Maintaining professional boundaries online
Transcription
Maintaining professional boundaries online
tm THE OFFICIAL MAGAZINE OF THE BC COLLEGE OF TEACHERS Maintaining professional boundaries online The warning signs of predatory grooming Members support a professional designation Paralympic coach and educator Mike Mondin HOW WOULD YOU FEEL IF ONE OF YOUR STUDENTS WON $3000? ENTER THE A&E CANADIAN LIVES THAT MAKE A DIFFERENCE ESSAY CONTEST ® ™ Students in grades 5-12 may enter by writing an essay based on someone they think made the biggest impact on Canadian society in 2009. Prizes are awarded in two grade levels: 5th-8th grade and 9th-12th grade. Two winners will be selected in each level. For official rules and a consent form, go to www.AETV.com/class/canadianclassroom. Cable in the Classroom. A&E showcases informative programming on the first Wednesday of every month from 4am-5am ET. Educators are encouraged to videotape GRAND PRIZE Student: $3000 Prize Department/Classroom of Teacher: $1000 Cash the commercial-free and copyright-cleared programming and incorporate it into their FIRST PRIZE Student: $2000 Prize Department/Classroom of Teacher: $1000 Cash and social studies. A free resource guide, including lesson plans to accompany some of classroom curriculum.The Idea Book For Educators . A&E has scheduled programs ® to complement curriculum in the areas of history, literature, performing arts, science 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. © 2009 A&E Television Networks. All rights reserved. 0816. these programs, a programming calendar and program descriptions, is also available. tm summer/fall 2009 contents features BLURRING THE BOUNDARIES Maintaining professionalism when communicating online with students in every issue 6 GROOMING: MAKING SENSE OF THE PATTERNS Letter from the Chair 4 Letter from the Registrar 5 Discipline case summaries 15 Informal PISC resolutions 16 Ask the College 18 In brief 24 Learning how to identify predatory grooming behaviour can help prevent inappropriate conduct 10 READERS RESPOND TO CASE STUDY ON PROFESSIONAL MISCONDUCT Members offer their views on a student teacher unable to control her class MEET THE NEW REGISTRAR FOR THE 14 19 ONTARIO COLLEGE OF TEACHERS STANDARDS IN PRACTICE A fictionalized case study about professional misconduct 20 A PROFESSIONAL DESIGNATION FOR EDUCATORS Members are enthusiastic about a professional designation 22 IN FOCUS: COACHING FOR GOLD Mike Mondin hopes to lead Canada’s sledge hockey team to Paralympic success 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. Certificate holders in households where multiple copies of TC are received may wish to receive TC by email. To subscribe, simply edit your profile in the Certificate Holders Area at www.bcct.ca. Readers’ questions and comments about TC are welcome and may be submitted to [email protected]. TC’s editorial policy The College welcomes article submissions from members. Please send a summary of your proposed article by email to: [email protected]. The editorial board will evaluate it for the best fit with TC’s editorial lineup. We will advise you if there is space available in an upcoming issue and suggest a word count for your article. We reserve the right to edit your submission. The British Columbia College of Teachers does not necessarily endorse any product advertised in TC. The College takes no responsibility for the content of ads, promises made, or the quality/reliability of the products or services offered in the advertising. Please direct all advertising enquiries to: Ronda Barzilay – t 250.707.0720 f 250.707.0716 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 PRINTER Teldon Print Media as per agreement Publication No. 40050835 ISSN 1915-5182 Copyright ©2009 BC College of Teachers All rights reserved www.bcct.ca TEACHING ETHICS Advertisement In today’s world, students can have a difficult time knowing right educators, we have a role to play in helping students understand from wrong and choosing to do the right thing. Teaching youth the importance of developing these character traits. to discern the distinctions, to assess the risks inherent in a decision and to act responsibly can be difficult. Starting students Over the long term, a personal and professional reputation earned off on the right ethical footing is necessary preparation for a through consistent ethical behaviour will generate far greater complex world. It is vital that students understand the importance personal and career rewards than may be gained through limited of guiding principles, values, personal and or random acts of ethical behaviour. social responsibility, as well as business People who routinely make ethical ethics and corporate responsibilities. Students often look to the newsmakers – celebrities, business tycoons, politicians and sports stars—as role models for “The time is always right to do what is right.” decisions gain the trust and respect of – Martin Luther King Jr. We, as educators, are working to prepare others. our students for life beyond high school ethical behaviour. Unfortunately many of and those in the limelight seem to have workplace is an essential lesson for youth thus, ethical conduct in the foregone ethics on the way to their success. The question for to learn. Understanding the importance of ethical use of company students becomes: can a person be ethical and still be resources, the importance of ethics to the functioning of the successful? international business world and the importance of codes of conducts are all vital to student success in the workplace. Ethics is all about character – the personal qualities and values that each of us has or can cultivate. These values, such as These topics and more are presented in a teacher resource trustworthiness, integrity, loyalty, accountability and fairness, called “You’re IN Business.” Visit www.insuranceinstitute.ca to define our ethical behaviour and inform our decisions. As learn how you can bring workplace ethics into your classroom. CURRICULUM CONNECTIONS NEW! ON-LINE ETHICS CONTEST Brought to you by the Insurance Institute, the new on-line Ethics in Business contest prepares students for life beyond high school. Visit our booth at the BCBEA,THESA and CES Conferences this fall For more information, or to register your class, visit: www.career-connections.info Contest runs from November 15 – December 15 Letter from the Chair A letter from the Chair Education is a profession that is a relative latecomer to the concept of professional self-regulation. Not surprisingly, there continues to be a number of common misconceptions about aspects of the College's mandate. One of the most common is the idea that College disciplinary processes lead to 'double jeopardy' for our members. To understand why this isn't so, keep in mind the restrictions on the authority of the College. The courts can jail a teacher, but they can’t take away a teaching certificate. Employers can fire a teacher, but can’t take away a teaching certificate. Only the College has the authority to cancel or suspend a teaching certificate. The College must not rely on decisions from other bodies; it must adjudicate within its own processes. Think about it. Would teachers want the College to take no action against a pedophile because the person was found not guilty in criminal court due to a technicality? On the flip side, would we want the College to assume a teacher is guilty because the employer came to that conclusion? A teacher who faces action from the College is not facing ‘double jeopardy’ in any legal sense. They are being given due process, before their peers, to defend their privilege to hold a teaching certificate – that’s it! Notice RICHARD WALKER – CHAIR Are you a College certificate holder whose surname starts with a letter between A and J? Has it been more than five years since you authorized a criminal record check through the College? If so, you will soon receive a letter explaining how to complete the new requirement for a five-year criminal record review. Certificate holders whose official last name in the College database begins with the letters A through J, and who have not had a criminal record check in the last five years, will be required to give their authorization for a criminal record check by completing a form and submitting it to the College before November 30, 2009. The November 30, 2009 deadline only applies to members whose last name begins with the letters A-J and whose last check was before January 1, 2004. If your surname is within this range, you will receive an individualized notice in the coming months. However, you can help the College save money and reduce waste. If you are due to complete the CRRA authorization this year, you can enter the Member Login area on the College website and submit your authorization now. This will decrease the number of individualized notices S U M M E R / FA L L 2 0 0 9 that we need to mail to members. For further information and updates on how to complete and submit your criminal records check authorization form, please check the Member Services TC MAGAZINE — section of the College website. 4 Letter from the Registrar A letter from the Registrar In the winter 2008 issue of TC, I wrote of anticipated amendments to the Agreement on Internal Trade (AIT) that I felt would substantially impair the profession’s right to set requirements for entry into the profession in BC. I was concerned that the AIT would undermine much of the work that the College has done to reconcile requirements under the Trade, Investment and Labour Mobility Agreement (TILMA) between Alberta and BC. As well, I felt that the AIT would negate the need for a national agreement to harmonize certification requirements across Canada, something the Canadian Registrars have been trying to do for more than a decade. On December 5, 2008, the trade ministers of the provinces and territories approved the final text of the AIT that pertains to the teaching profession. As a result, the College will be required to issue a certificate to any teacher who holds a valid certificate in any jurisdiction in Canada and who wishes to work in BC, without requiring the teacher to complete any additional assessments or coursework. The question now is – how can the College comply while maintaining its current high standard for certification in the province? The most promising solution for the College is to revise its bylaws regarding levels of certification. The College could offer not only the existing professional certificate, based on the current BC standard for certification, but also a new labour mobility certificate that will be granted only to applicants who hold a valid teaching certificate in another province/territory but who do not meet the College’s requirements for a professional certificate. The College will then be able to maintain its standard for certification and not have to reduce its requirements to the lowest provincial standard. You will be pleased to know that the College continues to retain the right to deny certification in the following circumstances: ■ to a person who holds a valid teaching certificate in another Canadian ■ to a person who is not proficient in the language of instruction (English jurisdiction but who does not meet the College’s standards of fitness; or French); ■ to a person who has not practised the profession in the last ten years; or ■ to a person who holds a restricted certificate in another province/territory. As this school year ends, I wish you a restful and relaxing summer and the best for the upcoming year. — S U M M E R / FA L L 2 0 0 9 – REGISTRAR 5 TC MAGAZINE MARIE CROWTHER FEATURE — Blurring the boundaries Blurring the boundaries Technology and its impact on the teacher-student relationship TC MAGAZINE — S U M M E R / FA L L 2 0 0 9 Over the last few years, the College has received a growing number of complaints about boundary violations related to online communication with students. As with other forms of interaction, when educators communicate with students online, it’s always important to maintain a clear division between the personal and the professional. 6 PROFESSIONAL CONDUCT Technology is just another tool that educators can use to communicate with students, whether it’s sending out a text message about an upcoming test, answering questions on a Facebook page about an assignment or helping a student through email or instant messaging. Many educators value the ability to text, email and communicate online with their students. After all, this is the connected world that students inhabit, and in using these tools, educators are able to extend their communication with students outside of the classroom. However, problems can arise when educators intentionally or unintentionally fail to maintain the professional boundaries that define the student-teacher relationship. A bit of forethought can prevent this from happening – ensuring that your private information stays private and that you continue to respect the nature of the professional relationship between teacher and student. Distinguishing between the professional and the private In the winter 2007 issue of TC, we featured an article on Facebook. It was one of our most popular articles, resulting in a flurry of emails from educators about the value of accepting students as “friends” to their Facebook pages. For these educators, Facebook is an essential tool within the educational context, enabling them to provide links to educational resources, post homework assignments, monitor a discussion forum on topics related to the curriculum or answer specific questions. Other readers, however, cautioned about the need to keep a clear eye on the distinction between the professional and the private when using Facebook. And given that Facebook only continues to grow in popularity, this advice is as important and timely as ever. If your employer allows you to communicate with students through Facebook (keep in mind that some may have policies that prohibit this), set up a separate professional account and keep your communication with students focused solely on educational issues. Better yet, have your school set up a Facebook account for you so that there is absolutely no perceived ambiguity between your work as a professional and your personal life. The technology-related boundary violation cases that come before the College are those where educators are unable to maintain an appropriate professional relationship, either by inadvertently allowing students to access personal information or photos or by communicating with students in a way that does not maintain the professional nature of the teacher-student relationship. This is more likely to occur when educators have one Facebook account that is used both to communicate with friends and family and also to communicate with students. This mixing of personal and professional courts danger. While it is wise to set high privacy settings on your accounts, understand that anything posted on social networking sites becomes the property of the site and can be shared by any of your friends – and by their friends and their friends and so on. What are you posting on Twitter, Flickr and other sites? Many educators love Twitter, and are using it to create online learning communities where they share ideas with educators in BC and around the world. Others use Twitter because it’s a fun and quick way to let people know 7 TC MAGAZINE — S U M M E R / FA L L 2 0 0 9 what they’re doing and to stay in touch with the daily details of friends’ and colleagues’ lives. FEATURE — Blurring the boundaries MASTER OF ARTS FOR TEACHERS OF ENGLISH (MATE) As you’re tweeting away, however, remember that everything you write is in the public MATE is an innovative graduate program designed for working professionals who teach English in the elementary, secondary or college system. Courses cover a broad spectrum of literary genres, historical periods, and critical approaches to literature. The program, which leads to an MA in English, provides unique opportunities to engage in specialized academic scholarship, and to deepen one’s knowledge of great literature and its role in shaping culture. domain. A quick search of tweeting educators uncovers many tweets that might be considered to be in the dubious category, such as complaints about students or frustration with a class. Although these tweets were obviously written with a particular audience of like-minded friends and fellow educators in mind, they can be read by anybody – from strangers to students and parents. These public online comments do not uphold the confidentiality or respect that define the professional expectations of a relationship between teacher and student. Remember, too, that responses to your tweets are also included in your twitter feed – responses that you have no control over and that you may not want the wider com- www.sfu.ca/mate 778.782.8478 munity reading. It’s the same for Flickr, YouTube and countless other sites. Are you comfortable knowing that anyone can click through the photos you’ve uploaded from your holiday? What about those videos you made with your friends? As with other professions, educators are held Help your students CHOOSE THEIR VOICE administrative leave for two months after a parent found a nude photo the principal had To order your copy today, contact: paper or sent to your grandmother. Even if or e-mail [email protected] S U M M E R / FA L L 2 0 0 9 whether they’re on or off the job. Last spring, for example, a district placed a principal on “CHOOSE YOUR VOICE” A free educational resource to help your students express themselves against all forms of hate and prejudice. 604-622-4240 posted on a website intended solely for his friends and family. In the Internet age, there are very few borders, and it is close to impossible to ensure that a website, photo or comment can ever be restricted to a narrow and defined audience. Ask yourself if you would want your postings to be headlined in a national newsyour employer and the College find no wrongdoing on your part, the media may not be so forgiving. — TC MAGAZINE to a higher standard than the general public– 8 PROFESSIONAL CONDUCT Think twice before hitting “send” We all recognize that online communication is very different from face-to-face communication. Without being able to rely on visual or verbal cues, people sometimes misinterpret our intended meaning in a message. Or we may find ourselves more likely to disclose personal information or make criticisms of others than we would when talking directly to someone. Because our inhibitions drop online, it’s very important to monitor what we’re writing. Educators must always remember that what they post online is visible to the world. Whatever is written online should be of the highest professional quality and should maintain the Standards and reputation of the individual and the profession as a whole. This means that if you’re texting a student or sending an email, think twice about what you write. Keep the conversation focused on educational matters and send your messages during appropriate times of the day. Your personal life – and the student’s personal life – need to stay personal and private. Putting students’ needs first As professionals, we engage in reflective practice. In the context of technology and teaching, this means stepping back and asking some basic questions. First and foremost, do you want to use this tool within a professional context? Many educators see no need to put up Facebook pages to interact with students or to email or text students after hours, and these choices are certainly valid. However, if you do want to use these tools as part of your professional practice, how can you use them appropriately? What are the risks? What are the benefits? What protocols need to be considered? When communicating with students, educators must always remember that students are not and cannot be their friends. Good educators establish rapport with their students; they are genuine and approachable. However, they do not “Boundary violations often occur with the best of intentions,” says Marie Crowther, Registrar of the College. “Many cases that come to the College’s attention result from educators genuinely believing in the importance of sharing extensive personal information with students. They see this as making them more approachable and better teachers. The question to ask is, are you sharing this information because it will help the student or because you have a need to be liked? Monitor your interactions to make sure that the students will see you as a professional and not as a contemporary. It all comes down to finding the balance between being friendly, but not a ‘friend.’” [ ] We want to hear from you! We welcome your thoughts on how edu- cators can use social networking sites and communication technology within an educational context that respects the professional boundaries inherent in the teacher-student relationship. Send an email to [email protected]. S U M M E R / FA L L 2 0 0 9 dating or whose parents are cool. — For example, it is not professional to talk with middle school students, whether in person or online, about who “got wasted” at the latest party, rumours about 9 TC MAGAZINE engage in behaviours or discussions that are the realm of children or teenagers. FEATURE — Grooming: Making sense of the patterns Grooming: Making sense of the patterns TC MAGAZINE — S U M M E R / FA L L 2 0 0 9 When a sexual abuse case becomes public, we often find ourselves asking ‘how could this have happened?’ and ‘why did no one notice what was going on?’. It can be hard to see the signs, and it is often not until much later that bystanders are able to put the pieces of the puzzle together. But knowing how to recognize the warning signs – and when to step forward – is the responsibility of all educators. 10 PROFESSIONAL CONDUCT While there are actually very few cases of inappropriate sexual relationships between educators and students, the fact is, they do happen. And in the majority of cases, the sexual misconduct was not a one-time event but rather the culmination of a long process known as grooming. Grooming is a very deliberate and calculated process, although it can sometimes begin innocently enough if a teacher is conflicted about his or her role. A teacher may develop a relationship with a student with the best of intentions, yet the teacher may become predatory and victimize a child or youth to meet the teacher’s own needs. Once this stage is reached, the goal of the groomer is always very specific: to create a strong emotional connection with a child as a way of gaining that child’s trust prior to initiating a sexual relationship. The grooming process – the steps that the perpetrator takes to build the student’s trust – begins with the engagement phase. This phase is all about making the student feel special. The educator might spend extra time with the student, give him or her gifts, arrange to drive the student home or ask the student to be a special helper in the classroom. In this phase, the abuser uses subtle forms of control to make the student dependent on him or her. It’s worth remembering that predatory groomers use their charisma and strong rapport with students to their advantage as they create an ongoing dependent relationship with the student. Melanie Wood, the directorproducer of the documentary “School of Secrets” about the sexual abuse perpetrated by teacher Tom Ellison in the 1970s, reminds us that most sex offenders, like Ellison, work very carefully to gain the child’s trust. “He was charming. That's really what I want to make sure we understand – that this wasn't some weird monster. Most molesters, most sex offenders, aren't. They're charming people because otherwise they'd never get close [to their victims].” Groomers also identify and target students who are vulnerable. “These students can be vulnerable for many reasons,” says Natasha Dookie, Director of Professional Conduct at the College. “They might be struggling academically, having a hard time with their peers or not getting much attention at home from their parents. Whatever the cause of the vulnerability, the attention of the groomer makes them feel special and cared for – and therefore more likely to fall prey to the evolving inappropriate relationship.” The sexual activity phase follows the engagement phase, with the perpetrator moving from groomer to abuser, initiating various forms of sexual misconduct. This can encompass a range of behaviours – everything from comments about a student’s body or a seemingly innocuous touch to a physical sexual relationship. Secrecy is paramount throughout the process, and the abuser will take numerous steps to protect the secrecy of the sexual relationship. The abuser will manipulate the inherent power imbalance between educator and student to his or her advantage. Gifts are often used to bribe the student into silence, as is the threat of violence or the withholding of affection. Groomers/abusers may also gain the trust of the student’s family and friends as a way of further integrating themselves into the student’s life. This may make it even more difficult for the student to come forward. 11 TC MAGAZINE — S U M M E R / FA L L 2 0 0 9 Students are often very reluctant to disclose sexual abuse – they may think that no one will believe them FEATURE — Grooming: Making sense of the patterns or they may be fearful of having to testify against someone they trusted, particularly when that person is an adult in a position of authority. Oftentimes, it is not until years later that students will step forward. The consequences can be devastating. Victims of sexual abuse experience many losses – of trust, intimacy, confidence and of their right to a normal childhood or adolescence. Those who were victims of sexual abuse are also more likely to suffer from health problems and further abuse as adults. Identifying the warning signs Unfortunately, the College most often gets involved in cases of grooming only after sexual abuse has occurred, often when the Solicitor General notifies the College that a teacher has been charged with a criminal offence. “When you conduct an investigation, you are really able to see the big picture,” says Dookie. “There are always many different signals and red flags present when someone is grooming a child prior to initiating sexual contact. If people knew what to look for, they would be able to see the behaviours and actions for what they really are – and perhaps prevent the abuse from occurring.” One common theme that often emerges in the course of an investigation is the understanding of other students that something is amiss. “When we interview students about the case, we find that although they may not have the language skills to articulate their discomfort, they might say things like ‘he’s such a perv’ or ‘he’s so creepy’ when describing the educator in question. This is something we see consistently in our investigations.” Other signals may be hard to interpret, and taken individually, there may be perfectly legitimate reasons for the actions. It may be appropriate for educators to arrange a time to provide extra help to a student. But a pattern of time alone, which may also be combined with other behaviours – driving a student home or buying them lunch – could be a sign of grooming. The question to ask is simple: whose needs are being met? By the very nature of educators’ fiduciary responsibility to their students, educators must always put students’ needs first by establishing and maintaining appropriate boundaries. In the examples above, it could very well be that the educator’s actions are to the sole benefit of the student. However, if there is a repeated and consistent pattern of questionable behaviour, this may be a sign that the educator has crossed the professional boundary and is using the relationship for his or her own interests. No matter how much a groomer/abuser may argue otherwise, having a sexual relationship with a student is never in the student’s best interest. If you have concerns, speak up If you think you have witnessed predatory or grooming behaviour, it is your responsibility to take action: the Criminal Code of Canada prohibits a sexual relationship between a teacher and student, even if the student con- TC MAGAZINE — S U M M E R / FA L L 2 0 0 9 sents to the relationship. Consent can only be given if there is equality of power, whereas the power is never equal 12 Sign up now for direct deposit and online access to your benefits statements. t Secure 24-hour access to your benefit and claims information t View a summary of your EHC or dental plan t See Health Spending Account balances (Available if you have in the teacher-student relationship. In most cases, you will likely want to speak a Health Spending Account as part of your benefit plan) t Track the status of a current claim t Inquire about your claim history t Download and print: claim forms and ID cards t Enrol for direct deposit and online claims statements directly to the educator in question. However, keep in mind that groomers/abusers are aware of what they are doing and will likely have a seemingly justifiable explanation for their actions. If the situation is such that you suspect a student or minor may be in jeopardy, you must act to protect them. As an educator, you are responsible for the emotional and physical safety of students within the educational environment. If you’re uncomfortable about behaviour you’ve witnessed, it is worth taking immediate action. This could include reporting the matter to the appropriate authorities. As professionals, we have a 0359.005 06/09 CUPE 1816 responsibility under section 27.1 of the Teaching Profession Act to report to the College on any member whom we believe is guilty of professional misconduct that involves “physical harm to a student; sexual K_\j\ * XnXi[$n`ee`e^ dX^Xq`e\j n`cc klie pfli jkl[\ekj `ekf i\X[\ij ¿ abuse or sexual exploitation of a student; significant emotional harm to a student.” 8JO 1BSFO OFST PG B UT $ BO "T IPJDF "XB &EVDB TPDJBUJPO P SE UJ G "&1 PO 1VCMJTI F % "DIJF JTUJOHVJTI ST WFNFO FE BOE N U "XBSE PSF And as members of society, under the Child, Family and Community Service Act, we have a responsibility to report to a child protection worker if we have reason to believe that a child has been or is likely to be physically harmed, sexually abused or sexually exploited. Sexual abuse can be prevented. It is a matter of knowing the signs and taking action if you ¿ Xe[ [\c`m\i ]i\\ ^`]kj ]fi \m\ipfe\ Ç pfli ZcXjj Xe[ pflij\c]# kff notice repeated behaviour that seems to rep- NXkZ_ ]fi [\c`m\ip f] pfli fne resent the grooming or abusing of students. )''0 K\XZ_\ijË GXZbX^\ Æ Xk pfli jZ_ffc k_`j J\gk\dY\i "(&4 50 — "(&4 50 13 TC MAGAZINE "(&4 50 S U M M E R / FA L L 2 0 0 9 @] pfl [feËk ^\k X gXZbX^\ :Xcc ($/''$,,($-0,. You make the fut future ture students.. bright for your stu udents.. We make the the future bright for teachers.. te eachers.. Readers respond Readers respond In the spring issue of TC, we presented a fictionalized case study of a student teacher who was unable to control a grade nine drama class. She didn’t notice when three students left the theatre by the back door (this was the fourth time this had occurred during her practicum) and she was unable to keep the other students on task. This scenario was presented at the BC College of Teachers conference on standards in November 2008, where it elicited discussion about the role of the standards, including whether they apply to those who don’t yet have a teaching certificate, sponsor teachers and members of the faculty of education. We asked for your thoughts on whether the student teacher met the standards of the profession. Survey respondents were clear: the student teacher did not meet the standards. One respondent contrasted the behaviour and actions of the student teacher with what is expected of a good teacher. “A good teacher listens to students, often consulting them as discussions are made on how to meet curricular goals. Such a teacher looks for new ways to achieve goals, not ‘same old, same old.’ A good teacher watches, as well as listens to, his/her students, to determine what assistance students need to meet curricular goals and to keep them safe.” Another respondent questioned the responsibilities of the sponsor teacher in Pat, Teacher, member since 2000 allowing this situation to occur. “Where is the school associate in this scenario? If students have left the classroom four times without the student teacher notic- An effective voice ing, this is a serious problem [and] if the school and faculty associates have not representing education on seen or dealt with these problems, the student teacher needs a new placement. professionals is what you Teachers should not take the responsibility of teaching a student teacher lightly.” We also asked you what advice you would give the student teacher if you had deserve. Give us a call ll in witnessed this at the beginning of her practicum. One suggested that she would FRQÀGHQFH ZH FRXOG G EH D work with the student teacher to undertake a “major review of the basics of the G \RXU SHUIHFW ÀW IRU \RX DQG job, starting with student safety and teacher responsibility.” colleagues. Another proposed a structure of observation, lesson planning, implementation, and discussion and reflection. The respondent concluded by stating: “Good teachers do not grow on trees. They are people who have observed good teaching, had I am a professional. This iss my Union. S U M M E R / FA L L 2 0 0 9 Professsional Professional Employees E mploy p yees y A ssocia Association iation ti TC MAGAZINE — 800.779.7736 | pea.org p 14 an opportunity to practise teaching and who thoughtfully evaluate what they are doing and what works for students.” Discipline case summaries Discipline case summaries CONSENT RESOLUTION AGREEMENTS > Member CR-B12-08 (Certificate issued 1991.06.03) admitted to professional misconduct. In 2007, the member accompanied a small group of students to a music festival. While at the festival, he smoked marijuana with two 17-year-old students. An RCMP officer approached the member and asked if he had any marijuana in his possession, to which he responded no. This response was untruthful as the member had two additional marijuana cigarettes on his person. He was arrested by the RCMP and charged with trafficking marijuana under the Controlled Drugs and Substances Act. In December 2007, the criminal charges were stayed by Crown Counsel. On December 16, 2008, the Preliminary Investigation Sub-Committee (PISC) approved the Consensual Resolution Agreement in which the member voluntarily surrendered his College certificate of qualification and stated he would not reapply for a College certificate for at least five years. PISC agreed to withhold the member’s name from publication as it is satisfied that the public interest will be protected. Member CR-C12-08 (Certificate issued 1991.06.03) admitted to professional misconduct. From 1992 to 2006, the member was advised by his secondary school principal that his conduct was inappropriate and his discipline of students was in contravention of the School Act. On one occasion, the member struck a male student with an open palm to his head to get the student’s attention. After this incident, the member was specifically instructed by the principal that it was his responsibility to “refrain from physical contact with students.” In addition, the member verbally abused students and communicated inappropriately with a parent. On December 16, 2008, PISC approved the Consensual Resolution Agreement in which the member agreed to relinquish his College certificate of qualification. PISC agreed to withhold the member’s name from publication as it is satisfied that the public interest will be protected. Member CR-A01-09 admitted to professional misconduct. In March and April of 2007, the member supervised a student teacher completing her practicum in his classroom. During this time he entered into discussions with the student teacher that were inappropriate and deeply personal in nature, such as the marital problems and sexual issues he was having with his wife. In addition, when the member was alone with the student teacher, he gave her a gift and then leaned into her to kiss her on the lips. Further, he sent the student teacher an email that stated how their relationship had changed from a working one, and in another email he informed the student teacher that he gave Human Resources a glowing report about her. On January 27, 2009, PISC approved the Consensual Resolution Agreement and the member’s undertaking to provide PISC with confirmation that he had completed a course in sexual harassment. DISCIPLINE HEARING SUB-COMMITTEE > Gregory McKeand Gies admitted to and was found guilty of conduct unbecoming a member of the College. Between 2002 and 2006, when the incidents took place, Mr. Gies was employed as a secondary and elementary school teacher. In 2006, Mr. Gies was charged criminally with possession of child pornography, contrary to section 163.1(4) of the Criminal Code of Canada. At the conclusion of the criminal trial (which began in October 2007), the member was acquitted. In 2008, Mr. Gies admitted to the College by way of a Statement of Agreed Facts to possession of child pornography and to having engaged in conduct unbecoming a member of the College. Mr. Gies has expressly acknowledged that his actions breached the College’s Standards of Competency and Conduct. The Committee found that while employed as a teacher, Mr. Gies repeatedly downloaded child pornography S U M M E R / FA L L 2 0 0 9 to his personal computer. He collected, sorted and categorized hundreds of thousands of still images and video files of children under the age of 18 years engaged in, or depicted to be engaged in, sexual activity. On November 10, 2008, the Discipline Hearing Sub-Committee found him guilty of 15 TC MAGAZINE — conduct unbecoming a member of the College and on February 5, 2009, the Committee unanimously agreed to cancel his certificate of qualification. Case summaries of informal PISC resolutions Metro Vancouver 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. 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 made up 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 the member’s insight Teachers' Tutoring Service 203 - 1929 West Broadway, Vancouver, BC, V6J 1Z3 tel. 604 730.3410 fax 604 730.3416 [email protected] www.tutor.bc.ca and awareness regarding his or her professional role in the education system. The following examples were cases considered by PISC and concluded through the informal resolution process: Case I The College received a report from a school district, in accordance with section 16 of the School Act, advising that it had issued a letter of reprimand to a teacher who made inappropriate and degrading comments to students in his grade eight class. The member used derogatory humour to try and keep his students’ attention. PISC considered the matter and determined to proceed informally. The member was asked to respond in writing to the following questions: ■ Upon reflection, do you have a better understanding of how your comments were demeaning and not conducive to a respectful learning environment? Please explain. ■ What reassurances can you provide the College that you will demonstrate a more respectful manner towards your students? The member indicated that after the concern was brought to his attention, he spoke with students to find out the impact of his comments. He advised that when he understood that his students felt demeaned by his comments, he realized he needed to be more aware of the content and tone of his verbal communication. Additionally, the member indicated he was extremely remorseful that his comments had negatively impacted his students and that he had apologized to his students. The member undertook a number of different processes to reflect on his conduct and develop strategies to ensure he never again interacted with his students in a disrespectful way. On his own initiative, the member changed his teaching practice, S U M M E R / FA L L 2 0 0 9 sought out support from colleagues, reduced stressors in his professional life and attended a relevant professional development course. PISC reviewed the member’s response and determined to take no further action TC MAGAZINE — in the matter. 16 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 it had issued a one-month suspension to a teacher for permitting a party to occur in her home involving 50 students, where alcohol was consumed by the students in her presence. PISC considered the matter and determined to proceed informally. The member was asked to respond in writing to the following questions: ■ How might you conduct yourself differently in similar circumstances in the future? ■ Do you now have a better understanding of the role you must play as a professional in your community? Please explain. The member confirmed that she understood that her conduct was not in keeping with the professionalism required of the teaching profession and that she understood the negative impact that her conduct had on her professional image. In response to the specific questions, the member indicated that in the future she would not allow students to consume alcohol in her presence or in her home, and that she would not make choices that could cause her professionalism to come into disrepute. The member stated that she realized that her actions impacted her students and her community and that she recognized that as a teacher she holds a position of trust. The member also stated that she wanted to be a role model in her community as a teacher and that she would uphold the standards of the profession. On her own initiative, the member also took a professional development workshop on boundary violations. PISC reviewed the member’s response and determined to take no further action in the matter. Growing up isn’t always easy. You can make a difference. Aboriginal Child and Youth Care Behavioural Interventionist Child and Youth Care Counsellor Classroom and Community Support Disability and Applied Behavioural Analysis Early Childhood Education Youth Justice Apply now for 2010 17 TC MAGAZINE — 09-134 S U M M E R / FA L L 2 0 0 9 www.douglascollege.ca Ask the College The Federation of Independent School Associations salutes the contributions of professional educators to the development of a literate society. civil society. Ask the College Here are the answers to all your most recent questions – from environmental issues to the impact of Agreement on Internal Trade. TC is currently being printed and mailed to most members in hard copy. How environmentally friendly is this? The company that prints TC magazine is dedicated to environmentally friendly practices and is certified by the Forest Stewardship Council, an organization that Tel 604-684-6023 Tel 604-684-7846 Fax 604-684-3163 [email protected] www.fisabc.ca Freedom Involves Secure Alternatives ensures the responsible use of forest resources around the world. Our printing company recycles all paper waste, inks and chemicals, as well as packaging and shipping materials, and it is constantly striving to reduce its environmental footprint. Although the paper that is used for the magazine looks glossy, it is actually a thin low-grade matte paper of only slightly higher quality than newsprint. Even the cover of the magazine uses this low-grade paper, which enables us to keep the weight of the magazine down and keep mailing costs low. Can members receive TC magazine electronically? Yes! This has been an option since 2004, and over 8,000 members now receive the magazine electronically. The electronic delivery offer is printed on the magazine’s masthead and on our website at www.bcct.ca/TC/TCMagazine.aspx. We invite all members to sign up for email communication. Go to www.bcct.ca and Delivering certificate, diploma and graduate programs, online and off-campus, let us bring the Faculty of Education... to you! 2009/10 Programs include: click on “member login” at the top of the home page. Once you enter the information in the Member Login page, follow the instructions to view your secure personal record. Enter your email address in the appropriate area and then click on the box next to “Email TC”. When the next issue of the magazine is available, you will not receive a hard copy in the mail. Instead, you’ll receive an email notifying you that the magazine is available online. Will the Agreement on Internal Trade (AIT) allow me to move to another province and continue to teach with my BC College of Teachers certificate? No. If you want to move to a new province to teach, you will need to apply for a certificate in the new province and you must meet that province’s requirements for fitness, currency and conduct. What’s different from before is that under the AIT, the new province cannot require you to complete additional coursework S U M M E R / FA L L 2 0 0 9 before granting you a certificate. Do you have a question about the College? TC MAGAZINE — Please email us at: [email protected] 18 Ontario College of Teachers Appoints New Registrar Ontario and BC are the only provinces in Canada that have been granted the privilege and responsibility of self-regulation to educators. Our counterpart organization in Ontario, the Ontario College of Teachers, has recently appointed a new registrar and CEO. Effective June 1, 2009, Michael Salvatori, formerly the College’s Director of Membership Services, replaced Brian McGowan, who retired. Salvatori earned his PhD in Curriculum, Teaching and Learning from the Ontario Institute for Studies in Education of the University of Toronto and is currently teaching at Glendon College of York University, jointly appointed to the Faculty of Education and the Department of French Studies. Salvatori has also served as a principal, viceprincipal and teacher at both the elementary and secondary levels with the London District Catholic School Board. Fluent in English, French, German and Italian, he has taught German and core and immersion French. He has also written and coauthored numerous French textbooks and teacher resources and has taught in France and Italy. Salvatori says he wants to remain grounded in work that enhances teacher professionalism and that ultimately benefits the welfare of students. “When I ask, ‘What’s the public interest in education? What are we protecting?,’ it’s that students have quality learning experiences and that they sistency in teacher preparedness, promoting the standards of the profession and adjudicating disS U M M E R / FA L L 2 0 0 9 [email protected] first-rate teaching professionals, ensuring con- cipline matters.” “It’s a privilege to serve as registrar and to work with our Council, staff and education partners across Canada – including the BC College of — 1-800-313-4461 develop skills, abilities and readiness for tomorrow,” says Salvatori. “We do this by licensing Teachers – in protecting the public interest.” 19 TC MAGAZINE cineplex.com/corporatesales Standards in practice Standards in Practice Read the following fictionalized case study and let us know if you think the educator has adhered to the College’s standards. “My colleague is the coach of our school’s junior and senior basketball teams. I know that Jay played varsity basketball in university and he came close to making Canada’s Olympic team. Our students are lucky to have someone of his calibre as their coach. Jay and I have often talked about the role of sport in teaching students about setting goals, working as a team, being disciplined and not being afraid to win. This last point is where things get complicated for me. Jay is obsessed with winning – our teams have made it to the provincial finals for the past four years and he’ll do everything he can to make sure we’re there again. My classroom is across from the gym, and during practices I hear him constantly yelling and berating the students. “What the hell are you doing? No wonder we lost last week!” and “my five-year-old son could provide better defense than that!” are two typical examples. I’ve also heard him call students losers and make them do push-ups if they fail to make a set number of shots in a row. I actually spoke to him about it a week ago, and he told me that the way he coaches is just part of the game and that the students don’t take his comments personally. He said that he’s tired of a school culture that shies away from supporting excellence and competition. Unlike everyone else, he said, he has no fear about pushing students to be their best. Should I be concerned, or am I just overreacting?” The College reviews many cases where there may or may not be inappropriate conduct by a member or applicant. Each case is determined on its individual merits by an established process to determine whether, under all of the relevant circumstances, a person is suitable to be granted or continue to have the privilege to practise teaching. Given the information presented in the case study: > Does the coach’s colleague have grounds for concern? If yes, why? If no, why not? > If you were coaching a team, how would you strike an appropriate balance between pushing students to be their best and ensuring that students don’t feel that they’re being unfairly criticized? > Do the actions and words of the coach uphold the standard to “value and care for all students and act in their best interests” given the competitive athletic environment within which he is teaching? Please explain your rationale. Please let us know your thoughts by visiting our website at www.bcct.ca and clicking on the image of the magazine. On the TC magazine page, click on “Survey” in the menu. The following URL will also connect you directly to the survey: www.bcct.ca/Surveys/StandardsInPractice.aspx. Thank you for sharing your opinion with us! tm Standards for the Education, Competence and Professional Conduct of Educators in British Columbia S U M M E R / FA L L 2 0 0 9 Standard 1 “Educators value and care for all students and act in their best interests.” to standard Educators treat students with respect and dignity.) — TC MAGAZINE (They are responsible for the emotional and physical safety of students. 20 $PJHQ $ZDUG IRU 6FLHQFH 7HDFKLQJ ([FHOOHQFH $$67( $ERXW $PJHQ $SSOLFDWLRQV IRU $ZDUGV 7KH $PJHQ $ZDUG IRU 7HDFKLQJ ([FHOOHQFH $$67( UHFRJQL]HV DQG KRQRXUV H[WUDRUGLQDU\ VFLHQFH WHDFKHUV DW WKH . 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"! # ! ! !! ! $ % &! !%$ '& &($ )*+$),-$+*+. ""$ BC educators embrace the idea of a professional designation Last issue, we informed readers that the Council was evaluating the benefits of introducing a professional designation for educators, given that teaching is one of the few professions without one. Many College members took the time to answer our online survey and share their views. Educators were very clear about their enthusiastic support for a professional designation. In response to the question “Would you support a professional designation for teachers?”, every single respondent answered yes. Educators are eager to have a professional designation – comparable to P.Eng, RN or CGA – as a way of signalling to the public that they hold the academic qualifications and exemplify the standards of practice required by a professional body. The China Teaching Experience One of the most rewarding experiences you will ever encounter. We invite current and retired teachers to teach English in China. Qualifications: A University Degree and/ or Teachers Certificate/TESL Certificate. Benefits include: High Chinese salary • Paid holidays • Good paid accommodation • Travel opportunities • Support from onsite directors and office staff • Assistance in making travel arrangements within China. Applications accepted year-round. For more information contact Susan Liu at: 778.388.8513 or [email protected]. In the survey, we presented a list of the main arguments in support of a professional designation: ■ It signals that the profession has particular knowledge and skills ■ It reinforces that teachers are equal to other professionals ■ It shows that teachers take pride in being qualified professionals ■ It helps improve public recognition of the profession ■ It helps parents differentiate between teachers and other education distinct from other professions providers like early childhood educators and teaching assistants Three-quarters of survey respondents stated that the strongest argument in support of a professional designation is that it signals that members of the profession have particular knowledge and skills distinct from other professionals. Some respondents offered additional reasons to support a professional designation beyond those in our survey. One wrote that a designation would “re-establish the authority of the schools and education system that is needed for them to function effectively.” Another valued the idea of a designation as it would “inform the public as to whether or not the teacher is certified.” We wanted to explore any potential negative impacts of introducing a pro- S U M M E R / FA L L 2 0 0 9 fessional designation for educators. To this end, our survey included a list of World Exchanges Inc. e-mail [email protected] TC MAGAZINE — www.wecl.com.cn 22 Burnaby Village Museum School Programs experience history! When preparing food for sale to students... Tips and r Recipes fo Quantity : Cooking ng Nourishi d an ds Min Bodies the main arguments against a professional Pancake Cookies s Muffin SquBaReakecipreBeesHestteanalrsthdBiTiieterpss: BrefoBaarkedd sGoods Cakes designation: ■ It would not prove an advantage to individual teachers ■ It would make no difference to the Recipes meet the Guidelines for Food and Beverage Sales in BC Schools. profession or its members ■ It might not appeal to some College Download at www.healthyeatingatschool.ca Questions? Call Dietitian Services at 8-1-1 members who are not classroom teachers ■ It would encourage greater scrutiny ■ It might create friction between of the profession teachers and other education workers We also included the option “I don’t see An initiative of these BC Healthy Living Alliance members Thanks to our partners: 6501 Deer Lake Avenue Phone: 604-293-6529 | burnabyvillagemuseum.ca any significant argument against.” Three- fessional designation, just over ten percent thought that a designation would not prove to be an advantage to individual teachers or in your school • Grades K to 7 • Science, History and Art CALL FOR MORE DETAILS! and just over eight percent thought it might create friction between teachers and other education workers. One respondent specifically addressed the argument that a designation might not appeal to College members who do not work in the classroom, stating that “this is not the case. I’m not presently a ‘classroom teacher’ but a professional designation would still hold tribute to the discussion, please send your LANGLEY CENTENNIAL MUSEUM & National thoughts to [email protected]. Exhibition Centre great appeal for me.” We thank all those who took the time to respond to our survey. If you’d like to con- S U M M E R / FA L L 2 0 0 9 who selected an argument against a pro- workshops • Delivered at our Museum 9135 King Street, Fort Langley, BC 604.888.3922 — against a professional designation. Of those • Fun, curriculum-based Langley Centennial Museum stating that they saw no significant arguments www.langleymuseum.org 23 TC MAGAZINE quarters of respondents chose this answer, Add on a thrilling OMNIMAX® film or a hands-on workshop for a small additional charge. tm in brief Ryley — Grade 6 Isabella Dicken Elementary School, Fernie S U M M E R / FA L L 2 0 0 9 That’s why, when you book a zany, inspiring Science World field trip for your K –7 class, it’s free. That’s right, free. It’s all thanks to the BC Program for the Awareness and Learning of Science (BC PALS) through the Ministry of Education. Book your field trip today: 604. 443.7500 or [email protected]. Visit us on the web at www.scienceworld.ca. The BC College of Teachers is proud to celebrate the artistic talents of BC’s elementary and secondary students. Quarterly, we showcase the work of students in our lobby and on our website. The students’ work may often be inspired by work of other artists or may be original. Most recently, students in kindergarten to grade 6 from Isabella Dicken Elementary School (Fernie) 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 to participating schools. — TC MAGAZINE SCHOOL SHOWCASE PROJECT 24 Laura — Kindergarten Isabella Dicken Elementary School, Fernie Our on-site school programs, stewardship initiatives and traveling presentations will engage, amaze and inspire your students. Check out our brand new 4D Experience Theatre! S U M M E R / FA L L 2 0 0 9 — 25 TC MAGAZINE Justina — Grade 6 Isabella Dicken Elementary School, Fernie P 604.659.3552 E [email protected] W www.vanaqua.org BARKERVILLE HISTORIC TOWN B School Programs arkerville’s engaging and informative School Programs provide students with an opportunity to learn about the lives of BC’s pioneers in the 1860s. On offer are Early Justice, Schoolhouse and Wendle House Programs; Mining and Blacksmith Demonstrations; Barkerville and Chinatown Tours. Theatre Royal, Stagecoach Rides and Gold Panning specials are also available. Registration for these spring programs begins in October. To register and for information, contact Judy Mooring at 1-888-994-3332 ext. 29 or email [email protected]. You can also visit us at www.barkerville.ca. For area information visit www.wellsbc.com or phone 1-877-451-9355. JOIN OVER 3 MILLION STUDENTS FOR THE TERRY FOX NATIONAL SCHOOL RUN DAY This year marks the fifth anniversary of the Terry Fox National School Run Day, one of the largest one-day events in Canada, bringing together over 9800 schools and 3.1 million students to take a stand on the same day in the fight against cancer. To date, the Terry Fox Foundation has raised over $400 million for cancer research. As one of the most fiscally responsible charities in Canada, the Foundation prides itself on contributing over 87 cents out of every dollar raised directly to cancer research. To register your school, please go to www.terryfoxrun.org. ELECTION RESULTS FOR BC COLLEGE OF TEACHERS’ COUNCILLORS The results are in for the Council election, called this spring in Zones 2, 7, 9 and 12. Amusement Park Science & Physics Sandra Davie and Richard Walker were elected in Zone 2 (North Central) and Zone 12 (Vancouver Island) respectively, and Laurence Greeff and Val Windsor were acclaimed in An exciting way for students to learn Zone 7 (Lower Fraser Valley) and Zone 9 (Lower Mainland South) respectively. All will serve on the Council for a three-year term. INAUGURAL MATE CLASS PREPARES TO GRADUATE Members of the first class of the Master of Arts for Teachers of English (MATE) program S U M M E R / FA L L 2 0 0 9 Curriculu m available e ffo or gra ades 4--112 Enrichment E nrichment E Experience: xperience: F Fall all Day! Day! Bring B ring y your our class class tto oe experience xperience the the sscience cience of of amusement amusement park park fun! fun! 2 easy easy ways ways to to rregister: egister: phone: 604-252-3663 p hone: 6 04-252-3663 | email: email: [email protected] [email protected] — TC MAGAZINE 009 2009 29, 2 Sept. 29, Sept. www.pne.ca/education w ww.pne.ca/education 26 ssponsored ponsored b by: y: Step Into the Wild Not your ordinary field trip… Discover how to make a memorable day for you and your students this year! graduated from Simon Fraser University in June. Wrapping up the two-year program, class members took part in a MATE Symposium in April at SFU Surrey. Various panel sessions were delivered at the symposium, in which each student gave brief presentations on their ?]l afkhaj]\ gf L]Y[`]jk Hjg^]kkagfYd <]n]dghe]fl <Yq October 23, 2009 graduating essays, followed by a question and answer period from the audience. This innovative and accessible graduate degree program is designed to provide English teachers in the elementary, secondary and college system with an opportunity to pursue advanced studies in 5048 – 264th Street Aldergrove, BC O]d[ge] Ydd l]Y[`]jk lg Yll]f\ l`ak egkl nYdmYZd] \Yq Yl FG ;@9J?= Yk o] dYmf[` gmj f]o gfdaf] j]kgmj[] ^gj ]\m[Ylgjk& =fbgq Yf afl]jhj]lan] lgmj gf l`] eafaYlmj] ljYaf$ dagf ]\m[YlagfYd lYdc'^]]\af_ Yf\ kg em[` egj] seminars and six graduate courses covering a Lg j]k]jn] qgmj khY[] nakal =\m[Ylagf Yl ooo&_nrgg&[ge$ h`gf] .(,&0-.&.0*- ]pl *. gj ]eYad ZdY^j]kfYq]8_nrgg&[ge& broad spectrum of traditional and modern 9\nYf[] j]_akljYlagf ak j]imaj]\ <]Y\daf]2 G[lgZ]j *$ *((1 English literature. During the two-year program, students take professional development areas of English studies. A graduating essay completes degree requirements. For more Approximately 45 Minutes from Vancouver Exit #73 off Trans Canada HWY #1 information, visit: http://students.surrey.sfu.ca/arts/mate. NEW STUDENT CITIZENSHIP AWARD Each year, the BC School Trustees Association (BCSTA) recognizes four graduating students from BC for exemplary service to school and community with a Student Citizenship Award. For 2010, BCSTA is establishing a special fifth award to honour the late Jean Ciriani, a BCSTA Communications Director and enthusiastic advocate for public education. For more information about this special award or the awards in general, visit the BCSTA website at 27 TC MAGAZINE — S U M M E R / FA L L 2 0 0 9 www.bcsta.org. tm in focus For Mondin, coaching and teaching are similar in that they both offer continual opportunities for learning and personal growth. “Do you coach or teach the same way for 20 years in a row? Or do you coach or teach 20 different years? To be successful in either, you need to keep up to date and stay on top of how things are changing, to try out new approaches.” Mondin also unites his love of coaching and teaching in his more than 20-year involvement with the National Coach Certification Program, where he con- Coaching for gold Mike Mondin coached hockey for nearly three decades. After a long and illustrious career coaching the Trail Smoke Eaters of the BC Junior Hockey League, he was involved with BC Hockey’s Under-17 High Performance Program, coaching Team BC at two Canada Winter Games. Yet his retirement from coaching didn’t last long. A few years ago he received a really stood out. These guys were developing people, back to the community – their sons were not on the teams they were coaching, they were simply doing it for the love of the sport. I’m just trying to emulate their example.” Shawn Frydberg and head coach Jeff Snyder. The team has had a very strong He is also quick to credit the support of his wife year, winning gold at the World Sledge Hockey Challenge in Charlottetown, at the Cheryl and three children, as well as his fellow edu- Four Nations Tournament in Japan and at the Hockey Canada Cup. At the IPC cators, for enabling him to pursue coaching at such Sledge Hockey World Championship in the Czech Republic in May, the team a high level. “I have a great substitute teacher who fills allowed only one regulation-time goal in five games, but lost in overtime in the in for me when I’m on the road. And my colleagues semifinals to the US, taking third place overall. have been extremely supportive, including my princi- When he’s not coaching the national team at training camps or travelling to tournaments around the world, Mondin can be found in the shop department at JL Crowe Secondary School in Trail. A carpenter by trade, he has taught carpentry and woodworking since 1981, including the carpentry apprenticeship program. S U M M E R / FA L L 2 0 0 9 Edmonton Oilers). “Addy was my midget hockey coach for two seasons. He and some of my other coaches medal winners at the Torino 2006 Paralympic Games. Last summer, he signed on as assistant coach, joining fellow assistant coach — Andy Bilesky and hockey coach Addy Tambellini (father to Steve, the current General Manager of the not just athletes. For them, it was all about giving around the athletes was inspirational – their intensity and focus was amazing.” TC MAGAZINE He was inspired to take up coaching by his own mentors over the years, including Little League coach call asking if he’d like to help coach Canada’s national sledge hockey team – gold Mondin accompanied the team to a few tournaments and found that “just being 28 ducts courses to certify and train coaches. pal, Dave DeRosa, and the school board, which has granted me leave when I need to travel.” With the countdown on for the 2010 Winter Paralympic Games next March in Vancouver, Mondin and the “I was involved in coaching long before I got into teaching,” he says. “And coaching other coaches will be selecting the 15 members of is what ultimately led me to teaching. When you’re a coach, you’re a teacher, an the Paralympic team this summer. And if all goes organizer and a leader. It’s fair to say that coaching has been the best professional according to plan, he’s looking forward to hearing the development for me as a teacher.” Canadian anthem at the end of the final game. Solution Tree Solution in-demand events innovative publishing inspired professional development Leadership Summit: Change Wars This unique Summit features a stellar lineup of educational leaders. See powerful keynotes, then participate in interactive follow-up sessions that will deepen your understanding of change leadership. November 15–18, 2009 Vancouver, BC Featuring Michael Fullan Judy Halbert Andy Hargreaves Tom Hierck Wayne Hulley Linda Kaser Speakers are subject to change. Visit solution-tree.com for the latest updates. Powerful keynotes. Practical strategies. Upcoming Events Assessment Institute August 25–27, 2009 Saint John, NB Learn to clearly articulate learning goals, develop effective assessments, and utilize data as a meaningful measurement tool. The dynamic keynotes and engaging breakout sessions demonstrate the power of assessment to drive instruction and increase learning. Featuring Damian Cooper Anne Davies Ken O’Connor Douglas Reeves Rick Stiggins Register today! Professional Learning Communities at WorkTM Summit New Insights for Improving Schools October 14–17, 2009 Toronto, ON Some of North America’s leading education thinkers present their latest research and findings on what must be done to bring about the structural and cultural changes that support high levels of learning both for students and the educators who serve them. Featuring Richard DuFour Rebecca DuFour Avis Glaze Gayle Gregory Andy Hargreaves Wayne Hulley Anthony Muhammad Douglas Reeves Rick Stiggins solution-tree.com 800.733.6786 Douglas Reeves Publications Agreement No. 40050835 ISSN 1915-5182 PRINTED IN CANADA Are you ready to make a future in British Columbia’s public schools? Check out makeafuture.ca and discover why BC’s public school boards and their communities are great places to work, learn, and play. Access a wealth of information including profiles of regions and school districts, and job opportunities available province-wide. Make a Future – Careers in BC Education is a joint venture among BC’s 60 Boards of Education, the BC Ministry of Education and the BC Public School Employers’ Association. Jobs are being added every day. FIND A JOB makeafuture.ca ychologists Counsellors Speech Language Patholog gists Our futures Literacy Mentors Curriculum Consu ants are not determined Teachers Special Education ators by what we do Secondary Teachers Elementary ction but how and why Kindergarten Teachers Middle hers we do it. Principals French Immersion Teachers District Administrators Montessori Teachers Vice P