[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596804-105":59,"doc-detail-596804-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","no-time-less-money-a-collaborative-response-to-intensification","No Time, Less Money - A Collaborative Response to Intensification","","A case narrative describes how Prairie Spirit School Division and the Prairie Spirit Teachers’ Association investigated teacher workload intensification after difficult negotiations reached an impasse. A committee used a third-party consulting firm to design an online survey for 700+ members and analyze reported changes over three years. Findings emphasized increased demands in assessment, differentiation, grading and reporting, resource finding, and the need for stronger stress-management and physical-activity support while sustaining collegial collaboration.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/no-time-less-money-a-collaborative-response-to-intensification/596804/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/no-time-less-money-a-collaborative-response-to-intensification/596804.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem did the committee investigate after the negotiations?","Question",{"text":112,"@type":113},"The committee investigated the causes of teacher workload intensification, focusing on increases in both the amount and complexity of teachers’ and administrators’ workload.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the PSSD and PSTA collect evidence for their response?",{"text":117,"@type":113},"They contracted a consulting firm to help develop an online survey and gathered input from more than 700 PSTA members.",{"name":119,"@type":110,"acceptedAnswer":120},"Which workload areas did respondents report as most affected?",{"text":121,"@type":113},"Respondents reported significant increases in assessment, grading, and reporting; differentiating instruction; and finding classroom resources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596804,1792189417,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","No Time, Less Money: A Collaborative Response to Intensification  \nBob Baylesa & Brian Knowlesb  \na Prairie Spirit School Division, University of Saskatchewan bPrairie Spirit Teachers’ Association  \nAbstract  \nAfter the completion of a difficult round of negotiations, Prairie Spirit School Division (PSSD) and the Prairie Spirit Teachers’Association (PSTA) convened a committee to investigate causes of teacher workload intensification. The committee perceived an increase in the amount and complexity of teachers’ and administrators’workload but required reliable data to inform an appropriate response. This case narrative describes the collaborative efforts of the PSTA and PSSD to address workload intensification with limited resources. The committee contracted a consulting firm to assist in developing an online survey of more than 700 PSTA members to identify causes of intensification. The respondents reported a significant increase in workload over the previous three years, particularly in the areas of assessment, grading, and reporting; differentiating instruction to meet diverse learning needs; and finding classroom resources. The majority of the respondents positively rated their physical and mental health but indicated a need for increased support(s) for stress management and physical activity. While working to translate the data into solutions, the committee articulated the importance of collegial collaboration and recognized the difficulty in prompting struggling teachers and administrators to reach out to each other for help. The committee identified causes of intensification and the need to understand the factors that promote or restrict collegial collaboration. The case narrative is followed by four activities to help educational leadership students explore the complexity of workload intensification.  \nKeywords: workload intensification, teacher time, collaboration, collective barganing  \nCase Narrative  \nIt was a bitter cold, windy, Saskatchewan winter when Prairie Spirit School Division (PSSD) and the Prairie Spirit Teachers’ Association (PSTA) prepared to meet for conciliation, as protracted bargaining discussion had reached an impasse. Reflecting back to 2006, the newly created school division was the result of amalgamating three divisions, including nine Hutterite colonies and three First Nation Communities covering 15,000 square kilometres, which is almost three times the size of Prince Edward Island. The Saskatchewan Teachers’Federation (STF) highlighted the division for its collaboration with teachers in the unification of three collective agreements. Several years of fiscal restraint, increasing enrollment, and less than half of the preparation time of neighbouring divisions had deepened frustrations all around the bargaining table. The chill of intensification permeated through all members of the PSSD. Teachers were seeking an increase in preparation time to help them cope with the increasing complexity and demands of their work. The Saskatchewan Ministry of Education, however, did not provide school boards with additional funding for local agreements. Stakes were high for both parties at conciliation. How could relationships and the spirit of working together be maintained in an intense, high stakes, geographically diverse, labour environment?  \nThe conciliator worked with both groups, together and separately, looking for areas of common interest. The in-school administrators are part of the local PSTA and provincial STF and were bargaining with their fellow teachers. Given the history of collaboration, there was a strong belief that working together would provide the greatest benefits to all, including teachers, administrators, and students. Collaboration was emphasized at each point of contention. The PSSD and PSTA included a section titled “Culture of Collaboration”(2017, p.6) in the new agreement to promote collaboration on all matters of mutual interest. Collaboration also contributed to securing a modes","cbCaif0ih4TG1ikG","https://ap.wps.com/l/cbCaif0ih4TG1ikG","pdf",446864,"English","# Abstract\n# Case Narrative\n## Background and negotiation context\n## Collaborative process and culture of collaboration\n# Workload Intensification Survey\n## Provincial context and committee formation\n## Survey design and third-party support","[{\"question\":\"What problem did the committee investigate after the negotiations?\",\"answer\":\"The committee investigated the causes of teacher workload intensification, focusing on increases in both the amount and complexity of teachers’ and administrators’ workload.\"},{\"question\":\"How did the PSSD and PSTA collect evidence for their response?\",\"answer\":\"They contracted a consulting firm to help develop an online survey and gathered input from more than 700 PSTA members.\"},{\"question\":\"Which workload areas did respondents report as most affected?\",\"answer\":\"Respondents reported significant increases in assessment, grading, and reporting; differentiating instruction; and finding classroom resources.\"}]","No Time, Less Money - A Collaborative Response to Intensification | PDF",1792083761]