Category: Personal

School Support Staff: Unsung Heroes in Education

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In case you’ve been wondering why support staff in many Alberta school districts are on strike, I want to share the following pertinent information and personal reflections.

First of all, let me say that as a teacher with a forty-year career in public education, the support staff in our schools are unsung and underappreciated heroes. They clean our large and technically complex buildings and work with many of a school’s most challenging students.

The salary of educational assistants in Alberta has stagnated and even declined over the past decade, with significant impacts when adjusted for inflation:

Wage stagnation: Most education support workers, including educational assistants, have not received a wage increase in nearly a decade.

Declining average salary: The average wage for educational assistants in Alberta has dropped from $27,500 per year in 2022 to $26,400 in 2023.

Hourly rate decrease: The hourly pay rate for educational assistants has fallen from $22.40 to $20.581.

Below the poverty line: The current average salary of $26,400 for educational assistants is below the Alberta poverty line of $26,55016.

Actual wage decrease: When adjusted for inflation, which has increased by 22.3% over the last decade, the average income of education support workers has effectively decreased to $21,363.46 a year.

Falling behind inflation: In the last 11 years, wages for education support workers have fallen behind inflation by 24%.

Lagging behind average salaries: Educational assistant wages have fallen behind the increase in the average Albertan salary by 22% over the past 11 years.

This trend of stagnant or declining wages, combined with rising inflation, has significantly impacted the purchasing power and living standards of educational assistants in Alberta over the past decade.

According to the most recent data, Alberta spends significantly less per student in public education compared to the rest of Canada:

Alberta’s per-student spending is the lowest among all Canadian provinces, at $11,464 for the 2022-23 school year.

This amount is over 16% below the national average of $13,692 per student.

The gap between Alberta’s spending and the national average has been growing, increasing by 3% from the previous year and 11% since Alberta first fell to the bottom of the scale in 2018-2019.

To bring education spending to the national average, Alberta school boards would need at least a 13% boost in funding, equivalent to about $10 per student per school day.
Regarding teacher compensation per student, Alberta ranks last at $8,202, almost $1,600 below the national average.

Education support workers deserve better; public education in Alberta needs appropriate support commensurate with Alberta’s relative means, and our children deserve better!

There is NO TEACHER SHORTAGE!

by admin

Teachers are leaving the profession in large numbers, so much so that this has been called “The Great Resignation.”

As a teacher with a forty-year education career, let me state emphatically that there is NO TEACHER SHORTAGE! There is NO SHORTAGE of experienced, qualified, caring, passionate teachers who want to teach and be allowed and supported in doing so. For most, teaching is not just a job but a calling and vocation. There IS a shortage of respect and proper compensation for teachers. 

Several trends and figures indicate significant teacher attrition:

In Alberta, 40% of new teachers will leave the profession within five years.

Quebec recently reported a shortage of 8,558 teachers, including 1,859 full-time and 6,699 part-time positions.

A Canada-wide survey found that teacher attrition rates vary from 3% to almost 30% in the first few years of service.

In Ontario, the teacher shortage has widened. In 2021, fewer than 400 unemployed early-career Ontario graduates were estimated to be available for teaching jobs, compared to more than 7,700 at the peak of the teacher surplus in 2014.

A recent survey in Prince Edward Island found that 64% of teachers report contemplating leaving the profession.

Nobody wants to be a teacher, a psychiatrist, a therapist, a psychologist, a social worker, a political mediator, or a third parent.

Teachers are leaving the profession in large numbers due to several key factors:

Work intensification: Teachers are overwhelmed with excessive workloads, often involving tasks that don’t directly benefit students23. Many report taking on extra duties to cover staff shortages, with 80% doing more work than expected due to unfilled vacancies.

Lack of support: Educators feel unsupported by school leaders and administrators, with insufficient resources, support staff, and teaching materials. This lack of support reduces job satisfaction and increases the likelihood of leaving.

Poor compensation: While not the primary reason, inadequate pay remains a significant issue. In some areas, teachers with graduate degrees and extensive experience earn less than other professions requiring less education.

Stress and burnout: The demanding nature of the job and increasing responsibilities and expectations have led to high-stress levels and burnout among teachers.

Student behaviour: Worsening student behaviour and lack of disciplinary support have been cited as reasons for leaving the profession.

Erratic Attendance: Chronic school absenteeism has significantly increased in Canadian schools in recent years, with rates varying across provinces and districts. Here are the key statistics:

  • Overall increase: Chronic absenteeism rates have more than doubled since the pandemic in many Canadian school districts13.

  • Newfoundland and Labrador: In 2022-23, 66% of secondary school and 50% of elementary students were chronically absent, up from 50% and 23% respectively in 2018-191.

  • New Brunswick: For the 2022-2023 school year, just over 37% of kindergarten to Grade 5 children and 45% of those in middle and high school experienced chronic absenteeism2.

  • Ontario: The Hamilton Wentworth District School Board saw regular student absenteeism rates rise from 3-4% in 2020 to 8-14% in November 202234.

  • Manitoba: In November 2022, Winnipeg’s largest school district reported that 1 in 5 students were absent, significantly higher than the typical rate of 12-14%34.

  • New Brunswick’s Anglophone School District West: In early 2023, the average absentee rate was around 2.4 days per month for grades 9-12 and 1.8 days for K-8 students34.

  • Anglophone North School District: Approximately 48% of students were classified as chronically absent during the previous school year

Lack of work-life balance: Teaching long, inflexible hours makes it challenging for educators to manage personal responsibilities, particularly those with children or other caregiving duties.

Political tensions and public discourse: Some teachers report feeling discouraged by political attacks and negative public perceptions of the profession.

Insufficient inclusion supports: While inclusive classrooms are theoretically supported, many teachers find them challenging to implement due to a lack of proper resources and support.

Piling-On: Over time, teachers are continually asked to add “One more thing” to their plates. In addition to teaching academic subjects, teachers now have MANY other responsibilities:

Teachers are now asked to perform numerous non-academic tasks in addition to their primary teaching responsibilities. These include:

Marking and grading assignments, providing detailed feedback.

Hosting parents’ evenings and conducting parent-teacher conferences.

Mentoring students and providing guidance on various life aspects.

Organizing and hosting extracurricular activities.

Planning lessons and researching topics.

Attending and organizing open days for prospective students1

Decorating and maintaining the classroom.

Performing administrative duties such as photocopying, setting up IT equipment, and taking attendance.

Collaborating with other teachers and school professionals.

Implementing new teaching methods and technologies.

Planning and supervising school trips.

Completing community service projects with student groups.

Running teambuilding camps and acting as camp counselors.

Arranging for expert speakers to visit the school.

Administering and proctoring standardized tests.

Participating in professional development activities.

Addressing student disciplinary issues.

Attending required committee and staff meetings.

Supervising students during non-class times (e.g., recess, lunch).

Communicating with parents throughout the day.

Updating and maintaining student data trackers.

Recording lessons for self-improvement and sharing with coaches.

Preparing materials and resources for lessons.

And where there have been cutbacks to custodian staff time, teachers often clean their own classrooms!

These additional responsibilities often extend a teacher’s workday well beyond regular school hours, impacting their work-life balance and potentially affecting the quality of their core teaching duties.

These factors have contributed to record-high teacher turnover rates and a growing shortage of educators across many countries, including Canada and the United States.

Based on recent research and expert recommendations, as well as my personal observations as a classroom teacher of forty years, the most effective strategies to retain teachers include:

Support teachers when dealing with the many behavioural issues they regularly face.

ADMINISTRATION needs to HAVE TEACHERS‘ BACKS!

Teachers need to be TRUSTED and allowed to DO THEIR JOBS WITHOUT BEING MICROMANAGED!

Competitive compensation: Offer fair and competitive salaries that reflect teachers’ hard work and dedication, helping to alleviate financial stress.

Supportive work environment: Create a positive school culture with strong leadership, open communication, and opportunities for teacher input in decision-making.

Professional development: Provide ongoing learning opportunities, including workshops, training sessions, and mentorship programs to help teachers grow professionally.

Mentoring programs: Implement comprehensive induction and mentoring programs to offer guidance and support, especially for new teachers.

Work–life balance: Promote policies that support reasonable class sizes, adequate planning time, and access to mental health resources.

Recognition and autonomy: Acknowledge teachers’ contributions, including “invisible hours,” and provide autonomy in their classrooms.

Career advancement opportunities: Develop teacher leadership pathways that offer increased compensation without leaving the classroom.

Collaborative culture: Prioritize time for teacher collaboration, allowing for shared planning, data analysis, and peer support.

Improved school leadership: Invest in developing strong school leaders, as leadership quality significantly impacts teacher retention.

Continuous feedback and support: Offer regular, constructive feedback and coaching to help teachers refine their skills and feel valued.

By implementing these strategies, schools and districts can create an environment where teachers feel supported, valued, and motivated to stay in the profession long-term.

Remembering Peter Yarrow

by admin

I was saddened to learn that Mr Peter Yarrow died today at 86.

 

 

 

 

 

 

 

This name may not mean much to many, but it means a lot to me.

Those of “a certain age” may know that Peter Yarrow was the “Peter” of the famous 1960s folk group Peter, Paul, and Mary. They wrote, recorded, and performed many hit songs to adoring audiences worldwide.

In addition to the acclaim they received for their music, standing up for human rights was just as important. They marched with Dr. Martin Luther King Jr. in the “March on Washington” for equal rights for people of colour. They sang on the steps of the Lincoln Memorial in Washington, D.C., on the same day and place Dr. King gave his famous “I Have a Dream” speech.

Perhaps their best-known and beloved song was “Puff the Magic Dragon”, written by Peter Yarrow. It was a song about growing up and losing innocence in childhood. No, it was NOT a “drug song,” as some have suggested. “Puff” was the first song I ever learned to play on my ancient Yamaha six-string acoustic guitar when I was studying to become a teacher at Queen’s Faculty of Education. If I was going to become a teacher of younger students, I wanted to have lots of music in my classes, and if I could learn how to play a few guitar chords, that would help. Some of my former students reading this might remember our Friday afternoon singalongs. Some might even have an old, weathered copy of the songbooks I created and gave to my students. (I’m sorry that I didn’t play or sing better!)

When Helene and I married, I remember playing and singing “The Wedding Song” by Paul Stookey to my wife at the church. He was the “Paul” of Peter, Paul, and Mary.

 

 

 

 

 

 

 

In an incredible twist of fate, and fast-forwarding quite a few years into my education career, I had created the anti-bullying Website, www. bullying.org (no longer online). For the better part of two decades, it was the most visited Website on the issue of bullying worldwide. In a live interview I did with Peter Mansbridge, the (then) anchor of CBC Television’s “The National”, he referred to it as “One of the best Websites in the world for young people”.

Shortly after this interview, I received a phone call. The caller said, “May I speak to Mr Belsey, please?” I answered, “Yes, please. May I say who’s calling?” The reply was, “My name is Peter, Peter Yarrow.” I nearly dropped the phone! I stammered, “Yes, Mr Yarrow!?!” “Call me Peter, please!” he replied.

In my calmest, fanboy voice, I told him that “Puff, the Magic Dragon” was the first song I learned to play on the guitar and that I regularly sang with my students.

Mr Yarrow, no, I couldn’t call him “Peter”, told me how happy this made him. (He was probably just being nice). He then went on to explain the reason for his phone call. He told me how much he loved my Website for young people and that he had recently written and recorded a song, “Don’t Laugh at Me”, about bullying in childhood. He also said that he had cleared it with his lawyer and music publishing company so that I could have permission to use his song on my Website and in any educational presentations I might share. I gushed that I was honoured that he would do such a thing and promised I would do right by his song.

 

Before our phone call ended, he said he would perform at the Canmore Folk Festival that summer and would like to invite my family and me to be his guests.

Sure enough, towards the end of his summer performance, which was capped off with a standing ovation, he dedicated his song “Don’t Laugh at Me” to me and my anti-bullying efforts. As if that wasn’t enough, after his show, he invited my family and me to be his guests in the V.I.P. tent, where he served us lunch!

 

Bless you, Peter! Your life and music exemplified compassion, caring, and championing human rights. I was so fortunate and honoured that our lives connected. My life and our world are better for it!

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    Cochrane gets an official tree and declares Arbor Day

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    Screen Shot 2022-05-26 at 12.57.22 PM
    Mr Belsey’s Grade 6 class from RancheView School visited the Grandfather Tree, which became their inspiration to lobby for the white spruce to be named Cochrane’s official tree. (Photo by Bill Belsey)

    Listen to this article00:03:43

    What do Manitoba, South Dakota, and Cochrane all have in common?

    No, it’s not the set-up for a joke – the answer is that all three share the white spruce as their official tree.

    Also from this point forward, the first Saturday in June will be designated as Cochrane Arbor Day, much to the delight of a Grade 6 class who lobbied Cochrane Town council hard for the decision. The students made an impassioned presentation to them on March 21, ending with a rousing all-class plea: “We are the future. We can be leaders in the fight to save our world. We want to be part of creating a healthier world. Please hear us!”

    The message must have sunk in.

    At their meeting May 24, council declared the first Saturday of June as Arbor Day, beginning on June 4 this year.

    In the same motion, as also requested by Bill Belsey’s class from RancheView School, council declared the white spruce as the official tree of Cochrane.

    “I’m really proud of what they’ve done and they’re pretty proud too,” Belsey said. “It’s not often students in Grade 6 get a chance to get a local government to accept their proposals, and actually have an Arbor Day in Cochrane and officially designate the white spruce, and to pave the way for students to plant trees in their school yard, so, they’re pretty proud,” he said.

    Council went ahead with declaring the white spruce the official tree, going against the recommendation from administration, who had previously suggested the Town initiate a public engagement process aimed at ensuring Cochrane residents had the opportunity to weigh in on the choice of tree.

    “Through this engagement we will be able to build upon the already passionate interest of our residents in our green spaces, highlighting the importance of urban forest principles, thereby arriving at a future official tree designation that is reflective of all input received,” stated a staff report at the May 24 meeting.

    “Administration will work on development and implementation of an engagement strategy, with the goal of having engagement feedback received and subsequent recommendations brought back to council before the end of Q4, 2022.”

    Mayor Jeff Genung favoured moving ahead.

    “I would be more inclined to just declare the white spruce the official tree of Cochrane tonight and move forward with something that we’ve heard from the Grade 6 class – it is a significant tree in our community,” he said.

    “I’ve not heard from one other individual in Cochrane for as long as I’ve been here, who wants to declare a tree of any kind in Cochrane.”

    In the end, council agreed with the mayor and the Grade 6 class to go ahead with the designation.

    “This is a really good example of how democracy works, for the youth of our community and for anybody in our community,” said Coun. Alex Reed.

    Belsey’s class went on a hike to visit the Grandfather Tree in Cochrane Ranche Park, which is a white spruce, and the inspiration for their choice.

    The white spruce assumed the role of Manitoba’s provincial tree in 1991 for its extensive geographic range and contribution to the local landscape.

    White spruce trees are also plentiful across the Canadian landscape as specimen trees, hedges or windbreaks on residential properties, and along streets and seashores, due to their salt tolerance. 

    The LEAF (Local Enhancement and Appreciation of Forests) website describes the white spruce as “a legacy tree that holds exceptional cultural, historical, and intrinsic value, contributing to a natural landscape in many ways over time. The white spruce (Picea glauca), a geographically abundant tree species found east to west across the country, as far north as the arctic tree line, and as far south as the northern states, is a Canadian legacy.”

    Spray Lake Sawmills is donating 300 white spruce trees to the school project.