New Standards for educators in BC

summer/fall 2008
tm
THE OFFICIAL MAGAZINE
OF THE BC COLLEGE OF TEACHERS
New Standards
for educators
in BC
Steering clear of boundary violations
Educators and Facebook
Virtual teacher August Beetlestone
HOW WOULD YOU FEEL IF
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morning from 7am-8am ET. Educators are encouraged to videotape the commercial-free
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made the biggest impact on Canadian society in 2008. Prizes are awarded in two grade
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The Idea Book For Educators . A&E has scheduled programs to complement
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For more information on all A&E educational programs and the Canadian Lives That Make
a Difference Essay Contest, as well as access to 350 study guides, visit us online at
www.AETV.com/class/canadianclassroom.
© 2008 AETN. 1087.
FIRST PRIZE
Student: $2500 Prize
Department/Classroom of Teacher: $1000 Cash
School: A&E Television Networks Video Library
(includes 25" Colour TV, DVD player,
and 3 Classic A&E DVD Box Sets)
tm
summer/fall 2008
contents
features
SETTING THE STANDARD
After three years of consultation and review, Council
has developed a new set of standards for BC educators
6
DVD ON BOUNDARY VIOLATIONS
A new resource on maintaining the boundaries of a
professional relationship
11
STAYING SAFE
Councillor Kelly Shields on how educators can stay
safe and ensure their off-duty conduct meets standards
in every issue
12
READERS RESPOND TO FACEBOOK SURVEY
Letter to the Editor
4
Letters from the Chair
and Registrar
5
College members offer their views on communicating
with students through Facebook
19
COLLEGE CONFERENCE IN NOVEMBER
Discipline case summaries
17
Informal PISC resolutions
21
In brief
23
Provincial conference explores professional standards
and teacher self-regulation
26
CALL FOR NOMINATIONS
New Council member to be elected in Zone 9
27
IN FOCUS: THE REALITY OF VIRTUAL TEACHING
August Beetlestone brings together the best of
online and traditional classrooms at Kelowna’s
Virtual Middle School
28
tm
The object of the College
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.
You 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].
t
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
toll-free 1.888.847.6632
[email protected]
www.rondabarzilay.com
PRODUCED BY
Requests for permission to reprint an article
may be directed to: [email protected].
Return undeliverable Canadian mail to:
BC College of Teachers
400 - 2025 West Broadway
Vancouver BC V6J 1Z6
t 604.731.8170
toll-free 1.800.555.3684
Ronda Barzilay & Associates under the direction of the BC College of Teachers
EDITORS Lynn Sully • Ward Stendahl – Inscript Inc.
CREATIVE DIRECTOR Valery Mercer – Mind’s Eye Studio
PHOTOGRAPHY Hamid Attie and Kelly Funk
PRINTER Teldon Print Media
as per agreement Publication No. 40050835
ISSN 1915-5182
Copyright ©2008
BC College of Teachers
All rights reserved
www.bcct.ca
A union for
teachers at
We’re an independent union that may
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Contact us in confidence, or visit our
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3
TC MAGAZINE
Teachers at BC’s independent schools
bring their professionalism, energy
and dedication to the job every day.
S U M M E R / FA L L 2 0 0 7
independent schools
Letters to the Editor
spring 2008
tm
THE OFFICIAL MAGAZINE
ReadersRespond
A question about the name “TC”
OF THE BC COLLEGE OF TEACHERS
Some colleagues and I have been wondering about the meaning of the
(acronym, label?) "TC" for a while. None of us are able to recall ever receiving
information about its meaning, origins or reason for adoption. It does look like
a product from some ad agency for which we have paid but have been kept in
the dark about. We would like some information.
First Nations
jurisdiction
over education
Peter Charak
EAST SOOKE
Editor’s Note:
TC magazine, the College’s main communication vehicle, replaced Connected
magazine in 2006 in response to feedback received from College members. The name
TC was suggested for the magazine by Richard Walker, a member of the College
Council and a practising teacher in the Comox Valley. The idea was that it was an
acronym for “Teachers' College.” An explanation of the new magazine and its name
was printed in the Fall 2006 issue, which can be viewed on the College website.
Meeting the demand for French language teachers
Call for nominations for council members
First Nations principal Greg Louie
While the magazine is professionally produced by a design team based in Kelowna,
the College exercises complete editorial control over it.
Questions Answers
Do you currently hold an interim certificate from the BC College of Teachers? Your course requirements may have changed.
As of April 1, 2008, course requirements for all applicants for a BC College of Teachers certificate changed. Some of the courses specified
in your initial evaluation may no longer be required. If you intend to complete courses this year, please see the detailed information on our
website before enrolling. The College will also be writing directly to all current interim certificate holders in the late summer.
Does your last name begin with a letter from A-E? You will soon receive a letter explaining how to complete the new
requirement for a five-year criminal record review.
The government recently amended the Criminal Records Review Act (http://www.pssg.gov.bc.ca/criminal-records-review/index.htm) to require
criminal record checks every five years for all members of certain professional regulatory bodies. This requirement applies to professional
members who work with children and all new and existing employees who work with children in organizations operated, funded or licensed
by the provincial government.
As a result of this legislation, criminal record checks are required for all BC College of Teachers’ certificate holders, including retirees
and other non-practising members of the College. The criminal record review is administered by the College and conducted by the Ministry
of Public Safety and Solicitor General. Criminal record checks have been carried out by the Ministry on applicants to the College since 1996.
The cyclical five-year review is being phased in over a five-year period. Beginning in 2008, and every year thereafter, approximately one-fifth
of all certificate holders who have not had a criminal record check in the last five years will be affected.
Certificate holders whose official last name in the College database begins with the letters A through E, and who have not had a criminal records
S U M M E R / FA L L 2 0 0 8
check in the last five years, will be required to give their authorization for a criminal records check by completing a form and submitting it to
the College before November 30, 2008. The November 30, 2008 deadline only applies to members whose last name begins with A-E. If your
surname is within this range, you will be receiving an individualized notice in the coming months. Please check the College website for further
TC MAGAZINE
–
information and updates on how to complete and submit your criminal records authorization form.
4
Letters from the Chair and Registrar
A message from the Chair
This has been a busy year for the College, with two long-term initiatives coming to a close. The Trade, Investment and Labour
Mobility Agreement (TILMA) required the College to harmonize certification requirements with Alberta. This was accomplished
this year and the new melded requirements came into effect on April 1, 2008.
Of even greater importance to the profession, the new College Standards for the Education, Competence and Professional Conduct
of Educators in British Columbia came into effect in February after three years of ongoing development. Standards are the method
whereby a profession presents its ideals and aspirations to the public. The ability to define itself through standards is a significant
hallmark of a profession.
The Standards frame all of the work that is done at the College. They provide the benchmarks for entering the teaching profession.
When the College works with the faculties of education in BC, we reference the Standards in developing education programs. The
Standards document is again used to measure the success of teaching graduates.
Standards also outline, in the broadest sense, the attitudes, skills, knowledge and conduct that are expected of teachers in this
province as they practise the profession. And, of course, when the College must judge or discipline a member, the Standards
provide the lens through which the Council decisions regarding misconduct or incompetence are made.
When the new Standards were approved by the full Council, they garnered overwhelming support from members of Council who
represent every partner group. I invite you to examine the new Standards, which have been included in this issue of TC magazine.
As you continue your reading you might reflect on how the Standards have influenced every article and discussion, from the information on the College’s new boundary violations DVD to the announcement about the College Conference planned for November,
which we invite you to attend.
RICHARD WALKER
– CHAIR
A message from the Registrar
In early March, I appeared before the Senate Standing Committee on Human Rights to discuss the issue of integrating internationally qualified teachers into the BC workforce. As the regulatory body for teachers in BC, the College has the role to uphold and
protect the public interest to ensure that children have competent and caring educators in their classrooms. We must also ensure that
our certification processes are free from discrimination and that we have minimized barriers for foreign-trained educators. These
barriers include the high level of proficiency in English required to be a successful teacher, the need to thoroughly understand the
context of teaching in Canada and the academic credentials required to teach in BC.
Over the years, the College has developed many initiatives to support internationally educated teachers. These include providing
detailed information about certification requirements and the application process on our website, ensuring that our highly skilled
evaluation team has the resources it needs to evaluate international credentials, revising our bylaws to allow for prior learning
recognition and helping applicants by writing letters to elicit the information we need for an evaluation. We also worked with Simon
Fraser University in developing the Professional Qualification Program – a program that helps orient internationally educated
teachers to the cultural, social and political contexts of BC’s schools.
More can be done. The College is currently developing country-specific web pages to help applicants understand our processes
and certification requirements. We also need new tools for integrating competency-based assessment into our evaluation
processes. The Canadian government needs to develop ESL programs specifically tailored to the needs of professionals, and teacher
certification bodies need to develop an English proficiency test based on an extensive analysis of the language demands of the
teaching profession.
S U M M E R / FA L L 2 0 0 8
Our goal is to ensure a win-win situation – allowing foreign-trained educators to participate fully in Canadian society, while at
the same time ensuring the continued high quality of BC teachers and giving Canadian children and families an opportunity to
benefit and learn from educators from a diverse range of cultures and backgrounds.
–
– REGISTRAR
5
TC MAGAZINE
MARIE CROWTHER
FEATURE – Setting the standard
Setting the standard
TC MAGAZINE
–
S U M M E R / FA L L 2 0 0 8
After three years of review and development through a consultative process with our education
partners, a new set of standards came into effect in February 2008. The Standards for the
Education, Competence and Professional Conduct of Educators in British Columbia
describe the professional knowledge, attributes and expertise that we, as educators, proudly
bring to our work.
6
QUALIFICATIONS
“One of the most important tasks undertaken by Council over the past few years has been our commitment
to revising the College’s standards,” says Council chair Richard Walker.
The original standards were developed in 2003/2004 to meet the requirements of the Teaching Profession Act.
In 2005, the College embarked on a review of the Standards by consulting with other stakeholder groups about
the Standards. The College then hosted a forum in April 2006 that brought together more than 100 people from
nine educational partner groups. Participants discussed the strengths and weaknesses of each standard and
offered suggestions on how they should be revised.
A sub-committee of the Council analyzed this input along with its own research into the standards used by
educators in other jurisdictions. Throughout the review process, educational partner groups attended meetings
to offer their perspective. “Each partner group helped the Standards Review Committee in its work,” says Kit
Krieger, a former Council member who served as chair of the Committee. “We heard many important messages
at these meetings, including the significance of reflective practice, inclusiveness and process.”
How do the new standards differ from the old?
“One of our main goals was to simplify the Standards – to reduce them in number and make them more elegant
– without reducing their scope,” says Krieger.
Feedback on the original Standards revealed that many educators found them unwieldy and repetitive. The
Committee responded by reducing the number of Standards from 13 to 8, and then created a more succinct
general explanation to accompany each standard.
Paring down the Standards was a difficult undertaking. “As educators, we draw from a knowledge base that
is informed by research,” says Krieger. “Yet there are variations within our practice and many different ways to
do what we do. The challenge in developing standards is to distil something so complex into understandable
statements that reflect the standards’ moral obligation.”
In addition to ensuring that each standard was clear and easily understandable by the public and the profession, the Committee also wanted to create standards that would be broadly accepted and applicable in
practice. The difficulty was to strike the right balance: standards that are too general are meaningless and
standards that are too specific do not honour the complex and varied nature of educators’ work.
How standards are used
Standards are a hallmark of professionalism. As the introductory text to the new standards states,
“Standards are a profession’s way of communicating to its members and the public the description of the
work of professionals – what they know, what they are able to do, and how they comport themselves as they
serve the public.”
The new Standards serve many purposes and are used by a variety of audiences. Faculties of education use
them to design programs and assess their graduates, and the College uses the Standards to determine the
7
TC MAGAZINE
–
S U M M E R / FA L L 2 0 0 8
suitability of candidates for certificates of qualification.
QUALIFICATIONS
Disciplinary issues are also understood through the Standards. “When the
The China
Teaching Experience
College must judge or discipline a member,” explains Walker, “the Standards
provide the lens through which Council decisions regarding misconduct or
incompetence are made.”
The Standards are an important tool for practising educators because they
define both a reasonable set of expectations and an ideal to which we can
aspire. The College is currently in the process of developing a set of reflective
questions to accompany each standard. These questions will assist College
members when reflecting on their own practice and engaging in the careerlong process of professional growth and development.
The Standards are also important for the public, who require assurance that
educators have the requisite knowledge, skills, attributes and conduct to
create safe and high quality learning environments. “Cultivating the public’s
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trust is crucial,” explains Krieger. “Parents entrust us with their children and
educators often spend more time with kids than their parents do. It’s so
important that we create a respectful and caring environment.”
II
WECL
World Exchanges Inc.
A unifying experience
Developing the new Standards was not an easy task. It required significant effort
and commitment on the part of the College and educational partner groups.
The end result represents an important achievement in defining our profes-
Ste. 1801, 1 Yonge Street,
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sional practice as educators. But the process of developing the new Standards
has been equally significant.
“Education in BC has historically been a contentious playing field,” says
Krieger. “Working on the Standards brought people together to think about our
responsibilities and our commonalities. It offered opportunities for constructive
discussion and created some common ground.”
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8
QUALIFICATIONS
Educators value and care for all students and act in their best interests.
Educators are responsible for fostering the emotional, esthetic, intellectual, physical, social and
vocational development of students. They are responsible for the emotional and physical safety of
students. Educators treat students with respect and dignity. Educators respect the diversity in
their classrooms, schools and communities. Educators have a privileged position of power and
trust. They respect confidentiality unless disclosure is required by law. Educators do not abuse or
exploit students or minors for personal, sexual, ideological, material or other advantage.
Educators are role models who act ethically and honestly.
Educators act with integrity, maintaining the dignity and credibility of the profession. They understand that their individual conduct contributes to the perception of the profession as a whole.
Educators are accountable for their conduct while on duty, as well as off duty, where that conduct
has an effect on the education system. Educators have an understanding of the education system
in BC and the law as it relates to their duties.
Educators understand and apply knowledge of student growth and development.
Educators are knowledgeable about how children develop as learners and as social beings, and
demonstrate an understanding of individual learning differences and special needs. This knowledge
is used to assist educators in making decisions about curriculum, instruction, assessment and
classroom management.
Educators value the involvement and support of parents, guardians, families
and communities in schools.
Educators understand, respect and support the role of parents and the community in the education
of students. Educators communicate effectively and in a timely manner with parents and consider
their advice on matters pertaining to their children.
Educators implement effective practices in areas of planning, instruction,
assessment, evaluation and reporting.
Educators have the knowledge and skills to facilitate learning for all students and know when to
seek additional support for their practice. Educators thoughtfully consider all aspects of teaching,
from planning through reporting, and understand the relationships among them. Educators employ
a variety of instructional and assessment strategies.
Educators have a broad knowledge base and understand the subject areas they teach.
Educators understand the curricular, conceptual and methodological foundations of education and
of the subject areas they teach. Educators must be able to communicate effectively in English or
French. Educators teach students to understand relevant curricula in a Canadian, Aboriginal and
global context. Educators convey the values, beliefs and knowledge of our democratic society.
The Standards
Educators engage in career-long learning.
Educators engage in professional development and reflective practice, understanding that a hallmark of professionalism is the concept of professional growth over time. Educators develop and
refine personal philosophies of education, teaching and learning that are informed by theory and
practice. Educators identify their professional needs and work to meet those needs individually
and collaboratively.
S U M M E R / FA L L 2 0 0 8
Educators contribute to the profession.
Educators support, mentor or encourage other educators and those preparing to enter the
profession. Educators contribute their expertise to activities offered by their schools, districts,
9
TC MAGAZINE
–
professional organizations, post-secondary institutions or contribute in other ways.
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 legacy in
their districts.
Applications are now being accepted. Choose from:
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Master of Arts in Education /Curriculum and Instruction
Sharoyne Gaiptman, MAEd 2006, of Victoria, BC based her Action Research project on
improving literacy amongst students experiencing failure in academic courses …
What will you base your Action Research on?
Learn more today.
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phoenix.edu/vancouver
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Vancouver Campus
4401 Still Creek Drive, Suite 200
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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.
© 2008 University of Phoenix, Inc. All rights reserved.
AH0026
08-121
New DVD on
boundary violations
Last year, the College partnered with the
Capilano College Theatre department to
create our first instructional video based on
one of our well-received workshops on
Actor, Writer, Producer, Theatre-founder, and Theatre Instructor, Allan Lysell
has much to offer to a new generation of theatre professionals.
boundary violations. Produced with the volunteer assistance of director Laurynas
Navidauskas and his crew, Keeping You and
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understanding of the appropriate parame-
to raise awareness about the vulnerabilities
and circumstances that might cultivate an
environment where boundary violations could
more easily occur. Our aim is to increase
ters of the teacher-student relationship in
order to prevent violations from occurring.
NEW
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(onee block from SkyTrain
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7000 Royal Avenue,
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1250 Pinetree W
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ay, Coquitlam
Each year, the College receives reports and
concerns from a variety of sources relating
to the conduct of our members. In addition
to the harm that may be caused to the chil-
Montessori Elementary Credential
Program (Ages 6-12 yrs.)
This is a
thorough &
comprehensive
program that
offers an
integrated and
holistic approach
to education. It
is designed to meet the needs of
teachers in both the public and private
sectors. Training consists of 3
components: Summer Sessions,
Distance Learning, and Field Study.
serious consequences for the educator,
including loss of employment, criminal
charges and/or civil action and disciplinary
Montessori Foundation Course
proceedings by the College. We believe that
Course Description: This course is
designed to provide a comprehensive
overview of the preschool years (ages 36). It includes lectures and seminars on
Montessori educational theory,
philosophy, and curriculum. This course
is a pre-requisite to VSB - CE’s Montessori
Elementary Credential Program unless a
Montessori Early Childhood Credential has
already been attained.
some of these transgressions can be prevent-
Credit options available.
*Accredited by MACTE - www.macte.org
*Affiliated with AMS - www.amshq.org
Call 604-713-4500 or email [email protected]
for a complete information/application package.
Vancouver School Board
ed through better training and understanding about the boundaries of the professional
relationship.
Every school district in the province, as well
as each of the College’s partner groups, will
receive a copy of the DVD for use with teachers and administrators working in the field.
We will also be releasing the DVD to a wider
audience and have copies of the DVD and
the accompanying viewing guide available for
members of the profession and the larger
educational community who wish to use the
DVD to help educate others on the importance
S U M M E R / FA L L 2 0 0 8
Now accepting applications for the Fall 2008 program.
as a whole, boundary violations may have
of maintaining professional relationships.
Information is available on our website at
www.bcct.ca.
–
Continuing Education Division
11
TC MAGAZINE
Montessori Elementary Teacher
Credential Program*
dren involved and to the education system
FEATURE – Staying Safe: Steering Clear of Boundary Violations
Staying Safe:
Steering Clear of Boundary Violations
by Councillor Kelly Shields
TC MAGAZINE
–
S U M M E R / FA L L 2 0 0 8
As educators, we understand the importance of keeping students safe. But we also need to
keep ourselves safe and ensure that our off-duty conduct meets professional community
standards. Councillor Kelly Shields explores what this means in practice.
12
PROFESSIONAL CONDUCT
With privilege comes responsibility. Educators are in a privileged position of power and trust and, as such, they are
responsible for ensuring the emotional and physical safety of students. This requires respecting the professional
boundaries that exist between teacher and student.
The ethos of care that we as teachers are entrusted with obliges us to place our students' well-being first.
Members of the College are held to a high standard that commits them to placing the needs of their students ahead
of their own. The Standards developed by the BC College of Teachers explicitly describe our responsibilities in
maintaining the public’s trust and keeping our students safe. Other professional organizations, such as the BCTF,
have codes of conduct that also speak to keeping students safe.
Boundary violations occur when a teacher exploits the professional relationship to meet his or her own personal
needs rather than the student's needs. When teachers do not meet the profession’s or society’s expectation that they
will behave towards each student in a caring, respectful and appropriately professional manner, the consequences
can be severe.
While extremely rare, there are some cases where teachers are wrongly accused of crossing professional
boundaries and of abusing or exploiting students in some way. Educators must keep their students safe and, at
the same time, keep themselves safe from public perception of boundary violations.
There is also the issue of keeping oneself “safe” in terms of off-the-job conduct. Standard 2 states that “Educators
are role models who act ethically and honestly,” going on to explain that “Educators are accountable for their
conduct while on duty, as well as off duty, where that conduct has an effect on the education system.”
In a case from the 1980s, a married couple, both of whom were teachers in the Abbotsford school district, was
disciplined after the husband won an amateur photo contest for a semi-nude photo he had taken of his wife. The
teachers were suspended for six weeks without pay, and although the couple appealed their suspensions to the
British Columbia Supreme Court, the suspensions were upheld. The Supreme Court of BC stated that misconduct
had occurred because the teachers’ off-duty actions “had an adverse effect upon the education system to which
the teachers owed a duty to act responsibly.”
The courts of Canada have ruled that teachers are teachers 24/7 and that we do not take off our teacher hats
when we are off-duty and in our private time. Like it or not, teachers are held to a higher standard than other
members of the public, because they are role models and deemed to be transmitters of Canadian values. Under
13
TC MAGAZINE
–
S U M M E R / FA L L 2 0 0 8
law, we are required to be role models for our students and to adhere to the standards of the profession.
PROFESSIONAL CONDUCT
Wanted!
Canadian
Teachers
These court decisions, and others, emphasize that a teacher holds a position of
trust, confidence and responsibility. If a teacher acts in an improper way on or off
the job, there may be a loss of public confidence in the teacher and in the school
system, and a loss of respect by students for the teacher involved as well as for
other teachers generally.
In this context, keeping yourself safe outside of your classroom requires thinking
carefully about your actions in the community and how they might be interpreted
by others.
What would you do?
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We’re interested in your thoughts about an educator’s responsibilities for off-duty
conduct. The following scenario describes a situation that asks you to consider
what this means to you.
You are invited to a friend's house for a barbecue on Saturday night. There are 20
people in the backyard, some of whom are friends of your host's teenage daughter.
You recognize them as students who attend the school where you teach, although
they are not in any of your classes. You acknowledge each other's presence. The
email: [email protected]
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students are drinking beer and you are aware that they are not 19.
8 Given this scenario, what would you do?
8 How would your response change, if at all, if the situation took place in a bar or
nightclub as opposed to a friend’s backyard? How do you explain the difference
in your response, if any?
8 What actions, both on the job and off, would cause you concern if you saw a col-
The Federation of Independent
School Associations salutes the
contributions of professional
educators to the development
of a civil society.
league engaging in those actions? What do the actions you have listed have in
common?
Tell us how you would advise a new teacher to keep himself or herself safe from
perceived boundary violations while at the same time ensuring the students are
physically and emotionally safe.
Please let us know your ideas and opinions by visiting our website at www.bcct.ca
and clicking on the link to the survey on the home page.
Boundary violations workshops are offered by the BC College of Teachers to pre-service
teachers, to the faculties of education in BC, and to school districts, educators and other
groups, as well as through teachers’ employers and advocacy associations. Email
Tel 604-684-6023
Tel 604-684-7846
Fax 604-684-3163
[email protected]
www.fisabc.ca
TC MAGAZINE
–
S U M M E R / FA L L 2 0 0 8
[email protected] for more information.
Freedom Involves Secure Alternatives
14
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S U M M E R / FA L L 2 0 0 8
www.CityU.edu/Canada_MEd
or call 1-800-663-7466 x102
IN BRITISH COLUMBIA
15
TC MAGAZINE
–
1914
City University is a not-for-profit Equal Opportunity
institution accredited by the Northwest Commission
on Colleges and Universities.
2008
summit
Learning by
y Doing
Solution Tree
Learning
g by
y Doing
FEATURING
Richard
DuFour
Robert
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Tom
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Rebecca
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Anthony
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the work necessary for positive change. From creating a collaborative
culture to developing common assessments to establishing a pyramid of
interventions, this Summit delivers the information you need to advance
your PLC and achieve high levels of academic success for all students.
October 15–18
Victoria Conference Centre
Victoria, British Columbia
Visit
go.solution-tree.com/PLC
for agenda, speaker information, and resources
PROFESSIONAL CONDUCT
Discipline case summaries
Rhoda Nellie Parker (Certificate Issued 2000.12.06; cancelled in 2004 for non-payment of fees) was found guilty of conduct
unbecoming a member of the College. She was found to have subjected a 15-year-old former student to verbal
abuse, humiliation and intimidation, which resulted in the student's temporary confinement. In addition, Ms. Parker
failed to intervene in the bullying, humiliation and intimidation that took place between her husband and the female
student. On October 24, 2007, the Discipline Hearing Sub-Committee agreed that the appropriate penalty be a one-year
bar from re-issuance of a College certificate.
Mark Anthony Schippers (Certificate Issued 1996.09.01) admitted to professional misconduct. In the 2004-2005 school
year, Mr. Schippers engaged in behaviours that violated the professional boundaries between a teacher and a student. On
one occasion, Mr. Schippers offered to give the student a backrub; on the second occasion, he gave her a one-handed back
massage and told her that she was a "distraction" to him. He verbally communicated with her on a personal level, corresponded with her through MSN Messenger and sent her messages of a personal nature, gave her gifts and inappropriately
touched the student's leg on two separate occasions. On January 24, 2008, the Preliminary Investigation Sub-Committee
approved the Consensual Resolution Agreement, Mr. Schippers' acceptance of a reprimand and his undertaking to participate
in and successfully complete a boundary violations workshop.
Joseph Jean Claude Raymond (Certificate Issued 1995.03.06) admitted to conduct unbecoming a member. Between April
and May 2003, Mr. Raymond fabricated stories involving his sister dying of cancer and his mother suffering from a heart
attack. He sent letters to twelve parents, asking to borrow funds under these circumstances, stating that he wished to visit
his family in another province, and later, to attend his sister's funeral. Mr. Raymond received $6,350 from parents and $950
from school staff members. When asked by the school district to provide a copy of a death certificate and airline ticket
stubs, Mr. Raymond admitted that his sister did not die and that he spent the bereavement leave at a friend's cottage, for
medical reasons. Mr. Raymond has since repaid the funds he received, with the last installment paid in April 2007. On
November 15, 2007, the Preliminary Investigation Sub-Committee approved the Consensual Resolution Agreement in
which he agreed to a reprimand.
Joshua Paul Hooper (Certificate Issued 1998.08.25; cancelled in 2004 for non-payment of fees) admitted to professional mis-
conduct. From September 1999 to February 2003, Mr. Hooper taught grades 1 and 2 at an independent school. Mr. Hooper
admitted that he inappropriately touched a student in his grade 1 class more than once in February 2003, by placing his
hand under her waistband in the area of her abdomen. Mr. Hooper further admitted that during the 2002-2003 school year
he touched another student by placing both hands inside her underwear. Further, he admitted that in December 2003, he
tickled a student on her stomach while using his free hand to roll down her waistband at the back of her pants. On February
S U M M E R / FA L L 2 0 0 8
13, 2008, the Conduct Review Sub-Committee found the member guilty of professional misconduct and agreed that the
17
TC MAGAZINE
–
appropriate penalty be that the member not be issued a Certificate of Qualification for a period of 50 years.
Discipline Case Summaries
Decision explanations
When the College receives a report or complaint of misconduct or incompetence, it can
make a variety of decisions on how to proceed. Here is a summary of the types of actions
the College can take:
Seong Su Yu (Shawn) (Certificate Issued
2001.04.25) admitted to professional mis-
Take no further action
conduct. Mr. Yu admitted that he inappro-
The Preliminary Investigation Sub-Committee (PISC) takes no further action and closes a
priately touched a female student 13 years
case when it is satisfied that the information relating to the conduct or competence of a
of age in the 2003-2004 academic year
member does not require the College to inquire further into the matter. It is not a decision
while teaching math and science classes.
on the merits of a case. In some cases, PISC may remind the member of the professional
Mr. Yu's inappropriate touching began in
standards expected by the College for the conduct and competence of its members.
May 2004 after a regular bond with the
Proceed informally
student progressed into a more trusting
The informal resolution process is an opportunity for the member to provide PISC with his
relationship. Mr. Yu would grab the stu-
or her professional insight and reflections regarding a matter. Typically, PISC will ask the
dent's hand and massage it approximate-
member a series of questions, and if PISC is satisfied with the member’s understanding of
ly once a day. The touching and stroking
and commitment to adhere to professional standards, PISC will take no further action.
of the student's hand escalated into the
massaging and grabbing of her breast. All
the touching occurred in the classroom
when Mr. Yu was in proximity to the student
Order an investigation
PISC will order an investigation where there is insufficient information to make an informed
decision about a case or where the allegations are serious enough to proceed to a hearing
and it is unlikely that an agreement on disposition can be reached with the member.
reviewing her work. On March 11, 2008,
the Conduct Review Sub-Committee
found the member guilty of professional
misconduct and agreed that the appropriate penalty be a cancellation of his
Certificate of Qualification.
Proceed by way of consent resolution
Where PISC is satisfied that the allegations warrant action on the member’s certificate or
conditions on his or her practice, and the facts disclose the potential for an agreement with
the member, PISC may proceed through this avenue. While PISC does not make findings
of fact or impose penalties, it can approve an agreement in which the member voluntarily
makes admissions as to guilt and agrees to certain outcomes.
Suspend a member’s certificate
Member CR-A01-08 (Certificate Issued
A hearing panel may suspend a member’s certificate for a finite or indefinite term, for
1991.06.03) ceased teaching in 2000, and
either misconduct or incompetence (including fitness). While a certificate is suspended,
the school district directed that she refrain
the member does not hold a valid certificate. As long as the member does not allow his or
from returning to work until she received
her certificate to be cancelled for non-payment of fees, he or she can return to practice
medical clearance. The Member began legal
once the suspension is concluded.
action against the school district and others,
Cancel a member’s certificate
and these proceedings came to the atten-
A hearing panel may cancel a member’s certificate. Once cancelled, the certificate is invalid.
tion of the College in September 2007. On
A member may reapply for a new certificate after a five-year period, and this application
January 16, 2008, the Preliminary Investigation
will be scrutinized by the Fitness Investigation Sub-Committee.
Sub-Committee approved the Consensual
Resolution Agreement under which the
Direct that a new certificate not be issued
A hearing panel may discipline a former member who no longer holds a valid certificate
member agreed to relinquish her College
and determine that a new certificate should not be issued for a finite or indefinite period.
Certificate of Qualification and not to apply
Applications received for a new certificate once the time period is completed are reviewed
for reinstatement for a College teaching cer-
by the Fitness Investigation Sub-Committee.
S U M M E R / FA L L 2 0 0 8
tificate until such time as certain conditions
In each case, whether there is no further action or a cancellation, the College retains a
Sub-Committee agreed to withhold her name
record of the proceedings taken. Unlike the employment sphere, which is governed by con-
from publication due to her health status.
tractual agreements, the College, as a regulatory body, has province-wide jurisdiction and
is required to maintain records that will enable it to fulfill its mandate to ensure that its
–
TC MAGAZINE
are fulfilled. The Preliminary Investigation
certificate holders are fit and proper persons to teach.
18
Readers weigh in on Facebook
readers weigh in
on Facebook
In the winter 2007 issue of TC, we included an article on Facebook and the boundary
issues that should be considered when using this social networking software. We
asked you for your thoughts about Facebook, and nearly 100 people responded to
our online questionnaire.
Over three-quarters of those who responded to our survey currently use Facebook.
Of these, almost all are frequently asked by students to be their “friend.”
Just over half of those who answered our survey refuse the “friend” request outright.
These educators feel it is of the utmost importance to maintain defined boundaries
between their personal and professional lives, and they strongly believe that it is
inappropriate to have students as Facebook friends. One respondent wrote “I feel my
personal life is private. I do not want my students exposed to my pictures or reading
where I go and what I do on my own time. I also can't control what my friends write
on my wall.”
In contrast, about one in five respondents allow current students to be their Facebook
friends. Many of these educators use Facebook’s privacy settings to limit the types of
information students can see when they visit the educator’s Facebook profile. Some
set up two different profiles: a professional profile accessible by students and a personal one accessible only to friends from outside the school environment. About half
of those who allow current students to be Facebook friends give students unlimited
access to their profiles. These educators feel they have nothing to hide, stating, for
example, “As an educator, my private life pretty much mirrors my professional life. I
am very careful to edit the content that others post to my profile. My friends all know
that I want nothing above a G rating added to my FunWall and if anything slips by, it
gets deleted ASAP.” Others spoke of using Facebook to deepen their understanding of
their students, saying that Facebook “is a great way to connect with current and past
students in a medium where they are most comfortable. Their willingness to communicate and discuss issues related to school is very authentic.” One educator uses
Facebook to help her gifted and learning disabled students build a sense of community.
Many educators follow either a personal or school-based policy to only allow former
students to be Facebook friends. These educators consider Facebook a useful tool
for keeping in touch with past students and mentoring them as they pursue postsecondary education or enter the workforce.
Overwhelmingly, the educators who responded to our survey feel very positive about
Facebook and its influence. Many respondents wrote about the value of connecting
19
TC MAGAZINE
–
S U M M E R / FA L L 2 0 0 8
with family and friends around the world. Others spoke of Facebook’s value in an
Readers weigh in on Facebook
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communicate with students in an online
classroom or school forum. One respondent
advised that Facebook is “a good way to
monitor students for bullying activities.
Keep a professional account, separate from
your personal account, and provide links to
educational resources, homework assignments, peer help club, etc. Use it as an edu-
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cational tool and show students how to use it
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properly.” Some respondents emphasized
the importance of educators knowing how
to use the tools and technology that are so
popular with students. And one pointed out
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maintain connections with alumni who have
then funded new school projects.
We also asked what issues you think educators need to consider when using social
"(&4 50 "(&4 50 "(&4 50 networking websites such as Facebook.
Most respondents emphasized the importance of being aware of boundaries between
personal and professional lives, either by
refusing to allow students to be Facebook
friends, using privacy settings to restrict
student access to educator profiles or being
extremely careful about the type of content
they post. As one respondent summed up:
“I am confident that as a professional I am
when it comes to respecting these boundaries, and professional conduct issues can
To order your copy today, contact:
an educator and can be trusted to lead a
respectable professional and personal life.”
As stated in the winter 2007 issue, a safe
relationship is threatened when the boundaries between educator and student become
blurred or ambiguous. Using Facebook does
expose both parties to fairly significant risk
arise. It is the responsibility of an educator
S U M M E R / FA L L 2 0 0 8
to ensure the safety of students is protected
– both in the classroom and online.
–
TC MAGAZINE
CHOOSE THEIR VOICE
“CHOOSE YOUR
VOICE”
A free educational
resource to help your
students express themselves against all forms
of hate and prejudice.
making the right choices about my role as
20
Help your students
604-622-4240
or e-mail [email protected]
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
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.
A large portion of the 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 will
elicit and evoke insight and awareness regarding his or her professional role in the education system.
Examples of cases considered by PISC during its last two meetings and concluded through the informal resolution process
are summarized below:
Case I
The College received a report from a school district, in accordance with section 16 of the School Act, advising that it had
suspended a member for three weeks for consuming alcohol while on duty as a teacher.
The member was a teacher-on-call who was working on a short-term assignment at a high school. Shortly into this
assignment, a student tutor reported his belief to the principal that the member had been drinking an alcoholic beverage
from her water bottle during class.
When the member was confronted, she admitted to having alcohol in her water bottle and consuming it in class. She was
honest and forthright in the school board proceedings and sought counseling and rehabilitation of her own accord.
PISC considered the matter and determined to proceed informally. The member was asked to respond in writing to the
following questions:
8
Please provide us with a written explanation regarding the impact of your conduct on students in your care and your
colleagues within the educational community.
8
What reassurances can you provide the College that this conduct will not be repeated?
The member confirmed that as a role model and caregiver for students she understood that her actions breached important
professional standards. She stated that she compromised her own integrity and that of her profession by not setting a good
example of what a responsible member of the community means.
She was aware that her behaviour shocked and disappointed her students and colleagues. She holds the profession in high
esteem and wanted to establish herself as a teacher in that community; this incident had a profound effect on her and caused
her to make changes in her life.
The member reassured the College that this incident would not recur. She made significant changes in her life that included
counseling and treatment and moving to an area closer to her support network. She understood that she was using alcohol
as a way to cope with some emotional distress and personal issues that she was experiencing at the time. The member
S U M M E R / FA L L 2 0 0 8
affirmed her commitment to the profession and to her responsibilities as a teacher.
21
TC MAGAZINE
–
PISC reviewed the member’s response and determined to take no further action in the matter.
Case summaries of informal PISC resolutions
Case II
The College received a report from a school district, in accordance with section 16 of
the School Act, advising that a letter of discipline had been issued against a member
BC Certified Teachers
Needed
for using inappropriate and profane language towards a student.
The member used profanities when directing a student not to use his cell phone
during class. This member had received previous support and mentoring as a result
of concerns regarding his interactions with students.
PISC considered the matter and determined to proceed informally. The member
was asked to respond in writing to the following questions:
8 Upon reflection, do you have a better understanding of how your comments
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are demeaning and not conducive to a respectful learning environment?
Please explain.
8 Please provide us with your written explanation regarding the impact of your
conduct on your colleagues within the educational community.
8 What reassurances can you provide the College that this conduct will not be
repeated?
The member stated that he understood that although students may not always
demonstrate their need for approval and respect from their teachers, this is
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important to them, and when a teacher uses inappropriate language, a student
may interpret this as an attack. The same words used by a teacher carry more
weight and impact than when used by another student.
He noted that more than the words he used, the way in which he spoke was detrimental to students. He acknowledged that he allowed his frustration with the
situation to be expressed through anger in his voice, which was not conducive to
his role to develop trust and make students feel safe in his classroom and in the
school. The member stated that he was aware that this one incident impacted not
only the students in the room, but how they might interact with future teachers and
other students.
The member stated that as a teacher, he was held to a higher standard by not
only the public but by his colleagues because his actions reflect on the entire profession. He referred to the professional stresses that were at play at the time the
incident occurred and explained that he had developed strategies to seek assistance.
He stated he has learned that he can control how stressed he becomes.
The member apologized for his actions and expressed his regret. He assured
PISC that the behaviour that led to the letter of discipline would not happen again.
Lower Mainland
Tutors Needed
We are looking for BC Certified Teachers for
one-to-one, in-home tutoring.Teachers are
required for all subjects and grade levels. To
apply, please forward your current resume, a
copy of your BC College of Teachers' Teaching
Certificate and two reference letters.
PISC reviewed the member’s response and determined to take no further action in
S U M M E R / FA L L 2 0 0 8
the matter.
Teachers' Tutoring Service
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TC MAGAZINE
–
tel. 604 730.3410 fax 604 730.3416
[email protected] www.tutor.bc.ca
22
Get Your
Students Excited
About Science!
Did you know you can
bring your K – 7 class to
TELUS World of Science
for free? For an additional
charge, you can also add on
our dynamic workshops or
films to complement
your field trip.
Book now for
the 2008/09
school year!
tm
in brief
BC WILDLIFE PARK NATURE EXCHANGE
The Nature Exchange at Kamloops’ BC Wildlife Park is a unique learning environment
that relies on the "trading" of found natural items and information about them to inspire
children and adults to learn more about our natural world. This experience raises awareness
of key issues in the natural world, such as ethical collecting, responsible outdoor recreation,
and sustainable living practices. For more information, visit the website at www.bczoo.org.
CEA CO-SPONSORS NATIONAL FORUM ON INCLUSIVE EDUCATION
Call 604 · 443 · 7500 or
[email protected]
to find out more.
The Canadian Association of Statutory Human Rights Agencies is hosting a national forum,
www.scienceworld.ca
from human rights commissions and NGOs, education leaders, disability advocacy
co-sponsored with the CEA, entitled "Defining a Rights Based Framework: Advancing
Inclusion of Students with Disabilities" from September 25 to 27 in Toronto. Join leaders
groups, the human rights legal community and others for keynote speeches, workshops
and discussion forums. Go to www.inclusiveeducation.ca/cashraforum/cashraforum.html
for more information.
SCHOOL SHOWCASE PROJECT
Visit TELUS World
of Science between
September 15 and
October 10 and receive
a free workshop!
The BC College of Teachers is proud to celebrate the artistic talents of BC’s elementary
and secondary students by showcasing artwork in our lobby and on our website quarterly.
The students’ work may be original or inspired by the work of other artists. Most recently,
students in grades 8 through 12 from St. John Brebeuf (Abbotsford) participated in the
program. If your school is interested in being part of the School Showcase Project, email
[email protected] for more details. The School Showcase Project is free of charge
Michelle – Grade 10
St. John Brebeuf
Abbotsford
–
Kelsey – Grade 10
St. John Brebeuf
Abbotsford
23
TC MAGAZINE
We gratefully acknowledge the financial support of the
Province of British Columbia through the Ministry of
Education for BC PALS.
Jennifer – Grade 10
St. John Brebeuf
Abbotsford
S U M M E R / FA L L 2 0 0 8
to participating schools.
BC COLLEGE OF TEACHERS’
COUNCILLORS ACCLAIMED
There were no College Council elections in
May for the 2008-2009 year as all candidates
were acclaimed in their zones: Zone 1 (North
Coast): Rod McDonald; Zone 3 (South Central):
Lynda J. Nicholson; Zone 8 (Lower Mainland
East): Charley King; Zone 10 (Lower Mainland
West): Jim Gill. Biographical statements can be
viewed on the College website. There will be a
by-election in Zone 9 (Lower Mainland South).
BC TEACHER ONE OF TWO CANADIANS
TO WIN PRESTIGIOUS AMGEN AWARD
NEW FO
R
20 0 8 :
FRENCH
IMMERS
ION DAY
AND FA
LL DATE
S!
Greg Mitchell, a teacher at Timberline
Secondary in Campbell River, recently won an
Amgen Award for Science Teaching Excellence.
Amgen is a human therapeutics company in
the biotechnology industry dedicated to
Enrichment Experience May 2008
advancing the practice of medicine and helping people fight serious illness. Both Mitchell
and Timberline Secondary were awarded cash
prizes of $5000. This is the first time that
Canadian teachers have been eligible to win
the award, which recognizes and honours
Bring history alive for your students through the
Barkerville
School Program
S U M M E R / FA L L 2 0 0 8
–
TC MAGAZINE
level who have demonstrated an outstanding
ability to inspire their students and who have
produced results in science learning.
CANON/WWF E-LEARNING TOOL
Teachers often lack the resources and time to
develop new programs to explore issues with
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.
24
extraordinary science teachers at the K-12
their students that enhance and promote the
learning process. In an effort to help teachers
overcome this obstacle and better educate
their students on environmental issues, the
World Wildlife Fund Canada (WWF) and Canon
Canada have partnered with K12 Global, a recognized leader in curriculum-based, socially
responsible education programs, to develop
an online teaching resource called “Schools
for a Living Planet.” This resource offers educators access to over 30 curriculum-linked,
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
printable in-class activities for grades three to
eight. 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.
To find out more, visit www.wwf.ca/teachers.
Step Into the Wild
Dedicated to creating an educational environment
that encourages appreciation and concern about wildlife!
Discover how to make a memorable day for
you and your students this year!
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October 24, 2008
We welcome all teachers to attend this most valuable day
at NO CHARGE which includes: admission, buffet lunch,
overview of all educational programs for all grades, guest
speakers on important conservation issues and introduction
to French Programs upon request.
5048 – 264th Street
Aldergrove, BC
To reserve please visit “Education” www.gvzoo.com, phone
604.856.6825 ext 26 or email [email protected].
Advance registration is required
Deadline: October 3, 2008
Exit #73 off Trans Canada HWY #1
Back to school.
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25
TC MAGAZINE
Approximately 45 Minutes from Vancouver
8
It’s easy. It’s convenient. It’s CARESnet™!
Now you can sign up for direct deposit
and to receive your benefits statements online.
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Secure 24-hour access to your benefit
and claim information
View a summary of your EHC or dental plan
See Health Spending Account balances
Available if you have a Health Spending Account
as part of your benefit plan
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Track the status of a current claim
Inquire about your claim history
Download claim forms
Enrol for direct deposit and
online claims statements NEW!
BC College of Teachers’
Conference 2008
Standards: Self-Regulation and
the Public Interest
November 20-21, 2008
The BC College of Teachers invites you to join us
at the Fairmont Hotel Vancouver to discuss the
issues and current trends related to professional standards and teacher self-regulation from
a BC, Canadian and international perspectives.
The conference will present sessions on a wide
range of topics including:
8 TILMA: How the Agreement has changed
College requirements
8 Globalization and international accreditation
8 The duty to accommodate: Addiction and
disability issues
Spend time doing the other things
that are important to you.
8 Misconduct and the Internet
8 Teaching certificates: What school board
personnel need to know
CURRICULUM CONNECTIONS | Free Teachers’ Resources
BRING THE REAL WORLD INTO YOUR CLASSROOM
NEW! You’re IN Business is the classroom
resource designed to exceed provincial
curriculum standards. Bring the business of
insurance into your business studies class in
a new experiential way.
• 7 curriculum-ready lessons
• 21 student activities built-in
• Developed for subjects in Business,
Law and Math
Order all FREE resources at
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8 First Nations jurisdiction and standards
8 Legislative changes and the College
8 Off-duty conduct: Drawing the line
8 Harmonizing standards: The Bologna
Accord on European transcripts
8 Canadian labour mobility: Perspectives
for teachers
8 Publication of disciplinary action: Local
and international responsibilities
8 Preventing misconduct: Risk assessment
8 Withdrawing students and winning appeals
8 Ensuring graduates meet standards
8 Ensuring standards are met: Identifying
fraudulent documents
The Conference will also feature two compelling keynote speeches by Deborah Jeffrey,
former President of the First Nations Education
Steering Committee, on the importance of standards in professional life, and by Jean Augustine,
the Ontario Fairness Commissioner, on her role
S U M M E R / FA L L 2 0 0 8
as an advocate for those holding professional
credentials from foreign countries.
Check out our website at www.bcct.ca for
TC MAGAZINE
–
registration information.
26
Notice of call for nominations
Life in the 1920s
Burnaby Village Museum School Programs
Call for nominations
for council member
By-election in Zone 9
(Lower Mainland South)
Due to a resignation of a Council member and pursuant to Section 11 of the
Teaching Profession Act, this is a call for nominations for a member of the
BC College of Teachers to sit as a Council member for a one-year term.
This call for nominations applies to Zone 9 (Lower Mainland South). The
term for a Council member elected or acclaimed is from August 1, 2008 to
July 31, 2009. To be eligible for nomination to a position of zone representative, a person must hold a valid BC College of Teachers’ certificate of
qualification and either live or work in the zone.
Burnaby Village Museum
Nomination forms are available at www.bcct.ca and from the College
6501 Deer Lake Avenue, Burnaby, BC
ph: 604-293-6529
burnabyvillagemuseum.ca/program
offices. Completed nomination forms with original signatures must be
received at the College offices by 4:30 p.m. on August 8, 2008. Forms that
are incomplete, inaccurate or received after this date will not be accepted.
Do you need help implementing
the Guidelines
for Food
and Beverage Sales
in BC Schools?
Nominations must:
1. Be made on the nomination form provided by the BC College of Teachers
and be proposed by ten members in good standing of the College, each
of whom holds a valid certificate and is employed or resides in that zone.
2. Include the candidate's written consent to the nomination.
3. Be filed with the College Registrar by 4:30 p.m. on August 8, 2008.
Candidates consenting to stand for nomination should also include a brief
statement with their written consent. The statements will be posted on the
Call Dial-A-Dietitian
College website following the close of nominations and will be included with
Greater Vancouver
website following the election. Before taking office, a person elected to the
604-732-9191
Council must take and sign, by oath or by solemn affirmation, a prescribed
Toll-free in BC
Oath of Office in accordance with section 9.1 of the Teaching Profession Act.
1-800-667-3438
To find packaged and franchised
foods and beverages that meet
the BC Guidelines visit
the mailed ballot. Statements of successful candidates will remain on the
Visit www.bcct.ca and click on About Us/Council to read the Oath of Office
and for more information on serving as a College Council member.
S U M M E R / FA L L 2 0 0 8
www.brandnamefoodlist.ca
27
TC MAGAZINE
–
An initiative of these BC Healthy Living Alliance members
tm
in focus
technical issues. You also need to combine the
technology with the best teaching practices. As an
online educator, you must be very creative and comfortable communicating in different ways – students
always have the option of clicking the ‘mute’ button
and walking away from their computer if you’re not
The reality of
virtual teaching
board and other online teaching tools), one-on-one
Unlike the online education classes more typically
them to his virtual classroom. Online education is growing in popularity, and
found at the secondary level, virtual education at
Beetlestone is one of an increasing number of teachers conducting classes over
Kelowna’s Middle School follows a synchronous
the web.
approach, with all students working through the
material at the same pace.
the traditional structure of a regular classroom and the flexibility associated with
Students choose virtual school for a variety of
online learning. The school’s 65 students in grades seven through nine attend
reasons. Some are elite athletes who value the flex-
virtual classes in the mornings, and then meet physically for drop-in periods,
ibility offered by online education, some are home-
science labs, physical education, field trips and group discussions. Beetlestone
schoolers whose families feel more comfortable
teaches science, English and career and health, and his colleague Joe Jamison
having specialty teachers teaching the subjects,
teaches social studies, math and physical education.
while others have social issues that make them feel
“We certainly don’t want our students to be isolated at home,” says Beetlestone.
anxious or uncomfortable in a regular classroom.
“At this age, it is very important for adolescents to be in a social environment,
“This last group of students has done very well in
the program. They’ve built up their confidence in
the online environment – which does provide a level
nine years in a traditional classroom. Although he says it was initially a difficult
of anonymity not found in a traditional classroom –
decision, he was intrigued by the opportunity to be part of a pioneering initiative
to the extent that many are now involved in social
that promised to blend the best of traditional and virtual teaching.
outings and helping to organize events for their
“The first step was adjusting my teaching strategies,” says Beetlestone. “When
S U M M E R / FA L L 2 0 0 8
Beetlestone’s online learning environment includes
a mix of lectures (illustrated with his virtual whitetutorials and discussions (using both voice and text).
Beetlestone joined the fledgling program in September 2007 after teaching for
classmates.”
I teach in a regular classroom, I rely on body language and other visual clues to
Beetlestone is certain that the virtual school pro-
help me assess the students’ interest and comprehension levels. As a virtual
gram will continue to grow as word of its advan-
teacher, I don’t have that information, so I need to be more creative in how I
tages becomes more widely known. “We will always
communicate with my students.”
need teachers in classrooms and personal contact,
Beetlestone is also candid about the challenges of online teaching. “Although
you don’t need to be a technology geek, you do have to troubleshoot and adapt to
–
to be accommodated.”
Kelowna’s Virtual Middle School, teacher August Beetlestone quickly welcomes
which is why we create many opportunities for them to get together.”
TC MAGAZINE
have very different learning styles, which all need
When students log on to www.eschoolbc.com and select Classroom #2 from
Kelowna’s Virtual Middle School’s approach adopts a middle ground between
28
effective! And as in any classroom, the students
but virtual schools offer invaluable flexibility and
choice for many students.”
Moving Up with Literacy Place is THE Comprehensive
Literacy Resource for Today’s 4–6 Classrooms
* Authentic literature and media texts really engage and motivate students
* A strategy-based approach with a text-type writing study in each Strategy Unit
* A focus on oral language development throughout
* Differentiated instruction to reach all students
* Teaching support throughout—including a dedicated website!
* Assessment to inform instruction
BC Teachers are raving about Moving Up!
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the students enjoyed — boys and girls alike!”
“It fully meets all areas of the BC
IRPs ... IT’S A GREAT PROGRAM”
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E. Scoretz & D. Kennedy, grade 4, Mount
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K. Fehr, Grade 4/5 teacher, Maple Ridge
J. Carson, Literacy Support Teacher, Burnaby
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students are excited to read them
compared to other texts...”
- J. Winning, Grade 4, Vancouver
A cutting-edge non-fiction series that promotes active engagement
and inquiry-based learning by award-winning, internationally-revered
teacher, author, and student advocate Dr. Jeffrey Wilhelm
The 10 Features:
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Current, high-interest topics
Non-fiction content that strengthens
research skills and understanding of
non-fiction text features
A glossy magazine format with great
graphics, vivid photographs, and an
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A central critical question that encourages
students to think and read for meaning
1-800-268-3848
Grades 6–10
Publications Agreement No. 40050835
ISSN 1915-5182
PRINTED IN CANADA
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