Introduction

We as a Federation are aware of budgetary restraints and agree that efficiencies must occur where possible. We supported the elimination of denominational education to decrease duplication of services and to allow better utilization of resources -- human resources (teachers, aides etc.) and material resources (buildings, technology, library). But we anticipated -- and were led to believe -- that achieving those efficiencies would allow government to improve education. That does not seem to be the case in the current approach to educational reform. We urge that educational considerations be kept uppermost in mind when making decisions.

A New Model of Education

Given the size of our province, we have the opportunity to avoid rigid bureaucratic policies and to approach allocation of resources more individually. We feel resources, including teachers, should be allocated based on program and student needs rather than on formulas that may not reflect the reality of a school's situation. For example, the loss of 25 students at a school would lead to the loss of a teacher unit. However, if those 25 students are spread through 12 grades, in reality that school can not lose a teacher without cutting programs.

We suggest a set of definitions outlining minimum core needs for every school be developed, including maximum allowable class size per grade, special needs support, minimum program offerings per grade, minimum resource availability, minimum graduation requirements offered. Following these definitions, boards would present realistic proposals to government outlining efficient but educationally sound plans for schools within their jurisdiction based on student numbers and characteristics. Government would review these plans and in their allocations ensure that no school fell below these basic core needs. This model would take the geography of our province into account and eliminate the need for a set pupil-teacher ratio. We feel it would ensure that students across the province are treated not necessarily equally but fairly, by ensuring that all students are offered at least a defined basic level of education. Providing a basic level of programs to every student in Newfoundland and Labrador would likely require an increase in funding to education - but it would be money well spent.

In presenting this model, we assume a cooperative relationship between all parties - government, school districts, teachers and parents. We believe everyone is working towards the same end and can work together.

Parental input would be an important factor in this model. Decisions balancing factors such as school consolidation, length of bus rides, program availability, class sizes, multi-grading and resource availability should be made with full parent awareness. Decisions made through an open process of debate and discussion are more likely to be supported. School councils provide an avenue of consultation.

The Current System

• Class size
• Class composition
• Special needs
• Programs offered
• Professional development of teachers
• Instructional time
• Resources

Class size

• "smaller classes were quieter, with few student interruptions;
• students in smaller classes showed more appreciation for one another and more desire to participate in classroom activities;
• potential disciplinary problems could be identified and resolved more quickly;
• more learning activities took place, and students participated more often in them;
• teachers had more time to monitor students' on-task behaviour during the
• instructional process, and they were able to provide quicker and more thorough
• feedback to students, to reteach concepts as needed, and to provide in-depth instruction;
• greater individualization of instruction in the smaller classes significantly reduced the need for reteaching; and
• greater interaction among students helped them understand one another and increased their desire to assist one another."

We are aware of many primary classes in Newfoundland and Labrador with in excess of 30 students! It is evident that these students are not being given the ability to develop to their full potential. As well, a class size that may have been acceptable in the past, may not be acceptable now with more special needs and disruptive children in our schools due to the deterioration of the economy over the past decade.

Class size is directly related to teacher allocation. We understand that "necessarily existent" schools are to be identified in lieu of the small schools allocations of previous years and that those schools are to be assigned extra staff. To be equitable, we feel the extra staff which will be allocated to "necessarily existent" schools should not be taken out of the teacher allocations for the rest of the province.

We understand that kindergarten teachers may now be counted as half rather than whole units. This is in effect a reduction of the pupil-teacher ratio. A school with an enrollment of 30 in kindergarten will be forced to allocate another 1/2 unit to kindergarten since a kindergarten class of 30 would be totally unacceptable.

Specifically, with regard to class size, we recommend:

• A maximum class size be set per grade level, with primary classes being restricted to 20 or less.
• The extra teacher allocations needed for "necessarily existent" schools not be factored into the ratio for the rest of the province.
• The composition of classes be considered in class size, that is the number of disruptive or disabled children included in any specific class
• Kindergarten teachers continue to be counted as full units.

Special Needs Support

The need for more support for special needs students has increased for many reasons over the last few years. Many parents with special needs students have moved from rural to urban areas for better access to medical and other supports, increasing the need in urban areas. Students have been integrated into the classroom without the "cascade of services" envisaged to support this integration. The economic situation has led to more children living with the effects of poverty, oftening leading to special needs. The current criteria for access to support for special needs do not include all students who require support to avoid disruption to the classroom.

Again, situations should be assessed on an individual basis. If a special needs student, either a physically challenged, mentally challenged or disruptive student, is in the classroom, the teacher must have support in dealing with that student in order that the education of the whole class is not compromised.

Programs

In many cases, education has been cut to the bare bones in schools in our province. Programs such as music, physical education, home economics and industrial arts have been lost or are threatened in many schools. Strong arguments can be made for the importance of all these subjects. Smaller schools are finding it extremely challenging to offer the minimum high school graduation requirements -- some resorting to five classes being taught simultaneously by one teacher. Distance learning and other creative approaches may address some of these problems but each situation needs to be evaluated on an individual basis.

Professional Development and Instructional Time

These two issues are connected, as often professional development leads to loss of instructional time. Examination of current use of in-school time might lead to a better use of instructional time. For example, the length of examination periods at senior high schools needs to be examined. As well, supporting the needs of special needs students would mean less loss of instructional time.

Teachers require training in new programs. Teachers require training in technology. Teachers require training in new teaching techniques. There must be a balance of instructional time diverted to professional development and teachers' personal time. When inservice is deemed important, providing substitutes for inservice days would reduce loss of instructional time. Creative solutions must be examined. Were a commitment made to support teachers in other areas, cooperative solutions might be more easily negotiated.

Resources -- Learning and Building (Capital and Maintenance)

Though access to computer technology is desireable, other resources are also important. To keep curriculum current, up-to-date textbooks are needed and library resources are necessary. Lack of funds has restricted building repairs and maintenance leading to air quality and other problems. Sufficient funds must be allocated to avoid large future expenditures.

At one time parents raised funds for extras such as playground equipment, computers or extracurricular activities for students. Now there are cases of parents raising funds for basic necessities such as paper, which means extracurricular activities are being cut. Taxation should provide necessities for schools and parents should have the option of fundraising for extras.

Conclusion

We agree with the conclusions reached by the Newfoundland and Labrador Teachers' Association:

"The government must stand behind its word on education. It must want the best and it must find the funding to keep it there. Reform decisions should be premised, not just on dollars and cents, but also on scholars and sense. Always remember that what is in the best interest of the young people of Newfoundland and Labrador will also serve the long-term well-being of the province."

"If we continue to follow the present model of providing for and delivering the educational program in this province, we will not necessarily create a safe, healthy and comfortable environment for our students nor will we be able to deliver a quality program which will guarantee that our students will be competitive with their peers in the rest of Canada or the world."