•
Communications during labour negotiations:
New Brunswick Government
and
New Brunswick Teachers Federation
contract dispute
•
A work sample in partial fulfillment of the requirements of the
Canadian Public Relations Society for Professional Accreditation
March 2006
•
Christina Winsor
Director of Communications
Office of Human Resources
Government of New Brunswick
•
Table of Contents
Abstract
Background
1
Research
3
Planning and Analysis
5
Target Audiences
6
Objectives
7
Key Messages
8
Action and Communication
9
Budget
11
Evaluation
•
Appendices
Appendix A: Key message chart
Appendix B: Modes of Communication
Appendix C: MLA Communication Package
Appendix D: Print Ads
Appendix E: Media Evaluation
Word Count:
•
10
Abstract (363)
Work Sample (1982)
•
Abstract
In late 2004, negotiations with the New Brunswick Teachers' Federation came to an
impasse with the union threatening taking strike action if their demands were not met.
The negotiations were challenging and became very public leading up to the union being
in a legal strike position. While teachers never took to the picket lines, job action was
taken to pressure government and try to win support of parents and students. Strategic
communications continued throughout the union's strike action until a settlement was
reached and signed.
.
In recent years, negotiations have gone to the final stages and unions have used the
threat of striking to try to win public support and force the government to settle contracts
•
which favour the unions. The unions have stated that the government is forcing strikes
by refusing to put the best offer on the table earlier in the negotiation process.
For this reason it was extremely important that the government position on the teachers'
negotiations was clear from the beginning and the decision was made to be upfront with
the public once settlement recommendations were made by a Conciliation Board. Prior
to that, the status of negotiations and positions of the parties were kept under-wraps by
both sides.
Within government the Office of Human Resources (OHR) is responsible for negotiations
and was the lead department for communications with support from the Department of
Education, Communications New Brunswick and the Premier's Office.
As the sole
communications practitioner in OHR it was my responsibility to develop, implement,
•
update and evaluate the communications plan for this project.
•
Budgets for communications surrounding labor relations are incorporated into annual
operating bUdgets and are not separated as communications staff continue to work on
other projects at the same time. Time spent on particular projects is not tracked.
Advertising costs within the scope of this project were recoverable and considered part of
the cost of negotiating a collective agreement. While costs were recoverable, advertising
was kept to a minimal.
Communications focused heavily on media relations, with key messaging supported by
advertising efforts. Government strategically decided when to be the first out of the gate
on issues and when to allow the union to comment first on issues. While additional key
messages needed to be created as negotiations continued and new issues arose,
government spokespersons were consistent in continuously sticking to the four
communication themes.
•
Final evaluation of communications was based on media reports including editorials and
letters to the editor. Of the editorials written 61 per cent favoured government.
Government spokespersons were quoted in 63 per cent of reports and, additionally, 51
per cent of reports included background information provided to media from government
communications staff.. Once a tentative agreement was reached, media stated "that
government masterfully outwitted teachers in the game of public relations.
•
1
Times and Transcript, May 20, 2005. Reporter: John Wishart
n1
/
11
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Background
At it's most fundamental level, union-employer bargaining is a power game. It results in a
basic push and shove confrontation which pressures the public, as third-party leverage,
to choose sides. On one hand the public would like public servants who deliver
necessary services to be adequately compensated with optimal working conditions. But
on the other hand, it is taxpayers who end up paying for compensation and initiatives.
New Brunswick has a majority blue-collar workforce with a large union presence in both
the private and public sectors. Over the years unions have effectively painted their
employers, public and private sector, as anti-union and as trying to take advantage of the
working class by giving little to no increases during contract negotiations and pulling back
on benefits and improvements to working conditions.
•
The 2004 year was a volatile one for labour relations in New Brunswick. A number of
unionized pulp and paper mills closed, the government narrowly averted a strike by
nurses in September, and CUPE hospital workers went on a three week strike in
October. Government was also negotiating with ten groups. Throughout these disputes,
government was portrayed as anti-union with unions making statements around the idea
that government was denying employees basic increases and was forcing them to strike
just to keep up with the, cost of living.
Government's record on negotiated settlements was good as many unions had seen their
highest increases in decades but this was not being accurately portrayed.
Being new to the Office of Human Resources (OHR) I began to question why
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government's record and position was not reflected in media portrayals. Traditionally,
government barely communicated their position in labour disputes. They almost always
1
•
allowed the union to make comments on developments first and often fell back on the
statement that negotiations are confidential when questioned.
It was obvious that a different approach needed to be taken if government wanted to
improve how the media portrayed them during contract disputes and wanted to ensure
that public understood their position.
•
•
2
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Research
Research was done through informal methods.
I began by doing a historical search of government labour relations communications
plans and key messaging through departmental files as well as past media coverage.
Within this search, I also researched why communications had not been a key priority in
the past.
The secretiveness surrounding negotiations was mainly caused by two factors:
•
All proposals' between the union and employer are exchanged "without
prejudice" therefore neither party can be bound by the contents in a public forum
and can easily become a game of he said/she said if one party reveals the
•
others position.
•
There are time-honoured labour law principles of good faith bargaining which
include not interfering in the union's right to organize and do business. As part
of this, the employer is not to directly communicate information on proposals to
the union members. To do so would lead to a complaint filed with the Labour
and Employment Board and a possible sanction depending on the final ruling.
I extended the media search to other jurisdictions that have had labour disputes with
teachers including British Columbia, Ontario and Nova Scotia. This information helped
display weak areas that governments had and the general arguments and tactics that
unions were using.
To better understand who we were communicating against, I looked into who the union
•
was, what their past settlements were, what their demands were in this round of
negotiations, and what they were worried about at the negotiating table.
3
•
The lead negotiator updated me on all changes in proposals that had been exchanged
and kept me informed as negotiations progressed on not only what was happening at the
table but any insight he garnered in conversations from his I was also fully briefed on the
negotiations and changes in proposals from the beginning of negotiations
from both
parties
Working with the departments of Education and Finance, I was able get information on
investments in education since the election of the Progressive Conservative government
in 1999, the increase in new teachers, student-teacher ratios, initiatives in the education
system, and economic facts of the province including projected CPI and budget details.
This information was used to build key messages and fact sheets.
•
Throughout the project, I monitored media on a daily basis and during the legal strike
period I attended daily "war room" conference calls to find out what was being heard and
said and the district level. This "litmus test" of public opinion helped me to continually fine
tune the communications strategies and messages.
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4
•
•
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Planning and Analysis
Before the project began government, as employer, was placed in a negative position in
communications given the past media portrayal of government during labour disputes. In
addition to this negative portrayal, teachers are well respected by the community. They
are shaping the minds of our future and the general belief is that they should be
compensated well for that responsibility.
From past labour disputes it was clear that before I could implement any communications
plan, I needed to convince senior management and the Premier's Office that we needed
to be communicating in a proactive manner. By stressing the fact that by continuing to
always do what we have always done we would only receive the same results. By
referring to the negative media coverage received in the past from not getting
government's message out properly and the old public relations adage "if you don't tell
your story, someone else will", it was easy to convince the political participants that we
should be more proactive in our communications. Senior management also saw the
benefits of communicating more despite but there was still uncertainty given the longstanding labour law practices of not openly negotiating. It was agreed that we would not
negotiate through the media nor would we comment on current proposals as this could
be seen as bad-faith bargaining which in turn would make these negotiations and the
nine others much more difficult. We would provide factual information that is pertinent to
New Brunswick taxpayers as government is accountable to them and we wanted to
ensure that they had all necessary information to make educated decisions when and if
they chose sides.
Key lessons from research were applied in creating the communications plan and by
using this information we were in a position to better anticipate negative tactics of the
union and not be sidetracked by responding to their tactics.
5
•
I implemented a disciplined approach that focused on the current fiscal reality in the
province. the current salaries of teachers compared to their counterparts and the
continued investment in education.
There are specific timelines within the negotiation progress which are controlled by the
union such as applying for a deadlock and taking a strike vote. Instead of waiting for the
union to take action, our strategy was to continuously move forward with our plan and not
wait for the union to make the first move. For example, instead of waiting for a strike vote
results and have the media ask when we would resume negotiations, we would invite the
union back to the table and place them in the position of saying no.
•
Target Audiences
Communications was focused on three audiences:
•
New Brunswick taxpayers
This was the most important target audience for this project because funding for any
contract increase, be they salary increases or improvements to working conditions,
would come from the public coffers. It was important that taxpayers were informed of
the costs of proposals and demands by each party. This information was necessary
to ensure taxpayers had the opportunity to make informed decisions should they
decide to take sides on the issues.
•
Parents and students
A strike would close the public school system across the province and any job action
•
would impact students' school experience, from the potential of less educational time
to the loss of extracurricular activities.
There was also the potential that parents
6
•
would need to find additional daycare services or take time off work to care for their
children in the potential of a strike. Due to the direct impact on this group it was
important that they be kept abreast of matters regarding negotiations, the impacts of
what not reaching an agreement meant and what government was doing to prevent
any negative impacts on students.
•
Teachers
While an important audience for messaging as negotiations and the final outcome of
negotiations directly affected them, government had to be very careful in
communicating with them.
Government could not communicate information on
negotiations directly with teachers nor could government be perceived by the union
as doing this and therefore violating any good faith bargaining rules and traditions.
•
Objectives
•
Position government as fair on wages - aggressive on class composition.
•
Ensure that audiences understand that education is a government priority and is
managing the education file in the best interests of all New Brunswickers.
•
Ensure that public understands that government is committed to reaching a fair
and reasonable agreement at the table and is willing to negotiate.
•
•
Neutralize media efforts of key opposition.
7
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Key Messages
Key messages focused on four themes:
•
Government isJair on wages and committed to the negotiations process
•
Government is committed to education and class composition
•
Government respects teachers and their issues
•
Concern that union is not communicating with membership
A chart was developed· as a template for crafting key messages (Appendix A). Messages
were then refined and updated as necessary throughout the length of the project.
In developing and delivering messaging, government had to be very careful on the fourth
theme so not to be perceived as violating good faith bargaining rules and traditions.
•
•
8
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Action and Communication
Serving as the communications lead and central information contact, it was my
responsibility to coordinate all aspects of communications for this project including:
•
culling and analyzing research;
•
developing the communications plan;
•
identifying spokespersons based on issues as well as acting a government
spokesperson in the absence of a political spokesperson;
•
developing key messages and fact sheets which focused on negotiations;
•
providing input and approval on communications material from the Department
of Education;
•
•
preparing
spokespersons for arranged
news conferences,
serums,
and
interviews;
•
crafting responses to specific media requests;
•
organizing timely reactions to media requests, misinformation in media reports
and letters to the editor placed by the union;
•
attending daily "war room" calls with school districts;
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writing and coordinating the placement of guest columns, op-ed pieces and
letters to the editor;
•
analyzing the effectiveness of messaging and updating the communications plan
based on changes in status of negotiations, public perception and union tactics;
and
•
performing the final analysis and evaluation of the plan once negotiations had
been settled.
To reach
•
our objectives,
communications focused
on
media relations,
public
consultations, the Legislative Assembly session, and advertising. (Appendix B).
9
•
As part of the communications material, a package was developed for all government
Members of the Legislative Assembly to arm them with information to help them respond
to questions from their constituents. This package contained key messages, fact sheets
and a summary of the conciliation board report which was often quoted in the media.
(Appendix C).
The full-scale scenario planning for this project provided me the flexibility to adapt
communications efforts and messaging to constantly changing conditions.
Budget
Communications within the government are provided by both departmental staff and staff
from CNB. Departmental budgets include funding for staff and public relations activities
•
and, in the case of the OHR, the annual communications budget is part of the deputy
minister's annual operating budget. CNB provides in-house communications services on
an as needed basis and do not invoice departments for time spent on a project.
Any advertising used during negotiations is considered to be part of the cost of
negotiations much like room rentals, commissioner fees, and lawyer fees. The media buy
costs are retrieved and not part of the OHR budget.
Based on key messaging CNB designed the ads (Appendix D) and purchased the media
buy. Black and white 1/3 page ads ran in the four dailies between April 15 and April 29,
2005. Nine ads ran in each of the papers for a total cost of $ 65,011.
All professional time and media monitoring ($147/month) fees are regular annual costs
•
and were absorbed into normal operating budgets.
10
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Evaluation
During the volatile negotiations process, I was able to take a "seat at the table" to shape
the communications strategy.
The strategy was a considerable departure from how
communications had been handled in past negotiations. Politicians and bureaucrats
agreed to be more proactive and forthcoming with information. Through research and
analysis at the beginning of the project and daily monitoring of media government was
also more readily prepared for union and opposition criticisms and tactics. This strategy
worked in government's favour with media stating that "government masterfUlly outwitted
teachers in the game of pUblic relations." l
By anticipating union tactics, the communication strategy helped neutralize media efforts
of the union. Media consistently included government messaging and information in their
•
stories which ensured that target audiences were aware of government's desire to reach
a fair and reasonable contract that balanced increases in salaries with increases fo
education initiatives, and government's continued priority of and commitment to the
education system. (Appendix E)
Given the uniqueness of each round of negotiations, it is impossible to replicate any
communications plan.
However the success of communications of this project as
perceived by senior management, the labour relations division and politicians, it has been
agreed that government will be more forthcoming and open in their communications in
future contract disputes. Communications plans will continue to be more proactive.
This project has guaranteed my "seat at the table" for future labour disputes and all
issues, initiatives and campaigns within OHR.
•
I
ibid.
11
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Appendix A: Key message chart
THEMES
FAIR ON WAGES AND
COMMITTED TO
NEGOTIATIONS
a
a
a
a
a
COMMITTED TO
EDUCATION AND
CLASS COMPOSmON
a
a
a
a
a
a
a
IS UNION
COMMUNICATING
NB'sOFFER
a
a
a
RESPECT FOR
TEACHERS AND THEIR
ISSUES
a
a
a
a
•
SUPPORTING FACTS
KEY MESSAGE POINTS
Conciliation board report
Atlantic context
Highest wage settlement last time
Union's preoccupied with wages when
conciliation report offered fair
settlement
NB ftrm on wage offer - focus is class
composition and investing in classroom
Will stay at table as long as it takes
Increase in budget every year
Record investment in education
NB focus is on class composition
Real progress has been made - teachers
would be pleased
Respectful of Special Needs childrenDiversity of Students in the Classroom
Concern that union walking away from
table on wages
Concern that union not communicating
negotiation process to members
Need to be at table to reach deal
NB goal is balance between class
composition and fair wages settlement
a
a
a
a
a
a
Current and projected wages
Union's latest offer
Other NB settlements
Predicted CPI
Invites back to table
Movement on offer
a
a
a
Current offer
QLA Initiatives to date
Budget
NB respects teachers
NB focus has been on their number one
issue - class composition
Concern that union not communicating
progress
Concern that action is only hurting the
kids
a
a
NB initiatives to date
NB's focus on investments in the
classroom
Current offer on class composition
Other jurisdictions - same issue
Need to work with teachers over time to
resolve
a
a
a
•
Appendix B: Modes of communication
Media
Media was our main method for getting our messages out. In New Brunswick there are
76 media outlets: four daily papers (three Anglophone and one francophone); four
television stations (three Anglophone and one francophone); 44 local radio stations that
are represented by Broadcast News and there are both English and French CBC radio
stations; and 24 weekly papers.
I aggressively pursued media to ensure government's position was represented. This
included daily phone calls with members of the press gallery to ensure they were up-todate on the status of negotiations and had all background material necessary for their
stories.
•
The media were provided easy access to the ministers of OHR and the
Department of Education at their request and I organized serums and news conferences
to inform media of developments in the dispute including all invitations back to the table
and at each time negotiations ended. Through good relationships with the members of
the media, I was also able to question some of the union's comments in their articles
which led the media to dig deeper into the issue and resulted in coverage of
inconsistencies in the union's position.
Legislative Assembly.
The Legislative session began on March 30, 2005. The session was used by Ministers
and governmentMLAs to make statements on government's investment in education,
new education initiatives, and government record in reaching fair and reasonable
agreements. Question Period provided ministers another opportunity to reinforce
•
messaging.
•
The session also provided easy access to the media through post-Question Period
serums. This was used to its full extent. The minister was not only made available to all
media requested scru'ms, she gave regular updates to the media on the status of
negotiations.
Pre-Budget Public Consultations
The Finance Minister's public consultations were deemed as a perfect stage to reinforce
government's messaging on reaching collective agreements that are fair to both
employees and taxpayers.
The minister was supplied with key messages on the
negotiations which were incorporated into his presentation and used to respond to
questions from those in attendance.
•
Advertising
Advertising in labour negotiations has to be monitored extremely closely as it can easily
backfire on the employer if the pUblic views it as too expensive. The public then perceives
advertising costs as money that would have been better spent on wage increases to
reach a settlement. In this project, advertising was used to support messaging that was
already public.
With my direction, eNS designed two basic black and white ads which focused on current
salaries of teachers and what teachers would receive at the end of the proposed contract,
as well as other commitments from government. The ads were similar containing only
slight updates. The 1/3 page ads ran for nine days in the four daily papers during the
most volatile period of negotiations.
•
•
•
•
Appendix C: MLA Communication Package
Communication Material
•
•
ISSUE:
Teachers' Negotiations
UNION:
New Brunswick Teachers' Federation
POSITIONS:
7,279 Funded positions (teachers, vice-principals, principals)
CONTRACT:
Expired February 29, 2004
NEGOTIATIONS:
25 Negotiating days prior to Conciliation Board
OUTSTANDING
ISSUES:
Class composition; hours of instruction and professional
development; funds for groups insurance; funds for working
conditions; responsibility allowances; wages; term of contract
General economic increase of 10% over 4 years
CONCILIATION
2% adjustment for Cert I-V
BOARD: WAGE
4.5% adjustment for Cert VI
RECOMMENDATIONS: All teachers would receive a total wage increase of at least
12% over 4 years.
The Employer's representative accepted the recommendations.
Since the release of the report, Government has publicly
accepted the report and wage recommendations within.
ACCEPTANCE OF
CONCILIATION
BOARD REPORT:
•
The NBTF representative dissented to the repo"rt. Union
leaders have publicly come out against the report. Members
are currently voting to accept or reject the report. Results of
this vote will be announced on January 31 st. It is expected that
teachers will reject the report.
Created on 1/27/2005 12:11 PM
1
Communication Material
•
Teachers' Negotiations
Conciliation Board Report
Class Size and Composition
The Union was arguing for large across-the-board decreases in class size and placed a
secondary emphasis on class composition. The Government argued that class composition is
more important than class size and proposed to eliminate the concept of universal class size
maximums by providing flexibility and options to school administrators to distribute teaching
positions to address the unique class composition issues.
The Board concluded that there was not enough evidence presented to determine the ideal
balance between the priorities of class size and composition but noted that further across-theboard cuts in class size is not the most appropriate use of resources at this time and
recommended no change to the current collective agreement.
Hours of Instruction and Professional Development
The Government recognizes that the standard of education is closely related to the time teachers
are able to spend with students in classrooms and that continuing professional development
opportunities for teachers is essential to quality teaching. If additional professional development
days occur during the school year, the only way to maintain the hours of contact with students is
to increase the school year or increase the hours of instruction in the school day.
•
The Union argued that because in the past the Government increased the number of professional
days beyond what was required in the collective agreement (2 additional days for professional
development and 2 additional days for parent/teacher meetings), these additional days should
now be formalized into the agreement as mandatory without increase the hours of instruction.
The Government proposed to increase the instructional hours per day to allow teachers to take
more professional development days. The Government would formalize the above-mentioned
additional days as well as add in another professional development day if the Union would agree
to lengthen the instructional day by 7 or 10 minutes daily to compensate for the five lost
instructional days.
The Board recommended that there be no change in to the collective agreement language on
hours of instruction, student-teacher contact days and professional development.
Salary
The Union's offer was 15.5% over 2-years which differed largely from the government's proposal
of 8% over 4-years. The total projected increase in CPI over the next four years is 6.9%.
The union argued that they needed a "catch up· adjustment because they have fallen behind
inflation. The Government argued that this supplement was not needed because over the last
decade salaries increased over CPI. Also, in the last collective agreement salaries increased by
13% over 3 % years, the highest wage increase in 20 years.
A comparison of maximum -rates at the Certificate V level in each Atlantic Province as of Feb 29,
2004 shows that New Brunswick teachers are the highest paid and second highest paid at the
starting rate. With increases in NS and PEl in the spring of 2005, NB teachers will have the
second highest maximum pay rate and would need a 2% increase to maintain ahead of NS.
A comparison of maximum rates at the Certificate VI level indicates that only NS is ahead of NB.
In order to match the NS rate in the spring of 2005, NB teachers will need a 4.5% increase.
•
As long as NB remains competitive with other Atlantic Provinces, any issues of recruitment and
retention would be addressed.
Created on 1127/2005 12:11 PM
2
Communication Material
•
The Board concluded that it would be in the best interest of both parties to have a 4-year
agreement which would allow the parties to dedicate time to implementing the Quality Learning
Agenda.
The Board recommended the following increases to which the Government agreed to offer
teachers:
GEl for all
March 1, 2004
Adjustments for
Cert I-V
Adjustments for
CertVI
2.0%
Set 1, 2004
March 1, 2005
2.0%
Sept 1,2005
March 1, 2006
1.5%
2.0%
Sept 1 2006
March 1 2007
1.5%
2.0%
Sept 1,2007
Total
1.5 %
2.0%
10.0%
+
= 12.0% (Cert I-V)
2.0%
+
4.5% = 14.5% (Cert VI)
•
•
Created on 1/27/2005 12:11 PM
3
Communication Material
•
KEY MESSAGES
Conciliation Board Report
•
We believe that the Conciliation Board Report is both fair and reasonable for
teachers and taxpayers and the students.
•
The government has agreed to the recommendations outlined within the Board
report.
Wages
•
•
•
The recommended wages from the Conciliation Board were higher than
government had proposed however we signed the report in hopes that we could
create a new agreement based on those recommendations and move forward with
the continued implementation of the Quality Learning Agenda.
•
Wage recommendations included an increase of 12% over 4 years for all teachers
with no zero-year.
•
Principals, vice-principals and those in supplementary positions of responsibility
will receive a 10% increase to their responsibility allowance above the 12 or
14.5% that they will be receiving.
•
To ensure that we continuously retain top-notch teachers it is vitally important
that wages remain competitive with the other Atlantic Provinces.
Certification Levels & Atlantic Comparisons
•
The majority of our province's teachers have a Certificate 5 (56%). This is the
certificate level received after graduating with a Bachelor or Education and it is
the minimum level that we now hire at.
•
Compared to Certificate 5 levels in other Atlantic Provinces, New Brunswick
teachers are the highest paid at $57,279.
•
17% of our teachers have their Masters and hold a Certificate 6 level license.
They are currently making $62,292 annually.
•
While Nova Scotia has Level 7 and 8, there is no evidence as to how many of our
teachers would qualify for these level if we had them, nor is their evidence that
we are not able to retain our Level 6 teachers.
Created on 1/27/2005 12:11 PM
4
Communication Material
•
FACTS
Investment in Education
•
•
•
•
•
Nearly 15% of all government spending is on education.
In 2004-05, we invested $26.5 million in new spending in K-12 education. This
included $12.2 in savings realized at Department of Education and school district
levels which were redirected into funding for several major new initiatives that
support the Quality Learning Agenda.
This brought our K-12 ordinary account to almost $779 million which, based on
projected enrolment, represents funding of $6,232 per student compared to the
$4,829 per student in 1998-99.
Over the same time period, our total investments in education have increased
from $935 million to $1.15 billion.
The 2005-06 capital budget of $48-million represented an increase of 4.3% from
the previous year and provided funding to approximately 124 capital budget
projects as well as community-supported rationalization projects and projects tied
to the delivery of educational programs.
Quality of Education
•
•
•
•
The pupil educator ration (PER) for the 2003-04 year was 15.9:1. This continues a
long-term trend of decreased PER. In 2000-01, the PER was 16.5: 1.
325 new teachers have been hired since the launch of QLA.
There are 510 more Teacher Assistants in classrooms today than 1998.
Teachers' Salaries
•
•
•
•
•
•
New Brunswick teachers are among the highest paid in Atlantic Canada
In the last round of negotiations, teachers received an increase of 13% over 3 ~
years, the highest wage increase in 20 years.
The province is willing to provide teachers with a 12% increase and a 14.5%
increase to teachers holding a certification level 6 to ensure they remain
competitive with their Atlantic colleagues.
With these proposed increases, teachers salaries in New Brunswick will range
from $41,805 for a newly hired full-time teacher to $71,895 for teachers holding a
certification level 6 license and more than 10 years of experience.
In the past decade, teachers' salaries have been above cost ofliving increases.
Created on 1/27/2005 12:11 PM
5
Communication Material
•
FACTS
Conciliation Board Report - Wage Recommendations
Every teacher will receive a 12% increase in their salary based on the governmentaccepted recommendations in the Conciliation Board Report.
Teachers with a Masters Degree and holding a Certification Level VI license will receive
an additional 2.5% increase for a total increase of 14.5%
Rates of Pay
Teaching
Level
•
Number Percentage
of
at
Teachers Maximum
Pay Step
Current
Annual
Salary
Annual Salary
effective
Septt,2007
(last increase in the
new agreement)
Cert IV
2,064
69.3%
$52,231
$58,804
CertV
3,962
58.6%
$57,259
$64,464
Cert VI
1,125
88.4%
$62,292
$71,895
..
Note: Remammg J28 funded positions are between Cert I-III
•
Created on 1/27/2005 12:11 PM
6
Communication Material
•
FACTS
Education System
Districts
14
Anglophone = 9
Francophone = 5
Schools
338
Anglophone = 236
Francophone = 102
Students
117,178 (2004-05 School year - proj ected enrollment)
118,869 (2003-04 School year)
Enrollment has declined each year since 1991 and is projected to
continue to decline each year through 2014.
Pupil
Educator
Ratio (PER)
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Combined
Classes
15.9:1 (2003-04 school year)
Decreased from 16.5:1 during the 2000-01 school year
482 (2003-04)
The number of combined classes have been increasing since 198990 when it stood at 217
Length of
School Year
Teachers: 195 days
Students: 185 days (2003-04)
For the 2004-05 school year, there are 183 classroom days as 2 days
additional days were provided to teachers for curriculum-based
training.
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FACTS
Quality Learning Agenda
Completed Actions
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Developed clear standards for appropriate pre-school development and
communicated these standards with parents. This includes information
developed with FCS and DHW on best practices for children with
exceptionalities.
Developed and implemented two pilot projects to improve schoolreadiness of pre-schoolers.
Worked with school districts to design transition to school programs
including early registration for kindergarten.
Developed and communicated new Grade 2 literacy standards with
parents.
Worked with districts to ensure that by January of their kindergarten
year, teachers identify students requiring reading intervention
A new reading assessment has been developed for Grade 2 students.
325 new teaching positions have been added.
All public school students have been issued a public library card.
Broadband technology has been installed in all New Brunswick schools.
We have developed 60 on-line courses.
Teachers have been given flexibility to hire a portion of new teachers to
meet a broader range of educational needs.
Began working with districts on strategies to improve the literacy
achievement of boys.
Provided teachers with an additional 2 days of in-service training.
Put in place new teacher certification requirements including principals
and vice-principals.
Launched a new target awareness initiative, Learning Counts to provide
parents with practical tips to help their children learn.
Participating in a series of national pilot projects with the Canada
Millennium Scholarship Foundation.
Implementing a series of initiatives to improve guidance programs and
services.
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BACKGROUNDER
Inclusive Education
A Review of Programming and Services in New Brunswick
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On November 30, 2004 the Department of Education announced that a new
Quality Learning Agenda initiative will be undertaken to examine the entire range
of programming, support services and resources for students with exceptional
needs.
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The information resulting from this study will enable government to address
issues associated with classroom composition, as promised in the QLA.
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Over the past decade the demand for specialized programming, services and
supports has increased. We must ensure we are delivering the right services in the
best possible way to provide a quality education to all of our students.
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One of the objectives of this independent review will be to provide
recommendations for a model for an effective, accountable, inclusive education
system which makes the best possible use of human and other resources,
capitalizes on positive partnerships and responds to the particular requirements of
each linguistic sector.
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The review will be conducted by Wayne MacKay, a professor oflaw at Dalhousie
University and vice-chair of the Center for International Human Rights and
Democratic Development.
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Consultations will run from December 2004 to August 2005.
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The terms of reference for the review provide for consultations to be held with
groups of:
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students
parents
teachers, teacher assistants and other school personnel
school district administrators
District Education Council members
NBTA/AEFNB andNBTF
CUPE
key stakeholder groups
partner departments
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Q&A
Remuneration
Q: How do NB teachers compare, pay-wise, to their counterparts across Canada?
The remuneration package ofteachers would include many variables. Comparing strictly
on the basis of salary may not necessarily provide an accurate picture. New Brunswick
falls in the bottom third for Canada when comparing strictly on salary. However, within
Atlantic Canada, which is often a better comparison, New Brunswick is in second place
in terms of salaries.
Q: What is the average salary paid teachers?
The average salary is $56,500.
Teacher Supply and Demand
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Q: Won't we lose teachers to other jurisdictions if our pay levels fall behind those of
other provinces?
When asked, recent university graduates state that job security is the number one
concern, and is most often the determining factor when accepting a teaching position.
Pension data indicates that teachers currently working in the system have a 2% exodus
rate.
Q: Is there a shortage of teachers in NB?
Currently the province of New Brunswick has an adequate number of teachers to fill
permanent positions. However there are pressures in certain speciality areas, such as
mathematics and science, and·in some of our rural areas.
Q: What is the average age of our teachers?
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In the past school year, the average age of our teachers was 41. This is the same average
age as a decade ago but is two years younger than in 1998-1999. The average age of our
administrators in 2003-04 was 45.
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Q: Isn't it true that, over the next few years, many teachers will retire, leaving us
unable to fill vacancies1
The current number of certified teachers on the supply list, combined with the expected
number of university graduates, will provide a sufficient number of qualified candidates
to meet the province's requirement for permanent teachers.
The province will continue to encourage university students to specialize in areas of need
and encourage teachers to practice in rural areas needing additional teachers.
Negotiations
Q: What agreements/concessions do you need from teachers in order to implement
the QLA?
Answer: This round of negotiations with the NBTF will need to focus on the evolving
needs of students, increased flexibility for all involved and the strategic allocation of
resources in order for the implementation of the QLA to be successful.
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School Year
Q: Will you be lengthening the school year?
Our most recent information on the number of school days across Canada indicates that
New Brunswick is comparable to other jurisdictions. We have said, however, we will
continue to monitor this to ensure our children are receiving the contact time with
teachers that they will need to achieve the high results we want for our children.
Contact time is at a premium and every effort must be made to make the best possible use
of school time.
Q: Will the school day be lengthened?
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As part of the Quality Learning Agenda, we have already moved to maximize the school
day to the full extend allowed under the current collective agreement.
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We did this because we place a very high value on contact time between teachers and
students. The amount of contact time obviously has an impact on the quality of education
our children receive and will continue to be a priority.
Class Size
Q: Are you willing to reduce class sizes?
In the Quality Learning Agenda, we said we would maintain the reductions we have
made in maximum class sizes in Grades 1-3 and would lower class sizes strategically,
when and where appropriate.
Q: How do our average class sizes compare to other jurisdictions?
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A national survey, published by Today's Parent magazine, said our ratio of one
classroom teacher for every 20 students is the lowest in the country.
Presently, New Brunswick is the only province with a class size provision in the
collective agreement. Some provinces have guidelines pertaining to class size laid out in
their provincial legislation; some use a provincial aggregate ratio, while others have no
provisions at all.
New Brunswick currently has a pupil teacher ratio (PTR) of 15.9 to 1. The ratio of
students to classroom teachers is 19.9 to 1 (5970.8 FTEs and 118,869 students).
Q: Teachers say that reducing class size will mean better results by students. Do you
agree?
New Brunswick's class sizes are already on par with those of other jurisdictions. In fact,
a national survey, published by Today's Parent magazine, said our ratio of one classroom
teacher for every 20 students is the lowest in the country. As a government, we have
reduced class size in Grades 1 through 3. We believe that there are other factors that need
to be taken into account, including classroom composition, in order to maximize student
achievement. As part of our Quality Learning Agenda, we have added 250 teachers to
enhance literacy in the early grades and an additional 75 teachers to address issue of class
composition. Another 175 teachers will be added to the system during the next two years
for a total of 500 new teachers targeted in specific areas of need.
Classroom Composition
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Q: What does "classroom composition' mean?
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Classrooms are composed of students with different abilities and learning. When we refer
to classroom composition, we are acknowledging these differences and recognizing that
this presents a challenge to our teachers. We have said that we want to work with the
school districts and our teachers to find ways to ensure all students have the opportunity
to obtain a quality education to the fullest extent possible.
Q: In the QLA you talk about "flexible scheduling models" and "re-examining our
legislated duties" in relation to students with exceptionalities. Isn't this code for
segregating exceptional students?
What it means is that every student will be given a program commensurate with his or her
needs and abilities, with the primary focus on literacy. It will undoubtedly involve
periodic grouping and regrouping consistent with the legislation pertaining to inclusion.
Q: Will you put a cap on the number of students with special needs in a class?
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Classrooms are composed of students with different abilities and learning. This diversity
requires innovative approaches to classroom organization. These may include block
scheduling, looping, multi-level and multi-age groupings and other such educational
practices. We will continue to work with district administrators in assisting them to
identify those programming options that most effectively address the diversity of students
within the schools and classrooms.
Q: The QLA agenda says you expect to have fewer students with special needs in the
future. Please explain how this can be?
The effects of the early literacy initiative will reduce the number of students requiring
Special Education Plans over the next few years.
Professional Development
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Q: The anglophone Provincial Curriculum Advisory Committee has recommended
there be three more days for professional development related to curriculum
implementation. Will this happen?
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We agree with the need for professional development, given our commitment to
increasing the quality of education. That's why we added two additional days for training
related to curriculum this year as part of the Quality Learning Agenda. It is also why we
are improving access to professional development in a number of subject areas through
on-line training. Earlier, we added two days for a combination of parent/teacher meetings
and Professional Development.
Additional PD days for teachers must be balanced with the amount of "contact time"
teachers have with students. Instructional time is at a premium and every effort must be
made to make the best possible use of school time. Adding three more days for PD would
leave us with one of the lowest number of contact days between students and teachers in
the country.
As for the PCAC recommendation, I've asked my staff to look at it and I will respond to
the advisory committee.
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Appendix D: Print ads
Ad #1 ran April 15, 16 and 20, 2006
Ad #2 ran April 23, 25, 26, 27, 28 and 29, 2006
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The Governmenr of New Brunswick has offered a fair and reasonable wage increase to teachers.
The offer, based on the recommendation of an independent,third p~ conciliation board, provides
for a minimum 12 per cent wage increase over fouryears. This will be a four:-year agreement with
full retroactive pay to .March ·1, ·2004.
An agreement is beingsought that is responsible and protects. the interests.ofNew Brunswick taxpayers.
By accepting.the recommendation ofthe independent conciliation board,. government·has increased
its originalwage offer substantially. The proposed agreement will increaseteachersalaries by almost
$105 million overfour years.
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Examples of the proposed increase:
5 years
11-plus years ..
·Newhire
5 years
11-plus years
$37,132
$45,184
$57.25Cl
$46.337
$58.804
$5.180
$6;573
$41,806.
$50,870
$64,464
$4,674
$5.686
$7.205
$46~725
$6.243
$7,587
$9.603
$56,796
$71.895
In addition to wages, the government isriegotiating to improve classr.oom ~omposition by offering
to hire more teachers; ext:end professional development opportunities and place more support and
resources in the classroom.
New
~ Nouveau
Brunswick....
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"egou.vernememdu Nouveau~Brunswic"kaoffenau personnel
et ralsonnable."
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en",seignan,',t.uneaugm~~tationscJar,'ialejuste
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L offre, fondee s~r larecOIlimandation d'.une commission de conciliation i~dependante a titre de tierce partie,' prevoit
une hausse,salariale de 12 % sur quatre ans.
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Le gouveniement veuten arrivera un accord qui est responsable -sur Ie plan financier et qui protege les intere~ .
des contribuables neobrunswickois.,
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, En suivant Ia re~o~mandation de la commission de conciliation'independante, Iegouvernement a co~siderablement
augmente son offre salariale i n i t i a l e . '
Voici des exempies de l'auginentation proposee :
37132 $
5ans d'experience
==~~~,~=s,,=,==,"==,,=' 45184
11 ans d' experience au plus
n'z~>=,.~=.
$
57259 $
Les salaires ne'sont pas Ie seulpoint en litige dans cette ronde de negociation entre les enseignantset Ie 'gouvernement.
Nous devolls egal~ment'r~gIer l'importante l'Juestion de la-composition de Ia salle de classe. Pour parvenir aurte entente,
nous devons trouver un equilibreentre les augmentatiop-ssalariales et Ie financement desres~ourcesafferentesa la .
composition de Iasalle de dasse.
* La major{ti desenseignants neo~brunswickoissont titulaires d'un certiJicat V
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ponrle.s'"enseignants'et·les.enseigpantes
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Le gouvernement dUN9'4v~au-Bmnswick~offert'aupersonnel··enseignant·uneaugmentation·salafial~juste. d'i;Jsonnable.
L'offre, fondee sur la recoml11and~ti6n d'une commission de conciliationindependanteatj~~de tierce partie,pre~oit une
de 12 % sur quatre ans. Ils'agit d'uneentente de quatre ansavecpleinsalaire retro~ctifau 1eC,mars 2004. J
Le gouvernement veut enarriver a un accordquiest responsa~lesupJeplanfi~ancier~tquiprotege les
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hausse.salari~eaninimum
inter~ts d~scontribuables
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neo-brunswickois.
En suivant la recommandationde la commission de conciliation indep'endante; Ie gouvernement aconsiderablement augmente son offre salariale iflitiale.
L'entente proposee setraduira par unea~gmentation des,salairesdes,enseignants de p~es de 105 millions sur q~atreatis~
',,','
Voici des exemples de l'augrnentati~n proposee:
Cinq
: Nouvelenseignartt
11 ans ouplus
37132 $
45184 $
57259 $
Nouvel enseignant
5ans
11 ans ou plus
40482 $
49209$
62292 $
5ans
Six
Les salaires ne sont pas Ie seul point en litige dans cette ro'hde de negociation entreJes enseign;mts edegouvernement.Nous devons egcUementregl~r
l'importante question dda compositionde la salle de classe. Pour parvenir a une entente, nous devons tcouver un equilibre entre les augmentations
salariales et Ie financement desressourcesafferentes ala composition delasalle de classe.
"New~ Nouveau
Brunswic
c AN
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Appendix E: Media Evaluation
As expected, there was considerable media interest on this issue. From December 3,
2005 to June 22, 2006, there were 1424 media hits.
There were 18 editorials, 11 of which favoured the government's position. One favoured
the teachers' position while two supported teachers in general but did not support their
wage demands. The remaining four editorials did not support either party's position.
Government had one guest column, one op-ed piece, and two letters to the editor to
correct misinformation and state government's position. The union had one op-ed and
three letters to the editor, one of which was an attack on the media for continuously
reporting facts provided by government and not by them .
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Of the media hits 47 per cent were positive, 22 per cent negative and 31 per cent neutral.
Government spokespersons were quoted in 63 per cent of reports.
In addition
background information provided to media by the government was used in 53 per cent of
reports.
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