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Presidenf0eorgino Dyck-HocouIf I-Z04-803-93b4

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President
Georgina Dyck-Hacault

Vice-President
Taras Maluzynsky

Treasurer
Debra Mitosinka

Secretary
Frances Gauthier

Collective Bargaining Chair
Steve Muzyka

Employee Benefits Chair
Valerie Hamilton

Equality & Social Justice Chair
Taras Maluzynsky

Health & Wellness Chair
Colleen Kachur-Reico

Professional Development Chair
Penny Hovorka-Alcock

Public Relations & Resolutions
Suzanne Moore
Rebecca Brown

Workplace, Health & Safety
Bernie Lamoureux




SRTA Council Meetings
at College Lorette Collegiate
4:30 p.m.
Monday, June 8 @
Niverville




SRSD Board Meeting Dates
Tuesday, April 28
Tuesday, May 12
Tuesday, May 26
Tuesday, June 9
Tuesday, June 23

Editor: Suzanne Moore
smooregaap@gmail.com
DTS Students receive books compliments of the SRTA during
Februarys I Love to Read month
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2

Spring is here!
I love this time of year. Gentle
rains that wash away all traces of
winter, grass turning green,
Buddy (our horse) kicking up his
heels in the pasture and spring
flowers are all signs of the change
that will eventually lead to
summer.
Spring, this year, is also a time of
change for our association. I
would like to extend our
congratulations to Penny Hovorka-
Alcock who is leaving us to take a
position in Borderland School
Division in September. I have
had the pleasure of working with
this talented lady in her capacity
as PD Chair and as Vice-President.
Penny is passionate that PD, for
SRTA members, be an
autonomous choice. She has
worked hard this year to set up
the Professional Development
Fund for the SRTA. Thank you
Penny!
Taras Maluzynsky has done an
admirable job as vice-president
during the past year. He has
chaired the constitutional review
committee and has a keen passion
for the area of equity and social
justice. Thanks Taras! We wish
you much success in your
continued work in your church!
Debra Mitosinka has been a
treasurer par excellence for the
past two years. Deb, the
consummate professional, has
organized and kept a detailed
record of our budget. Deb was
elected to the LUD (Lorette) last
summer and will no doubt use the
skills she has developed to serve
the residents of Lorette.
At the SRTA, we changed the
process to approve our budget
and the setting of the SRTA fee.
Currently, the budget and fee,
was approved at our first council
meeting in September. This year,
the proposed SRTA budget will be
struck by executive prior to the
end of the 2008-2009 school year.
This will allow the budget and a
recommendation for SRTA fees to
be sent to all schools at the
beginning of September. This will
allow school reps to discuss the
proposed budget with their staffs
and come prepared to vote on the
2009-2010 budget at the first
council meeting in September.
The AGM of the Manitoba
Teachers Society will be held on
May 28
th
, 29
th
, and 30
th
. Your
representatives are Taras
Maluzynsky, Debra Mitosinka,
Frances Gauthier, Steve Muzyka,
Suzanne Moore, Bernie
Lamoureux and Valerie Hamilton.
These representatives will be
voting on the resolutions that
have been submitted by the
Provincial Executive and local
associations as well as the
recommendations for MTS fees
and the fees for the Disability
Benefits Plan.
At our council meeting on
Monday, we gathered information
on teacher workload within our
division. If you would like to
respond to the questions that
were asked of the council reps, let
me know via an e-mail to
ghacault@rainyday.ca or call me
at 803-9354. I am always
interested in talking to members!
'.
CongrutuIutions to
VuIerie HumiIton for
huving been uppointed
to the provinciuI DentuI
PIun Committee
3

ARTICLE 10- Compassionate Leave

10.01 Each teacher shall be allowed compassionate leave without loss
of salary in the case of death or serious illness of any member
of the family of the teacher as follows:

a) Five days for spouse, son, daughter, grandchild, father,
mother, brother or sister

b) Three days for father-in-law, mother-in-law, brother-
in-law, sister in law, and grandparents,

c) One day to attend as a mourner or pallbearer

d) Leave without loss of salary beyond the time and for persons other than provided for herein
may be granted at the discretion of the Superintendent.
ARTICLE 11- Compassionate Care Leave

11.01 Every teacher is entitled to compassionate care leave up to 8 weeks to
provide care or support to a seriously ill family member as defined in the
Employment Standards Code.

11.02 Except as otherwise provided herein, the Manitoba Employment Standards
Code (MESC) will apply.

11.03 At the end of an employees leave, the Division shall reinstate the
employee to the position the employee occupied when the leave began, if
available, or a comparable position.
ARTICLE 12- Personal Leave

12.01 Each teacher, upon authorization of the Superintendent, or designate will be allowed 2 days of
absence per school year for personal reasons. The first day of such leave shall be at no loss of
salary and the second day of such leave shall be at the daily cost associated with a Class 4
substitute as identified in Article x.Ox (substitute article).
ARTICLE 18-Contact Time

18.01 Commencing with the 1
st
day of the 2008/2009 school year, over the
course of a schools instructional cycle, every full time teacher shall
have the equivalent of the minimum of 40 minutes per day of
preparation time, exclusive of recess. It shall not be allocated in blocks
smaller than 30 minutes.

18.02 Part-time teachers shall be provided preparation time on a pro rata
basis based on their percentage of contract.
SPTA's CoIIecfive Agreemenf A Snopshof
Sfeven Mu;yko, CoIIecfive 8orgoining Choir
4

Todd
Long


Seine Rivers small
population has
allowed me the
opportunity to meet
and develop
relationships with
many teachers and
administrators
throughout the division. I believe that the
SRTA and the division have a great
opportunity to work together as a team to
maintain our excellent standards of education,
staff and program support.

I have been teaching at Dawson Trail School
for 10 years. Eight of which were spent in the
Middle Years and more recently as a Vice-
Principal and Resource teacher. In recent
years I have had the excellent opportunity to
mentor a number of new teachers. In addition
to teaching, I have served on the Central
Community of Schools Transition Committee
and the Divisional School Improvement
Committee.

Inclusion is a passion of mine personally and
professionally. Seine River is a division that
has exemplary inclusive practices and my
hope is that it will continue. I also feel that
students need to be provided with
opportunities to excel outside the classroom
and in that regard I have spent many hours
coaching and refereeing in Seine River.

On a personal note, my family is comprised of
my lovely wife (she told me to say that), two
kids, the oldest being in French Immersion
(Grade 6) and the youngest in a multi-age
class (Grade 2), a couple of dogs and a couple
of cats. Much of my free time is spent
restoring Datsuns and renovating our house
which can be found on 80 acres near
Beausejour.
Suzunne Moore

During my teaching career, I
have always felt invigorated by
new concepts and challenges. It
is with this same vigour that I
am applying for the position of
leader of the teachers of Seine
River.

SRTA involvement over 10
years:
school representative
secretary
treasurer
public relations chair
communications chair
resolutions chair
created new bookkeeping system in the 80s
created SRTA newsletter
created SRTA scholarships
wrote first SRTA resolution
instituted I Love to Read PR initiative
currently on Collective Bargaining
currently working on MTS Golf Tournament
familiar with Roberts Rules of Order

Leadership Experiences:
training new teachers
completion of one year of leadership program
acting principal of DTS
coaching
student council
staff social committee
Frere Jacques Nursery School (all executive
positions including president)
Catholic Womens League (all executive positions
including president)
church-related committees
Youth Group leader in Lorette for 10 years

A passion for social justice is the driving force in my
life. In my career, I have pursued and taught Holocaust
studies and tolerance in education. In my `other life, I
have written resolutions to all levels of government to
improve conditions for Canadians and presented some
of these to the current Provincial NDP Caucus.

I am willing to work so that SRTA members can
continue to enjoy their profession with security and
dignity. I am open to ideas and, as president of the
SRTA, I would be more than willing to continue the
collaborative work in which I have been involved.
Condidofes for Presidenf of fhe SPTA
On ApriI ZZ,
moke your vofe counfl
5

Meef fhe Mew Execufive (by occIomofion)
Putrick Liss
Vice-President

I am a father of two boys
and have been happily
married for 25 years.

I began my career with
Frontier School Division in
1985 as a Grade Two
teacher. After four years with FSD I returned
to Brandon University to attain my post-Bac in
Guidance and Counselling. I then worked in St.
James-Assiniboia S.D. for ten years as an
elementary guidance counsellor and teacher/
specialist in elementary and middle school
behavioural classrooms. For the next five
years I worked in WSD in an intensive off-site
setting for severely, emotionally damaged
children with behavioural disorders. I began
employment with SRSD as a Guidance
Counsellor in September, 2006.

Whew. Thats a lot of changes, but throughout
them all I have always tried to maintain some
level of involvement in whichever association/
professional group I have been affiliated with,
either as a school rep. or, as was the case in
SJASD, as president of their Counsellors
Association. I feel that by having a hand in
change I am more in control of my professional
and personal life.

I believe the experiences of my career have
given me a unique professional perspective and
it is that perspective that brought me to SRSD,
which I see as an organization that respects
the abilities and strengths of its employees.

I believe a strong association can work with the
board office to further enrich the lives of
students and staff.
Steven Muzyku CoIIective urguining Chuir
I have been a teacher for 8 years now and 6 of those years have been in a permanent
position in Seine River at Richer School. In those past 6 years, I have served as SRTA
rep for 5 and I am currently the Collective Bargaining Chair. This would be my second
year in this position. I had also served as a committee member for 2 years on our last
negotiation round.

I am an enthusiastic and hard-working person who cares about the SRTAs teachers
and their welfare. I want the very best for our teachers and I am willing to put in the
time to make that happen. I have been working diligently for our next round of
negotiations and would really like to be able to complete a whole round from start to
finish as CB Chair.
Frunces Suuthier
Secretury

I grew up in the St. James area in
Winnipeg, and graduated high school
in 1997. I went to the University of
Manitoba to get my bachelor of
Education degree, I graduated in
2001. I was a substitute teacher for
4 years before I started teaching in
the Seine River School Division. I
started in the division in 2004, where I was hired as a
grade 6/7 and 7/8 French teacher at Richer School. I have
since taught grade 4, a 4/5 split class, and I am currently
teaching a 3/4 split class. I joined the SRTA executive in
September 2008 as the secretary. This will be my second
term as secretary for the SRTA.

I am a hard-working individual and I believe that the needs
of the teachers in SRSD are very important. By being on
the SRTA executive, I am able to be a contributing factor in
making sure those needs are met. I look forward to
working with the 2009-2010 Seine River Teachers
Association.
Position SRTA Executive Member
President Vote on April 22
Vice-President Patrick Liss
Treasurer ?
Secretary Frances Gauthier
Professional Development ?
Public Relations ?
Health & Wellness ?
Collective Bargaining Steven Muzyka
Workplace Health & Safety Bernie Lamoureux
Employee Benefits Valerie Hamilton
Resolutions/Equity & SJ ?
6

Three eloquent Grade 5 students
from MacGregor Elementary School
stole the show at a Winnipeg
Harvest news conference this
morning. Randi Wright, Joel Dale
and Kierstyn Rodgers spoke
passionately about the needs of
hungry children, and of their
schools participation in the 10th
annual Operation Donation
campaign.
About 150 people including 22
students from MacGregor gathered
in the Legacy Centre of the Louis
Riel School Division this morning
for the big reveal. Bruce Michalski,
Acting General Manager of
Winnipeg Harvest announced a
total of 58,113 lbs. of food was
collected by students at 113
Manitoba schools. The total for the
Operation Donation 2009 campaign
was 120,650 lbs.
In her remarks, Randi said its
surprising that "so many childrens
families have to turn to food banks
to eat in a country as wealthy and
prosperous as Canada.
Joel said of his classmates, "We
may not be very old, but we see
what is happening around us and
we worry about a society that
tolerates children
coming to school
hungry.
Kierstyn Rodgers
expressed her wish
for a world where
"no child goes to
bed hungry, where
every child gets a
chance to learn, to
grow and to hope.
The MacGregor
students and their
teacher Kyle
McKinstry arrived
by school bus with
10 blue bins full of donated food
which were quickly carried into the
venue. They were recognized along
students and teachers across
Manitoba for their contributions to
the campaign.
"It is so important students know
that the work they do is not
invisible, said Pat Isaak, President
of The Manitoba Teachers Society.
"They deserve a lot of
recognition for their incredible
contributions to this
campaign.
Isaak said the annual
campaign represents what is
best about public schools and
students. "It also represents
what is best about the
teachers who nurture those
students, because Operation
Donation could never have
happened without the
involvement, support and
commitment of teachers.
Isaak asked students present
from MacGregor and Louis
Riel School Division to
express their d Louis Riel
School Division to express
their appreciation to the
teachers in the room-which
they did with a rousing "thank
you.
McKinstry said he was impressed
by the caring the MacGregor
students showed. "It really speaks
to their compassionate hearts. And
it speaks well of the community,
the school, and the surrounding
area, because everyone rallied
around them.
"They also developed an awareness
of social justice for themselves and
realized just how fortunate they
are.
Bruce Michalski, said participation
in Operation Donation grows every
year. "Earlier, we set a goal of
having 100 schools participate in
the campaign. The Manitoba
Teachers Society was instrumental
in getting 113 schools involved this
year. The participation of rural
schools was inspiring. And, of
course, the amount raised just
grows year after year.
More thun 100 schooIs bring in 1Z00 Ibs, of food
for Operution Donution
Munitobu Teuchers' Society
AnnuuI SoIf Tournument

Sofurdoy, June I3, Z009
Coffonwood 0oIf Course
hosfed by:
Seine Piver Teochers' Associofion
8order Lond Teochers' Associofion

PIoyers inferesfed in being on SPTA feom,
confocf 8ernie Lomoureux:
bIomoureuxmfs.nef
7

Q: Name the four seasons. - A: Salt, pepper, mustard and vinegar.

Q: Explain one of the processes by which water can be made safe to drink. - A: Flirtation makes water safe to drink because it removes
large pollutants like grit, sand, dead sheep and canoeists.

Q: How is dew formed? - A: The sun shines down on the leaves and makes them perspire.

Q: How can you delay milk turning sour? - A: Keep it in the cow.

Q: What causes the tides in the oceans? - A: The tides are a fight between the Earth and the Moon. All water tends to flow towards the
moon, because there is no water on the moon, and nature hates a vacuum. I forget where the sun joins in this fight.
The Munitobu Teuchers'
Society has made funds
available as Equity and Social
Justice Initiative Grants, to support
teacher-initiated ESJ projects in
2009-2010. These projects may
take the form of action research
study groups or activities and
events.

To be funded under the MTS Equity
and Social Justice Initiative Grants,
the project must meet the following




1. The proposed project must be a
collaboration among a group of 3
or more Manitoba Teachers
Society members. One person in
the group must be designated as
project leader. For each project,
it will be necessary to clearly
outline the research plans and
strategies, or the planned
activities and the final report
must record the results achieved.

2. The group must be committed to
pursuing a project with a specific
focus related to equity or
diversity issues.

3. Project activities and purposes
must be consistent with school,
association, divisional and MTS
policies. Each group must
investigate the question of what
local permission will be required
and must obtain such permission
prior to the initiation of the
project.

4. Projects will not be funded to
purchase "packaged materials or
programs, to conduct programs
or research sponsored by other
bodies, or to support research
activities that are to be used for
academic credit as part of a
university course or the
equivalent. (It is recognized that
project ideas may grow out of
other involvement or lead to
other activities).

5. MTS staff is available to provide
support and guidance to the
group as needed. This may
include research methods and
ethical concerns, as well as other
support.

6. The group must identify all of the
costs of the project and identify
how the costs will be covered.
The Equity and Social Justice
Initiative Grant can cover up to a
maximum of $800.00. Costs
covered may include substitute
costs, information and materials,
travel and meal expenses to
support meetings.

7. A written summary of the ESJ
Project must be received no later
than 30 days following the
completion of the project or,
must be submitted by May 29,
2010, at the latest.

8. Projects must include strategies
for sharing results with teaching
colleagues through, but not
limited to, presentations at
conferences and/or meetings,
and/or publication of reports in
professional newsletters or
journals (i.e. The Manitoba
Teacher, SAG journals, etc.)




9. - Proposals will be received by
June 1, 2009
- Projects will be approved by
June 30, 2009
- One half of the approved grant
amount will be advanced by
September 15, 2009.
- Projects will begin September,
2009
- A final project summary with
accompanying receipts must be
submitted by May 29, 2010. A
clear accounting of funding and
expenses must be part of the
report.
- Upon receipt and acceptance of
the final project summary by
MTS Staff, the remaining one
half of the grant amount will be
forwarded to the project
coordinator.
Deadlines must be adhered to
in order to receive the Grant.



10. Applications and/or questions
should be directed to:
Terry Price,
Staff Officer:
831-3072 or 1-800-262-8803
http://mbteach.org/professional-development/
pdgrants.html
Equity und SociuI Justice Initiutive Srunts
SuideIines for Funding ProposuIs
THE DAY TIM, the youngest of my three children,
got his driver's license, he invited the three of us
to go with him. I was determined not to spoil the
day with advice or words of caution. Tim must
have picked the narrowest, most winding, hilly
road in the area. Unfazed, he and his brother and
sister discussed automobiles and how to repair
them. As we flew along, I kept a smile on my face
and my mouth shut. When we came into the
home stretch at the driveway, I sighed and
congratulated myself for my forbearance. Just
then my daughter asked, "Tim, what kind of tool
would you use to remove Mom's fingernails from
the upholstery?"
8

In 2005, the Appropriate Education
Programming Amendment to the
Public Schools Act received royal
assent in the Manitoba legislature.
This was landmark legislation for
Manitoba educators as we were the
last jurisdiction across the country
to enshrine legislation regarding
the provision of an appropriate
education for all students including
those with special needs. The
Public Schools Art of Manitoba
requires every school board to
provide appropriate educational
programming for every student
enrolled. The amendment of the
Public Schools Act in 2005 brought
Manitoba law governing public
schooling into alignment with the
Constitution Act of Canada,
specifically the Equality Rights of
section 15.
A key issue which was developed
in the supporting regulations and
standards was the development of
the Individual Education Plan
(IEP). Defined as "a written
document developed and
implemented by a team outlining a
plan to address the unique
learning needs of
students (Student Specific
Planning: A Handbook for
Developing and Implementing
IEPs, Manitoba Education,
Citizenship and Youth, 2009, p. 3),
regulations and standards spell out
who is responsible and general
requirements for all Manitoba
educators to follow in order to
promote some consistency of
rights for students across the
province.
The principal "must ensure that
the IEP is developed for students
who are unable to meet their
grade appropriate learning
outcomes when provided with
differentiated instructional and
assessment practices. The
regulations state that this only
occurs after the classroom teacher
and the resource teacher have
offered the student multiple
resources, differentiated
approaches and varied assessment
strategies in an attempt to support
his/her specific learning needs.
The classroom teacher is
considered to be a key member of
the Core Team in identifying the
specific learning needs as well as
being instrumental in the
development and the
implementation of the IEP plan.
While the principal must ensure
that the process unfolds, it is the
in-school team consisting of the
classroom and resource teachers
and other support team personnel,
working collaboratively, who are
responsible to implementing the
planned program.
In order for the IEP to be an
effective document in meeting the
needs of the specific student, it
must be a living document. It
must be reviewed at regular
intervals and changes made to
programming in light of growth
and changes demonstrated in the
students day to day assessment.
It is the in-school teams
observations and documentation
which informs the IEP on a regular
basis and determines the need for
team meetings to update its
strategies.
The IEP is a legal document. The
Appropriate Educational
Programming Amendment states
that it is the school division that is
responsible for ensuring that all
aspects of the amendment
including the regulatory and
standards requirements are
followed. Ultimately in an appeal
process, the school division would
be held responsible to provide the
documentation which ensures an
IEP has been developed and
implemented.
The school principal has
responsibility for instruction.
Provincial Regulation 468/88 under
the Education Administration Act
states, "subject to the Public
Schools Act and the instructions of
the school board, the principal is in
charge of the school in respect of
all matters of organization,
management, instruction and
discipline. The Appropriate
Educational Programming
Regulation 155/205 under the
Public Schools Act has made the
general responsibility for
instruction explicit in relation to
the IEP. The Regulation states in
part, "A principal must ensure than
individual education plan is
prepared for a pupil who has
requirements...etc. The
Regulation states in part, the
principal must ensure that an
individual education plan is
prepared for the person.
Manitoba Education, Citizenship
and Youth are in the process of
revising the former IEP support
document. The new document to
be soon released is entitled
"Student-specific planning: A
Handbook for Developing and
Implementing IEPs. It provides
the regulations and standards that
specifically apply to the IEP
process while outlining the process
to be followed by all involved with
the student. Keep an eye open for
this document in the near future
for more detailed information as to
the role of all educators supporting
our students with unique learning
needs.
Joan Zaretsky, MTS Staff Officer
Reprinted with Permission
Appropriute EducutionuI Progrumming
Amendment und ReguIutions
The IndividuuI Educution PIun
9

QuuIitutive Reseurch
Methods in Educution


This fall I took the course Qualitative Research
Methods in Education towards my Masters of
Education in Educational Administration. The
course proved to be very practical and hands on.
It prepares the researcher for research when
working on your thesis. We learned about the
process of getting ready to write a thesis and
essentially did a "mini thesis. It started with the
application for ethics (ENREB) that we needed to
do to "inform our future thesis. This application
process is quite detailed and intense, but gives
you a clearer vision of where you need to go with
your research. As we waited for the ethics board
to process our applications we learned about and
did a thorough observation in case we decide to
use observations in our research. Then the class
began to get responses back from ethics.
Everyone had at minimum of one revision to do
before their applications were approved.


Once approved we all began our research. We all
interviewed three participants on various topics.
Interviews were approximately one hour in length
and were recorded. When the interviews were
done they were transcribed into a written format
which ranged from about fifteen to twenty-five
pages. After the three interviews are transcribed
then the researcher goes through the
transcriptions and starts to code the information
into categories. Once the coding is done then it is
time to start writing the research paper. This
paper must be between 20 - 25 pages and is
divided into the headings of introduction,
conceptual framework, methodology, findings,
discussion and conclusion. At the end of the class
we all briefly did some sharing about our
research. It was amazing to hear about the broad
range of topics that we researched. No two
research topics were at all alike. It definitely
made for some interesting discussions!

Colleen Kachur-Reico
Sroups in Suidunce

This university course was beneficial to the field of
counselling. Working with groups in the school
setting may be difficult due to time restraints and
pulling students from classrooms but it is a great way
to reach more children who are experiencing the
same situation.

This course taught me the theories behind being a
leader and what is expected when running a group. I
learned the different stages of groups and how they
develop into more intimate relationships as the group
progresses. These relationships not only develop
with the leader but also with other members. The
group meets for 8 - 10 sessions; every session brings
the group closer and the anxiety/stress level should
decrease as their comfort level strengthens.

Groups can be run for a number of topics; the more
sensitive issues need to be run with great caution in
case there is a self-disclosure of abuse, neglect, etc.
Confidentiality needs to be stressed with all members
and rules need to be set up so that all members are
free to share their feelings and situations.
Encouraging interaction between members is
encouraged and taught so
that the group session is
not always directed by the
leader. The leader
becomes a facilitator, but
in fact, the true meaning
of a group session is for
the members to work
together to support and assist each other when
problems arrive. Talking about coping mechanisms,
changing behaviour, and learning to talk with the
important people in their lives about what is
happening to them are some issues that are dealt
with in sessions.

I had the opportunity to co-lead a group session and
then analyze the videotape to see what qualities I
already possess as a leader and what characteristics I
need to improve on. My topic was disruptive
transitions, which is any change - positive or
negative - that occurs in our daily lives. Some
examples were divorce, moving, death, child with a
disability. As the session progressed, I was able to
see the differences in a school setting to an adult
setting and how I would change to allow for positive
group sessions in my two schools. I was pleased with
how well my session ran and the positive feedback
from my classmates as well as my professor.

This course certainly added to my role as a counsellor
and I will be using many of the techniques/strategies
and characteristics that I learned throughout this
course. As I begin a new set of groups in January,
my outlines of the sessions will be changing to
facilitate the aspect of members sharing more and
learning from each other rather than me "teaching
them how to handle their situations.

Nicole Lindblom
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10

Category 1 (In-Province)
Term 1 - 16 teacher applicants
accepted for a total cost
of $5614.40
Term 2 - 12 teacher applicants for
accepted total cost
$4020.90
out of $8750 accessed
Term 3 - 19 teacher applicants
accepted for a total cost
of $6283.60
out of $7500

Category 2(Out of Province)
Term 1 - 1 teacher accepted for
$1000
Term 2 - 3 teacher applicants
accepted for term 2 total
cost $3000 out of
$3000
Term 3 - 2 teacher applicants for
$2000 if others apply
will have to access
dollars from other
category


Category 3 (University)
12 teacher applicants accepted total
cost of $5684.92 out of $7450.68
$1765.76 available



Category 4 (Group Project)
$1250 accepted for out of $2500 for
term 1 (includes 11 teachers)

- New applications being accepted
Term 2 starts February another $2500

**No new applicants $3750
available



Category 5 (Summer)
Applications being accepted starting
Feb.15 - $5000 available
4 teacher applicants accepted for
$1917 - $2083 available

**Total amount requested by 80
teachers is $30,770.82 out of
$50,000

PD application requests:
Animated Literacy
EAL Practicum (university course)
Guidance and Group Counselling -
university course
101 Writing Traits for 6 Traits
Introduction to Inclusive Education -
university course
Writing Activities for Traits
Literacy Place Workshop K-3
Servant Leadership - University
course
Canadian National Middle Years
Conference
Criminal law Conference
Creating Classroom Cultures of
Thinking and Understanding
CAP conference - Pillars of
Leadership
Strategies for Organizing Inclusive
classrooms
Proactive Strategies for Challenging
Children
Resilience, Risk, and Special Education
Making Sense of our Kids Dr.
Neufeld model
Developing an Outstanding
Kindergarten classroom
CEC Conference
ASCD Conference - Learn beyond
boundaries - Out-of-Province
The Explosive Child
Strategies for Students with
Aspergers, PDD, and Autism
Canadian Wind Conductor
Development Program
Manitoba Council for Exceptional
Children Conference
Introduction to Educational Research
- University
BYTE Conference - Technology in the
Classroom
ABCs of Aboriginal Education
Autism Biennial Congress Conference
- Out-of-Province
Strengthening your Students
Writing
Beyond the 3 Rs
The Power of Mindsets
MSIP Leadership Conference
Reggio Inspired Care & Education
Conference
Disability, Diversity, and Technology
CAOT National Conference - Out of
Province
Working Successfully with Difficult and
Disruptive Students
U of M Mini-Medical School
Riding the Wave Change - 2 day tech.
conference
Communication and Learning
Strategies

**Teachers can find out about PD that
is occurring in the province this school
year by going to the MTS internet
website (www.mbteach.org), click
on the Professional Development area
and then go to Special Area Groups
(SAG). You will get all the SAG
groups where some have their own
web sites and advertise what is being
offered for PD this school year.

** Also check your staff room for
advertising on PD opportunities or ask
your resource teacher and/or principal
for updates.
Penny Alcock, SRTA PD Chair
ApriI Z009 SRTA PD Fund Updute
Leurning eyond
ounduries

ASCD was a wonderful conference to
attend whether you are a teacher or
an administrator. There were
numerous sessions that will peak
anyones interest. I had the good
fortune to attend many interesting
and exciting sessions. One such
session was with Eileen Collins. She
joined the Air Force in her early years
and went on to become the first
women to command a NASA space
shuttle. Her talk focused on the key
factors for successful leadership. Her
keys to success were focusing on
relationships, dealing with mistakes,
safety, and creative management.
She shared her inspirational story with
the participants and showed how to
achieve success through a total team
effort. Unbelievably, the shuttle
launch scheduled for a week earlier
was successfully launched on the
same day as her talk.

Greg Mortenson was another great
session. After a failed attempt to climb
Pakistans famed K2, Greg Mortenson
was sick and near death when he
stumbled into an impoverished village
in the Karakoram mountains. After
nursing him back to health and
showing him extraordinary kindness,
he promised to come back and build a
school. He kept his promise and has
since built 55 schools. Greg Mortenson
believes that the way to defeat
terrorism is to educate not to fight. He
has written a book called Three Cups
of Tea: One Mans Mission to Promote
Peace. One School at a Time. There
are hundreds of different session
opportunities. Take the time. Attend!

Stewart Shinnan, La Salle School
11

February 26 - March 1
Attending the Autism Congress in
Vancouver was an eye-opening
experience for me. I have done
some reading and amateur
analysing of students with Autism
Spectrum Disorder, but have never
immersed myself in a weekend
totally devoted to the subject. My
first impression was that this was
like a very large support group for
parents of children with ASD,
however professionals like
teachers, biologists, and health
care workers were also invited to
listen to the stories of their pain
and frustration. The congress was
put on by Autism Today which was
started by a mother of a son with
ASD because she needed an
informed support group. Since its
beginning, she (and her committee
from all over North America) have
organized these major events
biennially that feature well-known
experts on ASD. It is quite
impressive! The expert speakers
included parents, adults that have
been diagnosed with ASD, research
biologists, psychologists, educators
and special educators, actors, and
artists that work with young people
with ASD. All speakers showed an
incredible devotion to the people
(mostly children) they are trying to
help.
My primary reason for attending
was to find out more about Autism
and the Arts, thinking it would help
me reach students with ASD
through music. This aspect was
included in the congress but not
highlighted as much as I had
anticipated. I watched (and
purchased) some impressive
movies featuring visual arts and
special needs, "Autism and the
Arts, and the making of a musical
with children with ASD, "Autism:
the Musical and "The Miracle
Project. These are fantastic
productions which I would love to
share with others. A musical
strategy I did learn was that
putting social stories to music
involves a different part of the
brain and is a great learning
technique for children with ASD. A
speaker gave an example of a child
with ASD that was functionally non-
verbal but had learned his address
through a song, so was able to
repeat that to a 9-1-1 operator
when his mother fell down the
stairs. Hurrah for songs! Another
artistic example was to help
students identify their moods by
colour as moods and feelings are
difficult for children with ASD to
express. The speaker told about
her son identifying his sadness at
an early age as "cinnamon apple
red. Years later when he ran into
some trouble with the law, he again
identified his feeling as "cinnamon
apple red, and she understood
what he meant. Art can also be
powerful!
It was impressive to see so many
parents at the congress and to hear
about the provinces that offer early
intervention support. Since
diagnosis of ASD has increased
from 1 in 25,000 in the early
1980s to about 1 in 150 now,
many families are affected. It is
also very common for parents of
children with ASD to have a
marriage break-up. The message
to parents was to take time to
grieve the loss of a dream they had
for themselves and their child, to
get on with their lives and view
their child as an opportunity for
seeing life in another way, to get all
the support they can, to value their
child as a gift, to be informed about
advances in biomedical research,
but to focus more on teaching their
child to make good choices than on
the hope that their child will
recover.
The message for educators was to
be aware of the many educational
models and strategies there are for
working with students with special
needs, however their main focus
should be to develop a relationship
with them, value them, learn from
them, and teach them to make
good choices. Somehow children
with ASD are the first to recognize
whether or not a teacher that is
scared of them or does not like
them, and they certainly respond to
that. Educators were reminded
that "if theyve seen one child with
ASD, theyve merely seen one child
with ASD. Generalizations do not
apply to children with ASD,
however I found a generic chart of
the differences between Asperger
Syndrome and Austism quite
helpful.
As quoted by Rhonda Spellman,
"Beyond the Spectrum
(Autism@Home Series:March 2009)
p.20 continued on page 12...
(Continued on page 12)


Autism Syndrome

Asperger's
Syndrome
Diagnose Early (before 3) Later (after 3)
Prognoses Gets worse Gets better
Social/Peers Very Poor Poor
Verbal Skills Very Poor Very Good
Acute Interests Less Likely More Likely
Motor Skills Okay Poor
IQ Level Low High
Imaginative Play Less Likely More Likely
Neurological More Likely Less Likely
Repetitive More Likely Less Likely
Autism Vuncouver ienniuI Congress Z009
12

Entering a seminar style class such
as the Theories in Counselling
course at the University of
Manitoba is a real growing
experience. The class was very
small and allowed for much
dialogue and discussion over the
various theories that shape the
everyday work of counsellors,
teachers and others in the helping
professions.
The different theories of
psychopathology have been, for
the most part, well researched
over the last 100 years. Theories
are founded in a rich base of
knowledge that has
been collected over
time. Theories are
not given approval by
scientists until they
have been subjected
to rigorous study and
trials to back the
claims they make.
Studies have been
carried out in a
variety of ways with
psychotherapy, from
small group trials, to
more long-term
studies.
For practising
counsellors, the
background knowledge of this
course is invaluable. In reflecting
on the course, one of the major
confidence boosters has been the
discovery of the theory behind
some of the practices that are use
daily by educators and counsellors.
The techniques have a name and a
theoretical basis behind them and
this is affirming. The other main
discovery that has been noted by
the classroom participants is that
the more one learns the more
there is to learn. Educators and
helpers will be students all of their
lives.
The most practical assignment that
was completed in this course was
the presentation that was
completed with a partner. Groups
were required to research and
demonstrate in practical terms, a
specific theory and teach it to their
classmates. Much was learned
about the art of collaboration, and
team-building as participants
worked on these assignments. It
was so interesting to learn from
ones fellow classmates.
The most important insight that
was discussed in the course was to
look at the interpersonal
relationship that helpers have with
people. The concept taught by
Martin Buber talks about the
importance of the "I and Thou
relationship
between human
beings. He
emphasizes how
the relationship
between people is
like a covenant
relationship. In the
helping professions,
a client allows
another person into
their life and as the
person entrusted
with that care, the
helper must handle
that relationship
with respect and
honour. It is a
privilege to be
allowed to share in the lives of
other human beings, and be able
to work with them. There is a
commonness in our shared human
experiences that cannot be
measured, but is essential to trust
and care in any human
relationship. This relationship can
be used to influence change in
peoples lives.
Carolyn Plett
Theories in CounseIIing
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Of the many workshops
available, I focused on those
that were geared to educators
rather than biomedicine, but
one researchers findings on
the correlation between low
cholesterol and strong autism
tendencies did intrigue me.
Amongst much data, he gave
the example of his child who
was autistic, showing complete
lethargy after she had been
taken off eggs for a possible
allergy. The reintroduction of
eggs in her diet energized her
within a few days. His
company has now developed a
capsule with the nutritional
value of one egg which has
helped a lot of children with
autism function better. Hurrah
for research!
Stories were at the foundation
of the congress, along with the
feelings theyve invoked in me.
Im awed by the individuals
who continue to highly value
children with ASD - always
seeing their uniqueness and
giftedness. Im sad with the
parents who have to deal with
so much and are often
misunderstood by society -
and even educators. Im
thrilled that there are people
who say they have "recovered
from Autism. Im worried that
we may not have enough
intervention funding to deal
with the growing number of
children with ASD. Im also
encouraged to make better
connections and do my part to
teach positive decision-making
with the children with ASD that
I encounter as an educator.
Carol Martens
(Continued from page 11)
A lot of money is tainted. 'Taint yours and 'taint mine.
A boiled egg in the morning is hard to beat.
He had a photographic memory which was never developed.
A plateau is a high form of flattery.
The short fortune teller who escaped from prison was a small medium at large.
Those who get too big for their britches will be exposed in the end.
When you've seen one shopping center you've seen a mall.
Those who jump off a Paris bridge are in Seine.
When an actress saw her first strands of gray hair she thought she'd dye.
13

I have just completed my
"Teaching English as an Additional
Language (TEAL) certificate
thanks to receiving funding for my
last course from the SRTA PD
Committee. I was able to do this
at the same time as working on
my second post baccalaureate. In
order to complete the TEAL
certification I had to complete
four compulsory EAL courses and
one EAL elective at the University
of Manitoba. Below is a quick
summary of the courses that I
took and how I found them
important for a classroom and
resource teacher.

"Teaching EAL Grammar
was an excellent course for
learning about the
particulars of English
grammar and how to teach
it to EAL students and
students in a regular
classroom. Due to the fact that
they covered specific details of
English grammar I learned that
there is way more to teaching
English grammar properly than I
had ever realized. I made lesson
plans at the level of the EAL high
school students I work with so
that I could actually use them if
needed. I really found the book
"Fuchs M., Bonner M., and
Westheimer M. (2006). Focus on
Grammar 3: An Integrated Skills
Approach, Third Edition. Pearson
Education Inc. an excellent
resource for teaching grammar to
students.

"Teaching EAL Vocabulary and
Pronunciation was a very
motivating course. I learned the
techniques needed to teach
pronunciation to a student who
may be struggling with the
specific sounds that we use in
English and they do not use in
their first language. We also
learned essentials on teaching
vocabulary to students. They
stressed the importance of not
teaching more than five new
words in a lesson and to keep
recycling them in the following
lessons and units that you teach
them. Studies have shown that
this helps students learn the
vocabulary being taught and
without becoming overwhelmed
and frustrated. This is something
that is good to remember for all
classroom teaching. Another
great book to help with teaching
vocabulary and pronunciation was
Avery P. & Ehrlich S.(1992).
Teaching American English
Pronunciation, Oxford University
Press. The book provides
information on the many different
languages in the world and what
specific difficulties they have with
English pronunciation.

"Principles and Procedures of
Second Language Teaching was
a course overview of how to put
lesson plans together for EAL
students so that they are
successful in their learning of the
English language. We put a
whole unit together in an area
that we would be able to use with
EAL learners we planned on
working with. Our lesson topics
had to cover language skills and
elements on reading, writing,
listening, speaking, vocabulary,
functions, grammar, and
pronunciation. I have already
used my unit with some EAL adult
learners I have worked with and
EAL students in our school.

"Language and Content
Instruction of EAL students was
the course elective that I chose to
take. It was another excellent
course where I learned how to be
an affective EAL teacher by
creating a supportive language
learning environment. For one of
the assignments I put a power
point together that stressed
strategies to use when teaching
an EAL learner and the
importance of knowing some of
the struggles that they may be
going through (culture shock)
being in their new country.

The last course I took this fall was
the "EAL Practicum where we
went over all the important
aspects of teaching EAL students
from the previous courses we
took. We had to complete
ten hours of observations
and ten hours of teaching
EAL adult learners. I
learned many things such
as learning to teach at a
much slower pace
compared to teaching in a
regular classroom where
everyone speaks the same
language. The group I had were
beginners so I had to use lots of
relia, acting out of words, word
walls, pictures, etc. My first lesson
was a "Getting to Know You
activity that I could use in the
beginning of a regular classroom.
This helped with me getting to
know what their interests and
strengths were and they also
learned a little about who I was.
It was a lot of hard work but
enjoyable to see the improvement
in the EAL learners after only
teaching them for ten hours.

I encourage Teachers and
Educational Assistants to take an
"English as an Addition Language
course through the University of
Manitoba. It provides you with
many strategies on how to help
EAL learners succeed in the
classroom and you learn to be
more understanding of their
difficulties with being in a new
country and culture.

Penny Hovorka-Alcock

Teuching EngIish us un AdditionuI Lunguuge
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