HomeMy WebLinkAboutAdamson, Cooney, Eves, Kramer 23-01-25IN THE MATTER OF A WORKLOAD ARBITRATION
BETWEEN
CONFEDERATION COLLEGE
(the “College”)
and
ONTARIO PUBLIC SERVICE EMPLOYEES’ UNION, LOCAL 732
(the “Union”)
CONCERNING A WORKLOAD REFERRAL BY JENNIFER ADAMSON, TIA COONEY, JAMIS EVES
AND LINDA KRAMER
Diane L. Gee, Workload Resolution Arbitrator
Appearances for the Union:
Simon Archer, Counsel, Goldblatt Partners
Rebecca Ward, President Local 732, Professor in School of Community Services
Kara Morrisseau, Professor of Nursing, Vice President o f Local 732 and Co-Chair of the
Workload Management Group
Jennifer Adamson, Professor of Medical Laboratory Assistant (G)
Tia Cooney, Professor of Nursing (g)
Jamis Eves, Professor of Practical Nursing & Personal Support Work (G)
Linda Kramer, Professor of Developmental Services Work (G)
Appearances for the College:
Jessica Toldo, Counsel, Hicks Morley
Shane Strickland, Dean, School of Health, Negahneewin, & Community
Services
Tania Pynn, Associate Dean, School of Health, Negahneewin, & Community Services
Elise Demeo, Senior Manager HR & Labour Relations (WMG Co-Chair)
Anne Renaud, Dean, School of Business, Hospitality and Media Arts
John Kantola, Associate Dean, School Apprenticeship, Trades and College Work Initia tive
Hearing Held January 16, 2023
Decision Issued on January 25, 2023
2
1. The Workload Monitoring Group was unable to resolve disputes arising out of the
workload assignments of Jennifer Adamson, Tia Cooney, Jamis Eves and Linda Kramer
(collectively the “teachers”). The teachers, with the assistance of the Union, referred the
matters to myself, the Workload Resolution Arbitrator.
The Issue
2. The College assigned each the teachers to a different field placement or preceptorship
course. Each teacher was attributed 45 minutes per week per student as
complementary time on their Standard Workload Form (“SWF”). Complementary time is
entered “below the fold” on the SWF. The Union asserts work performed in connection
with the field placement or preceptorship courses is teaching and should be entered as
part of the course load “above the fold” on the SWF.
3. It is the College’s position that the roles and responsibilities assigned to the teachers in
connection with the field placement or preceptorship courses do not include any
teaching, by which the College is referring that subset of a teacher’s responsibilities that
involves meeting with the students and engaging in the process of instructing or
conveying knowledge in keeping with the learning objectives of the course. In the
absence of any teaching, the College argues, there are no teaching contact hours, and
the hours attributed belong below the fold. The Union disagrees, noting many of the
roles and responsibilities assigned to the teachers are the roles and responsibilities of a
teacher. The time spent is thus teaching contact hours.
4. I have determined that only work that is what the College refers to as teaching, and
what I refer to in this decision as “Teaching Contact,” can create a teaching contact
hour. I find that each of the teachers perform some work that falls within the scope of
Teaching Contact, however the amount of such work is very minimal such that it does
not create a teaching contact hour. I wish to be clear that I am not deciding that a
teaching contact hour could be made up of minutes of time spread out over the course
of a week as opposed to being assigned in a block. I do not need to answer that
question to determine this matter, and I have not.
Analysis of Collective Agreement
5. Article 11.01 A provides: “Each teacher shall have a workload that adheres to the
provisions of this article.”
6. A teacher’s workload is calculated by adding together: teaching contact hours;
attributed hours for preparation (“preparation hours”); attributed hours for evaluation
and feedback (“evaluation and feedback hours”); and attributed hours for
complementary functions (“complementary hours”).
7. A “teaching contact hour” is defined in the collective agreement as follows:
3
11.01 B 2 A “teaching contact hour” is a College scheduled teaching hour assigned
to the teacher by the College. Regardless of the delivery mode, courses shall be
deemed to have the same number of teaching contact hours as they would if
taught entirely in the classroom or laboratory.
11.01 C Each teaching contact hour shall be assigned as a 50-minute block plus a
break of up to 10 minutes. The voluntary extension of the teaching contact hour
beyond 50 minutes by the teacher and any students by not taking breaks or by
rearranging breaks or by the teachers staying after the period to consult with any
the students shall not constitute an additional teaching contact hour.
8. For every 50-minute block of teaching contact (plus break of up to 10 minutes) assigned
to the teacher by the College the teacher is attributed one teaching contact hour.
9. Preparation hours and evaluation and feedback hours are a ratio of assigned teaching
contact hours.1 Complementary functions “appropriate to the role of teacher” are
attributed on an hour for hour basis.”2
10. Article 11.01 B 1 tells us that “teaching contact” is something different from, and does
not include, preparation, evaluation and feedback and complementary functions. The
word “contact” is used suggesting the teacher is in contact with the students. Article
11.01 B 2 tells us that teaching contact can be “delivered” in other ways, but two ways
in which teaching contact occurs in “in the classroom or the laboratory.” Further,
teaching contact is assigned in blocks of time whereas the other functions are not. If the
teacher stays after the period to “consult with any student(s)” it shall not constitute an
additional teaching contact hour.
11. Clearly “teaching contact” is a block of time that a teacher is assigned, by the College, to
meet with the students and engage in the process of instructing or conveying
knowledge in keeping with the learning objectives of the course. Teaching contact does
not include time spent on preparation, evaluation and feedback or complementary
functions. It doesn’t even include time spent, after the assigned block of time,
consulting with students.
12. The Union argues article 11.01 D 3 requires time spent on a field placement course or
preceptorship to be placed above the fold. Article 11.01 D 3 (viii) provides:
11.01 D 3 For purposes of the formula:
…
1 Articles 11.01 D 1 and 11.01 E 2 respectively.
2 Article 11.01 F 1
4
(viii) “Special B” refers to preparation for sections of a course in which the
objectives describe the students’ application of knowledge in actual work settings.
The first section of a “Special B” course which the teacher has not taught before
or which the teacher has not taught within the previous three academic years
attracts the numerical value in “Established A” (1:0.85).
The first section of a “Special B” course which the teacher has taught within the
previous three academic years attracts the numerical value in “Established B”
(1:0.60).
Repeat sections of a “Special B” course attract the numerical value in “Repeat B”
(1:0.35).
Additional time necessary to arrange and prepare for student placement in such
learning situations shall be attributed on an hour for hour basis and recorded on
the Standard Workload Form (SWF), as referred to in 11.02.
13. I agree with the analysis and conclusion reached by Arbitrator Wacyk in Confederation
College v Ontario Public Service Employees Union, Local 732 , 2022 CanLII 14047 (ON LA)
(“Confederation College”) at paragraphs 94 – 96 and find Article 11.01 D 3 (viii) speaks to
the attribution of preparation time only where there exists an associated teaching
contact hour.3
14. In conclusion, teaching contact is time spend by the teacher in direct contact,
involvement, or engagement with the student relaying knowledge relevant to the
learning of course content. Given that preparation time and evaluation and feedback
time are a ratio of teaching contact hours, in the absence of a teaching contact hour
there can be no attributed preparation or evaluation and feedback time. Thus, in the
absence of a teaching contact hour, the time is a complementary function that goes
below the fold.
15. For the remainder of this decision, when I use the term “Teaching Contact” I am
referring to time spent by the teacher in direct contact, involvement, or engagement
with the student relaying knowledge relevant to the course content.
Principles Applied
16. Article 11.01 B 2 provides that a “teaching contact hour” must have been assigned to
the teacher by the College. It is my view that a teacher cannot create a teaching
contract hour by going above and beyond what is required.
3 WLA decisions are without precedent and thus prior decisions are not binding upon me. I am not following the
Wacyk decision I am adopting Arbitrator Wacyk’s analysis and conclusion.
5
17. Small amounts of Teaching Contact that happen within the field placement context may
not be sufficient to create a teaching contact hour. I agree with the finding in a decision
dated March 16, 1987, involving the Early Childhood Education Division at Seneca
College, which considered the same issue raised in this matter . In that case, the fact
that the teachers involved in a fieldwork course “sometimes impart new information, of
a practical nature, that might be considered teaching” was not enough to have the work
recognized as teaching as it accounted for a “small fraction of the total number of hours
attributed…” In Confederation College, above, Arbitrator Wacyk found ad hoc instances
of drawing on substantive expertise in support of a student, where such is not part of
the course material or instruction, is consistent with the role, there under review, of
Program Coordinator.
18. The existence of Teaching Contact requires some aspect of involvement or exchange
between the teacher and student. Communication by the teacher with personnel of the
field placement agency, the College, or another institution, in support of the student or
the field placement generally, is not Teaching Contact. In a November 17, 1986, decision
of Workload Arbitrator Gorsky involving teachers in the Human Services Division of
Fanshaw College, he states:
Given the natural meaning of the words used in the Agreement, it was apparent
to me that a teaching contact hour must involve some direct involvement or
exchange between teacher and student. To teach is defined by the Oxford English
Dictionary as ‘to show by way of information or instruction, to impart or convey
knowledge or skill.’ Clearly, then, a teaching contact hour involves a direct
transfer of knowledge from teacher to student, usually, but not necessarily,
structured as a 50-minute teaching block hour. …. A complementary function is
differentiated from a teaching contact hour, suggesting less direct involvement
and exchange between teacher and student.
In the case before him, the facts of which are distinguishable from the facts in issue in
this matter, Arbitrator Gorsky found the teachers to be engaged in teaching contact
during the field placement.
19. I can find no support for the College’s suggestion that “reinforcing” previously learned
information is not teaching. I am not persuaded that, when a teacher, in direct contact
with a student, reinforces previously taught information, that the teacher is not
engaged in Teaching Contact.
20. Teaching Contact done in another course to prepare the students for the field
placement course, is not Teaching Contact in the field placement course. To count as
Teaching Contact in the field placement course, it must occur within the field place ment
course.
6
Information Presented and Findings
21. As discussed above, to establish that the time attributed belongs above the fold, there
must be Teaching Contact. Without Teaching Contact there cannot be a teaching
contact hour. Without a teaching contact hour there can be no attributed preparation
or evaluation and feedback time. For that reason, the focus of my review of the
information provided is on whether the teachers are engaged in Teaching Contact.
Jennifer Adamson - MLA390
22. Ms. Adamson is the Faculty Field Placement Advisor (“Advisor”) for ML390 in the Spring
2023 semester.
23. Recently, a Health Programs Support Officer and an Academic Manager have been hired
to support the course. As a result, the roles and responsibilities of the Advisor are
currently under review. The course does not begin until April. At the time of giving her
statement, Ms. Adamson had been in the role of Advisor with a Health Programs
Support Officer and Academic Manager in place.
24. Ms. Adamson states the students are required to do a weekly observation log that she
marks based on a rubric provided to her. In the event a student fails, she would teach
the material to student because they need to know the material to write their
certification exam.
25. Ms. Adams states the students have a competency checklist they carry with them and
have their onsite supervisor check off each competency as it is demonstrated. However,
the Field Placement Advisor must sign off that the competencies have been met at the
end of the field placement. I note that the Program Handbook states that the Advisor
“collects” the competency checklist.
26. Ms. Adamson will correspond with the students by e-mail or talk to them over the
phone once a week. During these discussions students could ask her questions and her
responses could involve her teaching the student.
27. Ms. Adamson may have to work with a student who is failing. This may require her to
make recommendations for remedial action such as more time to practice and/or asking
if the student is adhering to their Success Plan. I note that the Program Handbook
states that this is the responsibility of the MLA Coordinator.
28. Ms. Adamson may have to assist a student who, due to an injury, must file an
Occurrence Report. I note that the Program Handbook states that this is a shared
responsibility with the MLA Coordinator.
7
29. Due to the recent hiring of the Health Programs Support Officer and Academic Manager ,
the College is revising the description of the Advisor’s roles and responsibilities
contained in the Program Handbook. The current draft reads as follows:
The roles and responsibilities of the Faculty Field Placement Advisor are to:
• Remain current in the practice and theory of Medical Laboratory Technology
• Provide guidance and support to field placement preceptors/trainers
• Correspond with Field Placement supervisors/preceptors/trainers and MLA
students throughout the field placement training
• Collect and file student WEPA forms at the College
• Assist students in completing an occurrence report form when an accident
occurs at the field placement site
• Mark weekly student observation logs
• Collect all documentation throughout and at field placement completion
(WEPA forms, Competency Checklists, Time Logs)
• Ensure the completion of all documentation to facilitate student graduation
• Enter all marks and final grades within the Blackboard and Banner Systems
30. The College created a draft document in which the responsibilities of the Advisor are
summarized. According to Associate Dean Pynn, the document requires further revision
as only the second, third and fourth bullet points listed are the responsibility of the
Advisor. The document (“College Summary of Advisor Responsibilities”) reads as
follows:
ML 390 Field placement Advisor/assigned faculty member
Time provided: 45 minutes/student/week
Location of Placements: in town or in the region
How can meetings occur: The ML 390 staff member can meet in person or, if
necessary, via online or telephone. They are given 45 minutes/student/week to
carry out the following responsibilities:
• The Placement Officer will distribute the students to the field placement
advisor/assigned faculty member assigned to ML390. The placement officer will
let the field placement advisor/assigned faculty member know of their student
assignments.
• The field placement advisor/assigned faculty member will communicate and
schedule their visits with the students, so students know when to expect the visits
or communications via phone. Anecdotal notes should be kept reflecting
interactions.
• The field placement advisor/assigned faculty member contacts the student to
discuss how they are meeting their clinical course outcomes and providing
feedback to the students and preceptors on their learning, or problem solving
with them usually through weekly visits and/or calls (more frequent if there are
any problems).
8
• The field placement advisor/assigned faculty member corresponds with the
field placement supervisor/preceptor or trainers and the MLA students
throughout the field placement training
• The field placement advisor/assigned faculty member will evaluate student
weekly observation logs, tracking hours.
• The field placement advisor/assigned faculty member will collect all
documentation throughout field placement and ensure the completion to
facilitate student graduation.
31. The Union challenges the College Summary of Advisor Responsibilities on the basis that
it was created during this process, has not been reviewed by Ms. Adamson and is
subject to consultation and further revision.
32. Associate Dean Pynn states that the content of the College Summary of Advisor
Responsibilities was taken from the course handbook and is not new. Associate Dean
Pynn states that the College Summary of Advisor Responsibilities document was created
to assist Ms. Adamson in understanding her role given the changes that have occurred
over the years. The draft will be reviewed with Ms. Adamson, the Placement Officer,
and the Academic Manager in a collaborative process before it is finalized. The
information will be revised to make students aware of their own roles but also the roles
of the Placement Officer, the Academic Manager, and the Field Advisor.
33. Associate Dean Pynn states that the Advisor is not expected to do any teaching. All
teaching has already occurred. Associate Dean Pynn describe s the course as reinforcing
information that had been taught previously.
34. It is my finding that Ms. Anderson’s statement as to her responsibilities contains two
instances where she might be engaged in Teaching Contact. If a student fails a weekly
observation log, she might teach them the material they did not know, and she might
answer questions raised by students during their weekly discussions. I have no
indication as to how often, if at all, either of these scenarios might occur. I note that, if a
student is struggling, it is the MLA Coordinator who is to implement the success plan.
35. The course is four weeks long with 150 hours at the field placement. The students are
thus working at the agency and under the supervision of the Field Placement Supervisor
(agency personnel) for approximately 37.5 hours a week. Ms. Adamson would speak to
them for minutes a week or communicate with them over email. The Field Placement
Supervisor is directed, at page 24 of the Program Handbook, to closely supervise and
give the student “instructions including the principles and steps of performing new
procedures.” Further the Field Placement Supervisor provides the student with
“constructive feedback giving positive points and suggestions for improvement.” The
9
Field Placement Supervisor determines, in live time, whether the student has met the
competencies required.
36. Based on the information available at this stage, it appears there are few situations in
which Ms. Adamson might find herself teaching the students and, if those situations do
in fact arise, the time involved is likely to be quite short. A student with any significant
learning deficit would likely be identified by the Field Placement Supervisor be directed
to the MLA Coordinator for help.
37. I find Ms. Adamson is not likely to be engaged in Teaching Contact to a meaningful
extent. The time attributed to Ms. Adamson is properly in respect of a complementary
function and is properly below the fold on the SWF.
Jamis Eve - PW200
38. This is the first time this field placement course has been assigned to Faculty. Ms. Eves
has been assigned to the course for the first half of the semester only. The role of
Clinical Instructor has been assigned for the second half. The field placement began on
the day of the hearing. Having never been assigned to the course before, and it only just
starting, Ms. Eves had little knowledge at the time of giving her statement as to what
will be required of her.
39. Much of Ms. Eves’ statement goes to matters beyond the scope of the issue before me.
She expressed concern that, as the only faculty on the course, she was responsible for
all the students, not only those assigned to her. Ms. Eves noted that there were Clinical
Instructors assigned in the second half of the semester, who would be present at the
agency with the students, however, in the first half of the semester there is no on-site
Clinical Instructor. Ms. Eves expressed concern about the ability of the field personnel to
adequately supervise the students, the quality of the education they will be receiving
and the resulting damage to the health care system.
40. The College explained why a Clinical Instructor could not be assigned to the first half of
the course and I am satisfied with the explanation.
41. Understandably, given that Ms. Eves has not previously held the role, she has many
questions as to what her role is. She speculates that, as she will be marking the
students’ reflection journals, mid and final exams, and skilled summary record, that she
will be providing the students with written and verbal feedback. I note from the Course
Outline, Clinical Skills Summary Record, Reflective Journal Assignment and Midterm and
Final Evaluation that it appears the Skills Summary Record is completed by the student
and the Agency staff is then required to indicate their agreement or disagreement. The
role of the PW200 staff member is to “review to ensure assignment is completed in
full.” The Reflective Journal Assignment is marked pass or fail using a rubric. The
midterm and final evaluations are done by the student with the agency staff making
10
comments. Ms. Eve’s role in connection with the evaluations is limited to ensuring the
paperwork is completed.
42. Ms. Eves states she will be responsible for assisting students with the completion of an
Occurrence Report in the event of an accident. The students were taught how to fill one
in in a prior course but have never had to complete one.
43. Ms. Eves states that she will be required to have a 45-minute conversation with each
student each week. Ms. Eves has only 45 minutes each week per student to perform all
her responsibilities. As the other teachers stated, the obligation is to have a discussion
with each student each week in person, online or by phone.
44. If a student is struggling, Ms. Eves states she is to initiate a success plan. She indicated
that this would involve documenting the areas where improvement is needed and
coming up with ways to assist the student such as practice labs or tutoring. Ms. Eves
states she does not know who is going to monitor extra labs that are identified on
success plans and expects that the responsibility will fall to her. I note that Ms. Eves
states that the Academic Manager is responsible for following up on success plans.
45. Ms. Eves states that, regardless of the list of duties provided by the College, as Faculty,
she is responsible to ensure that the students know what they have been taught and are
applying their learning. Ms. Eves states, if the students do not know the material, she
must teach it.
46. Ms. Eves noted that not all the learning objectives had been taught to the students
before they started the field placement. She is teaching four of the learning objectives
to the students in PW 233, a course that is running concurrently. PW 233 will not be
finished before the field placement is finished and thus, she will have to teach those
four learning objectives to the students in the field placement course.
47. Ms. Eves states, if students have a question, there is no one else to direct them to, and
thus Ms. Eves will have to answer the question which will involve teaching.
48. I was not provided with a document that contains the roles and responsibilities
of Faculty assigned to PW 200. I was provided with a document that was
created to describe the roles and responsibilities of the role of Technologist. I
am told this document was provided to Ms. Eves to help her to understand her
role and responsibilities. The document reads as follows:
PW 200 Technologist (first 6 weeks) of winter semester
Time provided: 45 minutes/student/week (previously provided 30
mins/student/week)
Location of Placements: in town
11
How can meetings occur: The PW 200 staff member can meet in person or, if
necessary, via online or telephone. They are given 45 minutes/student/week to
carry out the following responsibilities:
• The Placement Officer will distribute the students to the PW 200 staff
members overseeing PW 200. The Placement Officer will let each PW 200
staff member know of their student assignment.
• The PW 200 staff member will work with their students to schedule the times
regarding when they will stop by or contact the students. The PW 200 staff
member will communicate this to the students, so they know when to expect
the visits or communication via phone. Anecdotal notes should be kept
reflecting interactions.
• The PW 200 staff members will be provided an overview of when the
assignments are due, when they will be submitted, and how they will be
submitted. The students are fully aware of the assignments prior to entering
the clinical block. The PW 200 staff member will ensure that their students are
aware of this information and reiterate any information as needed.
• The staff member will be responsible to review these completed assignments
(done by the agency staff) and provide feedback to the students on paper and
verbally. All evaluation rubrics will be provided to the Agency staff and PW 200
staff member to ensure marking is based off rubric standards.
• The PW 200 staff members are responsible for contacting the student to
discuss how they are meeting their clinical course outcomes, and providing
feedback to the students on their learning, or problem solving with them
usually through weekly visits and/or calls. This is an average weekly time and if
students are doing well, they may not require the full 45 minutes per week.
• The PW 200 staff member are the point of direct contacts for the students
and/or agency staff with support from the Academic Manager and the Clinical
Placement Officer.
• The PW 200 staff member initiates student success plans on students if
necessary and utilizes anecdotal notes on students to reflect interactions.
• The PW 200 staff member assists the students with completing incident report
forms for the College.
• If the PW 200 staff member has concerns regarding student success, they will
follow up with the Academic manager for further support for the student.
• The PW 200 staff member reviews the clinical midterm and final evaluation
with the student to ensure they have met the clinical outcomes. They usually
receive it by email, provide any feedback, then schedule a meeting with the
student to review both the midterm and final evaluations.
• The staff member will then recommend a credit/fail grade for each of their
assigned students.
The staff members are not responsible for developing any of the course materials,
nor planning of the student’s placements.
49. Associate Dean Pynn states that the PW200 students have an agency staff buddy
assigned to them to oversee their onsite work. All teaching is done in the classes and
labs and that knowledge is reinforced in PW200. Students are not expected to have
achieved all learning objectives until the end of the course and they will have been
12
taught all the material by the end of the second half of the field assignment. There is no
expectation that Ms. Eves will do any teaching.
50. The extent to which Ms. Eves will have Teaching Contact is difficult to assess as this is
the first time Faculty is assigned. Further, given comments made by Ms. Eves, it is
possible she may have unconsciously amplified, or assumed the worst, when it comes to
the extent to which she will be required to have Teaching Contact.
51. The students are with a field supervisor for the 90 hours they spend at the agency. It is
the agency staff person who will mark the assignments and evaluate the students.
Associate Dean Pynn states all material will be taught in the classroom by the end of the
second half of the field placement. Further Ms. Eves is responsible for only her students,
not all students in the program.
52. As with Ms. Adamson above, it may be that Ms. Eves will have to give some instruction
to the students during their weekly discussions but, having regard to her limited
involvement with the students and the fact that the College does not view it as her
responsibility to teach, such will likely be minimal and certainly a small percentage of
her duties.
53. I find Ms. Eves is not likely to be engaged in Teaching Contact to a meaningful extent.
The time attributed to Ms. Eves is properly in respect of a compleme ntary function and
is properly below the fold on the SWF.
Tia Cooney - N4502
54. N 4502 is a preceptorship course offered in collaboration with Lakehead University. Dr.
Cooney is a Course Instructor and is currently assigned four students. Dr. Cooney is
required to meet with the students by email, phone and/or site visits, to assess student
progress and discuss practicum experience, weekly. According to the Clinical Instructor
Role document set out below, Dr. Cooney and the student are to discuss how the
student is meeting their clinical course outcomes and Dr. Cooney is to provide feedback
to the students and student’s preceptors on their learning, or problem solving.
55. The students submit a learning scan, a one-page document setting out their clinical
strengths and areas for development. Dr. Cooney states that she reviews the learning
scan to ensure that it is at a fourth-year level. If Dr. Cooney does not view it to be at a
fourth-year level, she states she will return it to the student to be redone. This
document is submitted to Dr. Cooney and the preceptor.
56. The students must do a written assignment, which is marked by Dr. Cooney according to
a rubric provided by the University. If there's an error, Dr. Cooney states she would send
it back to the student with reasons and how the student could improve. Dr. Cooney
states she would also discuss the assignment with the student.
13
57. There is a mid and final evaluation. The student is responsible for completing the
evaluations which involves giving examples of how they met the nine objectives. The on-
site preceptor will then review the evaluation, essentially indicat ing yes, the student
met the objective, or no, they did not, and perhaps add some comments. The course
outline indicates that the completed mid course evaluations are sent to the Clinical
Instructor “who will upload to the online evaluation site.” The final evaluations are sent
to Dr. Cooney and a meeting between the student and Dr. Cooney is to be arranged for
“final evaluation.” Dr. Cooney, based on her discussions with the student throughout
the preceptorship, reviews the evaluation, and adds her comments.
58. Dr. Cooney states she does a weekly chart review with the student and uses this as an
opportunity to assess whether they have the knowledge, skill, and judgment to be a
Registered Nurse. This is especially important given that this is their last placement prior
to writing the exam to become a Registered Nurse. Dr. Cooney states that she asks the
students very detailed questions to understand if they know have the skills and
knowledge required. Dr. Cooney describes the weekly chart review as a full-on
assessment of their knowledge and skills related to that patient .
59. If a student makes an error, or is struggling, it is Dr. Cooney's responsibility to make a
learning plan for the student. The learning plan would identify the areas that are
challenging for the student and how they are going to be mitigated. For example, it
might be decided that they need to attend a simulation lab or need a tutor. Dr. Cooney
states that during this process she is providing one-on-one teaching.
60. A document created by the College describes the responsibilities of the Course
Instructor (“Clinical Instructor Role Document”) as follows:
N4502 Clinical Instructor Role
Time provided: 45 minutes/student/week
Location of Placements: in town and out of town
How can meetings occur: Clinical Instructor are ‘hoped’ to meet with the students
and preceptors at least once if they are in town (if the covid policies allow which
at present they do) and via zoom if they are out of town.
The rest of the ‘visits’ can be by phone or email but are once a week to develop a
relationship with the student and preceptor to mitigate issues early.
The Lead staff member (this is a Lakehead University staff member) assigned to
N4502 will distribute the students to the assigned staff for N4502. The lead will
let the assigned staff members know of their student assignments.
• All assignments or evaluation forms are provided, ahead of the placement, to
the staff members assigned to N4502 BScN placements. The lead staff
member from Lakehead University, will provide information on due dates and
14
expectations for the placement. The assigned staff members are not
responsible for the creation of any evaluation tools for the placement.
• The assigned staff members will communicate and schedule their visits with
the students, so students know when to expect the visits or communications
via phone.
• The staff member contacts the student to discuss how they are meeting their
clinical course outcomes and providing feedback to the students and student’s
preceptors on their learning, or problem solving with them usually through
weekly visits and/or calls.
• The staff member will collect all documentation throughout preceptorship and
ensure the completion to facilitate student graduation.
• Evaluations are based on the preceptor’s and student’s information. The
assigned staff members then reviews and discusses with the student.
• One assignment is based on a rubric that is supplied to the assigned staff
• The assigned staff members report to the Lead LU staff, if there are any
concerns.
• The Lead LU staff will check in with the clinical advisors on a regular basis.
• This preceptor course is all graded as pass/fail.
61. Associate Dean Pynn states that the Clinical Instructor Role Document was created
together with the Lakehead University Lead for the course . The document is not new
and defines the expectations of the staff member assigned to the work. This course has
been in existence for several years and the Course Instructor has always been attributed
45 minutes per student per week as complementary time. There has been no change in
the duties.
62. Associate Dean Pynn states information that was learned in the past is rei nforced in this
course. Given this course is in the student’s last semester, there is no new content to be
taught. Given that there is no teaching there is no preparation required.
63. The preceptor at the agency is a Registered Nurse. Each student is assig ned their own
preceptor. All evaluations are done between the preceptor and the student. Dr. Cooney
reviews the evaluations as the Course Instructor.
64. The chart checks referred to by Dr. Cooney are done by the preceptor in the clinical
setting and not by Dr. Cooney.
65. Associate Dean Pynn was asked if a student asked Dr. Cooney about the administration
of medicine or taking blood and she discussed hypothetical with them would that be
teaching to which Associate Dean Pynn replied, no because it would be the application
of prior learning. Associate Dean Pynn was asked, if a student came to Dr. Cooney and
told her of something that had happened and they reflected on what was done, was
that teaching to which Associate Dean Pynn replied that it was not as it was not
teaching new content.
15
66. As indicated above, this course has been in existence for many years and Dr. Cooney has
filled the role of Clinical Instructor in the past. Thus, Dr. Cooney’s statement as to what
she does is not speculative but based on actual experience.
67. I note that the Clinical Instructor is responsible for providing feedback to the students
and the students’ preceptors “on their learning, or problem solving with them during
their weekly discussion.” The Clinical Instructor’s Role document also states the
purpose of these discussions is “to develop a relationship with the student and
preceptor to mitigate issues early.” Given the fact that each student is assigned to a
Registered Nurse who is with them throughout their preceptorship, as well as the stated
purpose of the weekly discussions, it is unlikely Dr. Cooney would be providing much in
the way of Teaching Contact during these discussion s.
68. Dr. Cooney states that she would review the learning scan and send it back to be re-
done if not at a fourth-year level. This sounds much like Teaching. It is not preparation,
and it is not evaluation; it appears to be guiding the student, by the imparting of
knowledge, to set appropriate goals for the course. Dr. Cooney did not stat e how often
this would occur or how long the process would take if it did.
69. Dr. Cooney stated that she would mark the written assignments and, if there was an
error, send it back to the student with reasons and how the student could improve. Dr.
Cooney would also discuss the assignment with the student. The written assignment is
marked according to a rubric. There is no reference in any of the documents to the
Clinical Instructor being required to provide the student with reasons for their grade
(other than the completion of the rubric) or discuss the assignment with them
afterwards.
70. Similarly, Dr. Cooney states she does a weekly chart review with each student. The
College says this is the obligation of the preceptor not the Clinical Instructor. Having
found nothing in the materials to the effect that the Clinical Instructor is requir ed to do
weekly chart reviews with the students, I find she is not.
71. Finally, if a student is struggling, Dr. Cooney states it is her responsibility to make a
learning plan for the student and that, during this process she is teaching. The primary
focus of creating a learning plan is to identify areas challenging the student and
identifying ways to mitigate them. I can see how, during this exercise Dr. Cooney may
Impart knowledge to the student on the course content but that is not the purpose of
the exercise. Dr. Cooney did not say how often this occurs of the amount of time
Teaching Contact might occur. I find the amount of time would be minimal.
72. I find Dr. Cooney is not likely to be engaged in Teaching Contact to any meaningful
degree. The time attributed to Dr. Cooney is properly in respect of a complementary
function and is properly below the fold on the SWF.
16
Linda Kramer – DS452
73. Ms. Kramer has been assigned to the role of Advisor in DS452, a field placement course
for students to become a Developmental Support Worker. The student’s contact person
at the agency is referred to as the Field Placement Supervisor.
74. Ms. Kramer meets with the students once a week in some form.
75. Ms. Kramer explained, students in this field placement may not be ass igned to work
with the same staff person every day. In addition, the staff person to whom the student
is assigned may not be a Developmental Support Worker. As a result, it is sometimes
difficult to get information as to whether the student is meeting objectives and the
students may not be directed to follow best practices. Ms. Kramer spends time
communicating with the students and the staff at the field placement trying to
determine what the student has been doing and if they are doing it in the proper way .
76. When Ms. Kramer visits the students, she helps them to make connections between
what they are learning in the classroom and what they are doing hands on. Ms. Kramer
gave the example, if a student is working with an individual who is having difficulty
managing their behaviour, she would help the student to identify strategies taught in
various courses across the program to try and understand what the behavior meant and
what strategies might be appropriate to implement.
77. These students are evaluated by the Supervisor; however, Ms. Kramer states she
questions the supervisor to make sure what they are seeing is an actual demonstration
of the student’s competency.
78. If she finds a student is struggling, Ms. Kramer puts a support plan in place to help them
become successful.
79. The roles and responsibilities of the Advisor are set out in the Field Placement Manual
as follows:
ROLES AND RESPONSIBILITIES OF FIELD PLACEMENT ADVISOR
Field Placement Advisors will meet with the Field Placement Supervisors and the
student within the second week of placement to clearly understand and mutually
agree upon each other’s roles and responsibilities.
Field Placement Advisor responsibilities include the following:
• Providing support to the Field Placement Supervisor.
• Monitoring and confirming (with the Field Placement Supervisor) on a weekly
or biweekly basis all field placement hours completed by the student.
• Reviewing student placement hours and verifying those hours in Hour Republic
on a biweekly basis.
17
• Approving student plans for making up missed field placement hours. *Make
up time only permitted at the end of the semester.
• Keeping track of days missed by students and placing students with two
absences on a Student Success Plan (see coordinator). Completed Student
Success Plans are forwarded to the Coordinator as soon as they are signed by
the student.
• Ensuring that Field Placement Supervisors are providing adequate educational
experiences for the students.
• Ensuring that there is reasonable uniformity across learning opportunities.
• Establishing a close working relationship between the field placement and the
college.
• Ensuring that students are applying relevant knowledge/theory when
performing duties.
• Gathering opinions from Field Placement Supervisors regarding curriculum
content.
• Discussing evaluation with the Field Placement Supervisor.
• Grading student assignments.
• Attending and completing midterm and final student evaluations.
• Maintaining ongoing and consistent communication with the DSW Program
Coordinator regarding student progress.
• Attending DSW Faculty meetings.
• Considering and approving educational opportunities for the student.
• Returning all completed student evaluations to the DSW Program Coordinator
at the end of the semester.
80. The role of Advisor sounds quite challenging, however, the description of the role , as
provided by Ms. Kramer, and in the Roles and Responsibilities document set out above,
contains little in the way Teaching Contact. The Advisor may have to essentially instruct
the Field Placement Supervisor in best practices and how to identify if a student has met
a competency but that is not Teaching the student. That is a function that is
complementary to the functioning of the course.
81. I find Ms. Kramer is not likely to be engaged in Teaching Content to any meaningful
extent. The time attributed to Ms. Kramer is properly in respect of a complementary
function and is properly below the fold on the SWF.
Determination
82. For the reasons set out above, I find the time attributed to all four teachers to have
been properly recorded as complementary time below the fold on their SWF.
_____________________
Diane L. Gee