The proposed Agreements in Principle for both the Central and Sectoral tables have been accepted by a majority of General Assemblies of the local unions. What comes next is a process of writing out the clauses, after which the new agreement will be signed and then come into force. The time-frame for this process is not yet known.
Since there have been increases to remuneration for both Day and Cont. Ed. teachers, you will receive retroactive pay. Again, we are not yet sure about the exact timeline for this; however, it will take some time after the agreement is signed for the payments to be processed.
One of the key gains that was made in the agreement is a new salary scale for Continuing Education teachers that will include recognition of experience. Although the steps for experience will be phased in gradually, the first few levels will become available as soon as the agreement is signed. If you are teaching in Continuing Education and have not yet submitted your work experience documentation to the College, we encourage you to do so as soon as possible. You should submit all documentation to email@example.com.
You can read the FNEEQ statement about the agreement in principle (in French) here.
Reminder: Period of Availability
For day teachers and those teaching a Continuing Education charge course, the period of availability continues between semesters, with the exception of Christmas Day and New Year’s Day. Since those fall on Saturdays this year, the statutory holidays have been moved to Monday, December 27th and Monday, January 3rd. With the exception of submitting final grades, hourly-paid Continuing Education teachers do not owe any availability to the College after the last day of their contract. The final grade deadline for all teachers is December 31st.
Know Your Rights: Union Representation
Teachers always have the right to be accompanied by a Union representative to any meeting with the College. If you are convened to a meeting with anyone from the College administration (e.g. Sector Dean or HR), we encourage you to reach out to us. We routinely attend such meetings with teachers to ensure that their rights are protected. For the same reason, we also encourage members to copy us in on communications with HR or administration whenever they are comfortable doing so.
Know Your Rights:
Leave for Family Reasons
CNESST Preventative Leave
In the context of the pandemic, CNESST has modified its rules relating to preventative leaves for teachers who are pregnant. If you are in this situation, we encourage you to contact CNESST to understand your rights.
Dawson Teachers’ Union, along with all FNEEQ Unions, will be on strike from noon on May 11th until noon on May 13th. During this time, all teachers at Dawson will be on strike and all work will be suspended. There will be a physical picket line at Dawson on all three of these dates. In order to qualify for picket pay, you need to complete two shifts of picket duty on two of the three strike dates.
If you have not already done so, sign up for your picket duty shifts using the link that was sent to members via email on May 4 (“DTU Strike 11th-13th May – Important Information”).
Message For Students
Several members have contacted us to request a short message aimed at students regarding the upcoming strike. We have prepared the message below, which we invite you to share with students in class or via your online classroom platforms. You are, of course, welcome to prepare your own message:
As you may know, all Dawson teachers will be on strike from noon on May 11th until noon on May 13th, along with our colleagues across Quebec. During the 48 hours of the strike, teachers will not hold classes, evaluations, or office hours, nor will they answer emails or MIOs.
As teachers, we are committed to our students and their learning, so we do not take this decision lightly, but we are left with little option in the face of stalled negotiations and broken promises from the Government. We are demanding better working conditions (especially for Continuing Education teachers!) and better learning conditions for students.
We encourage you to contact your Sector Dean with any questions or comments you have regarding the impact of the strike – or even just to express your support for your teachers!
If you would like more information to share with your students, there are several documents (in both English and French) collected here.
Withholding Final Grades
The deadline for submission of final grades for this semester is Wednesday, 9th June. In the context of stalled negotiations and the upcoming strike, teachers across the FNEEQ Cégep network are being urged to withhold their final grades until the grade deadline. This is intended as an additional tactic to pressure the Government to settle our demands.
Note that this does not prevent you from returning graded work to students and posting grades for final evaluations on Léa or Moodle. However, you should not officially submit final grades to the College until the grade deadline of 9th June.
In-Person Exams and In-Person Teaching in the Fall
As many of you are aware, the College has announced that final exams will be taking place in-person at the College for those courses for which departments had requested them.
As the pedagogical experts in their fields, individual departments took decisions as to which courses required in-person exams. These decisions were based on the pedagogical necessity of in-person exams to evaluate the course competencies and maintain academic integrity. Course Outlines clearly indicated whether in-person exams would take place if public health conditions allowed. The DTU’s position is that such decisions should be taken by teachers and we respect the decisions taken by departments.
You may have heard that the Dawson Student Union is petitioning the College not to hold in-person exams. The College confirmed to us at a recent meeting that all students who must attend in-person exams were aware of the possibility from the beginning of the semester; by registering for these courses, students agreed to attend in-person exams if Public Health allowed. While we understand that many students are anxious about returning to the College, Public Health has deemed it safe.
Indeed, in order to gain approval to hold in-person exams, the College submitted a protocol to Public Health demonstrating how the exams would be carried out in accordance with public health guidelines. Public Health has agreed that this protocol will allow current health requirements to be met. We trust that the College is following all necessary Public Health measures; indeed, they have assured us that in many instances, they have implemented measures beyond those required by Public Health.
As for in-person teaching in the Fall semester: there is still much that is unknown. Again, the College’s decision as to when to resume in-person teaching will be based on the directives of Public Health authorities and the Ministry of Higher Education. As in previous semesters, the College has asked departments to assess the “level” of their courses for the Fall semester. The College uses this information to determine what in-person activities to prioritize, based on the public health situation. . Teachers who have particular concerns regarding returning to in-person teaching in the Fall are asked to contact Human Resources.
Upcoming Events and Deadlines
PDF Application For your application to be considered at the next meeting of the Professional Development Fund committee, submit it by 8th June to
We ask that applications be submitted prior to the date of the proposed activity. The Committee will be meeting to review the applications later that week.
Master’s Leave If you intend to apply for a leave to complete a Master’s degree, the deadline is 15th May.
Voluntary Workload Reduction If you intend to apply for a Voluntary Workload Reduction for either the Fall 2021 semester or for the entire academic year 2021/2022, the deadline is 15th May. The application form can be found on the Dawson website.
Leaves Table The DTU’s website has a table summarizing all leaves of absence to which teachers have access.
Availability and Vacation Period
For teachers with a day contract, the last day of availability for this academic year is June 14th. The vacation period is from June 15 to August 16, inclusive. Teachersare expected to be available to the College until the vacation period begins. Although the nature of our work alters after classes end, teachers are expected to be available to attend meetings with the College if required. For full-time teachers, availability is 32.5 hours per week. For part-time teachers, availability is proportional to the workload.
Teachers who wish to be unavailable to the College prior to the beginning of the vacation period can request a transfer of availability. You need to complete the form provided by the College in advance of the period you are transferring. Note that the form asks teachers to indicate what activities you propose to make up for the period of unavailability; you do not have to provide too much detail here. It is sufficient to indicate something along the lines of “course prep” or “departmental work”.
Seniority, Priority, and ETC
Seniority, priority andETCs have significant and long-lasting implications for your employment at Dawson. These concepts can be difficult to understand, especially for newer teachers. We have prepared this guide to help, but we encourage you to contact us with questions and concerns.
Seniority is accumulated based on the amount of work completed at the College. Each year of full-time work at Dawson corresponds to 1.0 seniority. For a given semester, a teacher cannot gain more than 0.5 seniority from day contracts; however, it is possible to accumulate additional seniority in the semester from Cont. Ed. contracts. A teacher can never gain more than 1.0 seniority in an academic year.
For part-time work, seniority is calculated proportionally, based on the ETC. For Cont. Ed. courses, seniority is calculated by dividing the number of contract hours by 450; for example, a 60-hour Cont. Ed. course generates 0.1333 seniority points.
Note: most of the leaves provided in the Collective Agreement (e.g. parental leaves, professional development leaves etc) protect teachers’ seniority for day work. This means that any day work that the teacher would have been assigned had they not been on a leave would be credited to them for seniority purposes. For Continuing Education courses, seniority is only protected during parental leaves.
On October 15th of every year, the College publishes the newest Seniority List, updated to include seniority accrued in the previous three semesters (Fall, Winter, and Summer). There is a period of 20 days in which corrections can be made, after which the list becomes official and is used as the basis for assigning work until the next seniority list is published. It is important to verify your seniority when the list is published; if you think your seniority has not been correctly credited, you should contact the DTU.
Priority indicates the order in which teachers will be assigned work by the College. For teachers with the same priority, work is then distributed by seniority (if there is a seniority tie, the amount of experience is the next factor).
Once a teacher has been hired for a workload, they have priority for future workloads. However, this priority must be exercised by completing a G.O.S (General Offer of Service) every year or applying to each posting in their discipline. If a teacher does not receive a workload, they maintain hiring priority for three years after the end of their last contract.
Significantly, there is a separate priority ranking for a day workload; once a teacher is assigned a workload in the day (whether a full semester workload or a replacement workload), they acquire day priority. Since courses are distributed first according to priority and then seniority, a teacher who has day priority but less seniority would be assigned day work before a teacher with more seniority who does not have day priority. We encourage all teachers to contact the DTU before turning down day work.
ETC is the acronym for équivalent temps complet, or “full-time equivalent”. For full-time workloads, the ETC is 1; for part-time workloads, the ETC is proportional to the workload which is calculated by dividing the CI (charge individuelle) of the workload by 80. (You can use the DTU’s handy CI calculator to estimate the CI of your workload)
For day contracts, the ETC value is indicated on the contract. This ETC value is provisional as it is based on the projected number of students in the course(s). Note that the actual ETC value could increase (in which case pay adjustments would be made) but it cannot decrease.
For hourly-paid Continuing Education courses, the ETC value is calculated by dividing the number of contract hours by 525; for example a 60-hour Cont. Ed. course would be 0.114 ETC.
The maximum amount of work a teacher can be assigned by Dawson in a given academic year is 1 ETC. Once a teacher reaches 1 ETC, they can no longer exercise their priority on courses until the next academic year.
A teacher who has not reached 1 ETC for the year can continue to exercise their priority on available workloads, but would only be eligible to receive the smallest possible workload necessary to reach 1 ETC.
Like you, the DTU Executive is working remotely! We can answer questions regarding workloads, seniority and priority, schooling and work experience documentation, and anything else related to working at Dawson. In particular, before turning down work, we encourage you to contact us to discuss the implications. You can email us at firstname.lastname@example.org with any questions.
Employee Assistance Program
We recently realised that part-time and hourly-paid employees do not have access to the Employee Assistance Program provided by the College. Although this eligibility criterion is not new, it was recently brought to our attention in the context of our Wellness Weeks campaign. We find it shocking that part-time and hourly-paid employees, many of whom have worked at the College for years, do not have access to the external resources provided by this program – especially in the midst of a pandemic!
As you may have gathered from our most recent updates, there continues to be no progress in our negotiations, even as we approach one year since the expiration of our Collective Agreement. Negotiations had stalled when it became apparent that the government had failed to give its negotiation teams the mandate, and crucially the funds, needed to settle many of our demands. More recently, the government negotiation team has reneged on an “agreement in principle” that the two sides had reached regarding a demand that does not even require additional funding. The most recent issue of the Info-Négo addressing these “developments” can be found here in English and French.
In light of these more recent developments, it is even more important that we support our negotiation teams and increase our mobilization and pressure tactics. At our General Assembly on 16 February, our members unanimously passed two motions mandating the DTU to work on increasing pressure tactics and to plan for a strike at an appropriate time, as well as to call on the FNEEQ-CSN to coordinate an informal common front with other unions in the education sector.
Que l’assemblée générale donne le mandat d’intensifier les moyens de pression en milieu de travail en tenant compte de la situation sanitaire et de planifier l’exercice de la grève au moment jugé opportun.
As part of this effort, there have been several recent mobilization activities to increase awareness of our demands and pressure the government to negotiate. Thanks to members for participating in a variety of actions – from building snowfolk, to web commando actions and “yammer-ing” on the College’s Wellness Initiative. In our current remote working conditions, we are increasingly reliant on online platforms, not only as a means of communication but also as a means of mobilization! If you don’t already, follow our Facebook page and join the Cegep FNEEQ en nego Facebook group for updates on mobilization activities both at Dawson and elsewhere in the network.
All documents relevant to the current negotiations, such as Info-Négo issues and our demands, can be found on the Négo 2020 section of our webpage, and updates are also provided at General Assemblies and in Owl Hoots. However, if you are interested in receiving shorter, more regular updates, please let us not and we will add you to a “Négo” mailing list.
Freedom of Expression
The DTU has received multiple questions from members about academic freedom of speech in recent years. Furthermore, the recent media attention that this issue has garnered has generated a discussion at the National Assembly. Many courses address important but often charged issues, such as the BLM protests for racial justice and issues of gender identity, and it is important to have clarity about teachers’ and students’ rights as well as best practices to achieve an open and respectful environment in the classroom.
Remote teaching during the pandemic has made this issue more pressing: teachers are concerned about the possibility of being recorded or having people who are not registered in the class hearing parts of the discussion without context.
Academic freedom: Rights and responsibilities, in brief
The Collective Agreement provides some protections for teachers against discrimination (Clause 2-3.00) on various grounds, such as age and race. In relation to questions of academic freedom, the Collective Agreement explicitly states that a teacher cannot be discriminated against on the basis of their opinions or political views, nor on the exercise of their academic freedoms. In the context of the current negotiations for the new Collective Agreement, discussions are being held about potentially clarifying these rights.
Students also have the right to a safe learning environment, and specifically the right “not to be subject to sexist, belittling, or discriminatory remarks or behaviour in the classroom” (ISEP, Appendix 1, #10 and #11). This responsibility is shared by teachers and students; while teachers have the responsibility to approach sensitive topics in an appropriate manner and to set the tone of discussion in class, students also have an obligation to be respectful of their classmates and teacher.
Finally, given that departments are responsible for determining objectives and pedagogical methods, as well as approving course outlines, we believe that these are also the right place to have discussions about appropriate pedagogical approaches for dealing with potentially fraught issues. If departments feel that these discussions would benefit from external expertise, there are resources available through the College as well as the Professional Development Fund for activities of this nature.
Equity and Diversity Committee
As you may be aware, several departments have been having discussions on ways to address structural inequalities and to promote diversity at the College at all levels: hiring, retention, the curriculum itself where appropriate, and so on. Moreover, the CSN has also been increasingly paying attention to these issues, which have been highlighted by recent world events, and recent discussions at our Executive Council meeting confirmed that these are concerns shared more broadly among our members.
With this in mind, the DTU is looking for interested members to form a committee to address these issues. This will be a member-led committee, with the Executive providing support and liaison as needed. The committee will develop its own mandate, but we hope it will provide a forum to explore ways in which we can work to improve equity and diversity at Dawson, as well as within the DTU and its Executive itself.
If you would like to get involved, please write to us at email@example.com!
Your Rights, Explained – Double Employment
The Collective Agreement, which applies to all public Cegeps in Quebec, stipulates (Article 5-1.12) that anyone who has full-time work cannot exercise priority on a teaching workload. This is commonly referred to as “double employment”. What follows is a brief explanation of “double employment”; however, members are encouraged to contact the DTU with any questions about their specific situation.
Why does double employment matter?
The purpose of the double employment clause in our Collective Agreement is to ensure that public sector funds are utilized to provide access to full-time work for as many people as possible.
What counts as double employment?
Any teacher who has a full-time contract, either at Dawson or elsewhere, or who has a reasonable expectation of full-time employment during a given semester, is considered to be double-employed when applying for a teaching workload at Dawson. [see ANNEXE II-6 of the Collective Agreement for more details]
Teachers with either a full-time annual contract or full-time contracts for both fall and winter semester, whether at a Cegep or a University, are usually considered to be full-time for the year, which includes the summer months. Consequently, even if you are not “actively” teaching during the summer, you would still be considered double employed for summer courses if you had a full-time contract in the academic year.
Note that double employment only applies to someone who has full-time work. A teacher who has a part-time contract, even if it is for the whole semester, or who has several part-time jobs elsewhere, is not considered to be double employed.
The College expects 32.5 weekly hours of work from full time teachers, so teachers are free to take on additional work outside these hours — of course, other employers may have their own rules about double employment, but those would not be enforced by Dawson.
What does a double employed status mean?
Under the Double Employment Clause, teachers who work full time outside the College do not have any priority at Dawson.
Teachers have an obligation to declare their double employment status when applying for a posting. Since teachers who sign a G.O.S. (General Offer of Service) are considered to be applying to all teaching jobs for which they are eligible for that year, they do not apply directly to a posting. However, they are still required to inform the College of any change to their double employment status. Whether a teacher is applying directly to a posting or has submitted a G.O.S., the relevant time for determining double-employment status is when the workloads are posted.
Any teacher who is in a situation of double employment, or who has a reasonable expectation of being in such a situation, should inform Dawson’s Human Resources immediately. Similarly, any teacher who was in a situation of double-employment but is no longer double-employed should inform HR as soon as possible.
Send us an email — firstname.lastname@example.org, we will be happy to discuss your situation with you.
Work From Home – Calculating Days
As you may know, the federal government has broadened the eligibility requirements for claiming the Work From Home tax deduction this year in response to the shift to remote work necessitated by the pandemic. If you intend to use the simplified form for claiming these deductions, you will need to declare the number of days during which you were working from home during 2020.
For full-time regular, day teachers, the number of days worked from home refers to all working days (i.e. Monday-Friday) during our period of availability. For day teachers who had full-time work in both Winter and Fall 2020, the total number of days worked from home is 159 days.The table below provides more detail for those whose situation was slightly different. Note that you should deduct any sick days from your total.
Total # Days
16 March 2020(1st day working from home)
17 June 2020
19 August 2020
31 December 2020
The situation for part-time and continuing education teachers, however, is not as straight-forward as it is unclear how to “convert” the number of hours worked into days, particularly in the summer when courses are considerably condensed. We have contacted both the College and FNEEQ for guidance on this, and as soon as we have information we will communicate it to our members.
CTD Courses for Faculty
We would like to remind you that all teachers can take courses offered by the College (such as the non-credit courses offered by the Centre for Training and Development) for free. If you wish to register for a CTD course, you should email the office directly (email@example.com) who will send you the “Employee Registration Form” to complete. This will ensure that you are not charged for the course. If you have recently registered and paid for such a course, you should contact the CTD office for a reimbursement.
Contrary to what is indicated on the registration form, free registration for CTD courses is not contingent upon an 80% attendance rate. If you have been charged for a course you took due to this “policy”, please let us know so that we can follow up with the College.