1. TO SUPPORT THE MISSION OF CEGEPS… INVESTMENTS MUST BE MADE IN TEACHING

2. AT THE END OF THE SPRING 2006 NEGOTIATIONS  Joint committee’s work began in the fall of 2006 Union party: FAC - FEC/CSQ - FNEEQ/CSN Employer party: CPNC (MELS and Fédération des cégeps)  Mandate to analyze current teaching practices at the college level, more specifically in terms of individual workload (CI) parameters and impact of ICTs

3. TO DATE  Preparation and dissemination of a profile of the teaching profession in October 2007  Profile document validation in October, November, and December 2008 With teachers by the union party With college administrations by the employer party  Changes made to the document following the validation process in January and February 2008

4. CONTENTS IN BRIEF  7 CHAPTERS Background Program Department and subject Teaching ICTs Professional Development Activities Within and Outside the Institution

5. BACKGROUND  Broadening of the initial mandate of Cegeps as post-secondary education hubs in every Quebec region. The need to make work more collective.  A more heterogeneous student population with specific requirements  Impact of ICTs  Challenges related to teaching staff renewal  The 1994 reform and its consequences: Legislative framework Program-based approach and competency-based approach Increased importance of student success New evaluation policies Higher workforce qualification standards

6. PROGRAM  New decision-making processes related to local management of competency-based programs implementation of program committees establishment of links with departments

7. PROGRAM  Program reviews, updates, and changes based on success rates enrolment levels changes in professions, etc.

8. PROGRAM  Introduction of Programs combining a College Diploma and a University Degree (DEC-BAC) Programs combining a Diploma of Vocational Studies and a College Diploma (DEP-DEC) Work-study programs Intensive College Diplomas Distance learning etc.

9. DEPARTMENT AND SUBJECT  Fundamental role of the department as a meeting place for teachers of a same subject or discipline as a place to carry out pedagogical and administrative activities  Increasing amount and complexity of departmental activities

10. TEACHING  Teaching involves mastering both the subject and the pedagogical relationship, which implies: Long term planning, updating, etc. Analyzing the educational situation and designing the pedagogical intervention: course planning and preparation Performing the pedagogical intervention: teaching, support, supervision, and evaluation in the classroom; providing upport and supervision outside the classroom Providing support and supervision in and outside the classroom, evaluating Adjusting the pedagogical intervention: implementing adjustments and modifications

11. TEACHING  Consequences of the reform Interdisciplinarity owing to the program- based approach Increasingly complex planning of the teaching and learning process owing to the competency-based approach Increasingly systematic use of formative evaluations, IPESAs, comprehensive evaluations, etc.

12. TEACHING  Consequences of the reform More support and supervision activities: success, changes in the student population, etc. Development of ICTs Increased cooperation among teachers

13. PROFESSIONAL DEVELOPMENT, RESEARCH, AND TRAINING  Includes, among others, Professional development in the teacher’s teaching field Pedagogical professional development  Some factors Accelerated development of knowledge and information Increased interdisciplinarity and specialization Technological developments Updating of programs

14. ICTs  Cause major changes in teaching practices  Uses Information processing Communication and collaboration tools for administrative and pedagogical purposes Creation of learning situations

15. ACTIVITIES WITHIN AND OUTSIDE THE INSTITUTION  Many others activities enhance institutional life within the Cegep promote the institution outside the Cegep

16. FOLLOW UP  Recognize the need for more respect towards the Cegep teaching profession  Ask the ministry to follow up on the joint committee’s work in order to find solutions to the most urgent problems.