Leave negotiations at provincial level

I respectfully take issue with Saskatchewan School Boards Association president Jaimie Smith-windsor's view that Saskatchewan teachers should negotiate classroom size and complexity with local school boards rather than incorporated the teachers' issues into the provincial collective agreement.

Most school boards are run by knowledgeable, compassionate and committed members who truly value education, students and teachers.

But, at their worst, boards can be run by people whose reasons for board membership are questionable, self-serving ones.

The reality is, some run for school boards because they have a grudge against teachers; see it as a political stepping-stone to provincial or federal politics; like the sense of power and self-importance; or value the stipend. Most boards aren't black and white. Many are problematic.

Classroom size and complexity incorporated into the collective agreement would help prevent the incompetence and wilful blindness. Incompetence and wilful blindness in boards, governments and employers are destructive to everyone.

Unfortunately, it seems these characteristics are becoming all too common.

Teaching for a good board is a joy because there is a positive and supportive atmosphere. Teaching for a poor, even toxic, board destroys morale when teachers are undervalued — especially when toxicity seeps into central offices, school-based administration and classrooms.

As a retired teacher I know, having served under both types of boards. I also served on a school board.