Educators, students, and families should define terms of engagement in K-12 schools

Ottawa, October 14, 2026 – On September 9^th, the Minister of Artificial Intelligence and Digital Innovation, Evan Solomon, unveiled Canada’s National AI Literacy Initiative, delivered in partnership with the Alberta Machine Intelligence Institute (Amii). The Canadian Teachers’ Federation(CTF/FCE) welcomes federal investment in K-12 educators. But the initiative asks teachers to integrate AI into K-12 classrooms before anyone, government included, can say whether these tools are safe and beneficial for learning. AI for All: Essentials for Educators encourages the adoption of a technology that is unregulated, untested, and changing faster than any course can keep up with.

Adoption before guardrails

The first chapter of Essentials for Educators places the onus on educators to become AI literate so they can “consider whether AI tools have a place in [their] classroom, which tools are appropriate, … and where clear boundaries are needed.” The course description implies it will empower educators to make responsible choices about AI use, but sidesteps whether or not these products are safe and beneficial for learning in the first place.

Chapters still in development further push teachers towards tech with topics like “practical classroom workflow integration,” “fostering student future-readiness,” and “ethical AI adoption grounded in global standards.” But who decides what ethical AI adoption looks like in Canadian classrooms? Educators should not be expected to evaluate the safety of complex AI systems that developers themselves struggle to understand. The government must ensure the course takes a critical and cautious stance on AI use in K-12, including clarifying that accountability rests with tech companies to deploy AI products that are ethical and effective by design.

The myth of responsible use

Emerging research warns that AI use in the classroom may do more harm than good. This month, the OECD acknowledged the drop in reading scores among 15-year-olds is associated with increased reliance on AI and digital technology. Studies also suggest AI can reduce teaching quality and weaken the teacher-student relationship. In British Columbia, more than 80% of teachers worried that students will become overly dependent on AI or lose critical thinking skills. Nevertheless, Amii promises their course will help teachers “tend a thriving digital classroom ecosystem.” With growing evidence of AI risks, how will Amii meaningfully guide educators to embed systems in an age-appropriate, pedagogically-sound way?

The course’s first module notes that “AI can make some kinds of work easier or faster and can offer students new forms of support,” but concedes that “sometimes the practice, decision-making, problem-solving, and sustained thinking involved in doing the work are themselves important parts of learning.” Not sometimes. Always. A program that treats essential parts of learning as optional is not ready to guide teachers on the appropriate pedagogical use of risky technologies. The CTF/FCE calls on Amii and the federal government to open the five chapters of Essentials for Educators that are in development for review from educators across Canada, so they have a clear voice in how AI literacy takes shape in their classrooms.

Prioritize impact over scale

Amii aims to reach 50,000 K-12 educators with their AI literacy course by 2031, but says nothing about how they will measure its impact. Which educators will they reach, and how? What feedback have educators offered on the content, and how will this inform ongoing refinement? As teachers across the country struggle to navigate the rapid onslaught of AI, we need clarity on how online, self-paced AI literacy courses will address their professional needs. The CTF/FCE calls for transparent evaluations of the national AI literacy program. Honest, public impact reports will help the government earn the trust of educators, students, and families across the country.

The CTF/FCE is ready to engage with the federal government, Amii, and the broader public to co-develop AI programs that are democratic and grounded in safety and human rights.

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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

The CTF/FCE Announces the 2026 Norm Goble World Teachers’ Day Award Recipients

Ottawa, October 5, 2026 – The Canadian Teachers’ Federation (CTF/FCE) is proud to announce the recipients of the 2026 Norm Goble World Teachers’ Day Award, recognizing their efforts to defend and promote the teaching profession and advance quality public education that is inclusive and accessible to all.

Established in 2014 and named in honour of Dr. Norman Goble, this award is presented annually to support CTF/FCE international partners in organizing activities to mark World Teachers’ Day (WTD).

Inspired by the 2026 CTF/FCE World Teachers’ Day theme, “Thank You for Brightening our Future,” this year’s recipients developed themes and initiatives that reflect their unique contexts and priorities. Their activities celebrate teachers and their lasting impact on students, communities, and public education. Their work reflects the spirit of WTD: recognizing and supporting the people who make learning and a brighter future possible.

The 2026 recipients are the Ghana National Association of Teachers (GNAT), the Syndicat national des enseignants africains du Burkina (SNEA-B), and the Uganda National Teachers’ Union (UNATU). Each organization received $1,500 to support its World Teachers’ Day initiatives.

The Ghana National Association of Teachers (GNAT)

In collaboration with the National Teaching Council, GNAT is organizing a weeklong WTD celebration under their theme: “Empowering Teachers: Architects of the Future”. Activities will include a parade float through the main streets of Accra; a grand celebration at GNAT headquarters, alongside regional and district celebrations; and a two-day symposium celebrating teachers and advocating for policies that promote professional development and teacher well-being. As part of its WTD celebrations, GNAT is also funding the construction of an additional classroom in two schools, as well as providing 50 children in need with school uniforms and educational resources.

The Syndicat national des enseignants africains du Burkina (SNEA-B)

The theme for this year’s SNEA-B WTD event is “My Classroom, My School, My Impact”. The event is designed to highlight the professionalism, creativity, and dedication of teachers in Burkina Faso and will give them the opportunity to showcase concrete initiatives they have implemented in their classrooms, schools, and communities. These initiatives aim to improve learning, foster inclusion and support vulnerable students with a particular focus on promoting reading and literacy, gender equality, and environmental protection, while strengthening ties between schools and communities. Through this event, SNEA-B seeks to demonstrate that teachers are not merely part of the educational system, but skilled professionals who innovate, adapt, and develop solutions to the challenges they encounter in their schools and classrooms. The SNEA-B aims to shine a light on what teachers accomplish every day and the positive impact they have on their students, schools, and communities.

The Uganda National Teachers’ Union (UNATU)

The UNATU WTD initiative will unfold in a two-phase celebration. The first, “Things teachers want the public to know about being a teacher in Uganda”, will provide teachers with a platform to share their perspectives on the profession they have chosen, including its responsibilities, its contribution to society, and the realities that shape their daily work. The responses will be reviewed and compiled into a national online advocacy resource, helping to raise public awareness and deepen understanding of the teaching profession in Uganda. The second phase will focus on training and supporting UNATU members while laying the foundation for a comprehensive UNATU Teachers’ Information Toolkit. The questions teachers raise, areas where they seek greater understanding, and the practical information and tools they identify as most valuable will help shape the toolkit.

The 2026 World Teachers’ Day also marks the 60^th anniversary of the 1966 ILO/UNESCO recommendation concerning the Status of Teachers. As the CTF/FCE and Education International celebrate this anniversary, the Norm Goble Award is a reminder of the solidarity that connects teacher organizations around the world and of their shared commitment to strengthening the profession and public education.

About the Norm Goble World Teachers’ Day Award

The award honours Dr. Norman Goble, who served as the CTF/FCE Secretary General from 1970 to 1982 and played a pivotal role in establishing World Teachers’ Day in 1994. Dr. Goble’s work continues to inspire the global education community, and the CTF/FCE is committed to supporting partner organizations that carry on this legacy by celebrating teachers and advocating for public education.

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About the Canadian Teachers’ Federation

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

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

The Federation urges enforceable safeguards and educator consultation in addition to privacy and online safety commitments

Ottawa, June 8, 2026 – The Canadian Teachers’ Federation (CTF/FCE) – representing over 370,000 educators through 18 Member and Associate Organizations – welcomed several commitments in the federal government’s national AI strategy. Until now, policy has not kept up with the rapid pace of AI adoption in K-12 public schools. The strategy begins to address governance gaps that will help protect the rights and well-being of students and teachers.

While K-12 education across Canada falls mostly under provincial and territorial jurisdiction, Ottawa has an essential role in ensuring AI is used responsibly in schools. The CTF/FCE appreciated the strategy’s commitment to modernize online safety and consumer privacy laws, with explicit mention of protecting children. Specific legal tools to mitigate harms arising from AI chatbots, including those used in schools, are essential to address serious threats to young people’s learning and well-being. These are priorities that the Federation had previously urged the Ministry of AI and Digital Innovation to adopt.

“The government names trust as the north star of its strategy, but trust won’t be achieved while risky AI tools are flowing freely into public schools,” said Clint Johnston, President of the CTF/FCE. “For families and young people to trust AI, the government must hold technology companies accountable for ensuring systems are safe by the time they reach classrooms.”

The Federation appreciated the strategy’s commitment to AI literacy, including learning kits for K-12 educators, but warned that the scale falls short. The strategy promises to reach one million post-secondary students, but only 3,000 of Canada’s 420,000-strong public educator workforce. A commitment to train a few thousand teachers is not enough to improve Canada’s position from 44^th of 47 countries on AI literacy. Renewed investment in CanCode may help fill this gap, yet a fragmented approach carries risks. Critical AI literacy must be accessible to schools across the country, including rural, remote, and Indigenous communities which are often left behind. The government must also recognize that AI literacy cannot simply be a pathway to deeper AI adoption in schools. To ensure AI is beneficial in public education, students, educators, and unions must be at the core of defining and developing K-12 digital literacy programs – something that the CTF/FCE is well positioned to facilitate.

High-level commitments within the strategy must now translate into enforceable protections reflected in the classroom. With the strategy strongly encouraging AI adoption, the Federation warned against rapid deployment in schools and called for safety-by-design obligations; independent impact assessments; and procurement standards that match the bar the government has set for its own AI integration in terms of transparency, privacy, and accountability.

The AI Missions Program, while promising, does not make mention of education within its priority sectors. This is a missed opportunity for Canada to be a leader in developing education technologies in partnership with teachers and students, tools which serve the public good while reducing reliance on foreign-owned platforms with a history of data security issues. The CTF/FCE urged that a future AI Mission be dedicated to public-good education technology, co-developed with educators and students, and driven by school needs over profit motives.

“Over 90% of children in Canada attend public schools. Educators are on the frontlines as AI reshapes learning,” said Johnston. “They understand the risks to young people better than most of us, and should be meaningfully consulted on a better, safer path forward.”

The CTF/FCE stands ready to work with the federal government, provinces, and territories to ensure the “human-in-the-loop” principle extends into classrooms, so that the adoption of AI in K-12 does not strain the humanity at the core of learning.

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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. 

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

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

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

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