SRTA Newsletter February 2012

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How many other divisions haveSTD coverage?

At present, 12 bargaining units have STD

coverage and another 3 are in the process of

joining. The divisions around us who have

this coverage are Lord Selkirk, Louis Riel,

River East Transcona, Seven Oaks, St. James

Assiniboia, Sunrise and Winnipeg Tech.This accounts for approximately 44% of the

total membership of the Manitoba Teachers’

Society.

Premium Rates Lowered

Annual Salary

Cost/month

Without EIRebate

Cost/month

With

EI Rebate

50,000 7.42 4.30

55,000 8.16 4.73

60,000 8.90 5.16

65,000 9.64 5.59

70,000 10.38 6.02

75,000 11.13 6.46

80,000 11.87 6.89

85,000 12.61 7.31

90,000 13.35 7.74

Why are we having another vote?

It was felt that the education campaign two

years ago was not as extensive as it could hav

been and that many people were unsure abouthe benefit plan. Because it is a low-cost plan

for the benefits received, we felt it was worth

having another go at it.

Another reason for the re-vote is the change i

demographics in the division. According to ou

superintendent, Mike Borgfjord, we are one of

the youngest divisional staffs in the province,

and this age group would greatly benefit fromthis coverage.

When is the vote for Short-Term Disability?

April 30, 2012





SRTA Resolution 2012.1:

Subsidization of Public Education in Manitoba

Resolution:

Be it resolved that the Society investigate the amount and implications of subsidization to public education in Manitoba thr

student fees, sports fees, band fees, vocational arts materials fees, pay-as-you-go bus transportation for school events, scho

fundraisers, class fundraisers, PAC fundraisers et al. The Society shall report preliminary findings to the January Presidents'

Council and present a final report to the 2013 Provincial Council.

Rationale:

The effect of subsidization causes extra financial burdens on families to pay extra fees and to participate in fundraisers to

maintain or enrich school programs and activities. Subsidization also creates extra stress on teachers to fundraise or charge

students to be able to deliver even basic activities in and out of the classroom. Subsidization done by parents, teachers and

schools gives the divisions, and ultimately the government of Manitoba, the false assumption that schools are meeting thei

needs with the funds that are budgeted them.

As I travel around the division talkingto teachers, the same topic rears its

head in every school: the issue of the

uninterrupted lunch hour. I have had

many teachers asking what type of

meetings can be called during the

lunch hour and whether it is

insubordination to not attend such a

meeting.

It should be made clear that no

teacher is required to attend any

meeting or activity during the lunch

hour, end of sentence. If such a

requirement is imposed, it is a

violation of our collective agreement,

the same collective agreement that

governs our wages and benefits. Any

violation of the collective agreement

can be grieved. In fact, as stated in

our Professional Code of Conduct, we

are required to uphold each and everyclause of our collective agreement.

There are a few among us who would

rather meet during lunch hour and it

is understandable in certain

circumstances. However, we must

look at the bigger picture. Quite

simply, use it or lose it. It took many,

many years to achieve this working

condition, and it must be protected.

We sought this because teachers

asked for it; because teachers nee

it.

As one who has “been around the

block a few times”, I remember no

too fondly the days when we were

required to attend a variety of

meetings and be on supervision at

lunch, inside and out, several time

week. This, on top of having onlyhours of prep per week!

We old-timers will be retiring soon

and won’t be able to continue figh

for working conditions. It is up to

next generation to ensure we don

lose the uninterrupted lunch hour

because we can tell you honestly:

really don’t want to go there.

Suzanne Moore, DTS

The Uninterrupted Lunch Hour

Once, in a typical inner-city school, there worked a science teacher who was just too busy! She decided to make a clone of herself so she could get twice

much work done. Well, the clone helped her a lot, but it also gave her a bad reputation because it kept swearing at the children. One day, the woman

couldn't take her clone's rudeness any more, so she took it to the top of the school building and pushed it off. Soon after,

the woman was arrested for making an obscene clone fall.

Doris, the wise schoolteacher, sends this note to all parents on the first day of school: "If you promise not to believe

everything your child says happens at school, I'll promise not to believe everything he says happens at home.”

A schoolteacher was given a ticket for driving through a red light. When she appeared in traffic court, she asked the judge

for immediate attention to her case as she was due to be back in class. The judge looked at her sternly and said, "So

you're a schoolteacher. I am about to realize a lifelong ambition. You sit down at that table over there and write 'I went

through a stop sign. 'FIVE HUNDRED TIMES!"



It’s Election Time Again!

In accordance with the SRTA Constitution, only thepositions listed below are open for election this year.The other chairpersons will remain on the Executive

for another year. The rotation of positions allows forbetter continuity of the SRTA.

Early & Mid Career Pension Benefit Seminar

Eastern RegionMarch 17, 20129:00—11:00 am

Edward Schreyer School85—5th Street South

Beausejour, MBRegister by March 9 online @

www.mbteach.org;

under heading, Health & Benefits

PLEASE PRINT

I _________________________________ (full name)

do hereby nominate

__________________________________ (full name)

for the position of

_______________________________

on the executive of

the Seine River Teachers’ Association, dated this

_________ day of __________, 2012.

My contact number is 204-_____________

_____________________________________________

(signature of nominator)

__________________________________________________

(signature of candidate)

To nominate a member of the SRTA to a positionon the executive for the school year 2012-2013,

please fill out the form below, and send it by

April 23, 2012 to:

Gwen Polak @ Ecole Lorette Immersion

POSITIONS AVAILABLE

Vice-President

Treasurer

Health & Wellness Chair

Collective Bargaining Chair

Resolutions Chair

Equity and Social Justice Chair

Hi Suzanne,

Would you be able to send me the picture you took of us

(Richer) at the volleyball tournament? I have a neat story

about the masks we wore.

I want to send the picture of us to this lady who lent me $

Dollarama when I realized I didn't have my debit card. A

complete stranger said she would pay for my order and I c

just mail her the $20. She asked what the masks were for

told her about volleyball. I explained that I was in town vi

my grandparents for lunch - they live over there in those

apartments and they are watching my baby girl. Turns ou

best friend who she was having dinner with the next day

just down the hall on the 12th floor of the same apartme

block as my grandparents. I went to my grandma right aw

and she actually had breakfast that morning with that sambest friend and they talked about how small the world is.

grandma and I were able to walk down the hall to give the

back!!

So I would love to send her a thank you note with some

flowers and show her the picture of us in the masks and le

her know we got 3rd place - the best our school as done s

far!

Thanks Suzanne,

Nicole Staniforth, Richer School (second from left)(printed with permission)

Richer’s caped avengers!



Arborgate means business!!Things are a little dead in DTS Paradise

With a professional cheerleader, it’s no wonder ELI

does so well!That’s cheating! ESNI has an extra hand!

ESAS — the Mighty Mites! SAC — the team that almost registered!

CLC—Don’t show up for a few years, then clean up! Someone forgot to tell LSS that it’s not until March 17!This team won the Spirit award!



For those of you who don’t know him,

let me introduce to you Bruce North,

teacher at Collège St. Norbert

Collegiate, professional golfer, and

divisional coordinator of the Manitoba

High School Apprenticeship Program.

The Apprenticeship Program in

Manitoba all began in the Seine River

School Division in 1998-1999 when

Bruce North and three other people sat

down to discuss ways to reach those

students who didn’t fit in the regular

academic program and who were at

risk of dropping out of school. With

support from their administrator, the

Apprenticeship Program of College St.

Norbert Collegiate began, with Bruce as

its coordinator.

Because of its success in keeping kids in

school and graduating with a step in the

vocational world, other divisions sought

out CSNC for information for starting

their own programs. The Manitoba

High Schools Apprenticeship Program

was born, and today it boasts a

membership of approximately 150

members. Tech Voc High School too

further initiative and provided funds

the members of MHSAP to meet at

least five times a year.

The Apprenticeship Program is grow

by leaps and bounds in our division

under the very apt supervisions of

Bruce North at CSNC, Graham Collier

CLC and Eric Leefe at SAC.

From an idea that began as a

discussion, Bruce North and the staff

CSNC have changed the lives of many

students in Manitoba. Our hats go o

to Bruce North, SRSD’s new Divisiona

Apprenticeship Coordinator!

Suzanne Moore, DTS

B Side Winners!

Best Cheerleader!

Dos voyageurs at EIDC, dey know ‘ow to ‘ave a good time!

Why won’t they take us seriously?Tournament Champions— CLC



It is my understanding that you miss three (3) or more

days of teaching because oillness, you must present adoctor’s note. Is that true?

According to the Public Schools’ Act:

94, Subject to any collective agreemen governing the working conditions of the

teacher, where a teacher is absent fro

school because of sickness, the school

board may require the teacher to subm

to the school board a medical certifica

from a duly qualified medical

practitioner certifying that the teache

was sick during the period of absence.

In other words, there are no set days

before a doctor’s note may be required.

The board could ask for a doctor’s note

for any days missed for illness.

In your last newsletter,you talked about our

being able to leave astaff meeting during the

PD part. Is this true?

After discussing this with some

MTS officers and divisional

personnel, I concurred that this

particular directive had some

negative connotations and seemed rather adversarial.

It is not in your or your school’s

best interest to walk out of a staff

meeting even though the PD portion

has nothing to do with you. Doing

so could be construed as

insubordination and disciplinary action could be forthcoming.

There is nothing wrong with having

pedagogical discussions during a

staff meeting. Having training on a

new initiative during a staff

meeting occurring after a tiring day

in the classroom, however, seems counterproductive and should be

avoided as much as possible.

SRTA website:

http://seineriverta.weebly.com



Do I have to accept a student teacher in my classroom?

Yes you do. According to the Public Schools’ Act ateacher shall:

96 1(h) admit to his classroom student teachers

enrolled in a teacher education institution approve

by the minister, for the purpose of practice

teaching and of observing instruction.

When do I have tonotify my principal

and the divisionthat I am thinking of

taking a year’sleave of absence

after my maternity leave?

According to the Public Schools’ Act:

48(5) A school board may grant

leave of absence to any teacher,

officer or other employee under its

jurisdiction for such period as the

school board may approve and may grant the teacher, officer or other

employee such allowance per month,

during leave of absence, as the

school board deems advisable

You must ask for a leave of absence, the

sooner the better so that the board has

time to review the request and decide.Regardless of any situation, if you are not

returning to teaching for the next school

year, the deadline to inform is April 30.

There has beensignificant damage to

my house due toweather issues.Someone needs to be at

the house when thecontractors arrive. Can

I get time off for this?

Your employer does not owe you any

time off for such things. In our

Collective Agreement it states that

you may use up to two days of

personal leave at no cost. This

would be the best avenue to follow

as you would not lose any pay.

Other than that, you will need to

arrange to have others meet with the contractors, or take time off

work at a cost of a day’s pay (1/200

of your salary).



If I run for election as aprovincial candidate and I

lose, can I get my teaching job back?

The Public School’s Act says: 48.1(3) An employee who runs for office

in an election pursuant to this section

and is not elected, and applies to the

employer within 90 days from the date

on which the results of the election are officially declared, shall be reinstated

to the position held immediately prior to

the date the leave of absence was

granted under subsection (2) or to a

comparable position, and the employee's

service shall be deemed to be unbroken

for all purposes.

What are we as teachers tdo if EA’s go on strike?

Members of the Seine River Teachers’

Association must remain neutral in the

event of a strike by any divisional non-

teaching group. We will continue to

carry out our duties that we normally

perform (Section 283 of the Public

Schools Act)

As teachers, we are aware of the importance of maintaining normal schoo

health and safety conditions. However

we should not be required to perform

any duties that we do not normally do;

that would be contrary to the neutralit

of our position. If you are ordered to

perform those duties, it is best to

comply and then contact the President of the Association.

If conditions in the school become

unhealthy or unsafe, then teachers mus

notify the principal’s office and the

President of the Association. The

principal would then notify the

appropriate authorities.

What if I win?

Public Schools Act:

48.1(4) An employee

who runs for office

in an election

pursuant to this

section and is

elected shall, upon application to the

employer, be granted leave of absence

without pay for the period during which

the employee holds office but not

exceeding five years.



I live in the HanoverSchool Division and there

is no French Immersionprogram available. Howcan we go about getting

this program for ourchildren?

Public Schools’ Act:

Use of English or French as

language of instruction

79(3) Where in any school division or

school district, there are 23 or more

pupils who may be grouped in a class for instruction and whose parents

desire them to be instructed in a

class in which English or French is

used as the language of instruction,

the school board shall group those

pupils, and upon petition of the

parents of those pupils requesting the

use of English or French, as the case may be, as the language of instruction

in respect of those pupils, the school

board shall group those pupils in a

class for instruction and provide for

the use of English or French, as the

case may be, as the language of

instruction in the class.

This year, our principal isbeing evaluated. How is

this going to happen? Dohave to complete an

evaluation?

Either the superintendent or one of th

two superintendents will send out an email approximately 1-2 weeks prior to

your next staff meeting, indicating th

an evaluation will occur and that he/sh

will be attending your meeting.

Attached to that email should be the

evaluation document that will be used

At the staff meeting, he/she will

discuss various parts of the documentand will field any questions.

You are under no obligation to complet

the evaluation. However, it has becom

a valuable as a tool for having a say in

the running of the school. You must

remember that no negative issues sho

be included unless the principal has already been approached about it.

In order for any evaluation to be valid

the author needs to own it. Therefore

you will be required to provide your

name on the form.



I heard that there have beenchanges to our dental plan.

What are they?

The changes will be coming into effect very

soon. Presently, you have a limit of $1200 in

claims per family member/year, and a

lifetime claim of $1200 in orthodontic work.

Coverage LevelBasic Services 80%Major Services 50%Orthodontic Services 50%

Yearly MaximumBasic & Major Services combined : $1,200/person/ year

Lifetime Plan MaximumOrthodontic Services $1,200 /person/lifetime

Orthodontic Age Limits 19Depending on your group coverage, braces must beplaced by this age or payment for Orthodonticservices will cease at this age.

The new changes will see that all services will be combined to $1200/person/year of any of

the categories covered under the plan. You

decide what to include in the $1200

maximum. That means orthodontics could be

written off over several years. Plus, there

are no changes to the premiums! That has

to bring a smile to the face!

Have you ever hurt yourself at work as a

result of unsafeconditions such as ice

protrusions, etc?

You need to fill in a Non-Student

Accident Report, and send one co

to the Division Office and one to

the SRTA President.

What seems insignificant now can

result in years of treatment and

physiotherapy. Fill out the form!

The Non-Student Accident Repor

Form can be found on Sharepoint,

under SRTA.

A parent wants to

communicate with me viemail. Is this acceptable

I am always leery about sending

emails because the tone of the

message cannot be communicated

properly. If you are in a hurry an

answer quickly, it can come off as

hostile or condescending. If you aren’t cognizant of putting a

certain ratio of positive to negati

comments, you could send a very

negative message. Every email yo

send can be used against you. My

advice has always been to call.

Your voice can alleviate much

mistrust and uncertainty.



PD Funding for the year 2011 - 2012

Term 1 Term 2 Term 3

Category 1 - In Province $10,879.49 $3,656.10 $1,847.26

Category 2 - Out of Province $4,500.00 $12,338.00 $10,165.16

Category 3 - Coursework $2,706.96 $750.00 $2,970.70

Category 4 - Small Group $3,947.00 $7,455.00 $1,500.00

$22,033.45 $24,199.10 $16,483.12

$62,715.67

PD Funding by the Workplace

Total $$$ $$$ $$$ Total

School Term1 Term2 Term3 Year Term 1 Term 2 Term 3 $$$

ARB 7 5 4 16 $2,245.00 $2,429.00 $5,250.00 $9,924

CLC 2 1 0 3 $2,152.32 $750.00 $0.00 $2,902

CSNC 3 2 3 8 $475.00 $3,000.00 $3,395.12 $6,870

Division Office 2 0 0 2 $258.75 $0.00 $0.00 $258

DTS 10 2 0 12 $4,583.50 $2,975.00 $0.00 $7,558

ELI 2 0 0 2 $1,002.78 $0.00 $0.00 $1,002

ESAI 3 2 0 5 $2,152.32 $1,789.00 $0.00 $3,941

ESNI 0 0 2 2 $0.00 $0.00 $1,490.74 $1,490

DC 2 1 1 4 $720.00 $1,500.00 $725.00 $2,945

LBC 0 5 2 7 $0.00 $1,628.10 $3,000.00 $4,628

PLS 1 3 1 5 $245.00 $3,040.00 $299.58 $3,584

Richer 3 0 0 3 $2,046.60 $0.00 $0.00 $2,046

SAC 2 5 1 8 $1,668.00 $5,263.50 $365.00 $7,296

SAE 5 2 2 9 $2,413.20 $1,724.50 $1,957.68 $6,095

SAI/ELI 3 1 0 4 $1,031.60 $100.00 $0.00 $1,131

Student Services 5 0 0 5 $1,039.38 $0.00 $0.00 $1,039

TOTAL 50 29 16 95 $22,033.45 $24,199.10 $16,483.12 $62,715

Applications by Term



$0.00

$2,000.00

$4,000.00

$6,000.00

$8,000.00

$10,000.00

$12,000.00

$14,000.00

Category 1 - In Province Category 2 - Out of

Province

Category 3 - University

Courses

Category 4 - Small

Group

PD Funds

Category

PD Funding by Categories

2011-2012

Term

Term

Term



“Wait a minute! ... I have to do what?”Passive to Active Professional Development

Teachers need effective professional development. It is apparent anywhere you look in the schools of

today. But effective professional development is not taking place in most schools. We overuse one-day

workshops; we introduce new concepts and practices but don’t follow up on them; teachers don’t pick the

topics – management does; there is no evaluation process; and PD is often a rushed afterthought. The goal

of any PD is to move the participant from passive to active …

� M.T.S. has asked the question, “What would be different in teachers’ work lives if a teachers’

professional identity was at the center of all related activities, and if teaching was recognized as

powerful, effective and valuable?”

� Five qualities that encourage active PD: in-services for and by educators; for school/teacher

improvement; school focused; intentional and consistent; and teacher driven resulting in

empowerment.

Let’s review the wording in the Manitoba Education Act …

� The Education Administration Act section 39 F simply states, “a teacher is

responsible for ongoing professional development.”

Take a look at the 50 Active Professional Development Ideas on the next page.

Always try to make PD Activity fun!

Models:

� Some models of PD are:

Peer Training

Observation/assessment

Involvement in

development/

improvement process

Mentoring

Coaching

Study groups

Inquiry/action research

Individually guidedactivities

Essentially, the basic goal of all professional development for the teacher is to move from passive

participation to active participation with their own Professional Development. What we would like to see is

a professionally developing teacher: reflecting, collaborating, hosting, interacting, conducting, writing,

participating, organizing, observing, using … DOING; you’ll note that every one of these words is active.

Teachers must move from the consumer to the creator of their own Professional Development.

"Education... is a painful, continual and difficult work to be done in kindness, by watching, by warning, ... by

praise, but above all -- by example." - John Ruskin

Submitted by Mary Chalmers (Provincial Executive Liaison and Bob Davies (PDSC).



50 Active Professional Development Ideas

Review the mbteach.org website for PD

opportunities.

Prepare and apply for a Reflective Practice Grant.

Read a pamphlet.

Attend a workshop.

Talk with colleagues.

Read an article.

Join a SAGE group and or attend a SAGE

presentation.

Watch a video/DVD.

Conduct an action research

project.

Read a book/e-book.

Watch a television program.

Attend a grade level meeting.

Acquire and or learn a new software program.

Participate in a podcast/webinar.

Read a journal.

Serve as a co-operating teacher for a university

student teacher/candidate.

Join a professional organization.

Attend a Manitoba Teachers’ Society workshop/

conference.

Develop a professional newsletter or blog.

Observe a teacher in action.

Join a study group.

Plan a staff/association workshop.

Volunteer to serve on your local association.

Develop a curriculum resource.

Visit a teacher resource center.

Serve as a mentor.

Attend a summer institute of your choice.

Write a grant application for a new initiative.

Serve on a planning committee for a divisional PD

day.

Write an article for a journal.

Partner with other community organizations todevelop new programs.

Develop a professional growth plan/portfolio.

Volunteer to sit on a committee with The Manitoba

Teachers’ Society.

Become a peer coach.

Enroll in a university course.

Implement a new instructional/assessment strategy.

Pilot a new program/series.

Participate as a community organization board

member.

Develop new technology skills.

Join a formal network within or outside your school

division.

Get involved in a SAGE group.

Volunteer for a Department of Education committee

Join The Manitoba Teachers’ Society Teacher Action

Cohorts or Primary Prevention Team.

Research information on Educational issues.

Participate in a school-based committee.

Discuss educational resources with a friend.

Enroll in a distance education program.

Volunteer for a local community organization.

Write a book.

Join a Professional Learning Network.

This list is not exhaustive but merely the beginning of what

Professional Development can be.

Submitted by Mary Chalmers (Provincial Executive Liaison and Bob

Davies (PDSC).



What is professional development? “Professional development encompasses all activitieshich teachers undertake to direct their own learning and to enhance their professionalractice.” (MTS Policy Handbook, 2008, p.55).

Models of Effective Professional DevelopmentTraining

Observation/assessment

MentoringStudy groups

Inquiry/action researchInvolvement in a development/improvement process

Individual guided activities

What is effective PD?Does your PD include or offer: What is ineffective PD? Is your PD:

Intentional: a clear statement of purpose and goals?

all participants are aware of the purpose and

goals?

goals that focus on what teachers should be

expected to do as a result of their learning?

Ongoing: the pre-steps that are needed to have

teachers aware of the intended direction of the professional development?

the steps that are necessary to continue with

the direction of the purpose and goals?

Systemic: the supports and further training necessary

to implement the learning in order to sustain

the desired change from the professionaldevelopment opportunity?

does the PD allow change that is sustainable

without requiring teachers to adopt serious

coping strategies that will jeopardize the

implementation of the new learning?

the steps along the way that are focused on

student learning?

allowance for collaboration with colleagues?

one day big name speakers with no pre-

planning or follow-up?

a series of mini topics with no connection

each other or to your teaching needs?

determined by one or a select few people?

requiring a radical shift in thinking; too m

too fast and unrealistic expectations?

a mandatory attendance at events that ar

unrelated to your professional needs orresponsibilities?

a failure to address individual needs or

concerns?

a collection of superficial activities with no

potential for bringing about meaningful

change?



The M Ed. Program at the University

of Manitoba in Guidance and School

Counselling has been a four year

journey for me. I have found the

program to be very accessible to

teachers. All of the required courses

are offered during the evenings.

Electives can be taken any time in the

year. The main challenge has been to

find the time in life to take to do the

practicum experiences. I have been

very glad that our school division has

been so supportive in allowing me to

take the time to do a partial leave

during two separate school years. The

school division has also been willing

to allow me tocomplete my practicum

supervision under the

direction of some of

our qualified

personnel.

Doing an M Ed.

Program in counseling

in a rural setting has

had its challenges. I

have had to do a lot of

lobbying and

negotiating to have the

university professors

be comfortable enough

with allowing me to do

my practicum out in the rural area.

One of the reasons that I entered this

field is because there seem to be so

few people in the rural areas that are

able to offer counseling for children,

especially outside of the school

system. Mental health has excellentprograms in our area, but this is a

voluntary program and the waiting

periods are long. This degree is

recognized as a counseling degree in

many settings. There were not a lot

of options available to me to start

with as no one had done any

practicums outside of the city before

in recent years, in the M Ed. Program.

However, since I have pursued this

and it has been successful, the

university has had more students in

rural placements. They are also

involved with school divisions now to

allow more students to do practicums

in our schools.

The course I am working on this year

is an independent study course

looking at counseling in rural settings

and exploring the challenges unique

to that setting. Schools are central in

rural communities, and therefore a

natural place for children and families

dealing with emotional and

behavioural challenges to receive

supports. I have been working under

one of the divisional school

psychologists to implement

recommendations that have been

made for student growth as a result

of their assessments. It has been very

interesting to work with a supervisorfrom the clinician level to see how

programming can be implemented.

I have also been examining research

articles that show different models of

service delivery in mental health in

other rural areas. The focus in most

research articles has been on

integrating mental health programs

from the community, social services

supports, and school counseling

services. As I have now had practical

experience in both the community

mental health program and the

school division, I can see how these

services work together.

Some of the unique challenges facing

rural clients and counselors include

the long distances, severe weather in

winter, availability of people with

specialty training, and long waiting

periods for service delivery. One

major obstacle to delivery of service

is the confusion that exists between

mental health, social services, and

schools, all whohave limited

budgets and

resources as to

who should be

providing service

for the children.

Valuable time is

wasted in service

delivery at times.

Also, waiting lists i

Winnipeg, travel

costs, and

accessibility to

specialty

programming

prevents many

needy families from receiving service

which could be helpful to their

children simply because they are not

in the right regional health authority

Rural people are often not even

aware of services which would be

helpful to them. School counsellors,resource teachers, clinicians and

administrators are often liaison

people to help families navigate the

complexity of the systems we have in

place. In the end, we are all in the

system for the same reason, the

health and well-being of children.

Carolyn Plett

Masters of Education in Guidance and School CounsellingProgram: Meeting the needs of a Rural Area



PD Evaluation – EDUA 5540

Groups in Guidance

Groups in Guidance is one of the required courses to

obtain a counselling certificate. This course is meant to

provide strategies that can be used in group counselling.

Groups in Guidance provided us with opportunities to

work in groups and the opportunity to use and describe

strategies used in group counselling. The classes always

started with a lecture from the professor about a certain

topic that would apply to groups in counselling. The

ectures gave us knowledge of how to apply a certain

strategy in groups. Afterwards, we got into our groups

and did activities related to the lecture. We also had the

opportunity to discuss the activities and how they

applied to certain situations in groups in counselling.

We had time to reflect on how we felt about groups and

how each aspect of groups affects our views in life.

During the course of the class we also had the

opportunity to do some readings. These readings were

related to the lectures and group activities and they

furthered our knowledge on the topics. Finally, we had

ots of group discussions about how groups are used in

our society and how the world would function without

groups.

Janelle Picton, ESAI

PD Evaluation –EDUA 5500Theories and Issues in

School Counselling

Theories and Issues in School Counselling is one of the

required courses to obtain a counselling certificate. This

course is meant to provide an overview of different theorie

counselling.

Theories and Issues in School Counselling provided me with

variety of definitions and strategies from various theories.

The main goal was to present us with the different as many

theories as possible found in counselling and to try to

understand them, learn their advantages and disadvantage

The class started with an overview of counselling and what

might look like in a school environment or outside of schoo

As the course went on, we went more in depth with each

theory. We had the opportunity to apply the theory to our

own surroundings and give examples of how it may or may

not look or sound like. We also had the opportunity in a gro

to present a theory as we saw it.

I found that the presentation made me look into a certain

theory and really expand on how it’s used today, how it wa

used in the past, what are the advantages and the

disadvantages, and how it can be applied in a certain

situation.

With each group presenting a different theory, I got all thecomponents needed to have a good knowledge of the

theories in counselling. During the course, we also had the

opportunity to look through articles to further our knowled

on theories and issues in counselling.

Janelle Picton, ESAI



Every year, the number of students who

graduate from high school are reported

to Manitoba Education. To gain an

understanding of how many students

complete high school in four years, the

total number of public and fundedndependent high school graduates each

year is divided by the total Grade 9

enrolment in these schools four years

prior to the year of graduation. This is

commonly referred to as the graduation

rate.

It should be noted that individual

students are not tracked. The high school

graduation calculation is therefore a

proxy method intended to take an

approximate measure of the number of

students who move from Grade 9 toGrade 12 graduation without

interruption. While the difference

between the annual rate and 100% will

include students who have withdrawn

from school, it will also include students

who may be continuing in high school,

who have left schools to attend a First

Nation school or are continuing high

school outside the province, among o

possibilities.

The provincial high school graduation

rate for June 2010 is 82.7%. The rate

increased 1.8 percentage points fromJune 2009. In general, the graduation

rate for Manitoba has been trending

upward in recent years. The following

tables present the provincial high sch

graduation rate for public and funded

independent schools from June 2001

June 2010.

Manitoba’s High School Graduation RateKeeps Getting Better!

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SRTA Newsletter February 2012

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