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what is classroom complexity and why does it matter to the stf?
both parties are able to address that classrooms in saskatchewan have changed, but there is little agreement on how or by what means it should be addressed
jan 12 2024
2 minute read
samantha becotte, president of the saskatchewan teachers federation and nathan bromm, rural school principal and vice-president of the saskatchewan teachers' federation, at the rally for education at the legislature in regina on saturday april 29, 2023.
larissa kurz
/
regina leader-post
when negotiations started in may of 2023 the saskatchewan teachers’ federation (stf) sought inroads and contract language around classroom composition and complexity.
at the same time, the province and the government-trustee bargaining committee (gtbc) maintain this is not a matter for the bargaining table, and say it will be addressed by other means.
both parties agree that it is an issue, but differ on how it should be resolved.
so what does classroom complexity mean and what is the stf asking for?
according to a report released monday from a conciliation board, class size is “without doubt, the most significant issue to be resolved for the [teachers’ bargaining committee].” it goes on to say “it is the issue upon which collective bargaining hinges.”
what the stf is looking for, as it relates to classroom dynamics was outlined in its “asking package proposal” which was published online in the lead up to bargaining. it says class complexity is “a symptom of under funding, compounded over many years. it is only getting worse.” it adds that classroom learning is affected by this and as the province grows there are greater needs for specialized professionals.
in the conciliation board report the asks from the stf are outlined across nine bullet points. the union wants to first of all define the issue within the language of their collective bargaining agreement. it wants a mechanism in place to ensure there are enough professionals to meet the needs of students, listing english as a second language (esl) teachers, speech language pathologists, educational psychologists and teacher counsellors as specific areas of focus.
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it also seeks a mechanism to address class size, “to better assess and address student needs”, “to implement measures and monitor progress” and to address difficult staff teacher positions.
the union is also seeking the “creation of school-based committees with teacher representation to address issues of class complexity” and the creation of the “saskatchewan student achievement fund” to address these issues.
while the two sides remain at odds, the conciliation board report encourages them to “keep talking” on the matter of class complexity.
this is on the basis that salary “and classroom size are arguably meaningfully associated with one another such that teachers might reasonably expect to be given the opportunity to negotiate an acceptable balance between the two.”
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