Grooming – not what you think it is

winter 2011
tm
THE OFFICIAL MAGAZINE
OF THE BC COLLEGE OF TEACHERS
Integrating
technology
into the
classroom
Grooming –
not what you
think it is
A case study on competence
Facing Facebook
Teacher-librarian Judith Comfort
3
winter 2011
tm
contents
THE OFFICIAL MAGAZINE
OF THE BC COLLEGE OF TEACHERS
tm
features
grooming
– not what you think it is
Early detection and reporting
of child sexual offenders
6
technology in the classroom
Supporting educators to integrate technology
in their professional practice
12
facing facebook
What issues do you need to know about
when using Facebook?
14
a case study on competence
Looking at the implications of a medical
condition on competence
in every issue
Letter from the Chair
3
Letter from the Registrar
5
Discipline case summaries
20
In brief
25
18
in focus: a teacher-librarian in the digital age
Judith Comfort dissolves the library walls and creates opportunities for students and teachers
28
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.
tm
THE OFFICIAL MAGAZINE
Keep in touch
OF THE BC COLLEGE OF TEACHERS
TC and other communications of the College are the means by
which the College informs its certificate holders about professional
regulation in BC. Certificate holders are responsible for reading these
communications to ensure they are aware of current standards and
other professional matters.
You may wish to receive TC by email. To subscribe, simply edit your
profile in the Members Area at www.bcct.ca.
Readers’ questions and comments about TC are welcome and may
be submitted to [email protected].
tm
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.
Requests for permission to reprint an article may be directed
to: [email protected].
as per agreement Publication No. 40050835
ISSN 1915-5182
BC College of Teachers
Copyright ©2011 All rights reserved
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
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
produced by Ronda Barzilay & Associates under the direction of the BC College of Teachers
editors Lynn Sully • Ward Stendahl – Inscript Inc.
creative director Valery Mercer – Mind’s Eye Studio
photography Hamid Attie
printer Teldon Print Media
TC is printed on paper that is Forest Stewardship Council® (FSC®) certified.
FSC is an international, membership-based, non-profit organization that
supports environmentally appropriate, socially beneficial, and economically
viable management of the world’s forests.
COO2552
By printing on FSC certified paper, this issue of TC saved 10 trees, 2,842 pounds
of solid waste, 1,008 gallons of water, 1,665 pounds of greenhouse gases,
3 cubic yards of landfill space and 1,314 Kilowatt hours of electricity, which
represents 1.7 months of electric power required by the average home.
@BCCTUpdate
www.bcct.ca
Letter from the Chair
A letter from the Chair
By the time you receive this issue of TC magazine, the government may have passed
legislation that will change the form and function of the BC College of Teachers. This
may be my last message to you as Chair of the College Council. I would like to take this
opportunity to say what a pleasure it has been to serve on the Council and enhance the
teaching profession for the benefit of BC’s children.
— winter 2011
– chair
3
tc magazine
val windsor
Spring 2012 Canada
Events
Improved Student
ACHIEVEMENT
Knows No Bounds
3 Powerful Events in 3 Diverse Locations
Simplifying RTI Institute
April 12–14
Winnipeg, MB
The presenters will help you create an efficient process to
identify students who need help, place them in the proper
intervention, monitor their progress, revise their program
if needed, and return them to their regular program once
the interventions have worked.
PLC at Work Summit
TM
April 23–25
Vancouver, BC
Richard DuFour, Rebecca DuFour, and a lineup of hand-selected
experts deliver keynote presentations and breakout sessions
designed to develop your capacity for building a professional
learning community.
Events Feature
Austin Buffum
Charlie Coleman
Damian Cooper
Rebecca DuFour
Richard DuFour
Michael Fullan
Tom Hierck
Wayne Hulley
Janet Malone
Mike Mattos
Anthony Muhammad
Ainsley Rose
Chris Weber
Dylan Wiliam
Speakers vary by event
and are subject to change.
Assessment Institute
March 26–28
Ottawa, ON
This institute brings together leading assessment experts and
practitioners to share the research and practical applications
that are proven to dramatically increase student learning.
Discover how to positively change the culture of your school
by empowering staff to use best practices.
Books included
with your registration
Visit solution-tree.com for details
solution-tree.com
800.733.6786
Letter from the Registrar
A letter from the Registrar
I am writing this message, which could be my last as Registrar, on the day that Bill 12, the
Teachers Act, was introduced in the provincial legislature. The bill, revealed one year after factfinder Don Avison presented his report, “A College Divided” to then-Minister of Education
Margaret MacDiarmid, ends the 24-year life of the BC College of Teachers.
The legislation that ends this organization and moves the regulatory function back to the
Ministry of Education (where it resided before 1988) is called the Teachers Act. The Teachers
Act replaces the Teaching Profession Act. Much is communicated in the loss of the one word in
the Act’s title. My concerns about the Act were stated often in recent weeks, but I believe that
the government has accurately named its legislation. Teaching is now a regulated occupation with
the Minister of Education, the provincial cabinet, and a government-appointed commissioner,
likely a person from a legal rather than an educational background, assuming the major roles
in the new regulatory world for teachers.
I suspect that there will be various explanations of why this has happened. Some may agree
with the BCTF assertion that the concerns about the College arose from a manufactured crisis,
while others may find the cause in the BCTF influence on the College that Mr. Avison found both
pervasive and enduring. History may prove that the government’s decision to return the regulatory
function to government restored public confidence, or it may group Bill 12 as a failed fourth
iteration of a regulatory framework for the province’s teachers.
In one matter I predict agreement. The loss of a self-regulating College is the loss of a great
opportunity for teachers to truly join the ranks of the recognized professions. For the brief time
that the College existed, it was unable to fulfill the promise of a truly independent regulatory body
guided by teachers but working in the public interest. It failed to set standards sufficiently
high to maintain public confidence. Our ability to set our own standards for admission to the
profession and the requirements that are needed to retain that certificate will now be set by
government, not by the profession.
This collective failure should be the cause of reflection. My sincerest wish is that our profession learn from this setback and mature sufficiently to persuade some future provincial
government to entrust us once again with the responsibility to regulate ourselves with the
public good foremost in our thoughts.
— winter 2011
– registrar
5
tc magazine
kit krieger
feature: Grooming – not what you think it is
tc magazine
— winter 2011
Grooming – not what you think it is
6
feature: Grooming – not what you think it is
As a teacher, it is important to understand the process in which child abusers develop relationships with their
victims so that you can better identify abuse if you see it. Knowledge is power and it is important to know that
you are subject to laws requiring you to report potential abuse situations to the police, the Ministry of Children and
Family Development, and, if you suspect a colleague, the College.
Although some people believe that only “major” issues need to be reported to the College, the reality is
that incidents that may appear to be minor are often precursors to more egregious types of misconduct. It is
important that the College be informed of these events so that it can stop potential abuse before it happens.
Matilda
When I was a teenager, I remember my grandmother telling me about her friend Matilda, who was living alone and
becoming quite frail and confused. She had no close family in town. Her neighbour, a long-time tenant in her building
who was only slightly her junior, was a constant companion – someone who took it upon herself to cook meals for
Matilda and take her to doctor’s appointments and help her with her banking. Anyone looking at the situation would
have been convinced that Matilda was lucky to have such a good friend.
It was not until she was unable to live alone and had to be admitted to a home and come under the guardianship of
a trustee that it was discovered that Matilda’s good friend and helper had managed to have Matilda sign over power
of attorney to her and had depleted all of Matilda’s rather considerable assets. Matilda, happily, never knew what
had happened to her, but many other elderly people are abused in this way and suffer greatly, both financially and
emotionally, and sometimes physically.
The scenario detailed in Matilda’s story plays out nearly the same way with child abusers, although their
goal is not monetary but sexual, and their victims are not elderly but vulnerable children. Pedophiles fantasize
about having sex with children, and if they move those fantasies out of the realm of fantasy and into action,
they become abusers and molesters. Like Matilda’s friend, they are not distinguishable by their appearance or an
obvious air of evil. Most are engaging people. They use their charm to build trust with the intended victim and
7
tc magazine
— winter 2011
very often with the victim’s parents or family.
feature: Grooming – not what you think it is
The process of manipulatively building
trust with a child is called grooming.
Grooming is used to break down a child’s defences and bring him or her to a point
where the child will, even if scared, do what the abuser wants – engage in a sex act
– without telling others. Consider Mr. Ecks. Sadly, the College has many similar
cases. Even one case like this is too many.
Mr. Ecks
Mr. Ecks was reported to his school by several parents who saw him with a 16-year-old
female student on a number of occasions – at a movie, at a hockey game in which Mr. Ecks
participated, and at a shopping mall. Mr. Ecks denied any inappropriate relationship
and stated that he had simply run into the girl twice and invited her to watch the hockey
game because he knew she loved the sport. The girl refused to answer questions from
the administration.
What would you suggest is an appropriate response to these reports? What should
the principal/school district do? Should the College be informed at this stage?
On further investigation, the school district found evidence of a relationship with the
same girl – photos of Mr. Ecks and the girl holding hands, emails between the two that
were inappropriate and sexual in nature, and records of lengthy phone calls placed late
at night. Mr. Ecks was fired from his job in the school district.
Would you suggest that the College should be informed at this stage?
The district did not report Mr. Ecks to the College. Mr. Ecks applied for a job as a teacher
in a school on the west coast of Vancouver Island. He moved to a second school three
years later. Five years after that, he was arrested for the sexual abuse of two 13-year-old
students in his school.
One of the primary reasons the College of Teachers exists in British Columbia is to
ensure that this sort of scenario does not occur. Simply firing a teacher (and keeping
that firing confidential as a matter of employment law) may end the problem in one
part of the province, while creating a new problem in another – kids being harmed
at every turn.
How does a predator operate?
We know a considerable amount about how sexual predators operate, and Mr. Ecks is
a classic case. They are usually charming or at least inoffensive. They are often extremely good at their jobs and their jobs often involve working unsupervised with
children as teachers, coaches or religious leaders. Sadly, teaching is the most
common occupation for child molesters because of the access that teachers have
to children. They are most often men, though women also abuse children. They
typically abuse many children before they are caught, if they ever are. They are
tc magazine
— winter 2011
rarely violent, preferring instead to use manipulation rather than coercion to seduce
8
their victims. They convince victims that they
will be in as much trouble as the abuser if
it ever gets out that the victim has been a
willing party to the abuse.
Why does sexual abuse of children happen so often? (According to the Department
of Justice in New York, more than 20% of
children are sexually abused.) One reason
is that adults who have responsibility for
the safety of children – parents, relatives
and, yes, teachers – are often the abusers.
Another reason is that well-meaning adults
cannot or will not believe that such abuse
can happen. They turn a blind eye because the
mere thought of such horror is unbearable.
Pedophiles take advantage of this and make
sure that the victim and the victim’s parents
or other significant adults are also unlikely
to believe the victim. A child who has been
abused by a pedophile is further abused
when a parent chooses to believe the perpetrator rather than their own child, yet this
happens all the time.
Reporting suspicious incidents and
misconduct can stop abusers from
harming children.
Many would say that Mr. Ecks should not
have been the subject of an investigation at
the initial stage. Indeed, most people would
say that the behaviours originally reported by
the parents were low-level transgressions,
if they could be called transgressions at all.
However, it is incumbent on the responsible adults, in this case, school officials, to
find out if the situation is a case of grooming.
FACULTY OF EDUCATION
Earn Your Graduate Degree
Advance your Professional Career
New innovative MEd & EdD cohorts in:
•
•
•
•
•
•
School Teaching
Educational Leadership
Imaginative Education
Ecological Learning
Numeracy
Post Secondary
As reported, there is certainly enough con-
is revealed to be a liar. His actions in the
first part of the case study were shown to
be the actions of a pedophile who was in the
process of grooming his victim, although it
Be the Difference!
Community Graduate Programs
Tel: 778.782.8120
2012 Program Admissions Now Open
— winter 2011
In the subsequent investigation, Mr. Ecks
www.educ.sfu.ca/gs/cgp.html
9
tc magazine
cern to justify an investigation.
may have already escalated to full abuse.
When the investigation uncovered a sexual
2012 Spring Institute
The Legislative Assembly of British Columbia
offers B.C. teachers a unique professional
development program at the Parliament Buildings
in our provincial capital.
Learn about parliamentary democracy and
become champions of citizenship education.
You will return to your school with an enhanced
understanding of our political system in B.C.
Resources for K-8 teachers
relationship with the young girl, Mr. Ecks
Global education in the
classroom:
been reported to the College at this time.
•Freecurriculum-linkedresources
in which it discovers, at a later date and after
•Lessons,videos,webinars,livechats
much worse abuse has occurred, that indi-
•Internationaldevelopmentexper ts
•Takeactionprojects
Engagingresources
tohelpstudents
thinkandactas
globalcitizens
You will meet with the Speaker of the House,
MLAs, senior public ofcials, and have a behindthe-scenes tour of your Parliament Buildings. You
will have plenty of opportunities to collaborate
and develop new lesson plans!
was fired and he most certainly should have
Unfortunately, the College has many cases
viduals did not report their initial suspicions
and that school districts did not report misconduct. The College cannot act to keep
children safe when it does not have the information it needs to do so. It is essential that
what many consider “low-level” transgressions be reported to the College, particularly
when it pertains to the potential physical, emotional and sexual abuse of kids.
How could Mr. Ecks have gone on to teach
somewhere else and abuse children? Re-
Further information and to apply on-line
www.leg.bc.ca/bcti
Get started at
www.ourworldclass.ca
member that the employment relationship
between a district and its employees protects
the confidentiality of teachers. What happens
within the context of the school district is not
reported publicly. That is why the College
exists – to create a discipline record that is
attached to a licence. This licence is needed
to teach anywhere in BC and is needed to apply for a teaching licence in almost all other
jurisdictions, at least in the English-speaking world. When the College is informed of
misconduct, we can take disciplinary action
against educators like Mr. Ecks and protect
the children in our schools.
What can we do as a profession? Be aware
of the teacher who may be too close to one
student – who shows too much attention
or is too solicitous. Pay attention to your instincts and report to the police, the Ministry
of Children and Family Development and
the College if you believe another teacher
is grooming a child. If you do not report,
and the teacher is an abuser, the child –
tc magazine
— winter 2011
and potentially other children – will pay a
terrible price.
10
NOMINATE GREATNESS.
Is there an outstanding UBC Alumni Teacher
in your school? UBC Faculty of Education has
created a new Alumni award to recognize
outstanding achievement by UBC teacher
education graduates.
The winning teacher will receive a $1,000
honorarium and the school of the winning
teacher will receive $1,000 to spend on
school enrichment activities, programs or
development.
Nominate today. Deadline for nominations is
January 31, 2012.
Find out more details at teach.educ.ubc.ca
Dread teaching math?
Science lessons “by the book”?
It’s time to get inspired.
Get practical, hands-on experience with the
Post-Baccalaureate Diploma in Mathematics
and Science Teaching. Designed for working
elementary or middle-school teachers, you’ll:
• Take classes in the evening, on
weekends and online
• Get comfortable with the new
mathematics curriculum
• Rediscover chemistry, biology,
physics and earth science
• Become eligible for TQS upgrading
• Connect with other teachers in
a friendly and positive environment
For details call 604-527-5221 or visit douglascollege.ca/MSTE
11-237
11
tc magazine
— winter 2011
Don’t miss the next intake - attend a free information session soon!
feature: Technology in the classroom
Preparing and supporting teachers
to integrate technology in the classroom
By Chris Kennedy, Superintendent of the West Vancouver School District
Never before have teachers faced challenges such as those created by continually evolving information
technologies. Five years ago, we found it difficult to imagine the concept of touch-screen computers, yet today
the word “apps” is part of the vocabulary of our preschoolers. And many of our children are entering school
completely at ease with computer technology, having the technical skills to create digital videos and participate
in virtual spaces that were foreign to the generation that went before them.
Students’ technical expertise must be nurtured and supported by their teachers. Yet our challenge as educators is far greater than simply staying up to date with advances in information technologies. We need to
make sure our educational system creates environments to engage technically adept students, and that we
use technology in our professional practice to support our students as critical thinkers, lifelong learners and
ethical decision makers.
Across our province and around the world, educators are wrestling with the implications of personally owned
devices, coming to grips with the role for social media in education, and having rich debates on issues that
speak to the core values of our system, including safety and equity. The increasing pace at which technology is
evolving has also fostered an ongoing reflection on what the latest changes mean for our profession and what
lies in store for the next decade.
Without question, our profession is evolving. We are connecting across roles and geographies in new ways
using blogs and Twitter. We’ve shifted from seeing technology as a way to support distance learning to looking
for ways to make blended learning part of every student’s educational experience. And we are beginning to
move beyond being excited about the tools themselves to looking for ways we can best use these tools to support
learning goals and good pedagogy.
As a profession, we need to take a critical look at the structure and content of teacher training programs.
It is simply no longer acceptable for someone to enter our profession without some degree of digital literacy.
Teachers entering our system need to know the how of using the tools and also the why. They need to apply their
reflective and critical thinking skills to the digital space. I expect that the new teachers we hire into our schools
will understand the suite of tools available to them, know how to model their use and be able to choose the
appropriate tools to match learning objectives.
I also expect new teachers to enter the profession with a mindset that the digital tools they are using now will
likely be different a year from now. That is the way it should be, for it is not really about the tools themselves,
but about the learning, which requires matching the best tools of the day to the process. These are not easy
tasks, but they are essential.
And some specifics for teacher training programs? Teacher education programs need to include a course on
the history, philosophy and practical use of educational technology. Educational technology learning at teacher
colleges should be grounded in research, pedagogy and the use of current technologies. Finally, technology
should be taught to teachers in ways that are consistent with how we would like teachers to teach students in
their classes.
For those in the system, we need to commit to embedding technology and digital literacy in our growth plans
tc magazine
— winter 2011
and in all our ongoing professional development. Employers need to support teachers in the use of technology
12
throughout their careers. This must go
beyond the superficial. We must acknowledge that replacing lectures with digital
Teachers…
…it ’s Not too late!
lectures or online videos simply substitutes one mediocre practice for another.
I have been in far too many classrooms
There’s still time
to get free books for
your classroom and help
parents continue the
learning at home with
Chirp, chickaDEE & OWL
where interactive whiteboards were a
source of entertainment that facilitated
“fake-learning” and did not truly support
student learning.
Technology is no longer an event, and
“computer lab” is no longer a course.
Digital tools are being used to support
Ass
Educa ociation of
tion P
ublish
ers
(AE
Distin P)
guishe
Achie
d
vemen
t
and m Award
ore!
literacy, numeracy, social responsibility
and the full gamut of goals in our system.
Return OR request your
To be relevant, engaging and current, we
2011 Teachers’ Package
TODAY!
need to be committed in how we prepare teachers and how we support them
throughout their careers in the thoughtful and purposeful infusion of technology
To request your personal package email [email protected]
into their professional practice.
There are wonderful examples across
Canada of education faculties embracing
AGES 3 TO 6
AGES 6 TO 9
AGES 9 TO 13
these ideals, and of districts, schools and
classrooms across BC trying to figure out
a better way to use technology every day.
2011_TC_Magazine_Ad.indd 1
11-11-01 5:08 PM
I like the saying that when it comes to
teachers and technology it is okay to be
where you are, it is just not okay to stay
there.
Thanks to Gary Kern, David Wees, Chris Wejr,
and others on Twitter who contributed to
this paper.
accessible at cultureofyes.ca.
For information on how to upgrade your
computer and technology skills, consider
BC’s post-secondary institutions. Many offer
computer and technology courses through
their continuing studies, professional development or part-time programs.
Explore Your Future in Graduate Studies!
Deepen your theoretical understanding • Engage in research •Advance your career
Masters and Doctoral Degrees in Education
Arts Education ~ Curriculum & Instruction ~ Educational Leadership
Educational Psychology ~ Mathematics Education ~ Languages & Societies
Educational Technology & Learning Design ~ Counselling Psychology
Programmes en langue française
2012 Program Admissions Now Open
— winter 2011
Vancouver) and his Culture of Yes blog is
FACULTY OF EDUCATION
www.educ.sfu.ca/gs
13
tc magazine
Chris Kennedy is the superintendent of
schools for School District No. 45 (West
Facing Facebook
Facing Facebook
By Mykle Ludvigsen, Senior Communications Officer
If you teach teenagers, chances are all your students are on Facebook. You may be, too.
This social networking site is a useful way to keep in touch with friends and colleagues, but
for educators it also raises issues about maintaining boundaries between your personal
tc magazine
— winter 2011
and professional lives.
14
Facebook 101
Students and teachers across BC are using Facebook in record numbers. The idea
behind Facebook is simple: create a profile page for yourself with as much or as
little information as you like – photos, contact information, work history – and then
allow people to add you as a friend. You can keep your profile private or you can put
it out there for the world to see.
In some ways, Facebook is no different than any other personal website. But what
makes it different is the “social networking” component of the application. Users
are invited to make comments on photos, leave messages on a bulletin board feature called “the wall” or even identify people in photos. Everything links together,
and any comments or changes made to your profile are fed to a newsfeed that goes
out to every person on your friend list. If you don’t use the sophisticated privacy
settings to control what is sent out over a newsfeed, information on your profile
page is distributed over your entire Facebook network.
Blurring the boundaries
While there is nothing wrong with teachers using Facebook in their personal lives,
Facebook does expose both teachers and students to fairly significant risk when it
comes to respecting the boundaries between educator and student.
The blurring of lines between one’s public and private lives has always been a
key concern for professionals who are entrusted by the public to provide a service.
An educator’s responsibilities as a professional extend beyond the end of the day
when his or her duties as an employee are over. Educators have always keenly
understood that their responsibilities to ensure the well-being of children reach
15
tc magazine
— winter 2011
far beyond the classroom.
Breaking down the walls between a teacher’s personal and professional life can undermine a teacher’s authority and create a
significant danger zone for both teacher and
student. An educator’s ability to maintain
boundaries within the professional relationship ensures a safe connection based on
the student’s needs. A safe relationship is
threatened when the boundaries become
blurred or ambiguous, particularly when
dual relationships are created. In these
cases, the teacher moves beyond a professional relationship into the personal realm.
Facebook makes it much easier for dual
relationships to thrive. Teachers that would
never take a child to lunch or offer to drive
a student home (other types of potential
boundary violations) may not even hesitate
to add a student as a “friend” on Facebook,
exposing the student to personal information
that the teacher would never consider sharing in a classroom setting. As an educator,
you need to be aware that this is happening
with increasing regularity, placing students
and educators at risk.
Publicizing the personal
Because of the nature of the application,
personal details about yourself that you may
not want revealed (or that should not be
revealed) are easily available to anyone on
your friends list or on the network. There
have been an increasing number of media
stories where professionals held in public
trust have been placed in embarrassing
and potentially career-threatening situations based on pictures or comments that
appeared on Facebook. As professionals
charged with working primarily with chil-
tc magazine
— winter 2011
dren, educators should be keenly aware of
16
CHINA, JAPAN, MIDDLE EAST
SOUTH KOREA
There is obviously some educational
value to the software, given how ubiquitous
it is amongst BC students. Students are
more likely to punch out a text message
on a cell phone than they are to telephone
friends or family, and learning how to appropriately use software such as Facebook
is part of developing sophisticated interpersonal skills that will be needed in the
future. Educators should be aware of the
occurrence of cyber-bullying on sites such
as these, and if needed, monitor the situ-
Certified Teachers
Needed
We are looking for licensed teachers
(elementary, secondary education in
any subjects including TESOL).
APPLICATION DEADLINE
on-going basis
PROGRAM TERM
1 year contract (renewable)
SALARY
2.1 won per month or more
PERKS
airfare (round trip), rent-free housing,
health insurance and more
ing their students “friends” online. Educa-
To apply, please send your resume,
cover letter, teaching license and
passport photocopy to:
tors would never consider students to be
Soon C Jung at [email protected]
ation. They should also probably avoid mak-
their friends in the real world, and it’s not a
good idea to do it in the virtual world either.
Of course, Facebook itself isn’t the problem. It is simply one of many web applications that are transforming how we communicate. Larger philosophical debates
– about privacy expectations, the line between the personal and the professional,
and the coming generational change that
will affect the way we work and interact
with each other – need to occur in both
the profession and the society at large.
What will never change, however, is the
responsibility of an educator to ensure the
safety of students is protected – both in
the classroom and online.
GMSC RECRUITING AGENCY
tel: 778.786.2854 fax: 604.608.9839
www.gmsc-recruiting.com
PROFESSIONAL DEVELOPMENT
FOR EDUCATORS
Programs designed for BC Teachers
UBC Faculty of Education delivers professional
development opportunites to teachers across the
province... with regionally-delivered and online options.
•M.Ed. Graduate Cohorts
• Diploma&CertificatePrograms
• Online Courses & Degrees
• Summer Institutes
Innovative Programs in:
This article was first printed in the Winter
2007 issue of TC magazine. A companion
piece about online communication called
‘Blurring the boundaries’ appeared in the
summer/fall 2009 issue.
Become a leader in your
field of education!
• Adult & Higher Education
• Early Childhood Education
• Educational Administration & Leadership
• Educational Psychology & Special Education
• Educational Technology
• Language & Literacy Education
• Modern Language - French Immersion
• Physical Education
Find Your Program at... http://eplt.educ.ubc.ca/tc
|
— winter 2011
current climate.
F A C U LT Y O F E D U C AT I O N
17
tc magazine
the potential for this to happen given the
Competence case study
Moscow
The Anglo-American School
PreK3 - Grade 12
Jon Zurfluh, Director
www.aas.ru
PYP & IB Programme. Non-profit school
chartered by the Embassies of Canada,
United Kingdom & United States. 1300
students from over 60 countries. Est. in 1949.
We offer highly
competitive salaries,
fully paid furnished
housing, comprehensive
medical insurance
coverage, travel allowance, retirement plan,
generous professional
development program
and more!
We require overseas-
hired faculty to be citizens
of Canada, U.S., or U.K.
with a minimum two years’
teaching experience after
receiving certification.
To apply send your
resume, two letters of
recommendation and
credentials to [email protected].
Please check our website
to apply for school year
2012-2013!
Competence case study
In this feature of TC magazine, we present a case study highlighting some of the
issues faced by College committees when carrying out their work to certify new
members and to determine whether current members meet the profession’s
standards. We encourage you to read the scenario below and reflect on the
questions before reading our response.
Kathy was a teacher in an elementary school. Her employment at the school was
terminated after she received three consecutive less-than-satisfactory teaching
reports. The College received a letter from the school district, as required by
section 16 of the School Act, stating that Kathy had been dismissed.
The College asked the school district for any other information related to the
dismissal and also contacted Kathy as part of its investigation. In her interview
“
...individual academic
and holistic excellence .”
with the College, Kathy admitted that she had had trouble with instructional
planning and classroom management and had failed to create a stimulating
learning environment. She also stated that she had exercised poor judgment in
responding to students’ needs and would sometimes disappear from the classroom, leaving her students unattended.

Would Kathy’s dismissal cause you to be concerned about her competence
in the classroom? Why or why not?

Would her admission that she was having trouble leading the class and that
she exercised poor judgment cause you concern? Why or why not?
Kathy also told the interviewer that after the school dismissed her, she was
diagnosed with a medical condition that would have had an impact on her competence to teach. Since her diagnosis, Kathy has been treated for her medical
Metro Vancouver
High School Tutors Needed
We are looking for Physics, Biology, Chemistry
and Math teachers for one-to-one, in-home
tutoring. Teachers must be BCCT certified. To
apply, please forward your résumé, a copy of
your BC College of Teachers’ Teaching Certificate
and two letters of reference. You may also apply
online at www.tutor.bc.ca. Visit our “Join Our
Service” page to apply.
tc magazine
— winter 2011
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
18
condition and has provided the College with documentation showing that she is
now able to return to teaching.

Does this change your view about Kathy’s dismissal or her competence in
the classroom?

What is a fair principle in dealing with College members who have medical
conditions that affect their teaching practice?

Which Standards are relevant to this situation?
Competence case study
The College’s response
The College is responsible for ensuring high standards for its members and is therefore interested in its members’ conduct and
competence in the classroom. In this case, the College would refer to Standard 5, which states that educators implement effective
practices in areas of planning, instruction, assessment, evaluation and reporting. The Standard further states that educators have
the knowledge and skills to facilitate learning for all students and know when to seek additional support for their practice. Educators
thoughtfully consider all aspects of teaching, from planning through reporting, and understand the relationships among them.
The College also has to consider the Human Rights Code, which legislates that the College cannot take disciplinary action
against someone who fails to meet the Standards due to a medical disability. In these circumstances, the College would also not
publish the member’s name. Instead, the College would consider non-disciplinary measures and recommend that the member
seek treatment for the medical disability.
In this case, since Kathy has already undergone treatment, it is likely that the College would enter into a consent resolution
agreement with her outlining what she must do to maintain her College certificate. This could include providing written notice
of any new employment that requires a College certificate and giving the College authorization to obtain evaluation reports from
her new employer for assurance that the treatment of her medical condition has had a positive impact on her competency in the
classroom. The agreement could also include the College seeking further medical information to ensure that Kathy’s return to work
is not negatively impacting her health and causing a relapse of her condition.
Master of
education
With your M.Ed. in Leadership, or M.Ed. in Leadership and School
Counselling, you’ll be ready to step into new opportunities in the K-12
education sector. This program is offered in local BC communities
and is tailored for teachers who want to pursue an M.Ed. degree while
continuing their current position. Apply now for winter programs.
To learn more about the programs or find an info session near you go to:
www.CityU.edu/Canada or call 1.800.663.7466.
19
tc magazine
SP3358
— winter 2011
The term “university” is used under the written consent of the Minister of Advanced
Education effective April 11, 2007, having undergone a quality assessment process and
been found to meet the criteria established by the minister.
City University of Seattle is a not-for-profit and an Equal Opportunity institution
accredited by the Northwest Commission on Colleges and Universities.
Discipline case summaries
Discipline case summaries
We are devoted to keeping children safe and maintaining the profession’s reputation by having competent, ethical and
trustworthy educators in the classroom. By publishing discipline case summaries, we enhance the transparency of the
College’s processes and decisions. It is also a means of ensuring accountability for the educators involved in the cases,
as well as articulating the standards expected of professional educators.
discipline hearing sub-committee

Michael Anthony Kolesar (Case 01 and 02) was found guilty of professional misconduct and conduct unbecoming
a member of the College. Mr. Kolesar was employed as a teacher from September 1, 1997 to March 18, 2007, when
he engaged in sexual acts with two of his students in a special needs life-skills program. On September 9, 2008,
Mr. Kolesar was convicted of sexually assaulting both students contrary to section 271(1) of the Criminal Code
of Canada. Court documents revealed that Mr. Kolesar admitted to frequently engaging in unprotected sexual
acts with both students over a long period of time. One of the students began to diarize these encounters with
Mr. Kolesar, and there were 233 separate entries on her computer documenting these sexual encounters. Mr.
Kolesar also admitted that he sent emails to one of the students in which he made suggestions and/or demands
for sex. In addition, Mr. Kolesar obtained an apartment key under the guise of maintaining the student’s residence
while she was away. Mr. Kolesar admitted that he would enter her residence at night and demand sex from
her despite her verbal objections. Further, he admitted that he provided the other student with gifts as compensation for sex and to prevent disclosure of these sexual activities. On May 4, 2011, the Discipline Hearing
Sub-Committee (the “Sub-Committee”) unanimously agreed that Mr. Kolesar not be issued a certificate of
qualification for an indefinite period, but for no less than 30 years. Mr. Kolesar’s certificate of qualification had
been cancelled on November 1, 2008 for non-payment of fees. In addition, the Sub-Committee ordered that
Mr. Kolesar pay costs of $2,575 due to his lack of acknowledgement and cooperation with the College.
Behroz Madadi (Case 02) was found guilty of professional misconduct. Mr. Madadi was employed as a teacheron-call and a night school instructor in the 2000-2001 school year when the incidents took place. Mr. Madadi
was found to have repeatedly yelled “get out” at a student and slammed his hand on the desk near the student.
In addition, he intimidated school district staff by displaying aggressive and angry behaviour and making inappropriate and menacing comments verbally and in writing. Further, Mr. Madadi engaged in an inappropriate
verbal exchange with two police officers who were attempting to remove him from the school premises. Lastly,
he knowingly failed to disclose fully and completely his previous employment with another school district on
his application form for employment. On November 12, 2010, the Sub-Committee found Mr. Madadi guilty of
professional misconduct. On June 22, 2011, the Sub-Committee rendered its decision on penalty, costs and
tc magazine
— winter 2011
publication. The Sub-Committee unanimously ordered that Mr. Madadi not be issued a College certificate of
20
Discipline case summaries
qualification for a period of 12 months. His certificate of qualification was cancelled in October 2005 for nonpayment of fees. No costs were awarded against Mr. Madadi.
James Seymour Sutherland (Case 02) was found guilty of professional misconduct and conduct unbecoming
a member of the College. Mr. Sutherland was employed as an elementary school teacher in 1998 and 2001,
when he was charged and found guilty of relevant offences under the Criminal Code of Canada. On August 13,
1998, Mr. Sutherland was charged with assault and uttering threats to cause death or bodily harm to a person.
On September 18, 2001, Mr. Sutherland was charged with assault and assault with a weapon of a person.
Mr. Sutherland did not report these criminal charges to the College in accordance with the Criminal Records
Review Act. Mr. Sutherland’s name had appeared on a routine check of the Court Services Online website
that showed he had been charged with relevant offences, none of which were reported to the College by Mr.
Sutherland. On April 20, 2011, the Sub-Committee unanimously agreed that Mr. Sutherland’s certificate of
qualification be suspended for a two-year period beginning on January 1, 2012. Mr. Sutherland’s certificate of
qualification is currently suspended. In addition, the Sub-Committee ordered that Mr. Sutherland pay costs
in the amount of $9,144 to be paid prior to the conclusion of the suspension of his certificate of qualification.
consent resolution agreements

Michelle Lynne Choma admitted to professional misconduct. In November 2007, Ms. Choma, along with an
administrator, acted as a chaperone and supervisor on a trip to China for eight grade 12 students. During
this trip, Ms. Choma allowed students to consume alcoholic beverages at two government dinners as part of
formal toasting as well as at the hotel bar. Ms. Choma also admitted to consuming alcoholic beverages in the
students’ presence. Although Ms. Choma was not aware of the specific district policies relating to field trips and the
use of alcohol by students, she knew the basic rule that alcohol is forbidden on field trips. On March 29, 2011,
the Preliminary Investigation Sub-Committee (PISC) approved the Consent Resolution Agreement in which
Ms. Choma agreed to receive a reprimand and an undertaking to complete the College workshop, Understanding
the Professional Relationship: Respecting the Boundaries.
Kelsey Lynn Davy admitted to professional misconduct and agreed that her conduct was contrary to College
Standard 2. The district’s investigation determined that, while employed as a secondary school teacher, Ms. Davy
was absent from her class on six occasions in the fall of 2009 without authorization from her employer. Ms. Davy
told her class that she would be taking a university course, and she arranged for another teacher to cover her
class. Ms. Davy also received compensation for the time that she was away from class and did not have any
plan to repay the district for the time in its entirety. On June 17, 2011, PISC approved the Consent Resolution
21
tc magazine
— winter 2011
Agreement in which Ms. Davy agreed that the College would issue her a reprimand.
Discipline case summaries
Philip John Gardner admitted to professional misconduct and agreed that his conduct was contrary to College
Standards 2 and 4. A district investigation determined that Mr. Gardner violated appropriate professional
boundaries and placed himself in a situation where his personal relationship conflicted with his professional
obligations. While employed as an elementary school teacher/counsellor, Mr. Gardner became intimately involved
with the parent of a child who attended the school where Mr. Gardner taught. He did not disclose his relationship to his district principal, who was his direct supervisor. Though the student was not on Mr. Gardner’s caseload for counselling services, he indirectly assisted and supported the student from March to June 2009. At
the end of July 2009, the student was hospitalized and Mr. Gardner visited the hospital frequently. He engaged
in brief discussions about the student with various health care professionals without the parent’s knowledge
or consent. After the relationship between Mr. Gardner and the parent deteriorated, Mr. Gardner continued to
make inquiries of the hospital staff with respect to the student. He also spoke about the student’s condition
to a doctor and made repeated attempts to discuss the student’s circumstances with a colleague, who was a
behavioural resource teacher. On June 17, 2011, PISC approved the Consent Resolution Agreement in which
Mr. Gardner agreed that the College would issue him a reprimand and that he would successfully complete the
College’s professional boundaries workshop.
Grant Ralph Hoyme admitted to conduct unbecoming a member of the College and agreed that his conduct
was contrary to College Standard 2. Mr. Hoyme attended an educational program in Oregon, USA in the summer
of 2009. One night, at approximately 1:30 a.m., Mr. Hoyme entered the room of a female resident at the motel
where he was staying, by climbing through her window. With a plastic bag over his head, he sexually assaulted
her. The victim of the assault notified the police. In April 2010, Mr. Hoyme pleaded guilty to the charge of
sexual abuse in the second degree. Among the terms of his sentence, Mr. Hoyme had to complete 30 days in
supervisory custody, 60 months of probation and successfully complete programs for sex offender training
and alcohol abuse. On June 21, 2011, PISC approved the Consent Resolution Agreement in which Mr. Hoyme
agreed to the cancellation of his College certificate of qualification.
Anastasio Kritikos admitted to professional misconduct and agreed that his conduct was contrary to College
Standard 2. The district investigation determined that, in or around the spring of 2010, Mr. Kritikos sexually
harassed a female special education assistant (SEA) who worked in his classroom. Specifically, his conduct
included making inappropriate comments of a sexual nature to the SEA, engaging in inappropriate physical
contact with the SEA, overstepping the boundaries of the professional relationship between a teacher and an
SEA and failing to recognize that the behaviours were unwelcome. On June 17, 2011, PISC approved the Consent
Resolution Agreement in which Mr. Kritikos agreed that the College would issue him a reprimand.
Roland Melchior Riedstra admitted to professional misconduct. Mr. Riedstra was employed as a secondary
school teacher when a report was made by a female grade 12 student (who was a peer tutor in Mr. Riedstra’s
dance class) that Mr. Riedstra had been sending her inappropriate text messages for a period of time. The
district investigation determined that between February and May 2009, Mr. Riedstra texted the student several
times. The messages were innocuous at first, but became increasingly suggestive. For example, in discussing
the possible failure of the student in his class, Mr. Riedstra said, “No, I wouldn’t fail you. I might fail you if you
tc magazine
— winter 2011
don’t date me.” On another occasion, after the student had brushed past Mr. Riedstra at school, Mr. Riedsta
texted, “I got a good smell of you this morning and could feel your body through the fabric.” Later that day,
22
Discipline case summaries
Mr. Riedstra sent the student a lengthy sexually explicit and graphic text message describing in detail specific
sexual acts that would occur if they were to meet in his classroom in the evening. For example, he suggested
that she wear a skirt because it would be easier to take off, that he would bend her over the counter and
come at her from behind, and that she could “go down on [her] knees” and “finish [him] off.” The student then
changed her cell phone number and the texts ceased. During the district investigation, Mr. Riedstra admitted
that he sent these and other text messages. On March 30, 2011, PISC approved the Consent Resolution Agreement in which Mr. Riedstra agreed to the immediate cancellation of his College certificate of qualification.
Stephanie Joylin Rottacker admitted to professional misconduct and agreed that her conduct was contrary
to College Standard 2. In October 2010, while Ms. Rottacker was employed as a high school teacher, she advised her employer one day that she was sick and would not be at work. In fact, Ms. Rottacker was not sick,
but worked as a substitute teacher at another school. This was in direct violation of her contract with her
employer. She accepted pay from both employers for that day. On June 17, 2011, PISC approved the Consent
Resolution Agreement in which Ms. Rottacker agreed that the College would issue her a reprimand.
Daniel Anderson Sunter admitted to professional misconduct and agreed that his conduct was contrary to
College Standards 1 and 2. During the summer of 2007, Mr. Sunter initiated a friendship through email with
a former student of his, who was then 17 years old, and they continued to correspond by email for several
months. Their correspondence became increasingly sexually suggestive and they eventually made a plan to
meet at a hotel for the purpose of having sex. In January 2008, they met as pre-arranged and had consensual
sex. After a teaching assistant became aware of the incident and reported it to authorities, Mr. Sunter pleaded
guilty to sexual exploitation under section 153 of the Criminal Code of Canada. On June 17, 2011, PISC approved
the Consent Resolution Agreement in which Mr. Sunter agreed not to reapply for admission to the College for
a period of no less than 10 years. Mr. Sunter’s College certificate of qualification was cancelled on November 1,
2010 for non-payment of fees.
Byron Waddell Cameron Trask admitted to professional misconduct. While Mr. Trask was employed as an
elementary school teacher in 2007, several students made allegations that Mr. Trask used the students’ washrooms while students were present, causing them discomfort, and, on more than one occasion, put his hand
on the shoulder of a student while the student was urinating. Mr. Trask admitted to using the boys’ washroom
and accepted that his behaviour towards students was perceived by them to be unduly familiar and to have violated the proper boundaries between teacher and student. On October 20, 2010, the College issued a citation
to Mr. Trask. On June 17, 2011, PISC approved the Consent Resolution Agreement in which Mr. Trask agreed to
relinquish his College certificate of qualification. As a result, the citation was rescinded.
A district investigation found that while Member CR-A06-11 was employed as an elementary school counsellor,
he jeopardized the safety of a student by not following the Ministry of Children and Family Development protocol
procedures for reporting allegations of abuse and neglect, discussed matters related to sensitive issues in an
inappropriate manner and conducted himself unprofessionally while working with parents and students. In
April 2010, PISC decided to issue the Member a citation. On June 17, 2011, PISC approved the Consent Resolution
citation was rescinded.
23
tc magazine
— winter 2011
Agreement in which the Member agreed to relinquish his College certificate of qualification. As a result, the
Think
outside
the gym.
The Physical Education Instruction
(post-degree) Diploma, designed for
working teachers, gives you the practical
knowledge you need to become a PE
Specialist.
You’ll enjoy:
• Specialized job opportunities
• Salary increases for TQS Category
4&5
• Flexible schedule for working teachers
• State-of-the-art facilities and
curriculum
tc magazine
— winter 2011
For more information call
Brian Storey at 604-527-5512 or visit
douglascollege.ca/pespecialist
24
11-237b
Now enrolling secondary and elementary
cohorts. Attend an information session for
more details - see douglascollege.ca/info.
Raise your hands
if you love
aquatic life.
tm
in brief
THE OFFICIAL MAGAZINE
OF THE BC COLLEGE OF TEACHERS
bc college of teachers complies with foippa order
On August 19, 2011, the Office of the Information & Privacy Commissioner
of BC ordered the College to release a list of names, current certificate
tm
status and current practising status of all teachers registered with the
College as requested by the Vancouver Sun. The College had withheld the
information under sections 20(1) and 22 of the Freedom of Information and
Protection of Privacy Act on the grounds that the information was already
publicly available on the website and that disclosure would be an unreasonable invasion of teachers’ privacy. The Adjudicator determined that
those sections of the Act do not apply and ordered the College to disclose
the list. To read the order, please visit:
www.oipc.bc.ca/orders/2011/OrderF11-22.pdf
bc educator wins prestigious amgen award
John Munro, a teacher at Highroad Academy in Chilliwack, recently won
the 2011 Amgen Award for Science Teaching Excellence in Canada. He was
one of only four Canadian educators to win the award, which recognizes
and honours extraordinary science teachers at the K-12 level who significantly impact their students through exemplary science teaching and who
achieve demonstrated results in student learning. Each recipient receives
an unrestricted $5,000 award and their schools receive a restricted $5,000
grant that can be used to expand or enhance a school science program,
science resources or the professional development of the school’s science
byelection for college council cancelled
In light of Bill 12, pending legislation that will dissolve the current College
Council, the byelection in Zone 6 has been cancelled.
enjoy your holidays
The BC College of Teachers will be closed from Monday, December 26, 2011
through Monday, January 2, 2012. We wish you a happy holiday season.
— winter 2011
vanaqua.org/education
604.659.3552
teachers. Congratulations, John!
25
tc magazine
Get ready for a field trip like
no other, with fun hands-on
activities and amazing animal
experiences.
bc college of teachers mourns the passing of a former colleague
Tim Kett, 67, passed away on September 28, 2011 at Royal Columbian Hospital. The
well-liked former employee of the College served as Comptroller from 1990 until
his retirement in 2006. The College extends its condolences to the Kett family.
Bringing agriculture
together with health
and education.
Through BC Agriculture
in the Classroom programs and resources,
students can learn
about their food, their
environment, their
future.
bc educator embarks on global expedition to battle mental illness stigma
On August 1, 2010, Vancouver teacher Michael Schratter began his journey to
cycle 40,000 kilometres on six continents and in 30 countries in support of the
Canadian Mental Health Association – BC Division (CMHA BC). His goal was to
bring attention and awareness to the stigma surrounding mental illness, with
proceeds benefitting CMHA BC and its youth and adolescent educational initiatives. In September 2011, Schratter became the first recipient of the Nancy Hall
Public Policy Leadership Award, which recognizes individuals who have influenced mental health policy. Schratter is scheduled to arrive back in Vancouver
in mid-November. For more information about this global expedition, visit www.
ridedonthide.com.
Abbotsford Agriculture Centre
1767 Angus Campbell Road,
Abbotsford, BC V3G 2M3
phone: 604.556.3088 fax: 604.556.3030
website: www.aitc.ca/bc
EDITOR’S NOTE:
Correction to article “The global context of self-regulation in teaching” in the
summer/fall 2011 issue of TC magazine
After the article “The global context of self-regulation in teaching” was printed
in the summer/fall issue of TC magazine, the Queensland College of Teachers
in Australia sent us a letter advising that certain statements in that article regarding the introduction of the regulation of the teaching profession in Australia
were misleading. The letter also advised that the statement that the BC College
of Teachers was only the second jurisdiction in the world by 1987 to allow teachers
to regulate themselves was inaccurate.
In fact, several Australian states had teacher registration agencies from the
1970s, although, with the exception of Queensland and South Australia, these
were abolished in the 1990s. Queensland established a system of registration
for teachers in 1971 with the Queensland Board of Teacher Education, which
was replaced in 1989 by the Board of Teacher Registration with slightly different
functions and powers. After a review, the Board was replaced in 2006 by the
Queensland College of Teachers, which operates under new and expanded leg-
Fairground Physics
Sign up for our Science Program
Click, boom, bang, clang—what makes the
carousel go round? This new program encourages
participants to practice scientific inquiry in fun new
ways, using principles of measurement, geometry,
sound, and force to discover the inner workings of
the carousel. Carousel ride included.
In addition, the Teachers Registration Board of Tasmania began compulsory
registration in 2002, followed by the Victorian Institute of Teaching in 2003, the
Western Australian College of Teaching in 2004 and the Northern Territory
Teacher Registration Board in 2005. New South Wales established the Institute
of Teachers to oversee teacher accreditation in 2004 and the Australian Capital
Territory passed legislation in 2010 to introduce teacher registration in 2011.
We apologize for the error and thank the Queensland College of Teachers for
— winter 2011
tc magazine
islation. The Teachers Registration Board of South Australia was created in 1972.
Thanks to our partner:
6501 Deer Lake Avenue
Phone: 604-297-4565 | burnabyvillagemuseum.ca
26
the clarification.
Make the healthy choice the easy choice!
Science Made
Fun!
Attention K-7th Grade Teachers
• 75-minutes of hands-on Fun science
• Workshops meet BC Learning Outcomes
• Follow-up and assessment activities provided
• Take-home experiments
Check out our Monthly Specials
Totally Safe, Age Appropriate + Hands-On
Okanagan Region Now Open.
Now taking bookings – 250.769.1446.
Milk and milk products are rich in protein, calcium, riboflavin and vitamin B12 – nutrients essential to
good health. Canada’s Food Guide recommends 2 servings of Milk and Alternatives per day for children
aged 2 to 8, and 3-4 servings per day for children aged 9 to 18. Children who drink milk at school are
more likely to meet this recommended number of servings. Make the healthy choice the easy choice!
CALL 778.737.5277
ScienceMadeFunBC.net
ScienceMadeFunOK.net
To register your school, call BC Dairy Foundation 604-294-3775 or 1-800-242-6455.
BARKERVILLE HISTORIC TOWN
B
Introduce Your Students
to Shakespeare
A Special Student Performance
The Complete Works of William Shakespeare
“OTHELLO” as a rap
“TITUS ANDRONICUS” as a cooking show
“HAMLET” backwards
School Programs
arkerville’s engaging and informative School Programs provide students
with opportunities to learn about the lives of BC’s pioneers in the 1870s.
On offer are Archaeology, Chinese School, Early Justice, Schoolhouse and
Wendle House Programs; Mining and Blacksmith Demonstrations; and
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.
January 18 at 1:00 pm
Additional Performances:
Jan 14-Feb 11: Thur-Sat
Jan 22 and Feb 5: Sunday Matinees
DISCOUNTED TICKETS: $10
To Book Your Group: [email protected]
1370 SW Marine Drive, Vancouver BC
27
tc magazine
— winter 2011
Supervising adults are free
tm
in focus
THE OFFICIAL MAGAZINE
OF THE BC COLLEGE OF TEACHERS
their own minds – essential training for citizenship.”
Another component of active citizenship is learning
to use technology responsibly and effectively. A recent
A Teacher-Librarian
in the Digital Age
unit developed in collaboration with Social Justice
teacher Ken Ipe required each student to blog about
a human rights issue. Comfort showed the students
how to set up a blog, directed students to a rangetmof
media to research the issue (right-wing and left-wing
press, as well as on-the-ground voices) and then as-
Judith Comfort began her career as a teacher-librarian in 1975 with an overarching
sisted them as they wrote their blog posts. “There’s
goal – to use her knowledge of the curriculum and her school library’s collection
no pretending: these are real global issues that stu-
to make meaningful connections between students, teachers and ideas. Fast-
dents are grappling with, and if they do it well, they
forward three decades and her goal remains the same, with one addition: do this
can have an audience well beyond the school walls.”
in the digital world, too.
(See www.bestlibrary.org/sjblog.)
“The walls of the library have dissolved,” says Comfort, and this places new
Comfort takes great pride in the work she does to
requirements on teacher-librarians to help students and teachers navigate and
support teachers. With a background in writing and
make sense of the explosion of information.
publishing (she has written more than eight books
It’s an irony of the age we live in that while we’ve removed many barriers to
and has worked as a freelance author), she is able
information, the vast amount of information available online and the prevalence
to quickly write and publish online resources tailored
of new technologies bring their own challenges. Students may know how to play
to her teachers’ needs. Working in collaboration
on all the latest devices, but they still need to learn how to conduct research,
with English teacher Diane Silzer, Comfort created a
evaluate content and sources, and think critically. And teachers don’t always
compelling unit on The Chrysalids, linking the book to
have the time to find relevant resources that connect to their classroom practice.
themes of how fear-based societies attempt to con-
This is where Comfort excels.
trol their citizens. With links to 14 case studies ranging
As a teacher-librarian at Charles Best Secondary School in Coquitlam, she works
from Argentina’s los desaparecidos to McCarthyism
closely with teachers to develop inquiry-based, resource-rich and curriculum-
in the 1950s, students were encouraged to make con-
linked lessons. “A teacher will approach me and say ‘I’m teaching a unit on
nections between the novel and events from both the past
immigration to my grade 10s and looking for some ideas.’ I’ll then work with the
and present. (See www.bestlibrary.org/chrysalids.)
teacher to put together a website that includes the teacher’s assignment and is
Underlying all her work is a belief in the critical
embedded with resources such as a genealogy database, as well as informa-
importance of removing barriers to accessing infor-
tion about various ethnic groups who settled in Canada. It’s an integrated whole
mation. “For me, this open access philosophy is the
that emphasizes the teacher’s goals, curricular content and built-in information
true spirit of being a teacher-librarian. When you open
literacy learning opportunities.” (See www.bestlibrary.org/geneology.)
things up and make information available, you create
One important information literacy skill is the ability to evaluate primary sources
of information. “If you’re doing a unit on environmental issues in Geography 12,
opportunities for people to make connections with each
other and with ideas, both locally and globally.”
tc magazine
— winter 2011
there’s no need to rely on a textbook that summarizes various points of view
28
and presents second-hand information. Instead, we encourage students to
Congratulations! Judith Comfort is the 2011 recipient
identify the stakeholders in an issue and do research to discover their values
of the Follett International Teacher Librarian of the
and perspectives. All the perspectives add up to a functioning democratic so-
Year Award from the Canadian Association for School
ciety. Our students learn how to look at different points of view and make up
Libraries. Visit her online at www.judithcomfort.ca/casl.
Inspire learning in a
winter wonderland
From guided snowshoe treks, ski & board lessons to
ice skating and The Peak of Christmas celebration,
Grouse Mountain offers one-of-a-kind curriculumrelevant adventures that will wow your students.
Email [email protected] or call
604.980.9311 to book your adventure.
grousemountain
ONLY HERE
ONE DESTINATION, ENDLESS EXPERIENCES
Publications Agreement No. 40050835
printed in canada
ISSN 1915-5182
Search and apply for the latest teaching jobs and
careers in education on Makeafuture.ca — BC’s job
board for educators and public school employees.
Discover where the jobs are in your teaching area,
which school boards are hiring, and how you can
apply for career opportunities in British Columbia’s
public schools.
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
sychologists Counsellors Speech Language Patholog
gists Our futures are Literacy Mentors Curriculum C
ants not determined Teachers Special Education Dis
ators simply by what we Secondary Teachers Elemen
ction do but how and Kindergarten Teachers Middle
hers why we do it. Principals French Immersion Teac
District Administrators Montessori Teachers Vice P