The Saskatchewan Teachers' Federation (STF) has heralded a significant victory following the Arbitration Board's ruling to include class complexity provisions as part of the new collective bargaining agreement between teachers and the provincial government. The announcement was made on March 4, 2025, and concerns agreements stemming from the long-drawn negotiations between the parties.
This binding arbitration process commenced back in December 2024, after the STF and the provincial government faced over eighteen months of tumultuous contract negotiations alongside job actions spearheaded by teachers advocating for improved classroom conditions. “The collective efforts of so many people throughout the province brought attention to the issues facing Saskatchewan students,” said STF President Samantha Becotte. “This is a hard-won first step to ensuring thesecritical issues will be addressed.”
The decision, which has been described by observers and union leaders as “historic,” composes part of what Becotte described as a deal “a decade in the making.” The ruling has far-reaching implications for the future of public education, expected to address fundamental concerns about class size and composition—key factors influencing both student learning conditions and teaching environments.
Under the terms of the ruling, the Arbitration Board has instructed both the Teachers’ Bargaining Committee and the Government-Trustee Bargaining Committee (GTBC) to come together to finalize the language detailing class complexity provisions. Should the parties fail to reach agreement, the matter will revert to the board for reassessment. “We welcome the chance to work with the GTBC to finalize this important language,” stated Becotte. “We appreciate the dedication and professionalism the Board demonstrated throughout this process.”
The historical backdrop of this contentious negotiation reveals substantial strife between educators and government entities. Just last year, the two parties reached impasses, leading to multiple job actions by teachers who felt their demands were long overdue. During these disputes, teachers overwhelmingly rejected two contract offers earlier this spring, including one by more than 90 percent and the second by 55 percent of the membership before finally agreeing to binding arbitration.
At stake has been more than just salary; educators insisted on important measures to address workplace conditions, particularly around class complexity, which had been considered non-negotiable by the provincial government until now. This decision responded to proposals for funding supporting this complexity—a claim advocated strongly by educators.
The arbitration ruling awarded teachers an increase of nine percent over three years: four percent retroactive to September 1, 2023; three percent retroactive to September 1, 2024; and two percent taking effect on September 1, 2025. Alongside the salary increases, the STF announced the establishment of a special class complexity fund amounting to $20 million annually, reinforcing the importance of addressing classroom environments without having to rely on existing budget allocations.
“With this ruling, we now have the opportunity to negotiate on class complexity. Likewise, the government now has a responsibility to negotiate on this issue,” Becotte added. The scrutiny is now on both negotiating parties to act on the board's directives and finalize these provisions forthrightly.
The outcome of these negotiations will shape the educational framework of Saskatchewan, aligning more closely with what many other provinces across Canada have already implemented. Prior to this agreement, Saskatchewan was one of only two provinces devoid of such protective clauses directly addressing class size and environment management.
Teachers have been without formal contracts since August 2023, signalling persistent advocacy for rights within the education system. The STF organized rotating strikes and significant job actions throughout early 2024—protest strategies aimed at drawing public attention to the deficiencies within the current educational framework and the urgent need for resolution.
Class complexity, which refers to the challenges faced by teachers due to the varying needs and diversity present within their classrooms, has been recognized as one of the keystones for effective teaching and student success. This ruling acknowledges the necessity to properly address these challenges within the legal framework governing teachers' working conditions.
“This decision is of immense significance, and it will have far-reaching impacts on students, teachers, and the future of public education here,” Becotte emphasized. Her sentiment resonates with many who have felt the pressures of teaching within inadequately specified classroom settings.
Moving forward, the next steps remain timely, with both parties urged to finalize their agreements on the language concerning class complexity provisions as mandated by the Arbitration Board. With looming deadlines, there lies significant responsibility on both the STF and the GTBC to collaborate efficiently to establish conditions beneficial for students and educators alike.
With the backdrop of recent negotiations and the historical lack of such agreements, this moment serves as both operation and opportunity for the educational community. The framework set within this decision may pave the way for improved learning conditions, sustainability of teachers’ roles, and, more critically, the overarching success of Saskatchewan’s educational institutions.