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
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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
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these programs, a programming calendar and program descriptions, is also available.
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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
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your profile in the Certificate Holders Area at www.bcct.ca.
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EDITORS Lynn Sully • Ward Stendahl – Inscript Inc.
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TEACHING ETHICS
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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
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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-
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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
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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
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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
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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
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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
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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
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work with the student teacher to undertake a “major review of the basics of the
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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
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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
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[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
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Classroom and Community Support
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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
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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.
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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
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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
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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
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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
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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
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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
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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,
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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
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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
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seminars and six graduate courses covering a
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broad spectrum of traditional and modern
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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
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