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Rita Mueller of the Northwest Territories Elected to Lead Canada’s Educators in 2027

Ottawa, July 10, 2026 – Rita Mueller, President of the Northwest Territories (NWT) Teachers’ Association, has been elected President-Designate of the Canadian Teachers’ Federation (CTF/FCE). Elected by delegates to the 2026 CTF/FCE Annual General Meeting, she will serve as CTF/FCE President for 2027–2029.

“As President, I will defend professional autonomy, advocate for workload protections, strengthen our collective bargaining power, and ensure that educators lead decisions about education – not the politicians,” said Rita.

For more than three decades, Rita has worked across the full landscape of education and public service, always grounded in community, collaboration, respect, equity, diversity and the importance of strong public institutions. In each of her roles – classroom teacher, high school guidance counsellor, and school principal – she championed inclusive learning, land-based education, and effective student support. Her leadership expanded as Chief Executive Officer of the Tłıchǫ Community Services Agency, integrating education, health and social services in partnership with Indigenous governments. At the territorial level, Rita served as Assistant Deputy Minister and later, as Deputy Minister of Education, Culture and Employment, developing policies that reflect the realities of Northern communities. For six years, she was an appointed member of the NWT Human Rights Commission.

“Every child deserves safe, equitable, and inclusive education. That starts with properly supported teachers. I am ready to lead and provide that unwavering support.”

All other CTF/FCE Vice-Presidents will continue serving on the Executive through the end of their two-year terms in 2027. Rita will succeed Clint Johnston as CTF/FCE President in July 2027.

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About the CTF/FCE

Founded in 1920, the CTF/FCE is a national alliance of provincial and territorial teachers’ organizations that represent over 370,000 teachers and education workers across Canada. The CTF/FCE is also an affiliate of Education International, which represents more than 33-million educators.

Media Contact

Nika Quintao, Director of Public Affairs
Canadian Teachers’ Federation (CTF/FCE)
nquintao@ctf-fce.ca  
Mobile: 613-688-4319

In Opposition to the Use of the Notwithstanding Clause in Labour Negotiations

Banff, June 2, 2026 – Teacher organization presidents from across Canada, representing more than 420,000 educators, met in Banff, Alberta, on June 1, 2026, to discuss the potential use of the Notwithstanding Clause (Section 33 of the Canadian Charter of Rights and Freedoms) by provincial/territorial governments for issues it was never intended for, as it has been in Alberta.

The presidents affirmed their shared commitment to the democratic rights of teachers and all workers and stand united in their condemnation of the use of the Notwithstanding Clause as a tool to override constitutionally protected rights to freedom of association, collective bargaining, and strike action.

A Growing Pattern of Overreach

The Notwithstanding Clause was designed as a safeguard to be invoked only in exceptional and demonstrably justified circumstances. It was never intended to be a routine tool for governments to bypass the courts and silence workers amid legitimate labour disputes.

In the past five years, the Notwithstanding Clause has been used more frequently to deny human and democratic rights than at any other time in our lifetimes. Recently, Premiers in Alberta, Saskatchewan, Ontario, and Quebec have invoked the Notwithstanding Clause in the following legislation:

Bill 2, “Back to School Act” in Alberta, 2025
Bill 9, “Protecting Alberta’s Children Statutes Amendment Act” in Alberta, 2025
Bill 137, “Parents’ Bill of Rights” in Saskatchewan, 2023
Bill 28, “Keeping Students in Class Act” in Ontario, 2022
Bill 307, “Protecting Elections and Defending Democracy Act” in Ontario, 2021
Bill 96, “An Act respecting French, the official and common language of Québec” in Quebec, 2022

When governments invoke the Notwithstanding Clause to end labour disputes, they are not simply legislating. They are telling workers that their rights are conditional and that the Charter protections all Canadians depend upon can be switched off when it is politically convenient to do so. This is a threat not only to teachers, but to every worker and every citizen in this country.

Our Collective Position

The undersigned presidents, representing teachers and education workers in every province and territory across Canada, collectively and unequivocally declare:

The use of the Notwithstanding Clause during labour negotiations is an abuse of legislative power. Governments must engage in good-faith collective bargaining, not weaponize the Constitution to silence workers.
Teachers’ rights to freedom of association, collective bargaining, and the right to strike are constitutionally protected and must remain so. No government should be able to pre-emptively nullify these rights and block the courts from providing recourse.
The Notwithstanding Clause must only ever be used as a last resort, after judicial review has been permitted. Its pre-emptive use to shield legislation from Charter challenges is a subversion of the democratic rule of law.
The implications of this trend extend far beyond education, threatening every worker and citizen in this country. What is happening to teachers today can happen to any worker, in any sector, tomorrow. This is a national issue requiring a national response.

Together we call on all levels of government to take the following immediate actions:

Commit to good-faith collective bargaining with teachers and education workers, and resolve disputes through negotiation and mediation.
Pledge not to invoke the Notwithstanding Clause in the context of labour relations with teachers and education workers.
Support federal action to review and restrict provincial/territorial use of Section 33 when it is applied to deny citizens’ fundamental democratic and human rights.
Ensure judicial oversight is preserved by allowing courts the opportunity to examine the constitutionality of any legislation before the Notwithstanding Clause is considered.

Additionally, the Canadian Teachers’ Federation (CTF/FCE) Board of Directors has launched a petition that calls upon the federal government to “annul or repeal any future provincial legislation that restricts workers’ rights to strike and collectively bargain through the use of the Notwithstanding Clause, and to affirm the federal government’s responsibility to uphold Charter rights across Canada.”

The presidents of all provincial/territorial teachers’ organizations strongly encourage all Canadians who share our values to add their names to this petition before it closes on July 24, 2026. The petition can be found at: https://www.ctf-fce.ca/take-action/notwithstanding-clause-petition/.

It is not too late to act with integrity. But governments must choose to do so now.

Take Action

Signatories
Jason Schilling – Alberta Teachers’ Association (ATA) 
Gabrielle Lemieux – Association des enseignantes et des enseignants franco-ontariens (AEFO) 
Éric Godin, Association des enseignantes et des enseignants francophones du Nouveau-Brunswick, Fédération des enseignants du Nouveau-Brunswick (AEFNB/FENB) 
Carole Gordon – British Columbia Teachers’ Federation (BCTF) 
Clint Johnston – Canadian Teachers’ Federation (CTF/FCE) 
Mona-Élise Sévigny – Éducatrices et éducateurs francophones du Manitoba (ÉFM) 
David Mastin – Elementary Teachers’ Federation of Ontario (ETFO) 
Heidi Ryder – New Brunswick Teachers’ Association, New Brunswick Teachers’ Federation (NBTA/NBTF)   
Dale Lambe – Newfoundland and Labrador Teachers’ Association (NLTA) 
Peter Day – Nova Scotia Teachers Union (NSTU) 
Justin Matchett – Nunavut Teachers’ Association (NTA) 
René Jansen in de Wal – Ontario English Catholic Teachers’ Association (OECTA) 
Martha Hradowy – Ontario Secondary School Teachers’ Federation (OSSTF/FEESO) 
Andy Doran – Prince Edward Island Teachers’ Federation (PEITF) 
Samantha Becotte – Saskatchewan Teachers’ Federation (STF) 
Ted Hupé – Yukon Association of Education Professionals (YAEP) 
Chris Cowley – Ontario Teachers’ Federation (OTF)
Heidi Yetman – Quebec Provincial Association of Teachers (QPAT)
Rita Mueller – Northwest Territories Teachers’ Association (NWTTA)
Lillian Klausen – Manitoba Teachers’ Society (MTS)

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About the CTF/FCE

Media Contact

Nika Quintao, Director of Public Affairs
Canadian Teachers’ Federation (CTF/FCE)
nquintao@ctf-fce.ca  
Mobile: 613-688-4319

Annette brings a unique combination of legal, educational, and union leadership expertise.

Ottawa, May 25, 2026 – The Canadian Teachers’ Federation (CTF/FCE) is pleased to announce the appointment of Annette Bouzi as our new Executive Director.

Annette is a fluently bilingual lawyer with a Master of Education and over 15 years of experience in post-secondary education. She brings a unique combination of legal, educational, and union leadership expertise, having worked effectively on both the political and administrative sides of union management. This includes advising elected leaders, leading professional staff teams, and supporting complex national governance structures. Annette’s background spans frontline advocacy, labour relations, and executive management, enabling the navigation of political environments with credibility and discipline.

“Joining the CTF/FCE at this critical moment for public education feels meaningful and exciting. I look forward to working alongside the Federation’s leadership and staff to learn from the strong and important legacy already built and to work together to help shape an inspiring future,” said Annette Bouzi.

Throughout her various roles, Annette has consistently demonstrated the ability to lead change effectively, strengthen organizational culture, build leadership capacity, and foster trust and collaboration among diverse stakeholders and partners.

“As the CTF/FCE continues to advance its advocacy and support for educators and public education across Canada, we are confident that Annette’s leadership will help guide the Federation into its next chapter”, said CTF/FCE President Clint Johnston.

Annette succeeds outgoing CTF/FCE Executive Director Cassandra Hallett after over two decades of service with the Federation. Annette will formally assume her role as CTF/FCE Executive Director on June 22, 2026.

About the CTF/FCE

Media Contact

Nika Quintao, Director of Public Affairs (CTF/FCE)
nquintao@ctf-fce.ca  
Mobile: 613-688-4319

Written Brief to the House of Commons’ Standing Committee on Finance – April 30, 2026

Recommendations

Recommendation 1: Invest in transformative mental health support for Canadians with a particular focus on school-based resources.
Recommendation 2: Support a national artificial intelligence literacy plan for K-12 and made-in-Canada education technologies.
Recommendation 3: Invest in climate-resilient school infrastructure and heat relief.
Recommendation 4: Increase funding to support both on- and off-reserve Indigenous students.

Recommendation 1: Invest in transformative mental health support for Canadians with a particular focus on school-based resources.

Schools are a microcosm of society, and mental health continues to be a defining challenge in Canada’s education systems. Artificial Intelligence adds a new layer to Mental Health considerations for children and youth in this country. Students, teachers, and education workers are experiencing elevated levels of burnout, stress, and trauma, fuelled by pandemic aftershocks, rising workloads, inadequate supports, and broader social crises such as homelessness, addictions, and poverty.

In a study of over 5,000 education professionals across Canada, 72% of educators describe their workload demands as unmanageable and 80% reported they are somewhat-to-barely coping with the stresses of daily teaching. At the same time, youth are facing deteriorating mental health at unprecedented rates. Statistics Canada and the Canadian Health Survey on Children and Youth reported that “among the 88% of youth who rated their mental health as ‘good’, ‘very good’, or ‘excellent’ in 2019, about one in five (21%) reported a decline to ‘fair’ or ‘poor’ by 2023”. These challenges faced in school communities are reflective of challenges faced by Canadians writ large.

The CTF/FCE supports the Government of Canada’s creation of the Minister of Mental Health and Addictions. However, urgent investment is needed to move from intent to impact.

We call on the federal government to:

introduce dedicated funding of $4.5 billion over five years through the Canada Mental Health Transfer to provinces and territories, with accountability mechanisms to ensure funding reaches schools and communities, where educators and children can access resources directly;
specify funding allocation within the Canada Mental Health Transfer as funding for school-based mental health services, including access to psychologists, social workers, and mental health programming; and
recognize the mental health needs of teachers and education workers, with supports tailored to the realities within these professions.

Addressing mental health is foundational to improving the well-being of Canadians, bolstering the health of our education system, and ensuring students and teachers can thrive in their learning and working environments. Depriving students and educators access to mental health supports will lead to poorer educational outcomes which will ultimately be a detriment to the academic, social, and economic viability of the nation.

Recommendation 2: Support a national artificial intelligence literacy plan for K-12 and made-in-Canada education technologies.

In 2023, representatives across the Canadian Teachers’ Federation’s (CTF/FCE) 18 Member and Associate Organizations (representing over 370,000 educators) called for action to address concerns about the deployment of artificial intelligence (AI) in public schools. Since then, the CTF/FCE has undertaken a multi-jurisdictional, multi-stakeholder research and advocacy strategy focused on ensuring the safe, responsible use of AI in K-12 education.

Young people fear that AI is stunting their intelligence (Brookings, 2026). Emerging evidence suggests these anxieties are well-placed. Dependence on generative AI without guardrails can lead to a decline in critical thinking, creativity (Kosmyna et al., 2025), and math acquisition (Bastani et al., 2025). Beyond harming cognitive capacities, the use of AI in K-12 raises risks to young people’s safety; privacy; and mental and physical health (Brookings, 2026). Despite these threats, AI tools are surging in K-12 public schools.

Article 26 of the Universal Declaration of Human Rights asserts the right to an education “directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms”. An overreliance on AI in schools undermines the social and human core of learning and, consequently, Canada’s ability to fulfill the right to a quality, public education for all. Left unregulated and untested, the widespread deployment of AI-enabled EdTech in K-12 threatens prosperity for future generations, our collective digital sovereignty, and the very foundations of our democratic public institutions.

The rapid rise of AI in schools has outpaced governance, and Canada must catch up to other jurisdictions, such as the European Union and Australia, in protecting young learners and their educators. Existing legislation lacks adequate safeguards for children’s data gathered by AI systems. There are no safety-by-design standards for AI products used in K-12 schools, nor policies to address risks to cognitive development and mental health when AI tools flow through classrooms without guardrails.

The scale of those affected in K-12 public education is significant. Over 90% of young people in Canada attend public schools. There are more than 420,000 public educators across the country. AI’s reach into the Canadian population through K-12 public schools is enormous, and largely unregulated. For the public to trust in the potential of AI to improve lives, young people’s right to education must be protected from an uncontained, profit-driven EdTech market.

We call on the federal government to:

establish a national independent oversight body to oversee and enforce AI safety standards with the explicit mandate to monitor the compliance of high-risk AI providers in relation to safety standards;
prioritize sovereign digital infrastructure as an essential stage in protecting young people’s sensitive data, such as information gathered on students in K-12 schools. This data must be stored and protected in Canada, rather than offshored to largely US-based data centres;
invest in national AI literacy as a distinct federal priority. Literacy is essential for educators and students including: how AI works, possible cognitive and emotional impacts, how to critically evaluate AI content, and how to discern manipulative design. In coordination with provinces and territories, the federal government should fund the development and delivery of AI literacy programs for educators, building on existing professional learning infrastructure and working closely with teachers’ organizations as well as researchers and technical experts;
invest in independent, longitudinal research on the effects of AI on cognitive development, mental health, and equity and inclusion in schools;
invest in purpose-built, made-in-Canada education technologies. AI tools designed through meaningful collaboration with educators, students, and communities are more pedagogically grounded, more trusted by teachers, and better aligned with actual classroom needs. NOLAI in the Netherlands offers a promising model for teacher-tech co-design hubs that promote responsible innovation for public benefit. NOLAI’s model could be replicated by Canada’s AI institutes – Mila, Vector, and Amii; and,
establish targeted programs to mitigate AI-driven education inequities. Programs should ensure that underfunded school districts/boards are not forced to rely on inaccurate free-tier AI tools; that rural, remote, and Indigenous communities have meaningful connectivity and device access; and that multilingual and Indigenous-language AI tools are developed and implemented.

Recommendation 3: Invest in climate-resilient school infrastructure and heat relief.

Climate change and its effects continue to impact all Canadians in various ways. As the Earth continues to warm and regular weather patterns that regions and communities have been accustomed to for decades rapidly change, infrastructure must adapt to deal with the health, safety, and comfort of Canadians. The CTF/FCE is hearing from Member and Associate Organizations from coast to coast to coast that school infrastructure has not kept pace with the rapidly changing climate. Classrooms are sweltering in the spring and summer, windows need to be propped open in the middle of January, and the risk of flooding and fire remain omnipresent in some regions of the country.

The Government of Canada has placed capital investment at the core of many of its long-term economic stimulus plans – education infrastructure should be part of this plan with a clear focus on climate-resilient K-12 school infrastructure and heat stress-management strategies. All children have a right to safe, conducive, and comfortable learning environments.

Previously, there was a program that directly supported Municipalities, Universities, Schools, and Hospitals (MUSH) that invested in green retrofits, we believe this initiative should be resurrected with the creation of a similar program.

We call on the federal government to:

replicate the Municipalities, Universities, Schools, and Hospitals (MUSH) stream of the Climate Action Incentive Fund and expand the list of expenses eligible for reimbursement to support both energy efficiency as well as climate change resilience.

Recommendation 4: Increase funding to support both on- and off-reserve Indigenous students.

The CTF/FCE believes strongly that Indigenous students in Canada need stronger support both on- and off-reserve in whichever community they call home. As one of the youngest populations in Canada, Indigenous peoples will continue to play an essential role in the future of the country. National Indigenous organizations and local Indigenous communities should be supported in closing the gap between educational outcomes experienced by Indigenous and non-Indigenous children living within Canada.

With recent reports that programs such as Jordan’s Principle are no longer substantially supporting First Nations students in ways that were previously experienced, the CTF/FCE Advisory Committee on Indigenous Education (ACIE) and our Board of Directors believe that calling for increased supports for all Indigenous students – regardless of province, territory, or community – is a vital step towards educational and economic reconciliation.

While the CTF/FCE is not an Indigenous organization, we do regularly consult with the ACIE to guide our work related to Indigenous education. The ACIE group is comprised of First Nations, Inuit, and Metis educators from across Canada. As always, we encourage the Government of Canada to listen directly to Indigenous peoples and their organizations regarding the supports they need to close the gap.

We fully support the Truth and Reconciliation Commission’s Calls to Action, notably Calls to Action 7, 8, 9, and 10 and their direct relevance on K-12 education.

We call on the federal government to:

work with national Indigenous organizations, local Indigenous communities, and non-Indigenous education stakeholders to close the gap between educational outcomes experienced by Indigenous and non-Indigenous children living in Canada.

Conclusion

Investing in public education is a nation-building act. It is central to economic growth, community development, public health, and the health of our democracy. The Canadian Teachers’ Federation urges the federal government to make Budget 2026 a budget for education, equity, and the public good. These recommendations are not simply expenditures – they are long-term investments in Canada’s future.

We welcome the opportunity to collaborate further on these proposals and thank the government for its continued dialogue and partnership with educators across the country.

About the CTF/FCE

Media Contact

Nika Quintao, Director of Public Affairs (CTF/FCE)
nquintao@ctf-fce.ca  
Mobile: 613-688-4319

Newly elected CTF/FCE Vice-Presidents will join President Johnston

Ottawa, July 11, 2025 – Clint Johnston, former President of the British Columbia Teachers’ Federation (BCTF), begins his two-year term as President of the Canadian Teachers’ Federation (CTF/FCE). Johnston was elected President-Designate of the CTF/FCE at the Federation’s Annual General Meeting in 2024 and succeeds outgoing President Heidi Yetman.

“I am deeply honoured to begin my term as President of the CTF/FCE, following in the footsteps of Heidi Yetman,” says Johnston.

“Heidi’s tenure has been marked by her extraordinary leadership and powerful voice for the Federation. I am proud to represent the collective voices of the CTF/FCE’s provincial and territorial organizations on a national level. The value of public education and the people within Canadian communities must be universally understood across the country – and this requires a strong and unified CTF/FCE. I firmly believe we are stronger together and I will continue to strive to connect us all in this shared work.”

Johnston brings a wealth of education union leadership experience to his new role. Following three years as Local President in Chilliwack, Johnston has served as the President of the BCTF since 2022, following six years as a Vice-President of the BCTF. Johnston also served five years on the CTF/FCE Executive as a Vice-President, from 2018 through 2023. In that role, he represented the CTF/FCE on numerous occasions, including leading the CTF/FCE delegation at the Education International World Congress in July 2019 and participating as a delegate in the 2023 and 2024 Congress. Johnston has led bargaining teams both locally and provincially, providing him with a solid understanding of union and governance issues on a broad scale.

As a leader, Johnston is known for his commitment to diversity, equity, and inclusion. He strives to bring folks together and to tackle complex challenges with a solution-oriented mindset.

Executive Members for 2025-2026

Joining Johnston and Executive Director Cassandra Hallett on the Executive team are the following, who were elected as CTF/FCE Vice-Presidents, serving two-year terms:

Connie Keating, Vice-President (New Brunswick Teachers’ Association)
Lillian Klausen, Vice-President (The Manitoba Teachers’ Society)
Rita Mueller, Vice-President (Northwest Territories Teachers’ Association)
Tesa Fiddler, Vice-President (Ontario English Catholic Teachers’ Association)
Trent Langdon, Vice-President (Newfoundland and Labrador Teachers’ Association)

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About the CTF/FCE

Media Contact

Nika Quintao, Director of Public Affairs
Canadian Teachers’ Federation (CTF/FCE)
nquintao@ctf-fce.ca  
Mobile: 613-688-4319