judgement in the Teacher/Occasional Teach- er Collective Agreement and to exclude the early reading screener from the diagnostic assessments under C2.5 and C9.00, mean- ing that, while professional judgement is protected, teachers must administer the ERS. We also successfully bargained for an additional 401 specialist teachers to support implementation of the ERS and to provide intervention for students whose screener results indicate the need for additional sup- port. Tese wins fulfilled a key bargaining goal of ensuring more support for students who are struggling.


THE ROLE OF SPECIALIST TEACHERS


As of this fall, it is the professional responsi- bility of classroom teachers to administer the first early reading screener. Specialist teach- ers hired by each school board will provide Literacy and Language curriculum instruc- tion to students in Grade 1, Grade 2, and year two of Kindergarten while early reading screeners are being administered in classes that do not have a designated early child- hood educator (DECE). In a kindergarten class that is supported


by both a teacher and a DECE, the provi- sion of a specialist teacher is not automatic, but the classroom teacher may request the support of the specialist teacher, if they feel it is necessary. Te decision to have the classroom


teacher administer the initial screener was deliberate. Research shows that a student’s performance more accurately reflects their ability when evaluations are administered by someone they know and trust. Students who do not meet the bench-


mark aſter the first screening will receive reading support from the specialist teacher, who will administer the second screening in the spring, as that specialist teacher will have had the opportunity to develop a relation- ship with the student throughout the school year. Students who meet the benchmark of the first early reading screener are not re- quired to do the second screening. Te Kindergarten Communication of


Learning and the elementary provincial re- port card issued between January 20 and February 20 will include whether the child has met the benchmark and the date the ear- ly reading screener was administered. Te early reading screener score should not be used to calculate the language mark on the report card.


JUDGEMENT DEFINED


Article C2.5 of the collective agreement defines professional judgement as “judgement that is in- formed by professional knowledge of the curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning.” Tis definition recognizes our members’ profes-


sionalism and makes teacher professional judgment the cornerstone of instructional planning, assess- ment, and evaluation. Additionally, article C9.00 defines and protects


teachers’ professional judgement about diagnostic assessment. Te key components of the language in the central agreement are:


• Boards shall provide a list of pre-approved assess- ment tools consistent with their Board improve- ment plan for student achievement and PPM 155;


• Teachers shall use their professional judgement to determine which assessment and/or evaluation tool(s) from the Board list of pre-approved assess- ment tools is applicable, for which student(s) as well as the frequency and timing of the tool;


• Teachers must utilize diagnostic assessment dur- ing the school year; and


• Te results of diagnostic assessments shall not be used in any way in evaluating teachers. No teacher shall suffer discipline or discharge as a conse- quence of any diagnostic assessment results.


Educators have a professional responsibility to follow Growing Success, Policy/ Program Memorandum 155, and Policy/Program Memorandum 168. A variety of assessment methods are an essential component to the classroom. It is also a professional responsibility to keep up-to-date assessment records that may be requested by administrators or used to communicate progress with families.


DID YOU KNOW?


ETFO has developed a new series of docu- ments to help you navigate the implemen- tation of the early reading screener. Find the Pedgagogy and Professional Judgement series under the Resources tab at members. etfo.ca. You’ll also find our updated Profes- sional Judgement Matters series there, which delves into how and when to exercise your professional judgement and what to do if you feel it’s being challenged. If you have questions about the ERS, please


reach out to ETFO’s Professional Learning/ Curriculum Services department at 416-962- 3836/1-888-838-3836. n


Heather Aggus and Tara Zwolinski are members of ETFO executive staff.


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 19


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