Editor:
Teacher job action could be attributed to many concerns but some are prominent because of the simple inaction of using a current maintenance schedule. Students are subject to our indulgences of politics, rhetoric, and instructed daycare, overlooking opportunity, skill and challenge.
Our children are enriched with net zero, a fair deal and a hydra of ascending administrators, not to mention ministers.
Any employee will try to make as much income as possible, and good employees will be as productive as possible. There are organizations in the private as well as public sector that use continuing education and increase flexibility with a reward of higher pay and skills excellence for their staff.
Through the seniority system, there are instructors bumped into subjects in which they have little experience and where there is no supporting accredited material available for pro-D days.
Demands for a dynamic system without resource and responsibility without opportunity is a recurring political theme.
Problems with the educational system are apparent when a child is obliged to take courses above the requirements to graduate so that a school can receive more money for full-time students.
Possibly this could contribute to class size, where it is not homework nor grades that become the challenge, but bureaucracy.
Students recognize institutional intransigence no matter how well the rhetoric is documented. Demands brought into bargaining do not seem to be addressing the broken pipes in the systems even though everyone knows it starts at the top and flows downhill.
An act of preventive maintenance could help, preferably before it backs up die to inadequate venting by the general population.
Gregg Pritchard
Williams Lake
