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Smaller Classes for Elementary Students
Reduce class sizes in grades 4 to 8 and Kindergarten to enhance activity-based learning, positive social interaction among students, and individual attention from teachers.
READ MOREClasses in the Arts and Physical Education drive our little ones to thrive and learn teamwork, collaboration, and creativity. Although the province knows the importance of these programs — mandating that elementary students must have access to the Arts and Physical Education classes — it does not allocate the funding teachers need to provide these classes. We need specialist teachers who share their love for music, physical education, visual and performing arts, and design and technology to guide our kids to follow their passions and choose careers that ensure Ontario is at the forefront of new technological and creative trends.
The Ontario education grants leave our kids short-changed when it comes to funding specialist teachers. The shortfall is magnified in smaller and more remote schools that have less access to specialist teachers and programs, because funding is based on per-pupil grants rather than grants per school.
Technology, the Arts, and global and environmental education all support experiential learning that ignites and sustains students' interests and connects them to the world around them.
Elementary students would have a more enriched educational program and experience less frustration or violent behaviour if they had more opportunities to learn through the Arts and outdoor experiential learning, supported by teacher-librarians and teachers who are specialists in the Arts, Health and Physical Education, and guidance. However, the government does not provide sufficient funding for teacher-librarians or specialist teachers.
Research confirms that the knowledge and expertise of teacher-librarians and specialist teachers make an important contribution to the quality of elementary education. This is true of both academic success and students' broader emotional, physical, cognitive, personal, and social development. An extensive literature review concluded that, "Overall, the literature surrounding specialist teachers in a range of content areas appears to support the claim that specialist teachers can positively impact student achievement and contribute to student success at the elementary level."
The number of specialist teachers at the elementary level has dropped significantly since 1998 when the current funding model was introduced. The Ontario education grants leave elementary students significantly shortchanged in terms of their access to quality programs in the Arts and Health and Physical Education, and support from teacher-librarians.
In the context of the Ministry's focus on student well-being, including addressing mental health issues, the lack of guidance counsellors in elementary schools is a barrier to meeting the needs of students. According to a recent report by the public advocacy organization People for Education, 82 per cent of all elementary schools report having no full- or part-time guidance counsellors. Only two per cent report having a full-time guidance counsellor. In the context of increased concerns related to classroom violence, it is short-sighted for the government not to ensure greater student access to guidance counsellors in elementary schools.
Teacher-librarians play a critical role in developing student literacy, supporting teachers' classroom instruction, and making the library the technological hub of the school. Studies conducted by People for Education document the extent to which trained teacher-librarians have a positive effect on student literacy achievement and on children's enjoyment of reading. It is ETFO policy that all elementary students have access to a teacher-librarian. In recent years, many school boards have replaced teacher-librarians with library-technicians who are not teachers and are not trained to support teachers' classroom instruction. The per-pupil funding allocation for teacher-librarians that boards receive has not kept up with rising costs and does not meet the current needs of students.
School libraries cannot fulfill their role of assisting teachers to meet the learning expectations of the provincial curriculum without up-to-date resources and technology. The education funding formula must be amended to provide dedicated resource funding to support school libraries.
