TO SUPPORT THE MISSION OF CEGEPS…

1. TO SUPPORT THE MISSION OF CEGEPS… INVESTMENTS MUST BE MADE IN TEACHING

2. AT THE END OF THE SPRING 2006 NEGOTIATIONS • Joint committee’s work began in the fall of 2006 • Union party: FAC - FEC/CSQ - FNEEQ/CSN • Employer party: CPNC (MELS and Fédération des cégeps) • Mandate • to analyze current teaching practices at the college level, more specifically in terms of individual workload (CI) parameters and impact of ICTs

3. TO DATE • Preparation and dissemination of a profile of the teaching profession in October 2007 • Profile document validation in October, November, and December 2008 • With teachers by the union party • With college administrations by the employer party • Changes made to the document following the validation process in January and February 2008

4. CONTENTS IN BRIEF • 7 CHAPTERS • Background • Program • Department and subject • Teaching • ICTs • Professional Development • Activities Within and Outside the Institution

5. Broadening of the initial mandate of Cegeps as post-secondary education hubs in every Quebec region. The need to make work more collective. A more heterogeneousstudent population with specific requirements Impact of ICTs Challenges related to teaching staff renewal The 1994 reform and its consequences: Legislative framework Program-based approach andcompetency-based approach Increased importance of student success New evaluation policies Higher workforce qualification standards BACKGROUND

6. PROGRAM • New decision-making processes related to local management of competency-based programs • implementation of program committees • establishment of links with departments

7. PROGRAM • Program reviews, updates, and changes based on • success rates • enrolment levels • changes in professions, etc.

8. PROGRAM • Introduction of • Programs combining a College Diploma and a University Degree (DEC-BAC) • Programs combining a Diploma of Vocational Studies and a College Diploma (DEP-DEC) • Work-study programs • Intensive College Diplomas • Distance learning • etc.

9. DEPARTMENT AND SUBJECT • Fundamental role of the department • as a meeting place for teachers of a same subject or discipline • as a place to carry out pedagogical and administrative activities • Increasing amount and complexity of departmental activities

10. TEACHING • Teaching involves mastering both the subject and the pedagogical relationship, which implies: • Long term planning, updating, etc. • Analyzing the educational situation and designing the pedagogical intervention: course planning and preparation • Performing the pedagogical intervention: teaching, support, supervision, and evaluation in the classroom; providing upport and supervision outside the classroom • Providing support and supervision in and outside the classroom, evaluating • Adjusting the pedagogical intervention: implementing adjustments and modifications

11. TEACHING • Consequences of the reform • Interdisciplinarity owing to the program-based approach • Increasingly complex planning of the teaching and learning process owing to the competency-based approach • Increasingly systematic use of formative evaluations, IPESAs, comprehensive evaluations, etc.

12. TEACHING • Consequences of the reform • More support and supervision activities: success, changes in the student population, etc. • Development of ICTs • Increased cooperation among teachers

13. PROFESSIONAL DEVELOPMENT, RESEARCH, AND TRAINING • Includes, among others, • Professional development in the teacher’s teaching field • Pedagogical professional development • Some factors • Accelerated development of knowledge and information • Increased interdisciplinarity and specialization • Technological developments • Updatingof programs

14. ICTs • Cause major changes in teaching practices • Uses • Information processing • Communication and collaboration tools for administrative and pedagogical purposes • Creation of learning situations

15. ACTIVITIES WITHIN AND OUTSIDE THE INSTITUTION • Many others activities • enhance institutional life within the Cegep • promote the institution outside the Cegep

16. FOLLOW UP • Recognize the need for more respect towards the Cegep teaching profession • Ask the ministry to follow up on the joint committee’s work in order to find solutions to the most urgent problems.