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.