The psychological, emotional and physical strain on the ADS teachers

BY PAUL JUNOR

The plight of adult day school teachers is one that shows inequity, unfairness and disdain within the public school system. The fact that senior administrators have been awarded over $2 million in pandemic pay has brought focus on ADS teachers who are at the bottom of the teaching rank. It is because of their current dilemma that they sent an open letter to the Toronto District School Board (TDSB). It is titled “# OSSTF teachers speak of the inequities they face.”

The letter states “ADS teachers are a group of dedicated teachers in the TDSB who are committed to providing equitable and high-equality education to our students, just like all other teachers working for the board. However, we have been straining too long to fulfil this commitment while being treated inequitable for many years.” The letter outlines some of these inequities as:

° Unpaid prep time
° No health benefits provided
° Unpaid professional opportunities
° Lack of enough professional development days for professional development
° Larger class sizes

This has resulted in a two-tiered system in the largest public school in Canada. It has unfortunately taken a heavy toll on many of these ADS teachers. The letter states, “There is also the psychological, emotional and physical strain this brings on the ADS teachers while we work side by side with teachers who in contrast are afforded: contract positions, given smaller class sizes, health benefits, additional PD days, and many other opportunities for professional growth.”

The stigmatization and oppression that many of these ADS teachers face is unthinkable.

The letter states that these teachers, “Are extremely-hard working and strive to teach with the best practices while keeping equity as our focus for our adult students who are often marginalized and disadvantaged in the system.” It is even more troubling that these ADS teachers are feeling pressure from their poor working conditions, which may impact the learning conditions of their students who face untold financial, emotional and mental challenges that have been compounded by the COVID-19 pandemic.

The letter gives a good description of the students who are found in these adult schools. Many of them are “Immigrants and refugees who identify as black, Indigenous or are otherwise racialized. They are already facing multiple systemic barriers due to these conditions. They deserve the best practices, a safe learning environment, and a quality education.”

As a result of pressure and protected discussions placed on the TDSB by OSSTF, the board agreed to alter the timetable for ADS teachers so that they can earn their maximum pay, and ADS students could earn an extra credit in the quad.

Nevertheless, there is the on-going painful reality for ADS teachers; they are, “Paid for four working hours per day when you are actually working for eight hours or more is demoralizing and unsustainable.”

The letter states, “The board touts the importance of equity while systematically and repeatedly refusing to apply the very principle to the treatment of its teachers- and by proxy, their students is unacceptable at best.”

There is cautious optimism in the air. The letter concludes, “We hope the board will consider our situation and decide to treat us more equitable as we proceed with this round of negotiation.”