read - Teacher Regulation Branch

BC College of Teachers
Early Literac
Literacyy Education
the inside story
Making the Grade: Qualifying as a teacher in BC
In Profile: Haida educator Sara Davidson
spring
2004
4
spring 2004
14
contents
19
24
features
EVERY CHILD A READER
Shannon Lake Elementary is taking an innovative
and integrated approach to teaching early literacy.
The results are impressive.
in
every
issue
IN PROFILE: SARA DAVIDSON
An educator returns to Haida Gwaii to inspire
a new generation of students.
Message from the Chair
and Registrar
4
MAKING THE GRADE
3
In Brief
13
Discipline Case Studies
17
14
– QUALIFYING AS A TEACHER IN BC
A unique provincial program is putting internationally
trained teachers at the front of the class.
19
AFTER CLASS: THE BALANCING ACT
Feeling stressed? You’re not alone. Two educators
tell Connected how they reduce the pressures of
work and life.
Cover: Leona Geber, one of the creators of Shannon Lake
Elementary’s Optimizing Reading Success program
24
connected
connected
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CREATIVE DIRECTOR
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COVER PHOTOGRAPHER
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CONTRIBUTING PHOTOGRAPHERS
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PRINTER
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Produced by: BC College of Teachers
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Phone: 604.731.8170
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Tel 604-684-6023 or 604-684-7846
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www.fisabc.ca
connecting with you
Welcome to the first issue of Connected, a
publication designed to share the very best
of what’s happening in education today.
Chair Tarry Grieve and
This is your College, and Connected
is your magazine. We hope that you
enjoy this inaugural issue and that you
will help the magazine grow by sharing
your initiatives and successes with us.
DON’T MISS
In this issue, we highlight the work
of educators at Shannon Lake Elementary who
have developed an acclaimed program for
teaching early literacy. We profile Sara Davidson,
a Haida educator who is helping grade seven
students reach their full potential. And we
explore a program unique to BC that familiarizes
foreign-trained educators with the cultural and
pedagogical philosophies of our schools.
S P R I N G 2004
We’d love to hear from you, and
we welcome your thoughts and story
suggestions at [email protected]
/
of the BC College of Teachers
Education is about creating connections
– between teachers and students,
students and ideas, and between
educators themselves. And that’s
where Connected comes in. Our goal
is to create a publication that connects
you to your professional colleagues
and celebrates the important work
being done by educators across
our province.
As it will become self-sustaining
through advertising, Connected
contributes to the College’s mandate
to reduce operating costs. It will
also save the College money that
was spent printing and distributing
the quarterly Professional Focus
newsletter.
3
CONNECTED MAGAZINE
Registrar Marie Kerchum
CONNECTED FEATURE EARLY LITERACY EDUCATION
every child
A Reader
an integrated
approach to teaching early reading
At Shannon Lake Elementary in the Okanagan,
CONNECTED MAGAZINE
/
S P R I N G 2004
is proving extremely successful
and receiving national acclaim.
4
First grade teacher Leona Geber is emphatic. “Every student who leaves my
room reads,” she says, “and most are reading at or above grade level.” For the
past five years, Geber and her colleagues at Shannon Lake Elementary in
Westbank have been doing something quite remarkable – consistently creating
readers out of grade one students of widely varying abilities.
How it all began...
creating
early
readers
THE
Optimizing
Reading
Success
Program
The Optimizing Reading
Success program has
three guiding principles.
Early intervention
It all started in 2000, when Shannon Lake Elementary was chosen to pilot a reading-readiness
screener for kindergarten students. Geber and her colleagues Judy Koe (kindergarten),
Christine Letourneau (grade one) and Rebecca Rogers (Learning Assistance Teacher) used
the screener to assess pre-reading skills at the beginning and end of kindergarten and to
track the children’s progress through grade one.
Geber and others then started thinking about how they could use the data generated by
the screener to target instruction for the students who clearly needed intervention. “We
began asking what the school could do to address some of the issues that arose in the
screening process,” explains Randy McGraw, the school’s principal.
The answer to this question sparked the creation of the Optimizing Reading Success program, a fully integrated team-based approach to reading assessment, targeted intervention,
sequential instruction and recordkeeping.
Geber and Letourneau researched existing programs that addressed the practical needs of
teachers in the classroom. But finding material with specific instructional help proved difficult. “I wanted to know exactly what to teach, how to improve reading at every level and how
to make it fun for everyone,” says Geber. “And I wanted a clear way to evaluate and record
results that didn’t take up too much time or paper.”
The primary group also needed to ensure that the skills and strategies they developed
matched the BC Performance Standards and could be used when writing reports. With all of
this in mind, they soon realized they’d need to create a tailor-made program – one that built
on existing theme units, incorporated LAT intervention and combined the Primary Program
with new research.
[ THE FIRST STEP: ASSESSMENT ]
All kindergarten students are assessed with the K/1 Screener. Those who are identified as
at-risk then receive individualized daily instruction from the kindergarten teacher, Learning
Assistance Teacher or the principal. “Research shows again and again,” says McGraw, “that the
earlier you address the needs of struggling readers, the more successful you’ll be at closing
the gap.”
A systematic, sequential
approach to instructing all areas of
reading – strategies, sight words,
fluency and comprehension
Closely tracking reading skills
and passing this information
on to the next teacher
CONNECTED FEATURE EARLY LITERACY EDUCATION
“We’ve been able to
make a difference
because of the buy-in from the entire staff.”
These intervention strategies benefit all students, not just
those deemed at risk. “What we’ve discovered,” he says, “is
that direct instruction of the concepts makes those skills
stronger in students who already grasp them and minimizes
the gap between those who are not meeting expectations and
those who are.”
[ IT’S ALL ABOUT LITERACY ]
CONNECTED MAGAZINE
/
S P R I N G 2004
Every morning in Geber’s classroom is devoted to language
arts and reading. In fact, she’s rearranged her timetable to
focus on literacy – choosing, for instance, to wait until
February to introduce computers to provide two additional
reading blocks per week.
6
Geber works with her students on a wide range of activities
designed to improve literacy, including modelled reading and
writing, small group and whole group instruction, multi-levelled
literacy centres and reading materials, literature studies,
self-selected reading, pull-out programs for remediation or
enrichment, and the use of Big Buddies. “And of course, we
play lots of games to reinforce key concepts.”
The school’s two first grade classes often come together to
work in literacy centres, so that educators and parents can
work with small groups to achieve focused instruction. “Our
Big Buddies program – which brings grade fours and fives into
class for 20 minutes each day – has also been very beneficial,”
says Geber. “They listen to their little buddies read, play word
CONNECTED FEATURE EARLY LITERACY EDUCATION
games and help them memorize sight words or write stories.”
[ OUTSTANDING RESULTS ]
“Our reading levels keep going up,” says Geber. “Of the 44
students who completed our program in grade one, 34 tested
at or above level 16 (H), which is our district year-end standard.
Ten of these students were tested at a grade five reading level
in October of their grade two year. The others who did not
fully meet the standard fell into two groups: a below-average
group of eight, reading between levels 6 and 12, and two
others who have received more in-depth testing and a Special
Education designation.”
For those students in grades four to six, who completed
their primary grades before the introduction of the Optimizing
Reading Success program, approximately 30 percent achieved
above the 75th percentile on a standardized reading test.
“This is pretty good,” admits McGraw, “given that you would
expect the number to be 25 percent.”
“But what’s interesting,” he continues, “is that 44 percent
of our grade threes, who were the first group of students to
benefit from the program, achieved above the 75th percentile
on the test. That’s a striking improvement in reading ability.”
[ 23 WORDS IN THREE WEEKS ]
As an example of the program’s success, Geber mentions one
boy who attended the school for three weeks last May. Although
he was approaching the end of grade one, he could only read
his name and the word “I.” “He told me bluntly that he couldn’t
read anything!” recalls Geber.
Testing done by Rebecca Rogers and District Psychologist
Carol Rohrlack ruled out any issues that were inhibiting his
reading success – he was simply under too much stress from
attending five schools in eight months. Geber enlisted the
help of Daniel Cole (a Certified Educational Assistant), used
other at-risk students as mentors and instructors, and taught
the boy beginning reading strategies. “At the end of his
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S P R I N G 2004
This program supports good
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7
CONNECTED MAGAZINE
because...kids only
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All kids love
Scholastic Book Fairs.
How They Did It
Early Intervention
K/1 screener to assess reading skills
Targeted instruction and intervention of at-risk readers
Coordinated CEA/LAT/parent/teacher time
Early diagnostic testing
Sequential Instruction
Explicit teaching of all components of reading program
Use of commercial programs, games, centres, Buddies and computers
Professional Development
You will too.
A Scholastic Book Fair creates
an opportunity for students,
families and educators to get
excited about books, reading
and other creative learning
options. We bring the best in
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right to your school — the books
children love to read and
parents want to buy — helping
you feed their minds and helping
your school raise needed funds.
The excitement of a Scholastic
Book Fair reinforces what
youve been telling students for
years: Reading is cool! Books
are amazing!
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CONNECTED MAGAZINE
/
S P R I N G 2004
Helping children become
lifelong learners.
8
Research into reading instruction, assessment and standards
Time management to meet learning objectives
Use of district specialists and LAT/CEA resources
Evaluation and Recordkeeping
Informal and formal assessments of reading behaviour and level
Year-end reading summary
Comprehensive skills and strategies lists for each reading
level based on Performance Standards
Home/School Partnership
Increasing information through parent
packages and information nights
Providing more support for parents
of at-risk learners
Teamwork
Monthly literacy meetings
Whole-school approach
to early literacy
Leona Geber and her colleagues offer
workshops on the Optimizing Reading
Success program. Contact her at
250.768.1553 or [email protected]
CONNECTED FEATURE EARLY LITERACY EDUCATION
three weeks with us, he had leapt through two stages of emergent reading skills and was able to read 23 sight words and
create his own sentences.”
Although the student has since moved to a new school, Geber’s
meticulous recordkeeping system enabled her to provide his
next teacher with comprehensive diagnostic testing results and
a detailed account of his reading behaviour and achievements.
This recordkeeping also ensures a very smooth transition
from grade to grade. Geber creates a Year-End Summary for
each student outlining his or her strengths and weaknesses.
With this data, teachers can begin grouping students in
September. “We are basically a month ahead, as we don’t need
to discover where the kids are at in reading – we already know.”
[ KEEPING TRACK OF EACH STUDENT ]
The program’s success is clearly the result of many individuals.
It’s been driven by the combined talents of the kindergarten and
grade one teachers, the Learning Assistance Teacher, Certified
Educational Assistants, the principal, the librarian and other
educators in the school.
“Our library has colour-coded many books according to the
Accelerated Reading© system, so children can quickly select
books at their independent reading level,” says Geber. “And our
district Speech Pathologist, Pat Smith, is also integral to the
program. Once a week she teaches the students how to articulate
Tracking and recording literacy skills is at the heart of the
program’s success. Geber has developed a computerized
system that shows her exactly how a student reads or writes,
where they are on a strand and how it relates to provincial
Performance Standards. “I’ve developed a system of whole
class charts, individual reading folders and computer templates,
so I can simply go to a student’s individual document, check off
his or her skills, write a comment and then create a Reading
Profile Summary. It’s also perfect for quickly writing report cards.”
[ IT TAKES A VILLAGE ]
Welcome
The BC College of Teachers’ 2004 conference
will focus on linking professional educators,
parents and the public in order to examine
current issues in education. These shared
perspectives and connections will strengthen
and enhance our profession.
Connections
Linking the education community
October 17-19, 2004
Westin Bayshore Resort & Marina
Vancouver BC
[email protected]
www.bcct.ca
The past year has been one of change for
BC's education system and for the College.
We invite you to join us and our education
partners to discuss topics of current interest.
Connections offers breakout sessions on a
variety of subjects, as well as a half day
examining perspectives on professional
standards. Factor in outstanding keynote
speakers and you have an event you won’t
want to miss.
A complete program and on-line registration
will soon be available on our Web site,
www.bcct.ca. We look forward to connecting
with you and sharing your ideas.
Breakout Sessions
Keynote Speakers Include
S P R I N G 2004
/
Brian Woodland
Director, Communications
Peel District School Board
Labour relations vis-à-vis standards
Discipline processes: multiple jeopardy?
Labour mobility: a Canadian standard?
Implications of standards on supervision
Perspectives on person complaints
School PR tools for the 21st century
Preparing teachers for diversity & complexity
9
CONNECTED MAGAZINE
Dr. Gary Poole
Director, Center for Teaching and Academic Growth
University of British Columbia
“44% of our grade threes,
who were the first group of students
to benefit from the program,
achieved above the 75th percentile
on a standardized reading test.”
sounds, how sounds are related and how to hear phonemes within words.
When students can hear and say phonemes properly, their reading and spelling
naturally improves.”
Parent volunteers also play a central role at Shannon Lake Elementary. Geber
encourages parent participation and strives to match the interests and talents
of the parents with innovative classroom activities. “One of my parents is a
professional opera singer and actress. She often works with a small group
on literature extension activities – transforming a story into a dramatic play,
song or puppet show.” McGraw is also quick to credit the many hours volunteered by parents, as well as the financial support of the school's PAC, which has
enabled Shannon Lake to purchase additional games, resources and books.
[ CELEBRATING SUCCESS ]
CONNECTED MAGAZINE
/
S P R I N G 2004
With success has come recognition. The program has attracted interest from
schools near and far. In 2001, Leona Geber, Christine Letourneau and Rebecca
Rogers received the Prime Minister's Award for Teaching Excellence. And in
early 2004, the school won a $3000 School Improvement Excellence Award from
the Ministry of Education.
“We’ve been able to make a difference because of the buy-in from the entire
staff,” says McGraw. “Teachers have been willing to modify their teaching methods
based on the results they’ve seen in the classroom. Everyone has done a fantastic
job in stepping back to take a big picture look at the problem and then deciding
how we can best use our resources to meet our students’ needs.”
The teachers at Shannon Lake don’t have to look far to see the impact of their
work. It’s there in the newfound confidence of a child previously classified “at
risk” who is now comfortable in the world of books. And it’s present in the
knowledge that every child who leaves their classrooms is a stronger and more
capable reader.
The fact that the school’s test scores back up what Shannon Lake parents and
teachers already know is really just an added bonus. For McGraw, there are three
reasons to collect statistics and test scores. “The first is to discover whether what
you’re doing is actually working. The second is to lead instruction and the third
is simply to celebrate the difference you’re making.”
At Shannon Lake, it’s clear that the Optimizing Reading Success program is
working even better than planned – and that, surely, is grounds for celebration.
10
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High School Teachers and ESL Teachers in China
Pattison Education Group Inc., Canada is a pioneer in the investment, operation and
development of cooperative education programs between Canada and China. Registered in
Vancouver, BC, the Group operates Pattison Colleges in Vancouver and Toronto, as well as
Pattison English Centers and the Nova Scotia High School Program in a number of cities in
China.
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S P R I N G 2004
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11
CONNECTED MAGAZINE
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We are seeking High School Teachers for Chinese schools that collaborate with Pattison
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100TH AGM
On April 15 and 16, approximately 1000 educators, parents,
students and community members joined together at the Bell
Performing Arts Centre in Surrey to further deepen and enhance
the ongoing conversation in the Surrey School District's year-long
“visioning” process. Participants in the Our Children, Our Future
conference heard world-class speakers and provided input as
individuals and teams. Presentations were given on the implications of brain research for early childhood education, the
nature of teaching and learning required for the 21st century, a
profile of the graduate of 2010, the career market of the future
and the importance of school and community partnerships. The
School District is considering the input and comments received.
To provide input, please go to www.sd36.bc.ca and click on the
Online Response Form for Vision 2008 Surrey School District.
On February 13, 2004 a Celebration
of Learning Dinner & Stó:lö
Ceremony took place at Tzeachten
Community Hall in Sardis, BC.
This historic event celebrated the
first class of students to receive
the Developmental Standard Term
Certificate (DSTC) in First Nations
Language and Culture, a unique
program developed by the Stó:lö
Nation and Simon Fraser University.
Those who receive the DSTC are
equipped to teach the Halq'emeylem
language and Stó:lö culture in both
public and band schools. Over
one hundred guests – including
participants' friends and family,
Stó:lö dignitaries, an SFU contingent
and representatives from the
College – witnessed this milestone
in the students' progress toward
becoming fully certified teachers.
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in
brief
INNOVATION & IMPROVEMENT
IN EDUCATION CONFERENCE
The Ministry of Education hosted
the Innovation and Improvement in
Education Conference from March 7
to 9 in Victoria. The conference
showcased research, policies and
practices from across BC and around
the world. Educators, parents and
provincial leaders had the opportunity to
share ideas and identify promising
practices. Featured were 18 presentations
focusing on innovation in education.
More than 630 people attended and
heard keynote addresses from two
internationally renowned leaders in
education. Dr. Louise Stoll, whose
prescriptions for change are catalysts
for educators around the world,
spoke about trends and change in
education. Dr. Doug Willms, a leader
in the Canadian government's national
longitudinal study of children and
youth, spoke about vulnerable children
and the ways public policy and
schools can support their learning.
Conference partners included the BC
School Superintendents Association,
the BC Principals' and Vice-Principals'
Association, the BC Confederation of
Parent Advisory Councils, the BC
School Trustees Association and the
Staff Development Council of BC.
S P R I N G 2004
Our Children, Our Future: Towards a
Powerful Vision for Public Education
CELEBRATION OF LEARNING
BC School Trustees will be gathering
at the Victoria Conference Centre
from April 22 to 25 for the 100th
Annual General Meeting of their
provincial organization, the BC School
Trustees Association. In addition to
the regular business sessions where
school boards set their provincial
advocacy agenda for the coming year,
this AGM will feature dialogue on the
theme 100 Years of Action. Business
sessions at the BCSTA AGM are open
to the public. For more information
follow the links at www.bcsta.org
/
Painting inspired by Van Gogh
Russell, Grade 4
St. Patrick’s Elementary School
The BC College of Teachers is proud to
celebrate the artistic and literary talents
of BC's elementary and high school
students. Each month, we showcase
the work of students in our front lobby
and on our website. This March, we
were pleased to highlight the artwork
of students from St. Patrick’s Elementary
School, which has been operating in
East Vancouver for over 75 years. If your
school is interested in participating in
the School Showcase Project, please
contact [email protected]
for more details.
13
CONNECTED MAGAZINE
SCHOOL SHOWCASE PROJECT
/
S P R I N G 2004
INPROFILE
CONNECTED MAGAZINE
people
sara david son
14
Sara Davidson
Coming Full Circle
Haida teacher Sara Davidson has returned
to the land of her ancestors to inspire a
new generation of students.
a school with close to 70% First Nations students. Wherever possible,
Davidson integrates Haida culture into the classroom. “I want to engage
my students with material that’s relevant to them,” she says.
some of the stories we have in common.”
Davidson has other strategies for creating
trusting relationships with students. A
voracious reader, she immerses herself in
books written for youth. “It lets me reach
the students, because I can suggest books
expectations and supporting them in their
efforts, whatever their level.”
Last year, the Haida Gwaii school district
achieved the greatest gains in average
Foundation Skills Assessment scores of any
district in BC. Results like these validate
Do you know an outstanding educator? Let us
know if there’s an educator you’d like to see
profiled in an upcoming issue of Connected.
S P R I N G 2004
Sara Davidson is one of only two Haida teachers at Tahayghen Elementary,
Davidson’s faith in her students’ abilities.
But other measures of success are just as
important – including hearing her class sing
a Haida song at the winter concert, having
a parent say that a child who hated books
now won’t stop reading, and seeing students
take responsibility for their learning.
“I just love it when they incorporate
new ways of doing things based on class
discussions,” she says. “I happened to overhear a student telling his classmate ‘you have
to be respectful.’ There can be a real shift
in attitudes and behaviour.”
As someone who has lived in Europe and
studied on the East Coast, Davidson has,
in a very real sense, come full circle. By
choosing to live and teach in the community
of her ancestors, she is bringing her heritage
into the class and showing the students
what it means to be proud of who you are
and where you come from.
“My great grandmother, Florence Davidson,
is one of my role models,” she says. “She had
incredible dignity and pride, and she taught
me to be true to myself and my culture. It’s
what I try to teach my students every day –
that they have the responsibility and power
to make positive choices for themselves.”
Please email us at: [email protected]
/
to them that I know they’ll love.” She also
brings her dog Kaya into the class, having
found that the animal’s presence often
draws the more reserved students into the
group and increases their confidence.
It’s clear that Davidson believes very
strongly in the importance of creating
emotional connections with her students.
But this is really the starting point for her
ultimate goal – helping her students to
achieve their full academic potential.
The BC Performance Standards are her
benchmark. “Every child in my class has
the right to an education consistent with
their peers in the rest of the province,” she
says. And while she acknowledges that this
can be a challenge for her students, she
firmly believes that this is how she can best
equip them for success.
“I know that they can do well. And I
believe they can measure up. So I nurture
their academic development by trying to
find the fine balance between having high
15
CONNECTED MAGAZINE
“Kids need to know who you are,” says Sara
Davidson. “They need to know and trust you
before they can start learning. Being Haida
has shaped who I am, influencing the way
I view the world and teach in the classroom.”
Davidson teaches grade seven at
Tahayghen Elementary School in the village
of Masset on the northern edge of the
Queen Charlotte Islands. It’s a place she
knows well. Although she grew up in the
Lower Mainland, Davidson often travelled
to Haida Gwaii to fish with her family. Her
father is the renowned Haida artist Robert
Davidson, and her great great grandfather
was the acclaimed carver Charles Edenshaw
– also known as Tahayghen – for whom
Tahayghen Elementary School was named.
“My students are very interested in my
family’s connections to the community,”
she says. “When we study Haida culture, I
show them pictures of myself as a child
with my father at potlatches. It’s one way
of connecting with the students, of sharing
The Magical
World of
Art
Internationally acclaimed artist Ted Harrison
shares his art with students at an exhibition at
the North Vancouver Artists for Kids Gallery.
+
+
Kindergarten artwork inspired by Harrison’s paintings.
CONNECTED MAGAZINE
/
S P R I N G 2004
Michelangelo once said, “I saw the angel in the marble and carved
until I set him free.” This ancient and beautiful quotation
breathed new life this spring into the Artists for Kids Gallery of
the North Vancouver School District, where internationally
acclaimed artist Ted Harrison shared his magic with 65 Grade 3
students from across North and West Vancouver.
Budding artists and writers rubbed elbows with Harrison from
April 5-9 as they created illustrated story books while he regaled
them with tales of his background in England and the north of
Canada. “Kids and I have similar minds,” said Harrison, “Part of me
never grew up. I still see magic in the world!”
From April 5 to May 8 the Artists for Kids Gallery is featuring an
impressive array of Harrison’s art from his private collection and
on loan from private collectors. The display begins with his early art,
which demonstrates a traditional style in keeping with Harrison’s
education. He explains that it was not until he came to Canada in
1967 that his widely recognized style began to emerge. “In 1968 I
moved to the Yukon and went out to paint landscape. I found it
so overpowering that I learned to paint from my imagination. The
change just flowed, it always just happened to my art,” says Harrison.
Over 1,500 students from the North Vancouver School District are
touring the gallery this spring and sharing their impressions with
teachers and parents. They are captivated by Harrison’s vibrant
colours and enchanted by his expressions of the magnificence of light.
Harrison mingles with the children, sitting with them at a coffee table
and pointing with his cane at the paintings that illustrate his book,
O Canada. When the stories of moving the images onto his canvasses
are finished he chuckles, “Push me up, kids!”
Working with students is special for Harrison, aged 77. “What I enjoy
the most is telling and hearing stories with children, watching their
work and their reaction to my work. Being with young people peels
the age off me.” Veteran Artists for Kids guides and former teachers
Daphne Squire and Wendy Leslie are enthralled with students’ imagination. When prompted to express what they discovered as they
progressed through the Gallery, one student said he learned it is not
important to draw a straight line. Gazing at Walking Alone a small girl
declared, “The sky looks like it is swallowing up a god.” Squire’s voice
trembled as she explains to the group how Harrison expressed his
grief through this painting created shortly after the death of his wife.
Harrison, a teacher for 29 years, is fiercely protective of children’s
imaginative expressions through art. “Some of the children’s vision
sticks to you and your vision sticks to them.” And so, through art,
children can learn to trust, value and believe in their imagination.
The Artists for Kids Trust of the North Vancouver School District
provides quality art programs for more than 5,000 young artists
each year through donations and the sale of original prints created
by some of Canada’s finest artists, including Ted Harrison.
Public hours are 3:00 pm-5:30 pm weekdays and 12:00 pm-4:00 pm
weekends at the Leo Marshall Centre, 810 W 21st St, North
Vancouver (six blocks north of Capilano Mall). Contact Director
Bill MacDonald at 604.903.3797 or visit www.artists4kids.com.
Artist Ted Harrison.
16
Discipline
casestudies
At its meeting of January 22, 2004,
the Discipline Committee dealt with
the following matters:
A Respondent admitted to professional
misconduct and consented to the cancellation
of her teaching certificate and termination
of her College membership. She was found
to have engaged in a personal and sexual
relationship with a female student she had
taught and counselled.
A Respondent admitted to conduct
unbecoming a member when he used excessive
force when intervening in a domestic dispute.
The incident was isolated and did not arise from
his teaching activities. He further consented
to and was issued a reprimand.
One of the objectives of the College set out by the Teaching Profession Act is to establish
standards for the professional responsibility of its members. Section 28 of the Act creates the
College's Discipline Committee and authorizes the receipt of reports and complaints. The College’s
bylaws and policies define a discipline process that is based on the fundamental principle of
procedural fairness.
Discipline case summaries are the result of hearings that have been conducted by panels
constituted to hear evidence and submissions relating to a citation that alleges professional
misconduct, conduct unbecoming a member or incompetence. As adjudicative tribunals, these
panels are committed to making decisions in an unbiased, independent and fair manner.
Publishing discipline decisions enhances the transparency of the College's processes and
decisions. It is also a means of ensuring accountability for the educator involved in the case, as
well as for the College as the regulatory body. Publication articulates the standards expected
of professional educators and assures the public that the College is fulfilling its mandate to
protect children and the public interest.
Tammy Anne Chibanoff (DOB: 73.07.12)
admitted to professional misconduct and
consented to the cancellation of her teaching
certificate and termination of her College
membership. She acknowledged setting fires
at her school on three separate occasions,
during or shortly before school hours and
pled guilty to and was convicted of a criminal
offence. She also engaged in inappropriate
conduct with her students, including the
smoking of marijuana.
David Daryl Riddell (DOB: 59.07.03)
admitted to conduct unbecoming a
member of the College and consented
to the cancellation of his certificate
and termination of his membership in
the College. He pled guilty to and
was convicted of possession of child
pornography, under the Criminal Code
of Canada.
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or to meet space requirements.
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17
CONNECTED MAGAZINE
Letters to the Editor
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Employee and Family Assistance Programs
Phone: (604) 877-0488
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www.heath.ca
A chemistry teacher in her native
Poland, Eva Olejniczak (above)
completed the PQP in the fall of
2003 and is looking forward to
teaching in BC.
Making the Grade
S P R I N G 2004
differences between the educational philosophies
and classroom experiences of India and Canada.
Applying to the BC College of Teachers for certification, she was encouraged to enroll in a new
program designed to meet the unique needs of
internationally trained teachers.
Along with 16 other foreign-trained teachers,
Bagri completed the ten-month Professional
Qualifications Program (PQP) in December. Now
in its third year, this innovative program familiarizes
internationally trained teachers with the cultural
/
For over 20 years, Ravinder Bagri taught elementary
school in India. Classes were homogenous and
large – her smallest class had 40 students – and
the guiding philosophy was focused more on the
teacher than on meeting the needs of individual
children. “I was working within a curriculum-based
educational system that had a set syllabus you
had to complete,” she remembers.
Fast forward to 2002 and Bagri’s arrival with her
family in BC. Bagri knew she wanted to continue
teaching. But she also recognized there were many
innovative
program
19
CONNECTED MAGAZINE
They have years of teaching experience. Yet internationally
trained teachers can have a difficult time making the transition
to BC schools. A new program is making it easier.
CONNECTED MAKING THE GRADE
–
QUALIFYING AS A TEACHER IN BC
“The program built on what I
already knew as a teacher and
taught me about the unique
characteristics of education
in BC.”
PQP graduate Ravinder Bagri
and social realities of BC schools through both seminars and
in-school experiences. After completing the PQP, students
have the qualifications and experience to teach in BC schools
and make the successful transition to Canada’s child-centred
approach to education.
[ SPECIFICALLY DESIGNED FOR INTERNATIONALLY TRAINED TEACHERS ]
CONNECTED MAGAZINE
/
S P R I N G 2004
Marie Crowther, Director of Certification at the College, says
that the PQP evolved from existing re-certification programs
that didn’t always meet the needs of internationally trained
teachers. “Foreign-trained educators have a wealth of experience
that wasn’t always recognized in certification programs. We
wanted to acknowledge their experience and professionalism
by creating a program designed specifically for them – to build
on what they already know and to introduce them to the
philosophy and culture of BC schools.”
A cooperative effort between Simon Fraser University (SFU),
the BC College of Teachers and the Ministry of Education, the
PQP is an intense educational program based out of SFU.
Students take six months of seminar courses where they have
the opportunity to explore the pedagogical practices and
curricular content found in BC’s schools. They also visit
schools to see classes in action.
“Visiting the classrooms let me observe what BC schools are
all about,” says Bagri. “Teachers here have more flexibility to
meet the intellectual needs of each child and to form stronger
emotional connections with the children. In India, teachers are
focused on completing the curriculum and they tend to be
more authoritative.”
After a two-month break over the summer, the students then
enter a twelve-week practicum to experience the role of the
20
Canadian educator first-hand. For Ella Baranowski, an ESL
teacher from Poland, this was a great chance to apply what she
and her classmates had learned in the seminars.
“In Poland, teachers push students to study hard, and the focus
in the class is on individual rather than group work. Here
there’s more opportunity to do interesting classroom activities.
I did my practicum in a grade one/two class, and I was able to
integrate many different teaching strategies and techniques to
make things enjoyable for the students and to allow them to
approach our major theme topic from many different angles.”
Those who finished the program in December 2003 are now
applying for teaching positions or completing any credits
needed to qualify as teachers in the province. And although
they are entering a difficult job market, they are optimistic
about finding work in their field.
Recent studies support this optimism. Forecasts by Human
Resources Canada and other organizations say that Canada
is not training enough professionals to meet its workforce
requirements. Here in BC, there’s a particularly acute need
for educators in science and math – areas in which many internationally trained educators excel. Marian Rossi, Coordinator
of the PQP at SFU, states that students with math and science
backgrounds often “have incredible expertise in their fields –
when you place them in a practicum they are very well accepted
for their knowledge.”
[ MOVING TO THE FRONT OF THE CLASS ]
One such person is Eva Olejniczak, who worked for 12 years as
a Science Lab Assistant at a high school in Burnaby. “With my
previous training and employment as a high-school chemistry
teacher in Poland,” she explains, “many teachers and student-
CONNECTED MAKING THE GRADE
–
QUALIFYING AS A TEACHER IN BC
PQP
The Professional Qualifications Program
Created in 2001, the Professional Qualifications Program (PQP) is offered by the faculty of education at
Simon Fraser University in partnership with the BC College of Teachers. Taught by SFU faculty associates,
the PQP includes both theoretical and practical components through seminars and a practicum. Just under
40 students have completed the program to date, and 22 students are currently enrolled for 2004.
The program is the first of its kind in Canada and is attracting the attention of other provinces interested
in following its model. “We’ve been getting calls from across the country,” says Marie Crowther of the
College. “It’s something we’re really excited about and we feel it’s a win-win for both our internationally
trained teachers and our students.”
More information about the PQP can be found at www.educ.sfu.ca/pqp
Italian Campaign Victory in Europe
D-Day Liberation of Holland
Over the next twelve months, Canadians will commemorate the 60th anniversaries of a series
of events which defined who we are as a nation and what we can accomplish together.
These also represent one of the last opportunities for large numbers of WWII veterans
to participate in the commemoration of the proud history they helped create.
Help celebrate these defining moments in the Story of Canada and honour our WWII veterans
by hosting a Memory Project speaker to talk with your students about the anniversary, and
share his or her own personal story of service and sacrifice during World War Two.
Participating schools and community groups can win great prizes - books, computers, and more!
Call the Memory Project at 1-866-701-1867 or email [email protected] to host a veteran
visitor in the weeks surrounding these important dates in our historical calendar.
www.thememoryproject.com
BUILDING A LEARNING COMMUNITY
OF VETERANS, TEACHERS AND STUDENTS
21
CONNECTED MAGAZINE
/
S P R I N G 2004
The Memory Project is an initiative of the Dominion Institute - a nationally registered charity dedicated to the promotion of Canadian history.
Ce programme est également offert en français.
Find a new home for your
A D V E R T I S E M E N T S
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One of Hong Kong's most established kindergartens is looking for:
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or mail to Kowloon City, P.O. Box 89466, Hong Kong
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YOUR SOURCE FOR USBORNE BOOKS
Usborne Publishing is a world leader in fascinating non-fiction for children. Covering
all areas of the curriculum, including science, history, early readers and the arts,
these award-winners are packed with puzzles, activities, brilliant illustrations and
Internet links. Intriguing books waiting to be discovered. Contact Aloha Johnson
for more information: Tel: 604.739.1448 E-mail: [email protected]
CONNECTED MAGAZINE
/
S P R I N G 2004
In BC, almost half of our children travel
to school in a car. This can create dangerous
traffic congestion around schools. That’s
why Autoplan brokers developed Way to
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communities with the tools required to
develop traffic safety awareness and to
increase the opportunities for students
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find out how to get a free road safety
package visit www.roadsafety.ca
22
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CONNECTED MAKING THE GRADE
teachers at the school kept telling me that I really belonged in
front of the class.”
–
QUALIFYING AS A TEACHER IN BC
future. By chance, a friend showed her an ad for the PQP, and
Olejniczak realized that this was a program tailor-made for
The PQP meets the unique needs
of internationally trained teachers.
/
S P R I N G 2004
her. The time had come to pursue her passion for teaching.
“The PQP is a wonderful program,” she says enthusiastically.
“I developed very close bonds with my fellow students and the
faculty associates, who were extremely supportive.”
Olejniczak completed her practicum in science, chemistry
and math in the fall of 2003, and in early 2004 she was offered
a teacher-on-call position with the Burnaby School Board.
“It’s been a long time since I taught in Poland, and I’m sure
things have changed even there, but I really like the way students
are treated in BC schools. I just love working with young people
and communicating with them about science and math.”
23
CONNECTED MAGAZINE
Like many internationally trained teachers, Olejniczak had
built a successful career in her native country. She attended
university, gained the credentials needed to teach, and taught
for a number of years. But when she came to Canada, the barriers of language, culture and certification prevented her from
continuing her work as a teacher. So she did what many new
immigrants do: she learned the language and acquired qualifications in a slightly different field – in Olejniczak’s case, she
attended BCIT to gain the credentials to work as a lab assistant.
Olejniczak enjoyed her work for many years, but when her
son left for university she found herself reflecting on her own
after
class
The
Balancing Act
Can work and life ever be in balance? How do
you really do everything that needs to be done at work
and find the time you need for family, friends and yourself?
CONNECTED MAGAZINE
/
S P R I N G 2004
Personal Coach Sian Messinger acknowledges that achieving work/life balance is
– well, a balancing act. “Everyone struggles with maintaining balance and managing stress levels,” she says. “Identifying the sources of stress in your life is the
first step in creating a more balanced life.”
Carolyn Dymond certainly has no problem identifying the current stressors in
her life. The grade seven French immersion teacher recently sold her apartment
in Vancouver, is preparing for her wedding this summer and is moving to
Kamloops where she hopes to find a teaching position. All this on top of the
daily pressure of keeping one step ahead of a class of 30 preteens.
Her strategies are tried and true. “I don’t bring work home,” she says, “my
home is my sanctuary.” And the best way for her to manage stress? Exercise. “It
really does help to clear the head. On my way home I often stop at the gym for
a brutal aerobics class where I don’t have to think at all.”
Messinger also extols the virtues of exercise and physical health. “Looking after
yourself by eating well, getting enough sleep and exercising are some of the best
ways to deal with stress and feel more in control.”
An Assistant Superintendent in Coquitlam, Julie Pearce is in a high-profile job
with demanding deadlines. “We can really be our own worst enemy when it
comes to stress,” she admits. “I try to deal with it through a positive attitude,
working as efficiently as possible – mainly by prioritizing my deadlines and
making sure that the most important things are done first – and maintaining a
sense of humour.”
24
Bringing organization to our work lives can
reduce stress. But as Messinger points out, work
is just part of the equation. “Ask yourself what
brings you joy and energy. Is it time with
your family? Being with friends? Spending time
outdoors or in creative pursuits? Once you
know what energizes you, you can start integrating these activities into your life – daily,
weekly or monthly.”
Pearce’s seven-year-old son is a central focus
in her life, making it crucially important for her
to ensure the “quality of my time at home and
on weekends.” And the recent addition of a
puppy to her family has opened up a new
source of pleasure – going for long walks within
her community.
For both Dymond and Pearce, work itself
provides personal fulfillment. “Teaching is what
brings me joy,” says Dymond. “I love seeing
results, hearing my students say something
incredibly insightful or receiving a kind note
from parents.”
In the end, there is no blueprint for a balanced
life. But placing an emphasis on physical
well-being, organizing your work life and making
time for personal growth can all help you shift
from overwhelmed to in control.
The good news is that a dramatic change is not
necessary. “Often,” says Messinger, “only a few
small changes are needed to help you control
stress and live a more balanced life. It really can
make a big difference in terms of your overall
energy and outlook.”
What do you do After Class? We’d like to hear
your stories of learning vacations, community
involvement, sabbaticals abroad, and artistic
or athletic passions pursued.
E-mail us a brief overview: [email protected]
VISUAL ARTS
FESTIVALS
100
+
cultural
&
EVENTS
attractions
PERFORMANCE
MUSEUMS
HERITAGE SITES
AGRICULTURE
WINERIES
CUISINE
come join us in
an inspired journey
Take an inspired journey. The Okanagan and Similkameen valleys are home to a diverse community of
creative people.Whether it's in an artist's canvas, a porcelain bowl, a front row seat, a sumptuous meal
or a walk through time at a garden or heritage site, you'll find delights for your senses and stories to
remember as you explore our cultural landscape and travel along the Okanagan Cultural Corridor.
Our unique print guide will help you find:
17 Art Studios where you can meet talented painters, sculptors and artisans.
14 Art Galleries offering the finest work from emerging and established artists.
10 Museums where our stories unfold.
9 Theatres indoors and under the stars.
15 Heritage Sites including gardens, architecture, boats, trains and more.
26 Agri-Tourism Sites - try our cheese, wine, fruit, vegetables and...lavender!
10 Festivals with something for everyone.
We’ve also got some great ideas for dining, accommodation and sightseeing.
N E
I S I
• C U
I N E
E • W
T U R
C U L
G R I
E • A
T A G
E R I
S • H
A R T
A N
A G IDOR
R
A N
O K URAL COR
C U LT
Ask for our colourful guide packed with information.
It’s your best resource tool for learning more about the
rich cultural life of the Okanagan and Similkameen Valleyskeep your copy in your car, your pocket...
To order a guide, call Tourism Kelowna 1.800.663.4345
or visit our website at www.okanaganculturalcorridor.com
[email protected]
pir
an ins
30
urn
ed jo
ey
Bring life into your classroom.
The rewards are out of this world.
PRINTED IN CANADA
The education team at the Vancouver Aquarium can help inspire
your students to understand and protect the world’s amazing aquatic
animals and their habitats.
Find out more about our teaching resources, workshops, stewardship
initiatives, on-site school experiences, and travelling programs.
604-659-3552 • [email protected] • www.vanaqua.org