The problems in education are numerous. It is utopian to think that all problems can be resolved in the near future through minor reforms and collective agreement negotiations. Consequently, we consider that we have a duty to think about new approaches.
Currently, one of the most glaring problems in our network is undoubtedly the shortage of teachers. This shortage is multifactorial, but one of the questions regularly raised is that of the devaluation of the profession. When we come to the point of accepting an adult in classes, we must be sorry, of course, but above all we must question ourselves.
Faced with this shortage, the government response was predictable: if there is a shortage of teachers, more must be certified as quickly as possible. This very reductive vision of education has led to the creation of qualification pathways. However, it is certainly not by reducing qualification requirements that we will improve the quality of education offered to our students.
Faintness
In education, the notion of a non-legally qualified teacher is unfortunately now part of the usual vocabulary. Even if the contribution of these people is vital to the proper functioning of our schools and we are greatly grateful for it, the fact remains that many people feel a certain uneasiness in attributing the title of teacher to people who have not completed the required training course.
However, the education debate too often targets people who are not legally qualified. Beyond the importance of initial teacher training, we believe that the lack of regulation towards qualified teachers whose competence is sometimes questionable is just as damaging for the promotion of our profession.
Contrary to popular belief, the act of teaching is not reduced to a simple accumulation of knowledge, but rather to a multitude of skills which are acquired during initial training and which are perfected over the years.
The lack of transparency regarding the qualifications and disciplinary history of teachers also remains a major challenge which can sometimes damage our reputation. Shouldn’t the protection of students take precedence and be at the heart of our concerns as teaching professionals?
Movement
Like several thousand of our colleagues, we are worried about the abuses our profession is experiencing. The union federations are working to defend our working conditions, but our profession is not limited to a collective agreement. It is high time for us to take charge of the defense and revaluation of our profession rather than waiting for others to do it for us.
We therefore raise our voices to demand the creation of a professional teaching order in due form. The benefits will be numerous: it will be able to ensure the quality of the initial and continuing training of teachers, currently under the aegis of the government and vulnerable to ideological deviations. It will ensure the protection of the public by ensuring transparency regarding the qualifications and criminal and disciplinary records of teachers.
We are convinced that many teachers will be in favor of it, as will a large portion of the public. It is in this logic that we are officially launching the movement aimed at the creation of a professional order.
We now invite teachers in Quebec wishing to learn about the creation of a professional teaching order and wishing to support our approach to join us by visiting our website and signing the teacher petition for the creation of a order.
We also invite all Quebecers wishing to support this approach to add their voice to that of teachers by visiting our website and signing the citizens’ petition to this effect.
If we unite our voices, it is possible to take a big step forward by putting an end to the deprofessionalization of our profession and allowing teaching to regain its nobility.
This will obviously not solve everything, but if we get started today, it will be possible to ensure the sustainability of our profession and better quality education for the future of our Quebec youth.
*Have signed this letter:
Simon Landry Founder of the movement for a professional teaching order, Secondary school teacher in the metropolitan region
Serge Alfaro, Primary school teacher, Outaouais
Mathieu Lachance, Secondary school teacher, Laurentides
Sylvain Dancause, Secondary school teacher, Quebec region
Jonathan St-Pierre, Secondary school teacher, Abitibi-Témiscamingue
Amélie Lapointe Gagnon, Elementary teacher, Outaouais
David Turcot, Secondary school teacher in the private sector, Laurentides region
Marie-Claude Gauthier, Teacher and educational advisor, Montreal
Sylvain Duclos, Secondary school teacher, Chaudière-Appalachess