y

 Consult with the principal and teachers involved in the student’s program as often as necessary.

y

 Communicate regularly with parents regarding the IEP and resources available to support the IEP.

y

 Differences of opinion related to IEPs may arise between teachers or between teachers and 

principals; express your opinion in a professional manner.

IEPs and Workload

Completion of IEPs can represent a significant time commitment. It is important for ETFO members to 
establish strategies that keep their IEP workload manageable while ensuring that the needs of students 
are being met.

y

 Ask your principal for time during the instructional day to be trained on and complete IEPs.

y

 An IEP should not commit to accommodations and alternative programs or services that cannot 

be delivered. Keep the plan’s program goals achievable, reasonable, and manageable.

y

 Although the decision to create a discretionary IEP lies with the principal, best practices cited by 

the Ministry refer to a “team approach” on the part of teachers and principals with respect to the 
development of IEPs. Think carefully about whether the degree of accommodation for a student 
warrants the development of an IEP or can be met through the instructional techniques that 
teachers normally employ in their classrooms (e.g., differentiated instruction).

y

 Remember the “E” in IEP – you are responsible for the education plan of the student, not therapy 

or medical plans.

y

 Promptly report in writing to your principal any technical difficulties you encounter using web-

based IEP tools.

y

 Make arrangements with your principal to have school support personnel photocopy and file IEPs.

y

 Refer to your local collective agreement as it may contain negotiated language specific to the 

workload associated with the preparation of IEPs.

Classroom Management

The majority of discipline problems can be avoided or controlled by effective classroom management. 

This includes clear daily routines, consistency, proper use of teaching strategies, and a well-prepared 
curriculum. The following strategies should be kept in mind.

Plan and be Prepared

y

 Have your curriculum effectively and appropriately planned for all levels of students.

y

 Know when your units will start and when they will end. Dragging a unit on too long will hamper 

the completion of the rest of the curriculum as well as lose student interest

y

 Have your short and long-range plans written and available in your classroom for parents or 

administrators who may request to see them or meet to discuss them.

y

 Prepare your daybook at the very least one week in advance (recognizing that there may be 

minor variations from day to day).

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