frther considering both the right nd ed reviews

tht the eisting brgining nd dispte resoltion

echniss reqire odiction to ore effectivel ddress

lbor reltions isses with techers. he relit of the crrent

brgining dnics is sch tht etrordinr onts of tie

re dedicted to the process, bt reltivel odest progress isde. In fct, trst between the prties is frther eroded nd

tie nd energ is tken w fro the iportnt focs

on edction.

It is testent to the professionlis nd epertise of

individl techers, dinistrtors, trstees, prents nd pblic

servnts tht B.C. contines to deliver soe of the worlds best

stdent chieveent rtes despite the lbor chllenges

srronding the. he deliver of edction is cople work

dependent on n prtners, prticlrl techers. heir overll

sccess in spite of the lbor chllenges gives hope for wht cn

be chieved. and et it leves qestions bot how ch ore

sccessfl the entire sste cold be if it ws not repetedl

disrpted b lbor nrest.



A BARRIERto

PROGRESS

his vitl discssion bot the ftre of edction is rell bot how best to spport

stdent lerning in pblic edction sste, how this chnges the eperience in schools

nd clssroos, wht chnges it reqires for res like crricl nd ssessent, nd

how to epower professionl techers to scceed in this new lerning environent.

he ides nd eperience of techers re ndenibl essentil in tht converstion. Indeed,

n techers re trl leding the trnsfortion of lerning in clssroos cross B.C.

Te necessary systemic change, however, requires both

the dedication of individual teachers but also a more

fundamental system approach and cultural change.

ecognizing their vitl role, dring the ost recent rond of brgining, governent

etended n invittions to the BC to engge directl with governent on n

spects of edction trnsfortion. egrettbl, those invittions were declined

becse of job ction on the prt of techers. hile governent respected tht decision,it ent we lost ot on iportnt opportnities for the BC nd n of its ebers

to help shpe edction polic. hese issed opportnities onl dded to the distrst

between governent nd techers.

his dnic highlights how dging contined lbor nrest cn be for techers nd

the edction sste s whole. It lso sggests how long-ter lbor greeent cold

contribte to iproving the edctionl eperience for B.C. stdents nd techers like s

the trnsfortion of edction nfolds over the net decde.



Part II:

THE CURRENT CONTEXT

A SYSTEM ofPARTNERS

overnent nd the BC re not the onl prties with role in B.C.s edction sste. at its core, edction

is lerning prtnership between the stdent, the fil nd techers - one tht is spported b network of

prtners, inclding independent schools, professionl edction orgniztions, conit literc orgniztions,

pblic librries, irst tions representtives, provincil inistries nd gencies nd the privte sector. ch of

these prtners hs specic role to pl while working collbortivel to spport lerning nd provide high

qlit edction sste.In reching the conclsions set ot in this pper, the ministr of dction invited sbissions fro the prtners

ost directl ipcted b the lbor reltionship with pblic school techers:

BC echers edertion BC School rstees assocition

BC Pblic School ploers assocition BC School Sperintendents assocition

BC Principls nd Vice Principls assocition BC Confedertion of Prent advisor Concils

he recoendtions fro ech of these prtners re set ot in appendi B. he ides pt forwrd rnged widel,

reecting the niqe perspective ech holds within the sste. Bt in generl there were severl essentil thees

tht recrred throghot the conslttion nd tht hve infored the proposed frework, inclding:

a ore forl nd better-spported w for ke edction prtners to engge with governent on pblic

edction polic;

a need to fcilitte the brgining process nd help ove it beond the kinds of ipsse tht the governent nd

the edction prtners hve eperienced in previos ronds of techer brgining;

a need for ore trnsprenc in the brgining process to iprove pblic condence b llowing

citizens ore insight into the respective prties positions nd clis dring negotitions;

a desire for ore strctred tieline to dene the techer brgining process, providing soe level of certint

for ll prtners; nd

a desire to ensre tht the work techers do is recognized nd spported throgh fir copenstion, reecting

the pblics respect for techers s skilled professionls.

iven the diverse views nd priorities, it shold not be srprising tht the proposed frework does not fll nd

specicll ddress n one prtners priorities. owever, we believe these ke thees re effectivel ddressed nd

re optiistic tht ll prtners will see cler links between their recoendtions nd the proposed w forwrd.



he proposed frework lso generll reects nber of brod isses rised t vrios ties b the BC b:

Contining the right to strike;

especting the voice of techers b providing forl opportnit to shpe edction polic;

Providing techers with voice in fnding strtegic edction priorities; nd

allowing for direct negotition with governent on provincil tters.

at the se tie, this pproch lso reects the priorities identied b locl trstees throgh the BC Schools

rstees assocition, inclding:

evisiting the essentil services designtion;

he need for process with cler tielines, s recoended b the right nd ed reports; nd

a cler voice for trstees in edction polic tters.

It is lso iportnt to note tht the chllenges in the crrent sste re not strictl liited to the dnics between

governent nd the BC lone. In n sste involving so n prtners nd reltionships, the chllenges nd the

soltions will inevitbl involve n prties. most notbl, school districts theselves s the eploers of techers

hve role in the brgining process whether on locl tters or throgh the BC Pblic School ploers

assocition on provincil tters. ro the pblics perspective however, governent is responsible for setting

the overll polic direction, providing fnding, nd is held ccontble for the otcoes. his relit ws noted

b both ed nd right in their respective work nd the proposed frework better ligns ccontbilit

with responsibilit.

he tsk of how best to pproch brgining in the contet of these dnics hs been grppled with n ties

in the pst. hile it is within governents responsibilit to design the proposed frework, we lso know its

ppliction will inevitbl reqire thorogh considertion of the role of districts nd other prtners. an lck

of discssion on those isses here reects or recognition these fctors st be fll ddressed in the detils

of ipleenttion.

A LIMITED SET ofOPTIONS

Prior to developing the proposed frework, governent looked t other odels for brgining nd considered how

the ight work in the contet of techer collective brgining. ultitel, there re three core pproches tht cn

be dpted to ost brgining reltionships:

1. Cllv ( l)under this pproch, eploers nd eploee representtives negotite ters nd conditions of eploent.

If the prties re nble rech greeent, the cn sk the Lbor eltions Bord to ppoint editor to

provide ssistnce. ploees hve the bilit to withdrw their services throgh strike nd eploers hve

the bilit to lock eploees ot. his pproch llows the gretest eibilit nd freedo to negotite, bt lso

the gretest ncertint nd potentil for disrption in schools b llowing for the fll right to strike or lockot

(with reslting need for governent to intervene) nd no set tielines for or even grntee of resoltion.



2. B -py

at the other end of the spectr fro collective brgining, prties cn gree to be bond b third prt

rbitrtion. he prties brgin nd, if the re nble to rech greeent, the sbit their positions to n

rbitrtor who hs the thorit to bind the prties with his or her deterintions. hile this pproch ensres

tht schools will never be ffected b nother techer strike, it poses the risk of binding settleents contrr toedctionl polic gols, to nncil constrints on bords of edction, to techer concerns bot working

conditions, or other isses of criticl iportnce to the edctionl sste.

3. S llv -py pp fx l

his pproch offers ch of the eibilit of collective brgining, bt with spport fro n ppointed

or tll greeble editor or concilitor if the prties rech n ipsse. as iddle-grond between

collective brgining nd binding rbitrtion, it contins the dvntges of both those options. It provides

the bilit to brgin isses of iportnce to both prties with the ssistnce of n otside prt nd cleripsse resoltion tielines nd procedres.

he governents proposed pproch considered not onl these options, bt how the chnces of sccessfl

otcoe cold be iproved b ddressing soe of the chllenges tht wold likel ipede progress nder n odel.

Te proposed framework also balances the rights and interests of teachers

as employees with the broader public interest and reects many of the

considerations explored in the Ready and Wright reviews.

It shold be evident tht the pproch set ot below is both consistent with the vlble work of these erlier

reviews, bt lso spires to be pltble to techers.



Part III:

A BOLD, RESPECTFUL & RESPONSIBLE SOLUTION

Clerl ore stble lbor environent bsed on negotited greeent is in the best interests of ll edction

prtners, prticlrl techers nd the stdents to who the re so dedicted. In the crrent contet of eerging

chnge in edction, there is lso gret vle in reching n greeent tht llows the pblic discorse on edction

to focs on the ftre of lerning bove ll else over the coing decde.

ith these otivting fctors in ind nd tking into ccont the views epressed b the edction prtners

conslted the governent offers the following soltion.

ith the gol of secring 10-er greeent with the BC, governent proposes new techer collective

brgining frework bsed on for ke eleents:

a dedicted Priorit dction Investent nd (PI) to ddress edction priorities;

a new dction Polic Concil (PC) of representtives fro governent, the BC nd bords of edction

trstees to dvise governent on pblic edction polic priorities, inclding lloction of the PI;

Indeing of techers copenstion to n verge of other jor pblic sector increses; nd

a new strctred nd trnsprent brgining process.

ken together, these eleents represent bold step in governents coitent to long-ter settleent.

he rst 3 eleents dedicted fnding, the dction Polic Concil, nd copenstion indeing re contingent

on chieving 10-er lbor greeent. he forth eleent, strctred nd trnsprent brgining process,

is recognition tht isses in the crrent process need to be resolved to help chieve tht greeent. Irrespective

of whether the prties re sccessfl in negotiting 10-er greeent, governent will work with stkeholders

to ipleent the chnges necessr to iprove the brgining process nd strctres s otlined in this frework

his pproch ens tht if the BC is prepred to rech 10-er greeent, for the net decde governent is

prepred to offer B.C. techers:

a voice in llocting dedicted new fnding to edction priorities;

a forl role in edction polic decisions; nd

Copenstion certint nd firness, with increses on pr with n of their colleges in the pblic sectorover the net 10 ers.

Beond tht, decde of lbor pece wold lso ensre techers, their stdents nd the entire edction sste

re freed fro the distrctions nd disrptions of prolonged disptes so the cn insted focs on the work the cre

bot ost: spporting stdents in the clssroo.



ELEMENT 1: DEDICATED FUNDINGforEDUCATION PRIORITIES

2012/2013 FISCAL YEARBCPROVINCIALK-12 EDUCATIONBUDGET

$5,308,000,000

Early Learning

and Literacy

PUBLICLIBRARIES

++

COPYRIGHTBC

MINISTRYOFEDUCATION

2013

$5,234,000,000

$15,000,000

$28,000,000

MINISTRY of EDUCATIONSUPPORT& SERVICES

$46,000,000

$4,952,000,000Independent Schools

350 Independent School

Authorities

$267,000,000

EDUCATIONALPROGRAMS

HOW MUCH?WHERE DOES IT GO? HOW IS IT SPENT?

Public Schools

60 School Districtsindividually manage the funds

Visit the School District Profiles for a breakdown on funding, enrolment building projects,

programs, graduation results and much more for each school district.

www.newsroom.gov.bc.ca/ministries/education/factsheets/factsheet-school-district-profiles.html

InfrastructureRelated

(AFG,Seismic,Leasesetc.)

Fundingof

SupportStaff

(PayEquity,LTD,etc.)

Supportfor

SchoolSystem

s

(CommunityLINK

,PRPs,

PLNet,etc.)

SPECIALPURPOSEGRANTS

LEARNINGIMPROVEMENTFUND

$60 Million

OPERATINGGRANT(2012/13) FISCAL YEAR)

$260 Million$4.632 Billion

or the 2012/13 scl er, the totl

provincil K-12 bdget for B.C. ws $5.315

billion, $4.95 billion of which is llocted

to pblic schools nd nged b B.C.s

60 school districts.

In 2012, governent introdced the

Lerning Iproveent nd. his fnd

provides $195 illion over the net three

ers nd $75 illion per er fter to be

llocted b districts to:

ire dditionl techers nd edction

ssistnts;

Provide dditionl teching tie; or

Spport professionl developent nd

trining to help techers eet cople

needs in their clssroos.

under the new techer collective brgining

frework, governent wold now lso

crete new Priorit dction Investent

nd. his fnd will be three-er

edction spending envelope identied

ech er b governent consistent with

its scl pln. he bsis for deterining this

fnding ont is et to be deterined, bt

it cold be tied in soe nner to fctors

sch s the Provinces econoic perforncend edction enrollent.

his wold be new fnding, in ddition to the eisting K-12 bdget nd the Lerning Iproveent nd, dedicted to

edction sste priorit investents. overnent wold contine to set the blnce of edction fnding throgh

trditionl provincil bdgetr processes.



(Lm I: CIu)

ith 10-er greeent, the PI will provide:

a fnding lloction ech er dedicted to specic edction priorities, sch s clss size nd coposition nd other

investent needs;

irect inpt fro the BC nd school trstees regrding how the fnding wold be sed, throgh new dction

Polic Concil (see below); nd

an vene to ddress fnding-relted concerns freqentl rised t the brgining tble, bt tht re not necessril

directl linked to techer working conditions or ters of eploent.

ELEMENT 2: EDUCATION POLICY COUNCIL

echers, s individl professionls nd throgh the BC, hve

legitite, vlble nd essentil voice in helping to shpe

edctionl polic. owever, rgbl one of the ost signicnt

brriers in the crrent brgining odel is the tendenc for

edctionl fnding nd polic tters to becoe jor topics

of negotitions, which distrcts the prties fro serios

brgining of working conditions nd ters of eploent.

his reslts in edction polic discssions or other broder

socil polic tters interfering with prodctive brgining.

he interests of citizens, governent, techers, dinistrtors

nd stdents will be better served if brgining is ore clerl

focsed on ddressing ters of eploent, nd not on

edction polic. Clerl, edction polic hs n ipct

on techers. he focs of brgining shold be on the

ipleenttion of policies nd not on the policies theselves.

he necessr voice for techers on the polic isses theselves

shold be in other fors.

he Concil will inclde representtives fro governent, the

BC nd school trstees. here will be cler ters of reference

for this Concil, inclding providing governent with

recoendtions on edction polic tters. his work

will lso inclde providing recoendtions on the lloction

of the PI.

ith 10-er greeent the Concil will provide:

a cler voice for techers in deterining the lloction ofvilble fnding for priorit isses;

an edction polic tble, where edctionl isses cn

be ppropritel introdced, considered nd debted in

constrctive w to ssist in governent decision

king; nd

ecognition of the vlidit of techers voice in

edction polic discssions throgh forl role s

prtner with governent, idell ening these isses

no longer need to be ddressed t the brgining tble.



Slries nd benets crrentl ccont for 89 percent of school district bdgets techer copenstion cconts

for pproitel 60 percent of school district bdgets. Slries nd benets often becoe the prir focs of n

brgining process. hile n iportnt eleent of n greeent, soeties ipsse over copenstion cn deril

or detrct fro discssion of other vitl isses sch s worklod or professionl developent.

he BC rges techers in B.C. hve fllen behind other pblic sector professionls in the Province nd cross

Cnd in ters of copenstion. hile governent is relctnt to bse copenstion increses on coprisons

to other jrisdictions where different scl nd lbor fctors be t pl, it is resonble to offer soe level

of consistenc within B.C. pblic sector contet.

under the new frework, techer copenstion wold be tied to n inde of other jor pblic sector lbor

grops inclding nrses, college fclt nd B.C. governent eploees. ken together, the verge nnl increse

cross these three bse grops over the pst 10 ers ws 2 percent. B coprison, the verge nnl increse

for pblic school techers ws 1.8 percent. his shows tht increses over the pst decde for techers hve not been

signicntl ot of step. owever, it lso sggests tht hd techers been indeed in this w over the pst decde

the wold hve seen slightl higher copenstion increses on verge.

he indeing pproch wold be conslttive process between the governent nd the BC. here wold be

negotition regrding the distribtion of the indeed ont ong the vrios ctegories inclding wges,

benets nd other copenstor tters.

ith 10-er greeent, this indeing pproch will provide:

Copenstion certint nd firness for techers, with respectfl copenstion increses, reecting those

of other jor B.C. pblic sector eploee grops;

reter potentil certint for governent nd school districts; nd

he opportnit to focs negotitions on other priorit isses on both sides of the tble beond

delibertions over copenstion.

ELEMENT 3: INDEXING COMPENSATION

125

120

115

110

105

100

2002/03 2003/04 2004/05 2005/06 2006/07

k-12 teachers

combinedindex

2007/08 2008/09 2009/10 2010/11 2011/12

[ k- teachers & combined inde comarison /-/ ]



Collective brgining tht reglrl leds to greter tensions, disrpts stdent lerning, redces pblic condence

nd repetedl ends in legislted settleents nd litigtion does not benet none.

he rst 3 eleents of governents proposl deonstrte its willingness to offer signicnt incentives for 10-er

greeent nd genine coitent to iproving its reltionship with the BC. a ke prt of this new frework

incldes strctred process to chieve collective greeents. Bt we lso know there is no incentive, polic lever or

legisltion tht cn crete the trst nd coproise reqired to chieve tht. owever, ore effective process cn

help bridge the gp.

here re three pproches b which the ters nd conditions of eploent cn be set:

1. he cn be nilterll set b the eploer;

2. he cn be set throgh collective brgining process inclding the potentil for strikes nd lockots tht

eventll reslt in volntr greeent; or

3. he cn be set throgh third-prt process sch s rbitrtion when collective brgining fils to reslt

in volntr greeent.

overnents gol is to estblish brgining nd dispte resoltion processes tht cn iprove the opportnit for

the prties to deterine pproprite ters nd conditions of eploent, nd provide the gretest opportnit for

long-ter lbor pece with inil disrption for stdents nd filies.

he following proposed process nd tiefres sets ot how techer collective brgining wold be strctred to

chieve n greeent b the strt of the school er in Septeber. In tpicl brgining er, this process wold

begin in Jnr nd lso incorporte ndtor concilition distinct fro volntr edition process

to help the prties rech greeent before the strt of the school er (see appendi a). owever, the proposed

tieline presented here is condensed to reect nd respect the relit of provincil generl election in m 2013.

hile tight, it is ngeble nd still llows for resoltion nd certint before the strt of the school er.

ELEMENT 4: A MORE EFFECTIVE BARGAINING PROCESS

HOW itWILL WORK



Between March 1 and April 1, negotitions on provincil tters will begin s conteplted

nder the Lbor Code.

Locl school districts nd locl techers ssocitions will begin negotitions t the se tie

on locl tters.

n June 15, if n greeent hs not been reched the minister of Lbor will ppoint specil editor

to work with the prties.

If n greeent hs not been reched b June 30, the editor will report ot pblicl on the isses in dispte

nd the cost iplictions of ech of the prties positions.

If there is no greeent b July 15, the editor will isse recoendtions for settleent.

If neither prt rejects the editors recoendtions b July 25, the becoe the bsis for the new

collective greeent.

If governent rejects the editors recoendtions, it st provide n lterntive offer for settleent b August 7.

If the BC rejects the editors recoendtions or governents lterntive offer, the st isse strike notice b

August 31. If the do not, then the editors recoendtions or governents lterntive offer will be deeed to

be ccepted nd for the new collective greeent.

Schools will not open t the strt of the school er if strike notice is issed, nless the BC grees not to disrpt

school opertions ntil settleent is reched.

his new odel for the brgining process is rked deprtre fro how techer brgining crrentl works.

It represents soe coproise for both governent nd the BC, nd soe detils of its strctre nd

ipleenttion re still to be deterined. Bt if offers nber of iportnt chnges nd iproveents fro

the crrent odel, inclding:

echers will hve fll right to strike.

overnent will negotite directl with the BC on provincil tters.

he process provides cler tielines nd strctres for resoltion of provincil nd locl tters, providing

blnce between certint nd the potentil for volntr greeent. his reects the recoendtions

de in the erlier ed nd right reports.

NEGOTIATION

MEDIATION



(mIaI CIu)

he process hs bilt-in edition processes to help resolve ipsses, providing blnce between free

negotition nd spport if needed.

he pblic nd the negotiting prties will benet fro trnsprent ssessent of the costs of ll proposls

on the tble nd their edction iplictions, s well s pblic reporting of where del ight be possible long

with recoendtions.

he dction Polic Concil will provide for for the BC to hve voice in edction polic tters, helping

reove those isses s possible brriers to constrctive nd focsed negotition for the benet of ll prties.

school opertions ntil settleent is reched.

It is fir to s tht the legc of filed brgining is in prt de to the process nd in prt de to the istrst

creted on both sides of the tble. he frework proposed is pth tht cold crr the pblic edction

sste beond tht legc. here is work still to be done to ke this pproch possible. Bt we re prepredto tke on the tsk becse it is too iportnt not to.

ith ll for eleents tken together, we believe this is workble response to one of the few shortcoings of

B.C.s edction sste. It offers potentil for respectfl nd responsible greeent with the BC. It offers the

potentil to focs the treendos energ, enthsis nd epertise of the edction sector where it belongs: on

trnsforing or edction sste so it eets stdents lerning needs better thn ever before. overnent is

coitted to ore sccessfl rond of brgining with greter potentil for long-ter stbilit nd to

hve tht chieved before the strt of the 2013/14 school er.

as hos leing notes in worlds aprt:It is lso tie for British Colbins in nd otside pblic edction

to sk theselves if the wold like ftre better thn this trobled pst. his is n iportnt nd rgentqestion becse it is tie for ll British Colbins to trst tht or edction sste geninel does pt

the needs of stdents rst in ctions s well s words.

here is no dening tht n sccessfl brgining reltionship depends on ore thn jst sond strctre nd

process. It depends on willingness to set side the pst nd focs on the ftre. overnent hs tken this step

becse we believe it is tie to do better. he net steps will need to be tken together.

Conclusion:FOCUSING FORWARD



APPENDIX A: NEW BARGAINING PROCESS

he tieline nd process set ot bove reect the need to ccoodte the dnics of provincil generl

election in 2013. ring ore tpicl brgining er, governents proposed new brgining process woldfollow the tieline set ot below nd inclde the dditionl vle of ndtor concilitor to help the prties

rech greeent before the strt of the school er. he BC Pblic School ploers assocition will spport

governent on provincil brgining nd coordinte locl brgining b school districts.

January 15 the ministr of dction nd the BC begin negotitions on provincil tters; locl school districts

nd locl techers ssocitions begin negotitions on locl tters. a tll greed pon concilitor is identied

in the event tht concilition is reqired s described below.

April 15 either prt in the negotitions will hve the option to sk the Lbor eltions Bord to ppoint

editor to help negotitions progress.

April 30 the editor will report pblicl on the reslts of the edition to ensre pblic trnsprenc bt

withot king recoendtions on n nresolved tters.

May 1 if n greeent hs not been reched, either throgh direct negotition or with the spport of the

editor, ll tters will be referred to the concilitor. he concilitor will work within prescribed ters of reference.

May 30 to provide frther trnsprenc, the concilitor will report pblicl on the isses being negotited nd

the costs nd other iplictions of ech of the prties positions.

June 30 if there is no greeent, the concilitor will isse recoendtions for settleent in report tht will

inclde coplete infortion on the cost nd other iplictions of the recoendtions.

July 10 if the prties do not reject the concilitors recoendtions in writing, then those recoendtions

shll ieditel coprise the new collective greeent.

July 20 if governent hs rejected the concilitors recoendtions, it st provide n lterntive offer

for settleent.

August 31 if the BC hs rejected the concilitors recoendtions or governents lterntive offer nd hs

not provided governent of notice in writing b agst 15 of its intention to strike effective Septeber 1, then the

concilitors recoendtions or the governents lterntive offer s the cse be will ieditel coprise

the collective greeent.

September 1 if the BC hs provided notice of its intention to strike effective Septeber 1, schools will not open

t the strt of the school er nless settleent hs been chieved or nless the BC grees not to disrpt school

opertions ntil settleent is reched.



APPENDIX B: SUMMARY ofPARTNER RECOMMENDATIONS

he prtners listed below were invited to sbit their recoendtions for iproving the techer brgining

odel. overnent pprecites their thoghtfl nd detiled sbissions. ht follows is sr of the inrecoendtions nd proposls fro ech prtner. P copies of the fll respective sbissions re lso provided

for reference online.

British Columbia Teachers Federation (BCTF)

In its sbission to governent, the BC proposed:

1. Provincil brgining between the BC nd governent regrding slr, pid leves, benets, clss size, clss

coposition, hors of work nd stfng levels for specilist techers.

2. Locl brgining of ll other ites.

3. Both locl nd provincil brgining be condcted prsnt to the fll rights nd obligtions of the Lbor

eltions Code.

4. dction shold not be considered n essentil service nder the Lbor eltions Code, strike/lockot re

fndentl to the helth of collective brgining strctre.

5. ffective collective brgining occr with or withot the ssistnce fro third prties.

6. echers hve no voice nd no echniss vilble to inence fndentl working conditions.

British Columbia School Trustees Association (BCSTA)

In its sbission to governent, the BCSa recoended:1. a edited process ipleented prior to the strt of ctl negotitions to estblish set of negotition vles,

preters nd protocols ong the prties.

2. In dvnce of the net rond of negotitions, discssions between the provincil governent BCPSa nd

BCSa on the pproprite role for governent in the brgining process nd how the voice of bords of

edction cn be ore effectivel represented.

3. he BCSa contine to proctivel represent the collective voice of bords of edction in estblishing

ndte tht continosl strengthens pblic edction.

4. he BCSa collborte with the BCPSa to estblish coniction echniss tht will provide cler ndconsistent essging for bords of edction for se with their locl conities.

5. he BCSa dvocte for fll review of the essentil services designtion nd its ipct on pblic edction

collective brgining.

6. he BCSa encorge the governent to revisit the recoendtions de in the right nd ed reports

nd tht tie-liited conseqence re bilt into the brgining process.



British Columbia Public School Employers Association (BCPSEA)

In its sbission, the BCPSa proposed the following eleents of new brgining odel (consistent to lrge

degree with its greeent in coittee with the BC entered into in eceber 2012):

1. Preprtion: the BCPSa nd BC estblish their respective brgining objectives independentl, bt lsodevelop coon nderstnding of dt relevnt to brgining tters (totl cost of copenstion, slr nd

benets costs, techer deogrphics nd lbor rket isses).

2. cilittor: eight onths prior to the epir of collective greeent fcilittor is greed pon b both prties

or, shold greeent not be possible, ppointed b the minister of Lbor. he fcilittor shll begin working

ieditel with the prties with the thorit to contine throghot the negotitions nd hve the discretion

to ke recoendtions to the prties.

3. Provincil Brgining: for onths prior to the epir of collective greeent, the provincil prties begin

brgining. If no greeent is reched b the epir of the eisting collective greeent, the fcilittor will isse

brgining progress report nd the prties eercise their respective rights to strike or lockot in

ccordnce with the Lbor eltions Code. If no greeent is reched within 30 ds of the brgining

progress report, the fcilittor is ppointed s editor/rbitrtor. If the editor/rbitrtor concldes tiel

greeent is not possible, the will instrct both prties to sbit nl proposl on ll otstnding tters

(inclding locl tters) within one week. he editor/rbitrtor will estblish the process to conclde

collective greeent.

4. Locl Brgining: eight onths prior to the epir of collective greeent, the BCPSa nd BC will eet

to review their respective processes for locl techer nion-district brgining. Prior to the epir of the

collective greeent the locl prties will provide stts report nd the BCPSa nd BC will provide stts

report to the fcilittor. If district nd locl nion cnnot rech greeent, the otstnding tters re referred

to resoltion throgh the provincil process.5. irst yer rnsitionl Provisions: end the Pblic dction Lbor eltions act to codif the split of isses,

nd estblish process to stndrdize provisions designted s provincil tters.

as possible lterntive, the BCPSa lso proposed Pernent echer-Pblic School ploer Collective Brgin-

ing ispte esoltion Pnel tht wold serve to resolve brgining ipsse.

British Columbia School Superintendents Association (BCSSA)

In its sbission to governent, the BCSSa proposed:

1. mintining the provincil/locl split of isses, with those relted to one t the provincil tble.

2.Inclding better process for developing eploer/ngeent brgining objectives.

3. Shortened nd dened tielines for brgining.

4. liinting the essentil services designtion to llow for fll strike nd lockot.

5. ving editor/rbitrtor throghot the brgining process.

6. ving governent t the brgining tble.

7. a edi blckot dring brgining.



British Columbia Confederation of Parent Advisory Councils (BCCPAC)

In its sbission to governent, the BCCPaC proposed:

1. Ipleenttion of ll the recoendtions de b Vince ed in his 2007 report.

2. Ipleenttion of the reining recoendtions of the 2004 report b on right.

3. he bilit to strike, lock ot or withdrw services onl when the gol is to chieve collective greeent.

Lbor ction for n other reson shold be prohibited b lw.

4. eqireents for brgining tes to hve fll pprecition of the constrints the other side st operte

nder nd fll nd certied nderstnding of the prpose, ethod, nd gols of the collective

brgining sste.

5. Inclsion of prents in the brgining sste to represent the rights of the stdents.

6. Inclsion of the prents in n negotitions tht involve non-work ites. Prents shold be ble to volnteer

to replce techers for n ctivit tht is not techer work.

7. In the event of confronttionl brgining, restrictions on techer ctivities need to be ipleented consistentl

cross the Province. hese ctions need to be clerl dened so prents cn esil tell if n ctivit is ffected

de to lbor ction.

8. nic brgining sch tht the contrct contins trigger clses tht llow for certin res of the contrct

to be re-opened fter the occrrence of specic non-clpble events. his wold llow the in contrct to lst

for ch longer tie period.

9. an rbitrtor to estblish the cost of ech presented proposl nd to estblish n other fctl infortion in

the event tht both sides cnnot gree. his is in ddition to the recoendtion b Vince ed tht the cost of

ech proposl be vled jointl.

10. he bilit for either side to ppl to the rbitrtor for jdgeent s to the ccrc of n press releses or

stteents de b the other side, nd, in the event tht inccrcies in relesed teril re fond, proinent

corrections be posted b the erring prties sing the se ethods s were sed to spred the originl

erroneos report. his shll inclde oissions of criticl infortion if the oission of tht infortion kes the

relese isleding.

11. Investigtion of the de-politiciztion of edction in the province of B.C. s prctised in inlnd.

(See: http://siteresorces.worldbnk.org/uCaI/esorces/278200-1099079877269/547664-1099079967208/

dction_in_inlnd_m06.pdf ).

12. a echnis which iposes the costs of n lbor ction b either prt on the prties involved in the dispte.

Crrentl stdents nd prents re ost ffected b lbor disptes, not the brgining prties. In fct, t ties

it sees there is little incentive for either brgining prt to rech n greeent.

British Columbia Principals and Vice-Principals Association (BCPVPA)

he BCPVPa declined to sbit response to governents invittion for inpt.


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