T HE F UTURE OF T HE T EACHING P ROFESSION D R. E. C ALVIN F RASER S ECRETARY G ENERAL C ANADIAN T EACHERS ’ F EDERATION J ANUARY 2013

The Stakes: Two Extreme Considerations Teachers As Technicians Teachers As Professionals Unions Disappear Altogether Strong Union Leadership

UNIONS HAVE LED IN BUILDING SOCIETY AND PUBLIC EDUCATION Unions …create crucial rights for society as a whole Virtually every improvement in education has been due to teacher bargaining George Lakoff, US Charles Ungerleider, Canada

F INANCIAL S ECTOR IS IN CHARGE ? Bank Bonuses Canada: 2012 Sees Huge Jump In ‘Variable Compensation' EU Set to cap bankers’ bonuses (Reuters) - UBS has extended for up to two years a unique deal to protect its top Australian bankers' bonus pool Jack Lew, Tim Geithner: the treasury's new boss, same as the old boss

EI P OLICY P APER C ONSIDERATIONS Democracy, human rights, social justice, sustainable society Education to serve society and develop the individual Free, inclusive education, international support Credible education research Flexible curriculum to meet student needs Protection from privatization and commercialisation Social dialogue with unions as equals Pedagogical leadership, high professional standards Appropriate support and environment Fundamental pillar of society

For years educators based the purpose of education on the definition by John Dewey, restated by Gene Carter, Executive Director and Chief Executive Officer of ASCD,restated by Gene Carter " —that the general purpose of school is to transfer knowledge and prepare young people to participate in America’s democratic society." But, says Carter, that definition is insular and inadequate in the 21st century. Instead he'd rather that "purpose of schools must be preparing children to compete in the global environment." August 2, 2012

Harper goes after trade unions with Bill C-377 By Duncan CameronDuncan Cameron | December 18, 2012 Dyslexic boy was discriminated against by B.C. school district, Supreme Court rules Love affair between McGuinty and teachers on the rocks? : Featured... mcguinty...teachers.../ Aug 2012 – Is the love affair between Dalton McGuinty and Ontario teachers on the rocks? Ontario imposes contracts on public school teachers Jan. 3, 2013

Can teacher unions survive without changing their focus? Do our members understand the roots of the criticism and how they are being isolated? Are we even talking about ways to reassure parents? Are we making the public aware of the value of unions or do we continue to fight the reactive battles without considering the full agenda of privatization? Are we part of the problem – do we use business terminology to discuss educational issues? Have we allowed others to choose the playing field? Is the answer to any of these questions … “Sometimes” ?

C AN WE SUCCEED FROM OUTSIDE ? … because they are rarely invited to the table to discuss substantive policy issues with education decision makers, teachers’ organisations can only react after the fact to decisions that have already been made. Nina Bascia in a paper for Education International (2011).

I N G ENERAL Licencing is done by non-teachers Loose connection between the profession and professional education institutions No standardization for acceptable qualifications Teacher education institutions have funding concerns Disconnect between teacher education and research centres Poor distribution of education research Disconnect between research and decision-making Minimal union role in decision-making

CTF F OCUS ON A V ISIBLE T EACHER V OICE Research Teacher Surveys Analysis of external research Commissioned papers Publications Internally written (e.g Public Good) Externally Written (e.g. Transgender) Partnerships National Groups (e.g. AFN, CEA, CMHA, CMHR) Programs ImagineAction Francophone Services Campaigns Teacher Voice (e.g. lobbying, member engagement, etc.

Economy Lab Why it's so hard to measure a 'quality' education FRANCES WOOLLEY Special to The Globe and Mail Published Friday, Jan , 7:54 AM EST Last updated Monday, Sep , 2:11 PM EDT

W HEN OUTSIDERS SET THE AGENDA IN I F POWERFUL GROUPS IN SOCIETY WANT TO CHANGE TEACHERS AND CHANGE TEACHING … C OULD WE HAVE A FUTURE WITH NO UNIONS ?

Progressive work is being done in many places

Partnerships pay off!

T HE FUTURE OF TEACHING MAY DEPEND ON OUR ANSWERS 1.Are we able to take charge of our own qualifications and expertise? Do our organizations even want to at this time? 2.Are we able to broaden the public discourse on public education? 3.Are we able to get the public onside? 4.Are we able to get commitment from our own members?