By Sharon Lem, Toronto Sun

Toronto elementary teachers say they’re overworked, bogged down by administrative matters and unrealistic curriculum requirements, which hinder their ability to teach.

A 44-page report released by the Elementary Teachers of Toronto interviewed 81 elementary school teachers — which wasn’t intended to produce a shopping list of complaints — offers an inside look from the viewpoint of a teacher all in the name of creating a positive learning environment for students.

“We wanted to give a voice to our classroom teachers and see what they have to say,” said Martin Long, president of the 11,000-strong Elementary Teachers of Toronto.

The report found that while teachers are satisfied with the opportunity to work with children and colleagues in a positive, wider school community, and the salary and benefits of the job, there are a number of issues they’re not happy with.

The source of the teachers’ dissatisfaction include large class sizes, large workload and ever-expanding administrative duties and increasing paperwork.

Teachers also cited the lack of resources available to serve the growing number of students with special needs.

The teachers were also dissatisfied with unrealistic demands of standardized curriculum requirements in terms of reporting demands, curriculum deadlines and preparation for Education Quality Accountability Office (EQAO) testing.

The teachers said they’re obliged to give undue priority to forcing information on students and teaching too quickly under unreasonable pressure.

Long said teachers must be provided the resources in terms of material and staff support, as well as the professional autonomy necessary to create and sustain a positive learning environment.

Long said it’s imperative for teachers to be consulted about policies, procedures and administrative practices to determine what initiatives are likely to enhance the classroom learning environment and what undermines it.

Toronto school trustee Josh Matlow said the report is a “valuable contribution” because it reveals the day-to-day experience of teachers and their perception of the work environment.

“In order to make an objective decision, it’s important to ask parents, administrators, the education minister and other stakeholders about how best to move forward based on a balance of interests,” Matlow said.

Ontario’s education ministry spokesman Patricia MacNeil said the ministry will review the report.

“There have been a great many increased supports in the school system across the province since 2003, which have resulted in improved outcomes for our students,” MacNeil said. “Everything from more investments to student safety, support for teachers, more teachers, smaller class sizes and another four years of labour peace in schools.”

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