The Road to TILMA - Teacher Regulation Branch

winter 2007
tm
THE OFFICIAL MAGAZINE
OF THE BC COLLEGE OF TEACHERS
The Road
to
TILMA
Facing Facebook
Sponsor teacher Carol Barson
Meet your Council
tm
winter 2007
contents
features
THE ROAD TO TILMA
How BC and Alberta are reconciling their
qualifications for educators
6
FACING FACEBOOK
What issues do you need to know about when
12
using Facebook?
READERS WEIGH IN ON OFF-DUTY CONDUCT
College members offer their views on standards
of off-duty conduct
19
MEET YOUR COUNCIL
Profiles of the College Council members
25
IN FOCUS: UNDER HER WING
in every issue
Sponsor teacher Carol Barson excels as a mentor
to practicum students
Letters to the Editor
4
Letters from the Chair
and Registrar
5
Ask the College
10
Discipline case summaries
15
Informal PISC resolutions
17
In Brief
21
28
tm
The object
It is the object of the College to establish, having regard to
the public interest, standards for the education, professional responsibility and competence of certificate holders
and applicants for certificates of qualification and, consistent
with that object, to encourage the professional interest of
certificate holders in those matters.
THE OFFICIAL MAGAZINE
OF THE BC COLLEGE OF TEACHERS
Keep in touch
TC and other communications of the College are the means by
which the College informs its certificate holders about professional
regulation in BC. Certificate holders are responsible for reading
these communications to ensure they are aware of current standards and other professional matters.
Certificate holders in households where multiple copies of TC
are received may wish to receive TC by email. To subscribe, simply
edit your profile in the Certificate Holders Area at www.bcct.ca.
Readers’ questions and comments about TC are welcome and
may be submitted to [email protected].
TC’s editorial policy
The College welcomes article submissions from members.
Please send a summary of your proposed article by email to:
[email protected]. The editorial board will evaluate it for the best fit with
TC’s editorial lineup. We will advise you if there is space available in
an upcoming issue and suggest a word count for your article. We
reserve the right to edit your submission.
The British Columbia College of Teachers does not necessarily
endorse any product advertised in TC. The College takes no
responsibility for the content of ads, promises made, or the
quality/reliability of the products or services offered in the
advertising.
Please direct all advertising enquiries to:
Ronda Barzilay – t 250.707.0720
f 250.707.0716
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EDITORS Lynn Sully • Ward Stendahl – Inscript Inc.
CREATIVE DIRECTOR Valery Mercer – Mind’s Eye Studio
COVER PHOTOGRAPHY Kelly Funk “IN FOCUS” PHOTOGRAPHY Wayne Barson
PRINTER Teldon Print Media
PRODUCED BY
Requests for permission to reprint an article
may be directed to: [email protected].
as per agreement Publication No. 40050835
ISSN 1712-0772
Copyright ©2007
BC College of Teachers
All rights reserved
www.bcct.ca
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TC MAGAZINE
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S U M M E R / FA L L 2 0 0 7
independent schools
Letters to the Editor
New Teacher Praises BC Education System
Your kindness and encouragement helped me to have a chance to work in public schools and as an immigrant to settle well in Canada. I will always remember that. From April up to the end of the school year
I was lucky to be a teacher on call in the Delta school district. It gave me a chance to see many different
schools, to get to know staff of the schools, styles of teaching and the atmosphere of Canadian schools.
That was a great experience. This school year, I have a job again with the Delta school district. I'm very
pleased with this district and with North Delta Secondary where I now work. Being a teacher with many
years of experience I can see and appreciate that the principal of the school, the whole administration and
the heads of departments are great. They watch and take care of their students and teachers so well. You
just see how everything is under control and you feel very comfortable to work in such an environment,
Readers
respond
especially remembering that for us new immigrants it is much harder to settle in any working place.
Larisa Peresada
RICHMOND
Preventing Child Sexual Abuse
I don't think enough is being done in the educational system regarding the prevention of child sexual
abuse. Posters with contact information for helplines should be up in every classroom. An adult can go
looking for help. A scared child probably won't. The help needs to be easily accessible. Trained professionals should be coming into the schools at least once a year (maybe for an assembly), if not more. I know
teachers do the best they can, but they are not specialists in this area. This is a serious issue needing
more attention. It is so much easier to prevent than heal the damage.
Cameron Kincaid
Editors’ Note: The College is developing a DVD on boundary violations titled Protecting the Boundaries of the
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TC MAGAZINE
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Letters from the Chair and Registrar
A message from the Chair
Professional self-regulation is a great privilege, although it is often not well understood. Not only are the concepts
of self-regulation vague in the public mind, many members of self-regulating professions also misunderstand the
role of regulating bodies.
A profession is granted self-regulation in return for an agreement by the practitioners to protect the 'public interest'.
The alternative to self-regulation is no regulation or government regulation. Although no regulation in education is a
rare occurrence, when the public/government desires some kind of regulation, there is always tension between those
who believe political control is best and those who believe control by the members of a profession is preferable.
Educators should be proud of their College. Like any organization, it is not perfect. It will remain as good as the
people who are called to serve in it, which is why educators must be involved and select and elect quality candidates
for Council. Let's remember that the College is a place where the tensions that arise between differing viewpoints
are often seen. This is a good thing, especially when there is a willingness to continually work for what is best for our
profession, our students and our community. Respectful dialogue and a willingness to listen will keep the College
accountable and responsive to the needs of the profession and the public.
As I try to balance the role of Chair of the College with the demands of a grade five classroom, I want to acknowledge
the thousands of other dedicated, caring and committed educators throughout the province. I wish every practising
educator a fulfilling year as we engage in the critical art of teaching.
RICHARD WALKER
– CHAIR
A message from the Registrar
Fall is a busy time for educators as they focus on creating a safe and high quality learning environment for students.
It is also a busy time for the College, especially this year as we face significant challenges arising from legislative
changes.
On July 1, 2007, Orders in Council 437 and 440 brought into effect the provisions of Bill 21, the Teaching Profession
(Teacher Registration) Amendment Act, 2007 (TPAA 2007) and Bill 22, the Education Statutes Amendment Act, 2007
(ESAA 2007). The TPAA 2007 requires that the College establish a list – that can be viewed by potential employers
– of all its members employed by boards or authorities. The Act further requires that employers provide this
employment information to the College prior to October 15 of each year. The ESAA 2007 requires that the College
establish an online public registry with information about its members and those on Letters of Permission.
Revisions to the College website are enabling employers to upload their employee lists to the Employers’ Area.
We are now developing a system that will record employment information by member and school year, accept
member employment information from more than one employer in a given school year, store this information for
at least 10 years and be accessible to prospective employers by way of a secure site. We hope to have the employers’
list established and ready for employers by August 31, 2008.
To comply with the ESAA 2007, we will need to expand the registry to contain information about both members
and those holding Letters of Permission, including their name, current certificate status, record of any suspension
or cancellation, record of disciplinary action taken by the College Council and reasons for the disciplinary action.
The online registry should be publicly accessible by December 31, 2008.
–
WINTER 2007
– REGISTRAR
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TC MAGAZINE
MARIE CROWTHER
FEATURE – The Road to TILMA
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The Road to TILMA
6
QUALIFICATIONS
In 2006, the governments of BC and Alberta entered into an agreement to eliminate trade and service barriers
between the two provinces. Among other goals, the Trade, Investment and Labour Mobility Agreement (TILMA) will
make it easier for tradespeople and professionals – including educators – to work in either province. Under the agreement, educators certified in one jurisdiction will have their qualifications recognized in the other without having to
complete additional coursework requirements.
In order to eliminate barriers between the two provinces, the BC College of Teachers, the BC Ministry of Education
and Alberta Education needed to reconcile their certification requirements. This article focuses primarily on the
steps taken by the BC College of Teachers and Alberta Education to reconcile their qualifications.1
Reviewing BC’s certification requirements
“The College began the reconciliation process by conducting a complete review of our certification requirements,” says BC College of Teachers Registrar Marie Crowther. “To do this, we consulted with all our education
partners. We looked at each requirement and asked our partners if they still endorsed it, if it needed to change
and whether it indirectly created any barriers to the movement of educators to and within our province.”
This was the first major review of the College’s certification requirements since the College was formed in 1988.
Learning more about Alberta’s certification requirements
“At the same time we were conducting our review of the College’s certification requirements, we held a series
of conference calls with Alberta Education and the BC Ministry of Education,” says Crowther.
Here, the goal was to gather information and develop a detailed understanding of each organization’s certification requirements.
This is where the differences really emerged. As defined in the Constitution Act, 1867 (originally known as the
British North America Act, 1867), education in Canada has always been the responsibility of the individual
provinces. The current certification requirements for educators in BC and Alberta are unique to each jurisdiction,
7
TC MAGAZINE
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WINTER 2007
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One of the most obvious differences between the two provinces is who has the
authority to issue certificates of qualification. In BC, most certificates are granted
by the BC College of Teachers, an independent self-regulatory body, while in
Alberta they are granted by Alberta Education, a government ministry.
Certification requirements between the two provinces also differ. “In BC, we
use an approach to certification that emphasizes both outcomes and academic
requirements, whereas Alberta uses only an outcomes-based approach,” explains
Council Chair Richard Walker. “For example, both jurisdictions have a standard
stating that educators must be knowledgeable about the subject areas they
teach. Therefore, the BC College of Teachers requires that all elementary school
teachers have three university credits in math, as math is a core subject area
of the elementary curriculum. Alberta Education, on the other hand, doesn’t
require an elementary teacher to have completed a course in math to qualify for
TC MAGAZINE
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WINTER 2007
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8
QUALIFICATIONS
education program. The outcomes-based model means the government expects that all graduates of Alberta
programs will have demonstrated proficiency in math, irrespective of how an individual university program
is structured to meet that outcome.”
This is just one example of the many issues under discussion as the parties worked to better understand
the other’s certification requirements and began the reconciliation process.
Reconciling the certification requirements
College staff worked with the TILMA Advisory Committee, a sub-committee of the College Council, to review
the feedback from our education partners as well as the information that had been learned about the Alberta
certification requirements. Following the review, this Committee made recommendations to the Council,
which were approved at the public meeting of Council in June and formed the College’s position for the
TILMA discussions. At a meeting in Edmonton a few weeks later, the BC College of Teachers met with its
counterparts from Alberta Education and the Office of Independent Schools to hammer out the specifics of
reconciling their certification requirements.
“The result of this meeting was a set of principles that were used to develop a Memorandum of Agreement
for the Teaching Profession between Alberta and BC” says Walker. “This Agreement defines a common set of
requirements for teacher certification.”
Once the Agreement is signed by the three certifying bodies, the College will need to rewrite its bylaws and
policies to certify applicants under the new requirements.
How will TILMA affect BC educators?
As an educator, you are no doubt wondering how TILMA will affect you professionally. If you are already a
member of the BC College of Teachers, it will be easier for you to teach in Alberta. You will no longer need to
submit your academic credentials for review, although you will still need to meet Alberta’s standards of being a
“fit and proper person.”
This also holds true for educators moving to BC from Alberta. “No one will be able to just come here and teach,”
says Crowther. “Teachers in Alberta will need to apply to the College, and the College will still retain the ability
to deny a certificate if an applicant does not meet our standards for being a fit and proper person or if the applicant
does not show evidence of currency or language proficiency as defined by the agreement.”
“In practical terms, TILMA really affects very few educators,” adds Walker. “In 2005/2006, fewer than 300
educators left BC to teach in Alberta and about the same number came to our province. However, for those
educators planning to move between the two provinces, this agreement recognizes them as professionals
9
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WINTER 2007
who deserve to have their credentials accepted by the other jurisdiction.”
Ask the College
Ask
the College
Many of our members have questions about the legislation passed last spring.
The following questions represent the recent queries we’ve received about the
employers’ list and online registry.
What is the employers’ list? Do I need to do anything to
College create an online registry. The legislation requires
get on the list?
the College to establish an online registry that includes
The employers’ list is a tool for school boards and independent school authorities to verify a teacher’s employment history. The registry was created by provincial legislation and recently came into force. Boards and authorities are required to submit employment information to the
College that can then be accessed by other school boards,
authorities, and First Nations schools in the province in
a secure password-protected online environment. An individual teacher does not need to submit any information as
it is the responsibility of a board or authority, under law,
to submit this information.
information about the certification status of a member or
a person holding a Letter of Permission and any disciplinary action taken against that member or person. The registry only includes discipline imposed by the College and
does not include discipline imposed by school boards or
authorities. For years, the College has maintained a record
of discipline decisions on its website. It also distributes
discipline case summaries to our members through TC.
These practices are common among regulatory bodies.
The new legislation requires that the College’s registry
contain the names of all current members and their disciplinary record with reasons for the disciplinary action
I’ve been a teacher for nearly 30 years. Will my three
taken. Only where the publication of the reasons would
decades of employment history be reported by the various
cause significant hardship to a victim can the College
districts that I’ve worked for?
withhold the statement of reasons from the registry.
No. The employers’ list is only for employment information
from 2007 on. If you are working for a number of districts,
What happens to discipline cases currently under inves-
which is the case for many members who are teachers on
tigation by the College that are in the process of being
call, employment information will be submitted by each
grieved at the employment level?
board or authority that employs you.
Prior to the new legislation, the College was required by
law to delay proceedings on discipline cases until after
Is the information on the employers’ list public?
the grievance process between a teacher and his or her
No. Under no circumstances will the College release infor-
employer had ended. This would sometimes result in College
mation contained in the registry to any unauthorized user.
investigations proceeding years after they were initially
The only people who will have access to information in the
reported. The new legislation removed this requirement.
registry will be authorized users as defined in the legislation: school boards, independent school authorities and
First Nations schools.
Do you have a question about the College?
WINTER 2007
What is the online registry?
TC MAGAZINE
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Provincial government legislation also mandated that the
10
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FEATURE – Facing Facebook
Facing Facebook
TC MAGAZINE
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WINTER 2007
If you teach teenagers, chances are all your students are on Facebook. You may be,
too. This social networking site is a useful way to keep in touch with friends and
colleagues, but for educators it also raises issues about maintaining boundaries
between your personal and professional lives.
12
PROFESSIONAL CONDUCT
Facebook 101
A year ago, you may never have even heard of Facebook. This year, it’s everywhere, and students (and teachers)
across BC are using it in record numbers. The idea behind Facebook is simple: create a profile page for yourself
with as much or as little information as you like – photos, contact information, work history – and then allow people to add you as a friend. You can keep your profile private or you can put it out there for the world to see.
In some ways, Facebook is no different than any other personal website. But what makes it different is the
“social networking” component of the application. Lauded as part of the new “web 2.0,” social networking sites
rely on the participation of others to make them much more than just a collection of static profiles. Wikipedia,
blogs, myspace, friendster and flickr are all examples of sites that rely on the participation of others inside the
network. In the case of Facebook, users are invited to make comments on photos, leave messages on a bulletin
board feature called “the wall” or even identify people in photos. Everything links together, and any comments or
changes made to your profile are fed to a newsfeed that goes out to every person on your friend list. If you don’t
use the sophisticated privacy settings to control what is sent out over a newsfeed, information on your profile
page is distributed over your entire Facebook network.
Blurring the boundaries
While there is nothing wrong with teachers using Facebook in their personal lives, Facebook does expose both
teachers and students to fairly significant risk when it comes to respecting the boundaries between educator
and student.
The blurring of lines between one’s public and private lives has always been a key concern for professionals who
are entrusted by the public to provide a service. An educator’s responsibilities as a professional extend beyond
the end of the day when his or her duties as an employee are over. Educators have always keenly understood that
their responsibilities to ensure the well-being of children reach far beyond the classroom.
Breaking down the walls between a teacher’s personal and professional life can undermine a teacher’s authority
and create a significant danger zone for both teacher and student. An educator’s ability to maintain boundaries
within the professional relationship ensures a safe connection based on the student’s needs. A safe relationship is
threatened when the boundaries become blurred or ambiguous, particularly when dual relationships are created.
13
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WINTER 2007
In these cases, the teacher moves beyond a professional relationship into the personal realm.
Facebook makes it much easier for dual
relationships to thrive. Teachers that would
never take a child to lunch or offer to drive
a student home (other types of potential
boundary violations) may not even hesitate
to add a student as a “friend” on Facebook,
exposing the student to personal information that the teacher would never consider
sharing in a classroom setting. As an educator, you need to be aware that this is happening with increasing regularity, placing
students and educators at risk.
Publicizing the personal
Because of the nature of the application,
personal details about yourself that you
may not want revealed (or that should not
be revealed) are easily available to anyone
on your friends list or on the network.
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WINTER 2007
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TC MAGAZINE
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media stories where professionals held in
children, educators should be keenly aware
of the potential for this to happen given the
current climate.
There is obviously some educational value
to the software, given how ubiquitous it is
amongst BC students. (For example, over
2000 people are members of the Kelowna
could include students, teachers, alumni and
others.) Students are just as likely to send
an email or punch out a text message on a
cell phone as they are to telephone friends
PROFESSIONAL CONDUCT
or family, and learning how to appropriately use software such
as Facebook is part of developing sophisticated interpersonal
skills that will be needed in the future. Educators should be aware
of the occurrence of cyber-bullying on sites such as these, and
if needed, monitor the situation. They should also probably avoid
making their students “friends” online. Educators would never
consider students to be their friends in the real world, and it’s
not a good idea to do it in the virtual world either.
Discipline
casesummaries
Of course, Facebook itself isn’t the problem. It is simply one
of many web applications that are transforming how we com-
Consent Resolution Agreements
municate. Larger philosophical debates – about privacy expec-
Lee Anthony Weinstein (Certificate Issued 1991.06.03)
tations, the line between the personal and the professional, and
admitted that he was guilty of professional miscon-
the coming generational change that will affect the way we
work and interact with each other – need to occur in both the
duct and conduct unbecoming a member of the College.
Mr. Weinstein, a principal, was found to have participated in and benefited from an ongoing arrangement
profession and the society at large. What will never change,
of contractual "kickback" payments. He received $11,300
however, is the responsibility of an educator to ensure the safety
in payments from contractors with a school district
of students is protected – both in the classroom and online.
knowing that he had delivered no products or rendered
any services beyond his regular duties as an employee
of the school board. Mr. Weinstein has since made
restitution to the school district in the amount of
What do you think?
$11,300. On June 7, 2007, the Preliminary Investigation
Sub-Committee approved the Consensual Resolution
We’re interested in knowing what you think about some of the
Agreement and Mr. Weinstein accepted a six-month
professional issues that emerge when discussing Facebook.
suspension of his certificate of qualification, which
ended on June 30, 2007.
8 Do you currently use Facebook?
8 If yes, have you ever had students ask you to be their 'friend'? Did
you agree? Why or why not?
8 If you don’t use Facebook, do you know any educators that do use
Facebook?
8 What is your opinion of Facebook?
Member CR-A06-07 (Certificate Issued 1992.11.17) In
December 2004, the College was notified by a school district that the member was issued a reprimand for dividing
her classroom into two groups, the "retards" and the
"experts." The member acknowledged this, saying that
the group that did not complete its homework "retarded"
the progress of the class, but said that she intended the
8 What do you believe are the important issues to consider regarding
word "retarded" to convey the meaning "delayed." The
educators’ use of social networking websites such as Facebook?
school district's report to the College also included two
prior disciplinary actions taken against the member for
approved the Consensual Resolution Agreement and
accepted the member's undertaking not to teach until such
time as certain conditions are fulfilled. The Preliminary
Investigation Sub-Committee agreed to withhold her
WINTER 2007
link on the home page.
2007, the Preliminary Investigation Sub-Committee
name from publication due to her health status.
–
www.bcct.ca and clicking on the “Respond to the Facebook Survey”
use of inappropriate language with students. On June 20,
15
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Case summaries of informal PISC resolutions
Case summaries
of informal PISC resolutions
The College receives reports and complaints from school districts, independent authorities, the public and the Ministry of the
Attorney General. All new matters are reviewed by the Preliminary Investigation Sub-Committee (PISC), which is comprised
of three Council members, one of whom is a layperson.
Many cases are concluded through the College’s informal resolution process, which can be defined as an opportunity to resolve
a conduct or competence issue through a confidential process that includes professional reflection, understanding and commitment,
while protecting the public interest. In determining whether to proceed informally in a given case, PISC considers the nature of
the conduct or competence, any pattern or previous disciplinary record and the member’s response in any other proceeding
related to the matter.
PISC develops a series of questions for the member’s written response that are relevant to the matters raised and that are
meant to elicit and evoke insight and awareness regarding the member’s professional role in the education system.
Examples of cases recently considered by PISC and concluded through the informal resolution process are summarized below:
Case I
The College received a report from an independent authority, in accordance with section 7(1) of the Independent School Act,
advising that it had suspended a member for one week without pay for viewing adult pornography on a school computer during
class time. The authority confirmed that there were no children present when the member viewed the pornography and that
an analysis of the computer showed that there was no access to child pornography.
The authority further advised that it had entered into an accountability agreement with the member that included the
following terms:
8 The member would attend counselling sessions;
8 Internet access would be removed from the computer in his classroom;
8 Random checks would be conducted on his classroom computer.
PISC considered the matter and decided to proceed informally. The member was asked to respond in writing to the
following questions:
1. Do you understand that your conduct is not congruent with a teacher’s professional image?
2. What reassurances can you provide the College that this conduct will not be repeated?
The member confirmed his understanding that his conduct was not congruent with the College’s Standards for the Education,
Competence and Professional Conduct of Educators. He stated that he is viewed as a role model by students, parents and society
and his inappropriate behaviour did not reflect positively on his school or profession.
He also indicated that he had taken significant steps to ensure that this conduct would not be repeated and assured the
College that he would be attending regular meetings with his counsellor as well as his school administrator.
PISC reviewed the member’s response and determined to take no further action in the matter.
Case 2
The College received a report from a school district, in accordance with section 16(1) of the School Act, advising that a letter
of discipline had been issued to a member for grabbing a grade 10 student. The letter from the school district indicated that
this member had been previously advised that physical contact with a student was not appropriate.
The school district stated that during class, the member told the student to leave the classroom after he and other students
WINTER 2007
had been laughing. As the student was walking out of the classroom, the member grabbed him by his shirt and pulled him
17
TC MAGAZINE
–
out the door.
Case summaries of informal resolutions concluded by PISC
PISC considered the matter and decided to proceed informally. The member was asked to respond in writing to the
following questions:
1. What insights have you gained since this most recent incident concerning the use of physical techniques in managing
children’s behaviour?
2. What more appropriate classroom management skills have you developed since the occurrence of this incident?
3. What reassurances can you provide the College that this conduct will not be repeated?
In response, the member stated that physical contact between a teacher and a student was not appropriate or tolerated
except in extreme circumstances. He understood that he must set a positive example for respectful interactions and it was
his responsibility to set the tone in his classroom.
He explained that this particular class was very challenging and that he had been new to the classroom when the incident
occurred. The student involved was difficult and disruptive and previous interventions, such as moving the student, were
unsuccessful. The member regretted that his actions towards this student could be interpreted as threatening and said
that coming from a different culture, he was accustomed to different concepts of personal space and physical contact.
The member confirmed that he was working to develop more effective teaching strategies to deal with behavioural challenges and would continue to work on establishing good communications with students, parents and administrators to
form foundations for mutually respectful relationships. He also said that he was more mindful of students’ need for
personal space.
The member stated that the incident brought issues relating to classroom management and teaching practices to his
attention and gave him an opportunity for reflection and professional growth. He said that he took seriously his duty to protect
the emotional and physical well-being of his students and to create a safe and positive learning environment for them.
PISC reviewed the member’s response and determined to take no further action in the matter.
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TC MAGAZINE
–
WINTER 2007
LEAD
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18
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Readers respond to case study on off-duty conduct
readers respond
to case study on off-duty conduct
In the summer issue of TC, we presented a fictionalized case study of an educator
who belonged to a naturism club and had agreed to be photographed for a club
brochure. In the scenario, a parent complained about the brochure and the educator
was suspended with pay. We asked for your opinion on the case, and 49 people
offered their input.
Three-quarters of those who responded to our survey believed that the teacher in
Pro-D for Teachers
question did nothing wrong. According to these respondents, the teacher’s conduct
should not be classified as conduct unbecoming a member of the teaching profession. As one respondent stated, “the key aspect is that the teacher does not mention it [her membership in the naturism club] in her classroom…. Under the Charter
of Rights and Freedoms, this teacher has the right to this form of self-expression.
Yet she should not bring it into her classroom, which, evidently, she has not.”
Many respondents made a clear distinction between the appropriateness of the
teacher’s membership in the naturism club and her decision to be photographed for
Teaching ESL
Langley, BC
a brochure. Readers generally supported the teacher’s decision to belong to such a
Intro to Teaching ESL
promotional brochure. Common sentiments included “participating in the club may
January 8 – April 15; Tues: 6:30 – 9:15 pm
Call us about TWU’s TESL certificate!
be fine, but promoting it through a brochure in the nude seems to be too much” and
club, but disagreed with her decision to publicize her involvement through the club’s
Educational Leadership
Online
“when she agreed to be photographed and gave permission for the photo to be used
in a brochure she was culpable.” Many felt that the teacher crossed the line “when
she agreed to be photographed nude, no matter how tastefully.”
Those who believed that the teacher had demonstrated unbecoming conduct were
Developing Educational Programs
asked for their opinion about what, if any, disciplinary action should be taken by the
EDUC 623; Harro Van Brummelen
January 2 – March 22
College. The responses ranged from suggesting a simple warning to suspending the
School Leadership & Supervision
between teaching and membership in the naturism club.
EDUC 624; Ray Klapwyk
January 2 – March 22
member without pay for a period of one week to forcing the teacher to choose
Off-duty conduct is clearly a topic that generates discussion. What does it mean to
be a role model? Is it fair that teachers are held to higher standards than others?
Legal, Political, & Social
Contexts of Education
One respondent stated that she thinks the College needs to continue education
EDUC 626; Rod Wickstrom
March 31 – June 7
(especially younger teachers) that the standards that teachers are judged on are
around this issue as she believes “it is not common knowledge amongst teachers
higher than for the average member of the public.”
We thank everyone who took the time to answer these questions and contribute
WINTER 2007
their opinions on this important issue.
–
Toll-free 1.866.402.1897
[email protected]
www.twu.ca/glc
Langley, British Columbia
19
TC MAGAZINE
To register call toll-free 1.866.402.1897
or download registration form from
www.twu.ca/coursesforteachers
GROUSE MOUNTAIN’S
ADVENTURES IN EDUCATION
Take your learning outside the classroom with hands-on, interactive, and engaging Adventures in Education.
Wildlife Education Programs:
Choose from an array of curriculum sessions and
add up to 3 additional activities such as a visit to
the Timber Wolf Habitat, a híwus feasthouse
presentation and outdoor mountaintop ice
skating.
Skiing & Snowboarding Lessons:
Encourage fitness and recreation with a one or
four day skiing and snowboarding program in a
fully supervised, safe and playful environment.
Your school will receive two flex passes for the
season when you book a four day program.
híwus First Nations Cultural Program:
Enjoy a guided snowshoe tour to an authentic
Pacific Northwest longhouse where students will
hear First Nations legends and songs, and
participate in dances and crafts while learning
about the cultural importance of local plants and
animals.
Mountain Adventures:
Discover all Grouse Mountain has to offer
including outdoor mountaintop ice skating,
guided snowshoe tours, The Peak of Christmas
and more. Take advantage of our special School
Group General Admission rates and customize
your visit.
Our Guest Services Representatives would be happy to help you plan
your adventure. Call us today at 604.980.9311. Full program details are
available online at www.grousemountain.com/education.
tm
in brief
OFFER YOUR INPUT ON THE REVISED STANDARDS
The BC College of Teachers is in the process of reviewing and revising its Standards
for the Education, Competence and Professional Conduct of Educators in British Columbia.
The Council revised the Standards after consulting with partner groups in April 2006.
The revised Standards are now being circulated to education partner groups for feedback. You can view the draft Standards on our website, at www.bcct.ca. Please
e-mail [email protected] to provide your input on the revised standards.
A CONVENIENT TRUTH: CANADIAN TEACHERS GAIN
ONLINE ACCESS TO ECO-INSPIRED CURRICULUM
The World Wildlife Fund Canada (WWF) and Canon Canada have partnered to
develop “Schools for a Living Planet,” an online teaching resource with K12
Global, a recognized leader in curriculum-based, socially responsible education
programs. Officially launched in September 2007, the program offers educators
access to over 30 curriculum-linked, printable in-class activities for grades 3 to 8.
Each unit is school board approved and has a unique environmental theme with
material carefully designed to meet curriculum expectations in English, Social
Studies and Science. Visit www.wwf.ca/teachers for more information about
“Schools for a Living Planet”.
FRUIT AND VEGGIE PROGRAM EXPANDS TO 164 SCHOOLS
ActNow BC, with funding from the Ministries of Agriculture and Lands, Education,
and Health, is now providing the fruit and vegetable program to an additional 113
schools across the province, for a total of 164 schools this fall. Participating
schools will receive fruit and vegetable snacks on a bi-weekly basis for 18 weeks
of each school year. The program sources fresh fruits and vegetables from growers throughout the province and will deliver to nearly 57,000 students with the
expansion. An evaluation of the initial program by the University of Victoria shows
that it is effective at teaching children about nutrition and locally grown produce,
as well as increasing their consumption of fruits and vegetables. The goal is to
offer every public school in BC the opportunity to participate in the program by
2010. For more information on the School Fruit and Vegetable Snack Program,
21
TC MAGAZINE
–
WINTER 2007
visit www.aitc.ca/bc.
BRINGING
SCIENCE
FUN TO
YOU!
Sophia – Grade 2
Collingwood School
West Vancouver
Field trips to TELUS World
of Science, Science World
On the Road provincewide science shows
and teacher
resources:
we’re making
science a priority, at
no cost to students!
Contact us
now to book
for the 2007/08
school year!
Stefan – Grade 2
Collingwood School
West Vancouver
Call 604 · 443 · 7500
or 1· 800 · 363 ·1611
to find out more.
www.scienceworld.ca
Robert – Grade 3
Bramblewood
Elementary School
Coquitlam
SCHOOL SHOWCASE PROJECT
The BC College of Teachers is proud to celebrate the artistic talents of BC’s elementary
and secondary students. Quarterly, we showcase the work of students in our lobby and
on our website. The students’ work may often be inspired by work of other artists or may
be original. Most recently, students in kindergarten through grade 5 from Collingwood
School (West Vancouver) and students in grade 3 from Bramblewood Elementary School
(Coquitlam) participated in the program. If your school is interested in being part of
WINTER 2007
the School Showcase Project, email [email protected] for more details. The
TC MAGAZINE
–
We gratefully acknowledge the financial support of the
Province of British Columbia through the Ministry of
Education for BC PALS.
22
School Showcase Project is free of charge to participating schools.
SCHOOL GUIDELINES SUPPORT INITIATIVE
With funding from the BC Healthy Living
Alliance, the Dietitians of Canada – BC Region
has launched the School Guidelines Support
Initiative to support schools in implementing
the school food and beverage guidelines
mandated by the Ministry of Education and
the Ministry of Health. Expanded Dial-aDietitian services help you answer your school
nutrition questions and link you to appropriate
tools and local support (e.g. community nutritionists). In Greater Vancouver call 604.732.9191
NEW FO
or toll-free in BC 1.800.667.3438. School
nutrition
links
can
be
accessed
R 2008:
FRENCH
IMMERS
ION DAY
AND FA
LL DATE
S!
at
www.dialadietitian.org. The Brand Name
Food List at www.brandnamefoodlist.ca
provides nutrition ratings for packaged and
franchised food and beverages. This list will
Enrichment Experience May 2008
help you find Choose Most and Choose
Sometimes items that meet BC’s nutrition
standards for schools.
ECOKIDS BRINGS THE ENVIRONMENT
Bring history alive for your students through the
as-a-Second-Language (ESL) lesson plans,
now available online. The lesson plans, formally evaluated by ESL professionals, are
learner-centred, designed to increase English
proficiency and environmental awareness,
and linked to the K-6 curriculum. To access
the EcoKids ESL lesson plans, visit:
www.ecokids.ca
ONLINE DEPRESSION
SELF-TESTS FOR YOUTH
This online resource uses a checklist to help
youth evaluate their relationships with their
parents and the strength of their family support systems. The interactive tool encourages
at-risk teens to seek support and information from the list of resources provided.
Check out the new Family Matters tool at
www.mindyourmind.ca.
Barkerville
School Program
Students will talk about
this trip until they
return with their own
children years later.
Dress up in your finest
1870’s clothes and join
the rush to our School
Program. It’s a unique
introduction to BC’s
history and museums.
Check out the activities
at www.barkerville.ca.
The Whitecap Motor Inn
250-994-3489
www.whitecapinn.com
The Bear’s Paw
1-866-994-2345
www.thebearspaw.ca
The Hubs Motel
250-994-3313
www.wellsbc.com/hubs
Wells School Rentals
250-994-3330
[email protected]
Visitor Information
1-877-451-9355
www.wellsbc.com
WINTER 2007
educators to check out their EcoKids English-
–
Earth Day Canada invites elementary school
23
TC MAGAZINE
INTO YOUR ESL CLASSROOM
KELOWNA MUSEUMS ADD NEW PROGRAMS
FOR MIDDLE AND SENIOR STUDENTS
The Kelowna Museums Society introduced
several new programs for the 2007/2008
school year. The Age of Discovery uses cultural artifacts and visual images to examine
how the civilization of the Renaissance is preserved and decoded through the inventions
and discoveries made during that period. The
Okanagan Military Museum offers a program
called the Kit Box. A container similar to a
soldier’s travelling trunk holds artifacts,
uniforms and memorabilia from the museum’s collections, which have been adapted
to the Grade 11 curriculum with materials
relating to Canadian military history. This
program can be offered at the museum or
BOOK YOUR TRIP TODAY!
brought into the classroom. The BC Orchard
Industry Museum has added The Earth
Beneath Our Feet, an up-close look at what
lurks within the soil and how it affects growth
When you engage your students’
imagination, you encourage
their creativity in all subject areas.
Open their eyes and minds to new
cultures, adventures and possibilities.
Coming Soon:
Mr. Magorium’s Wonder Emporium - Nov 16
Enchanted - Nov 21
The Golden Compass - Dec 7
National Treasure: Book of Secrets - Dec 21
The Spiderwick Chronicles - Feb 15
Horton Hears a Who - Mar 14
in orchards and gardens. Students will use
the Scope-on-a-Rope microscope and discuss
composting as a viable ecologically friendly
alternative. For more information on these
and other middle and senior grade programs,
please visit www.KelownaMuseums.ca.
2008 PRIME MINISTER'S AWARDS
Industry Canada has announced the launch
CREATE A GREAT OPPORTUNITY FOR CLASS DISCUSSION
AROUND AN INSPIRING AND FUN ENTERTAINMENT EXPERIENCE.
of the 2008 nomination process for the Prime
Minister's Awards for Teaching Excellence and
Excellence in Early Childhood Education. These
awards recognize outstanding teachers for
TO BOOK YOUR GROUP
CALL 1-800-313-4461 OR EMAIL
[email protected]
AND QUOTE 1107BC23
their innovativeness, their ability to inspire
and support their students and the children
in their care, and their commitment to their
profession. For more information on the criteria, and to download nomination forms,
visit the Prime Minister's Awards website
atwww.pma-ppm.ic.gc.ca. The deadline for
TC MAGAZINE
–
WINTER 2007
nominations is December 17, 2007.
® Cineplex Entertainment LP or used under license.
IMAX® Is a registered trademark of IMAX Corporation
24
Meet the Members of the College Council
Meet the Members
of the College Council
As with other professional bodies, the College is governed by a Council comprised of elected
and appointed members. Of the 20 Council members, 12 are elected from the profession
and eight are appointed by government. (The Teaching Profession Act requires that the
Minister of Education appoint three of the eight from among the members of the College.)
The Council undertakes its work in the public interest and not in the interest of individual members or groups within the profession. Before taking office, Council members must
take and sign a prescribed Oath of Office to abide by the Teaching Profession Act and act
honestly and without bias in the interests of the College. They must be guided by the public
interest and not allow themselves to be put in a position of conflict of interest.
Richard Walker – Chair
Councillor Walker holds a bachelor’s and a master’s degree. He is a classroom generalist
and music specialist in the Comox Valley school district. Walker has served as president
of the Comox District Teachers’ Association and on several district and union task forces/
initiatives. He was a board member of the Courtenay Youth Music Centre and is a musician.
[elected/member] Term start date: August 1, 2006. Term end date: July 31, 2009.
Sandra Davie – Vice-Chair
Councillor Davie has been in the teaching profession for over 30 years and currently
works as a teacher in Prince George. She has been active in the profession, serving on a
number of Ministry of Education committees as a teacher representative. She also
chaired the Prince George English Local Specialist Association for 10 years. [elected/
member] Term start date: August 1, 2006. Term end date: July 31, 2009.
Louise Burgart
Councillor Burgart is a former superintendent of schools for school district 91 (Nechako
Lakes) and past president of the BC School Superintendents’ Association. She has been
a member of the College since 1988 and has 35 years of experience as an educator in BC.
[appointed/member] Term start date: August 1, 2005. Term end date: July 31, 2008.
Public Observatory & Astronomy Centre
Observatoire public et centre d'astronomie
Astronomically
exciting adventures…
Aventures astronomiques
passionnantes…
DeDe DeRose
Councillor DeRose is the principal of an elementary school in school district 73 (KamloopsThompson). Previously she was a teacher of English as a Second Language in elementary
and secondary schools in school district 27 (Cariboo-Chilcotin). She is the chair of the
UBC First Nations Education Council, an advisor to Thompson Rivers University and a
member of the College. [appointed/member] Term start date: August 1, 2006. Term end
date: July 31, 2009.
Timothy Dunford
Video Conferencing – conférences vidéo
Science Demos – démonstrations scientifiques
5071 West Saanich – 250.363.8262
cu.hia-iha.nrc-cnrc.gc.ca
Patrick Dyer
Councillor Dyer holds a B.Ed., specializing in history and social sciences, and has taken
courses in political science, native studies, dispute resolution, claims investigation and
insurance law. He teaches social studies, law, business education and English at New
Westminster Secondary School and worked as an ICBC Claims adjustor/investigator. He
has served as treasurer for the New Westminster Teachers’ Union and as job steward for
the Office and Technical Employees’ Union and CUPE. [elected/member] Term start date:
August 1, 2005. Term end date: July 31, 2008.
WINTER 2007
Mobile Planetarium Visits –
Visites du planétarium mobile
–
Professional Development –
développement professionnel
Councillor Dunford is a lawyer and former president of the Saanich District Parent
Advisory Council. Dunford is a long-time member of the BC Confederation of Parent
Advisory Councils and is a member of the Law Society of BC, the Canadian Bar
Association and the Victoria Bar Association. [appointed/layperson] Term start date:
August 1, 2006. Term end date: July 31, 2009.
25
TC MAGAZINE
School Programs – Programmes scolaires
Wanted!
Canadian
Teachers
AAS is a non-profit, coeducational day
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Must be Certified
Minimum of two years experience
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Average class: 12–18 students
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Dalip Singh Gill
Councillor Gill is the principal at the Dasmesh Punjabi School. Previously, he worked in the
state department in education for the government of Punjab, India. Gill is involved with
Abbotsford Indo-Canadian Senior Citizens Group and Abbotsford Community Services. Gill has
a master’s degree in education from Himachai Pradesh University in India, and he has completed a master’s degree in political science and Punjabi, and bachelor degrees in teaching
and arts, all from the Punjab University. [appointed/member] Term start date: August 1, 2006.
Term end date: July 31, 2009.
Jim Gill
Councillor Gill holds a B.A. and is a teacher on call for the Vancouver School Board. Semiretired, he has 35 years’ experience teaching secondary social studies and English. He has
served as president of the Vancouver Secondary Teachers’ Association and was a teacher
representative on various Vancouver school board committees. [elected/member] Term start
date: August 1, 2005. Term end date: July 31, 2008.
John Grain
Councillor Grain holds a B.A. with a major in English. He has been a public school teacher of
Grades 4 to 12 for 28 years. He has served as president of the Central Okanagan Teachers’
Association and was a member of the BCTF Judicial Council and a resource evaluator for the
Ministry of Education. [elected/member] Term start date: August 1, 2007. Term end date: July
31, 2010.
Peter Grimmett
Councillor Grimmett’s profile will be available in an upcoming issue of TC.
Sonja Krzus
email: [email protected]
www.aas.ru
Councillor Krzus holds a B.A in political science and criminology from SFU, a PDP in secondary
education, as well as two post-baccalaureate diplomas: one in criminology and another in
English literature. Before beginning her teaching career, Ms. Krzus worked as a Correctional
Officer at a youth detention centre. Since 1992, she has taught in the public school system and
currently teaches English and gifted education. [elected/member] Term start date: August 1,
2006. Term end date: July 31, 2009.
Andrew Leathwood
Councillor Leathwood is the principal of Mount Sentinel Secondary in school district 8 (Kootenay
Lake). Previously, he has been a vice-principal, counsellor and a teacher of physical education,
math, science and Career and Personal Planning in school district 86. Very involved in athletics,
he has served on a number of recreation commissions and continues to coach basketball at
Mount Sentinel. He has also served on a wide variety of district, regional and provincial committees and bodies related to curriculum. Mr. Leathwood has a bachelor’s degree in physical
education and teaching certification from UBC and completed his master’s degree at Gonzaga
University. [appointed/member] Term start date: August 1, 2007. Term end date: July 31, 2010.
We are always looking for
IB-Trained Teachers
CIS is an independent, privately owned day school
that provides the International Baccalaureate
Primary Years Programme, Middle Years
Programme and Diploma Programme for Early
Childhood Education to grade 12. Candidates
must have two years teaching experience and
be skilled in ICT. Fax, mail or email your resume/
references attention Gary Pettigrew.
Jerelynn MacNeil
Councillor MacNeil holds a B.Ed. from the University of New Brunswick and a master’s degree
in distance education from Athabasca University. She has worked as a teacher in both Alberta
and British Columbia since 1991, and has served as president of the Rocky Mountain Teachers’
Association since 2004. Councillor MacNeil is an avid bagpiper, is involved in local minor hockey and is the co-owner of two small businesses. [elected/member] Term start date: August 1,
2007. Term end date: July 31, 2010.
Rena Neufeld
Councillor Neufeld holds a B.Ed. (primary) with a minor in English literature and an M.Ed. with
a major in teaching and curriculum development. She is an adult education teacher in the
Nechako Lakes school district and she has worked as a primary teacher. Neufeld has served
as a local representative to the BCTF. [elected/member] Term start date: August 1, 2005. Term
end date: July 31, 2008.
WINTER 2007
Norman Nichols
TC MAGAZINE
–
5 Toh Tuck Road, Singapore, 596679
e. [email protected] Fax: 65 6467 1729
www.cis.edu.sg
26
Councillor Nichols holds a B.A. in history from Simon Fraser University and a post baccalaureate diploma in curriculum development. He is a long-time teacher with over 30 years of
service to schools in North Vancouver. Councillor Nichols has been actively involved with the
BCTF, most recently serving on the BCTF’s Judicial
Council. He is married with three children and six
grandchildren. [elected/member] Term start date:
August 1, 2007. Term end date: July 31, 2010.
Dale Townsend
Councillor Townsend is a teacher in Salmon Arm.
He previously served as a member of the Judicial
Council of the BCTF. Townsend is a former president of the district teachers’ association and served
on Ministry of Education committees. [elected/
member] Term start date: August 1, 2005. Term end
date: July 31, 2008.
Mike Trask
Councillor Trask holds a B.A., B.Ed. and a diploma
in special education. An elementary and secondary
school teacher in school district 75, he has also
taught in Newfoundland. He has served on the local
executive of the Mission Teachers’ Union and he is
experienced in bargaining, professional development,
personnel matters, grievances and arbitrations.
[elected/member] Term start date: August 1, 2007.
Term end date: July 31, 2010.
February 20, 2008 • 1:00 pm - 6:00 pm
Downtown Vancouver Four Seasons Hotel
34 BC School Districts from across
the province will be in attendance
at this event!
For Registration Forms contact
www.bcspa.net
BC certified teachers needed in the Lower Mainland,
Campbell River and the Comox Valley for in-home
tutoring. Academic Advantage provides home support
for grades 1-12 (all subjects) including Special
Education, ESL, French Immersion, Provincial exam
prep and University exam prep. We especially need
senior math and science teachers. Please forward
your resume via email or fax.
t. 604.439.1790 Toll-Free 1.877.787.5854
f. 604.439.1795 [email protected]
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WINTER 2007
Kelly Shields
Councillor Shields has extensive experience in early
childhood and special education. She is currently
the First Vice President of the Surrey Teachers’
Association and has previously worked as a district
integration teacher, a resource room teacher, a
tutorial room teacher, and a Grade 1 and 2 teacher,
amongst other positions. Ms. Shields has also served
as president of the Surrey Teachers’ Association, as
a staff representative, and as chair of the BCTF’s
Judicial Council. Ms. Shields lives in New Westminster.
[elected/member] Term start date: August 1, 2006.
Term end date: July 31, 2009.
Job Fair sponsored by
B.C. School Personnel Association
BC Certified Teachers
Needed
To view the resource, additional activities and assessment
materials, go to www.canadascapital.gc.ca/gatheringplace.
To get your free copy, email [email protected].
–
Linda Reimer
Councillor Reimer is a real estate assistant and is
the former chair of the school district 43 Parent
Advisory Council. Previously, she held various positions with CIBC. She is a member of the Rotary
Club of Coquitlam, a director of the Fraser Burrard
Community Justice Society, a director of the
Westwood Residents Community Association and a
director of the City of Coquitlam Task Force on
Youth Mental Health and Addiction Services. Ms.
Reimer has a B.A. from Simon Fraser University and
is a Fellow of the Institute of Canadian Bankers.
[appointed/layperson] Term start date: August 1, 2007.
Term end date: July 31, 2010
Teaching Opportunities
in BC
27
TC MAGAZINE
Mary Jo O’Keefe
Councillor O’Keefe is the former chair of the Vernon
school board and has also served as executive
director of the Community Futures Development
Corp. in Vernon and managing director of Vernon
Tourism for eight years. [appointed/layperson]
Term start date: August 1, 2005. Term end date: July
31, 2008.
tm
in focus
a new concept or manage my class.”
When new teachers struggle with various aspects
of the job, Barson is there to help. “Everyone makes
mistakes. But through discussion and reflection, we
can change. I always schedule a debriefing session
after each lesson to talk about ways to improve. It’s
an essential part of the ongoing learning process.”
Of course, the learning process itself often works
both ways, and Barson says that she learns as much
from the student teachers as they learn from her.
Under her wing
Mentoring dozens of new teachers over the years, sponsor teacher
Carol Barson has developed a strong sense of the qualities that
make a great educator – a sense of humour, a flexible approach and
a genuine concern for children.
canoeing trips and is a member of Dragon Runners,
a dragon boat team that trains out of Nanaimo.
For Barson, some of the most rewarding aspects
from her work as a sponsor teacher. She is still in
learned in their education classes. And essential to the success of the practicum
touch with many of her former student teachers,
experience is the sponsor teacher, who guides and mentors new teachers as they
continuing the dialogue about successful teaching
make the transition from theory to practice.
strategies and best practices.
“The mentoring process is really quite intense, and
you get very close to your student teachers,” she says.
“Teaching is a very important profession, and I want to do my part to develop
“Many of my students have become good friends,
excellence in new teachers,” she says. “I’ve learned a lot from my own colleagues
and it’s wonderful to watch the progress of those who
over the years, and I really value the opportunity to share this knowledge with
have remained in the school district as they blossom
those new to the field.”
into skilled and compassionate educators.”
Barson mentors student teachers from Malaspina University-College. The
Malaspina students initially drop by for weekly visits so that they become familiar
with the daily classroom environment. They then return for a six-week practicum
later in the year, where Barson guides them as they take on increasing levels of
responsibility in directing the class.
Barson’s role as a mentor requires her to model successful teaching strategies
and to support student teachers as they develop and fine-tune their lesson planning, classroom management and assessment skills.
WINTER 2007
mind working together.” She enjoys wilderness
program. For it’s here that student teachers can begin applying what they’ve
Currently teaching grade 2 at Arrowview Elementary School in Qualicum Beach,
“Having a student teacher in my class makes me a more reflective educator,”
she says. “I’m always conscious of the need to use numerous strategies to teach
–
When she’s not teaching, Barson enthusiastically
pursues outdoor sports that keep her “body and
A practicum is one of the most important components of any teacher training
has always welcomed student teachers into her classroom.
TC MAGAZINE
classroom and they have so many new ideas to share.”
of her professional and personal life have emerged
Carol Barson has been an educator for 26 years, and throughout her career she
28
“They bring so much energy and enthusiasm into the
University of not just higher learning, smarter learning
Making a difference through Action Research.
At our Vancouver Campus, Master of Arts in Education (MAED) students are developing an
understanding of how changing social conditions, cultural influences and values can influence
the classroom. Armed with that knowledge, they can then use the Action Research component of
their degree program to identify problems and propose resolution and implementation strategies.
Over the past six years, MAEd students in British Columbia have completed more than 200 Action
Research projects exploring critical issues that impact local schools and districts.
Join others around the province who already have made a difference in their schools—and left a
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Applications are now being accepted. Choose from:
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Master of Arts in Education /Administration and Supervision
Master of Arts in Education /Curriculum and Instruction
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What will you base your Action Research on?
Learn more today.
604.205.6999
phoenix.edu/vancouver
[email protected]
Vancouver Campus
4401 Still Creek Drive, Suite 200
Burnaby, BC
In British Columbia, the term "university" is used and the Master of Arts in Education program is offered under the written consent of the Minister of Advanced Education, effective December 20, 2006 and January 31, 2007,
respectively, having undergone a quality assessment process and been found to meet the criteria established by the minister. Degrees are conferred by University of Phoenix through its Central Administration office, located
in Phoenix, Arizona. The University is accredited by The Higher Learning Commission and is a member of the North Central Association (ncahlc.org). The MAEd program at University of Phoenix, Vancouver Campus is
TQS-approved. © 2007 University of Phoenix, Inc. All rights reserved.
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