Bulletin Vol. 8, Ed. 3 April, 2014



Keep up-to-date with developments.  Material is updated regularly on your union info board at school.  Questions may also be directed to your union delegate, your sector director, the website info pages, and to the union office.




The elementary resource teacher’s role is not clearly defined in our Collective Agreement, as is the high school one (Provincial Text Supporting Teachers 8-11.00).  The requirements to become a resource teacher do not make them a specialist of all learning difficulties and disabilities. The key is continuous professional development and networking with others in the job.  Although there are no specific guidelines and a proper job description, the resource teacher is expected to work with teachers in order to help support the special needs students (in or outside of the classroom).


It is not the resource teacher’s responsibility to write up, nor input information into I.E.P.s.


Goals and strategies may be recommended by the resource teacher at I.E.P. revision meetings, however it is the teacher’s professional responsibility to evaluate students according to the strategies and evaluation instruments he/she feels is suitable for their student.


Misconception: The S.L.S.N.C. determines the orientation/allocation of resource time…FALSE!

Please pass this information along: The S.L.S.N.C. votes on the distribution of the school’s allocated attendant and behaviour tech hours, it does NOT deal with the resource teacher’s allocation.

The Teacher Council discusses and recommends to the principal the orientation it wishes the resource teacher’s allocation to be taken.  For instance, 50% of time for early intervention in cycle 1, and the remainder for cycles 2 and 3. Also, T.C. can recommend the subject % such as to support a Math or E.L.A. focus.


Please keep in mind that the elementary resource allocation is allotted to schools in full 100% positions or 50% supplements.  These cannot be broken up into smaller percentages. The same applies to high schools. The allocation is for a 50% supporting teacher, therefore only one teacher takes that 50%.




These are the board mandated exams for 2014:

  • Grade 2: E.L.A. and Math
  • Grade 4: E.L.A. and Math
  • Grade 5: Science and Math
  • Grade 6 M.E.L.S.: E.L.A. and Math
  • Grade 6: F.S.L.


This information has been sent to you via an E.S.D. Newsletter.  Please read it carefully. Not all grades and subjects have marking centers.  Note: Grade 6 teachers that have release days for marking may correct exams at school or at home.


Although the L.T.U. recognises that these examinations are sometimes very time-consuming (to administer and correct), the school board is within its right to impose internal examinations (in addition to those imposed by the Minister).  Since all teachers follow the Quebec Education Program, it is implied that using these common tests will enable the school board to focus on the areas in which our student population is excelling, as well as struggling. This can be beneficial in creating the appropriate professional development sessions for our teachers and promoting the best practices across our board.  


Rest assured that we at the L.T.U. will continue to support you and question the board regarding mandated exams.  If you are feeling overwhelmed with your corrections (due to your number of groups), please contact me at the LTU office.


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