Education
Negotiations between ATA and Red Deer Catholic Schools go public
It may be a simple misunderstanding, but it also may be a negotiating tactic. Either way, the Alberta Teachers Association has issued a news release claiming Red Deer Catholic Regional Schools may be considering a lockout. Less than a day after that release came out, Red Deer Catholic Schools issued its own release to clearly explain the situation to the public as they see it.
Here are the two releases:
From the Alberta Teachers Association
Teachers Worried about Red Deer Catholic Moving towards Lockout
Recent actions to sidestep the third-party independent mediator in Red Deer Catholic (RDCRS) teacher negotiations are a troubling sign of things to come. RDCRS board negotiators have taken the unusual step of asking the mediator to remove herself from bargaining even though two dates for mediation were already scheduled.
By asking the mediator to write out, the board has kicked off a two-week cooling off period that lapses on March 12, and opens the door to the board locking out teachers.
“Our desire has always been to reach an agreement without a disruption to schools. Fifty-eight of 61 school divisions have a deal, so we know an agreement is very much achievable if we just use those other settlements as a guide. We strongly believe the mediator will be helpful in getting the parties to a settlement.”
—Sara Lambert, president of Red Deer Catholic Local No 80
While teacher representatives have agreed to bargain on the scheduled mediation dates, they are worried that the board, absent the mediator, is planning to waste time and thwart a settlement. Bargaining will be held on March 7, but teachers have only agreed to continue meeting on March 8 if it is clear that the board is prepared to make meaningful progress on the first day.
“If the board intends to get down to the business of bargaining, we can get a deal done this week. That is what we want. However, if it looks like the board is wasting our time, playing games and ignoring the trend set across the rest of the province, there is no point continuing.”
—Sara Lambert, president of Red Deer Catholic Local No 80
Red Deer Catholic teachers are looking for a settlement that reflects the agreements reached in other jurisdictions, which includes improvements on issues related to substitute teachers and school administrators. The solutions being proposed are low cost and reasonable.
Collective bargaining for teachers in Alberta is a two-phase process where matters of significant cost and broad impact are negotiated at a central table, followed by local negotiations between individual school divisions and ATA bargaining units on other more locally specific matters.
The Alberta Teachers’ Association is the professional association of teachers in Alberta and acts as the bargaining agent for all teachers employed in public, separate and francophone school divisions. The Red Deer Catholic School Division employs approximately 700 contracted and substitute teachers in Catholic schools in Red Deer, Blackfalds, Sylvan Lake, Rocky Mountain House, Innisfail and Olds.
Reply from Red Deer Catholic Regional Schools
Red Deer Catholic Regional Schools Reacts to Recent ATA Media Release
For immediate release – March 6, 2024
The Alberta Teachers’ Association (ATA) announced, in a surprise media release late yesterday, that Red Deer Catholic Regional Schools (RDCRS) is sidestepping “the third-party independent mediator … in teacher negotiations”. Nothing could be further from the truth.
On February 26, 2024, in an email from the mediator to both the ATA and RDCRS, the mediator stated,
“Further to my phone calls with each of you on Friday, I understand that the Employer reviewed the “binary choice” in Sean’s email of February 15, 2024, and agreed the next step should be for the mediator to write out and let the cooling off period begin. However, I understand the Employer is willing to meet with the ATA, without the mediator, on March 7 and 8, 2024 during the hours previously discussed (evening and day).”
The mediator further stated in that email correspondence,
“I have decided to not issue recommended terms of settlement at this time as I feel the parties are too far apart in their current positions. Attached is the letter confirming this decision”.
The email the mediator is referring to on February 15, 2024, came from the ATA chief negotiator, Sean Brown, in which he referred to a “binary choice” as follows,
“Given the results of the meeting and the sentiments shared by members, I believe the next step is a binary choice:
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The employer bargaining team returns to the table and listens to its teachers. Furthermore, that the employer be prepared to move on the items that members need. (Our preferred option), or
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The mediator will need to write out and the two-week cooling off period will commence.
We hope to hear back that the employer will return to the table. If not, then they will leave teachers with few options.”
Vice Chair Dorraine Lonsdale states, “RDCRS believes that factual reporting of events, activities, and matters pertinent to our local teacher negotiations with the ATA is now necessary for our communities to understand what is involved in these local teacher negotiations. To this end, RDCRS has opened a section of our website to report to our communities on our local teacher negotiations. Information will be shared on a regular basis as we continue to negotiate with the ATA.”
The bargaining team for RDCRS will attend the scheduled meetings on March 7 and 8, 2024 and bargain with the ATA to reach an agreement that is mutually acceptable to both parties.
“It is the intention of RDCRS to continue a principled and respectful approach while bargaining the local items tabled by both parties. The school division highly values its teachers and in addition, we are responsible to students, parents, and our communities,” Vice Chair Lonsdale continues. “RDCRS has a duty to preserve our programs and services, to manage our complex education system and to be financially accountable for our decisions. These three pillars extend also to our bargaining of collective agreements affecting our employees. RDCRS takes these responsibilities seriously, and these responsibilities always remain an important part of our considerations.”
The Division is committed to serving children and parents with a complete offering of learning opportunities delivered within the context of Catholic teachings and within the means of the Division.
Red Deer Catholic Regional Schools serves over 10,650 students in 21 schools in Red Deer, Sylvan Lake, Rocky Mountain House, Innisfail, Blackfalds and Olds. It also supports the learning of over 850 students in a Home Education Program. The Division is committed to serving children and parents with a complete offering of learning opportunities delivered within the context of Catholic teachings and within the means of the Division.
Alberta
Province investing in support for financial literacy in schools
Financial literacy prepares students for their futures
Students across Alberta will build the fundamental life skills they need to grow into adulthood through support for financial literacy programming.
Saving, budgeting, investing and the ability to make wise financial decisions are fundamental life skills Alberta’s youth need to develop as they grow into adulthood. Alberta’s government is ensuring that students have every opportunity to develop these fundamental life skills by integrating financial literacy into the K-12 curriculum and providing grant funding to three Canadian organizations to offer dedicated financial learning resources for students and teachers.
“We are proud to support financial literacy programming for students. Our on-going support for financial literacy education will help young Albertans navigate their futures with confidence by helping them build the fundamental life skills they need to prosper and secure their futures in today’s fast-moving world.”
In May 2022, Alberta’s government invested $5 million over three years into financial literacy programming to ensure students have the financial knowledge they need to thrive in life. Enriched Academy receives $900,000 per year and the Canadian Foundation for Economic Education receives $500,000 per year to provide students in grades 5 to 12 with financial literacy programming, aligned with the curriculum, to improve their financial knowledge. In addition, Junior Achievement receives $250,000 per year to provide hands-on, experiential financial literacy, work readiness and entrepreneurship education to students in kindergarten to Grade 6.
“Our support for financial literacy programming will set Alberta’s youth up for success. This programming will ensure that Alberta’s youth develop the fundamental life skills they need to manage their personal finances, make sound financial decisions, and grow into adulthood with confidence.”
Free financial literacy webinar
Some of the funding provided will support Enriched Academy hosting a free live webinar for grades 4 to 12 students and teachers on Tuesday, November 26, as part of their financial literacy programming. The webinar will teach students how to build their credit with confidence and will feature an interactive gameshow format to engage and motivate students to learn how credit works and how to manage credit and their personal finances with confidence. Students and teachers who are interested in participating can register for the webinar online.
“Our partnership with the Government of Alberta has enabled us to deliver transformational financial literacy education to nearly six hundred thousand students across the province. As a high school teacher, I’ve witnessed firsthand how financial literacy education empowers students, increasing their confidence in money management and preparing them to be financially responsible. Investments in financial literacy are investments in our students’ futures, and I’m already seeing it pay dividends for Alberta students.”
Teachers can also access lesson plans, activities, and interactive tools from all three organizations’ websites to support financial literacy learning outcomes in Alberta’s curriculum.
Quick facts
- Financial literacy programming offered by the three organizations reaches more than 350,000 students annually.
- Alberta’s renewed K-6 curriculum includes an increased emphasis on financial literacy skills, as well as a stronger foundation in financial literacy in all grades.
Related information
DEI
University System of Georgia to ban DEI, commit to neutrality, teach Constitution
By
“The basis and determining factor” for employment will be “that the individual possesses the requisite knowledge, skills, and abilities associated with the role, and is believed to have the ability to successfully perform the essential functions, responsibilities, and duties associated with the position for which the individual is being considered.”
The University System of Georgia’s Board of Regents has recommended a number of new and revised policies for its institutions, such as a commitment to institutional neutrality, the prohibiting of DEI tactics, and a mandatory education in America’s founding documents.
The University System of Georgia (USG) is made up of Georgia’s 26 public colleges and universities as well as Georgia Archives and the Georgia Public Library Service.
“USG institutions shall remain neutral on social and political issues unless such an issue is directly related to the institution’s core mission,” the board’s proposed revisions read.
“Ideological tests, affirmations, and oaths, including diversity statements,” will be banned from admissions processes and decisions, employment processes and decisions, and institution orientation and training for both students and employees.
“No applicant for admission shall be asked to or required to affirmatively ascribe to or opine about political beliefs, affiliations, ideals, or principles, as a condition for admission,” the new policy states.
Additionally, USG will hire based on a person’s qualifications and ability.
“The basis and determining factor” for employment will be “that the individual possesses the requisite knowledge, skills, and abilities associated with the role, and is believed to have the ability to successfully perform the essential functions, responsibilities, and duties associated with the position for which the individual is being considered.”
Beginning in the 2025-2026 academic year, the school’s civic instruction will require students to study founding American documents among other things.
USG students will learn from the Declaration of Independence, the United States Constitution and Bill of Rights, the Articles of Confederation, the Federalist Papers, the Gettysburg Address, the Emancipation Proclamation, and Martin Luther King Jr.’s Letter from Birmingham Jail, as well as the Georgia Constitution and Bill of Rights.
When reached for comment, the Board of Regents told The Center Square that “these proposed updates strengthen USG’s academic communities.”
The recommended policies allow a campus environment “where people have the freedom to share their thoughts and learn from one another through objective scholarship and inquiry,” and “reflect an unyielding obligation to protect freedom, provide quality higher education and promote student success,” the board said.
The board told The Center Square that it proposed strengthening “the requirements for civics instruction” with the inclusion of “foundational primary sources” because of higher education’s duty to students.
Colleges and universities “must prepare [students] to be contributing members of society and to understand the ideals of freedom and democracy that make America so exceptional,” the board said.
As for ditching DEI, the board explained that “equal opportunity and decisions based on merit are fundamental values of USG.”
“The proposed revisions among other things would make clear that student admissions and employee hiring should be based on a person’s qualifications, not his or her beliefs,” the board said.
The Board of Regents also said it wants to “ensure [its] institutions remain neutral on social and political issues while modeling what it looks like to promote viewpoint diversity, create campus cultures where students and faculty engage in civil discourse, and the open exchange of ideas is the norm.”
USG’s Board of Regents recently urged the NCAA to ban transgender-identifying men from participating in women’s sports, in line with the NAIA rules, The Center Square previously reported.
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