1. What is the responsibility of teachers when students are out (sick or isolating) for 10-14 days?
The best way to address the needs of students who are away from school is to ensure that your Google classroom is up to date. It is our understanding that teachers should focus on posting regularly the important content/tasks/activities that reflect core curricular outcomes.
One suggestion that has come forward is to use your Google Classroom as your “plan book.” We realize that this is not an exact fit, but it may help prevent you from having to duplicate your work to meet your students’ needs re: COVID isolation.
If you have any tips you’d like to share regarding what works in the Google classroom to keep teachers’ workloads manageable, let us know and we’ll share them on our website!
2. If you are sick, but not with COVID, what code should you put into AESOP?
Code 11 is the code for personal illness, so if you have a migraine, for example, you would enter code 11.
If, however, you have any of the symptoms related to COVID, you would enter Code 19N, complete the Self-Isolation Declaration Form and email it to EHS@escd.net. If your COVID test comes back negative, the code will be changed by HR for you.
3. If you are a continuous contract teacher, are you paid if you have to isolate more than once for COVID reasons?
Yes. Continuous contract teachers have a medical leave clause in our collective agreement that allows for repeated paid COVID isolations, should this be necessary.
4. What can you clarify for us about synchronous learning?
It was reiterated to us at our October Employee Relations meeting with senior administration that teacher choice remains. In August, teaching staffs would have been presented with a variety of teaching options, synchronous (also referred to as the hybrid model) being one of them. As we approach the second quarter, it is important that you examine your own professional practice. If you have determined that this model is not working for you or your students, you will need to have a conversation with your principal. We suggest that you carefully prepare for this conversation, outlining examples of the challenges you are experiencing.
We have heard that the synchronous model has been presented to staffs as “ATA approved.” Clarification: We were approached in August about this delivery method, particularly as it might relate to legal/liability issues. In consultation with the provincial Association, we responded to the Division with our concerns as they related to student and teacher privacy as well as communication to parents. The Local continues to support teacher choice and professional autonomy.
With all the added layers of stress and pressure that COVID-19 has brought to our lives, remember that “doing you best” is what’s important. You cannot be working 12 hours a day. Teach to the best of your ability, try to stick to your pacing guide, and, above all, “embrace” your students— whether that’s virtually or from six feet away in your classroom. We all know that teacher-student relationships are what’s at the heart of teaching. And at the end of the school day, go home, recharge, get some rest, and know that tomorrow is another day.
5. What is the protocol (during a pandemic) for replacement teachers? Can admin assign other duties?
The collective agreement still must be adhered to, even during a pandemic. Clause 5.3.1 states: a substitute teacher shall normally follow the schedule of the teacher who is absent from duties. School administration may request, and a substitute teacher may agree to an alteration of the schedule. Failing mutual agreement, school administration may require a substitute teacher adapt to adjustments which might normally occur if the absent teacher was in attendance.
6. Do we have to meet face-to-face with the parents of students requiring an IPP this year?
No, the Division has made it clear that there are other ways to communicate this year: via Teams, email, or phone (a phone call being a last resort).