BC teachers are committed to

:

 ensuring the safety and well-being of our

 

students. following the Code of Ethics (adopted 1943). recognizing a privileged relationship exists between students and teachers. following school and district protocols and reporting any instances of suspected child abuse.

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BC teachers agree that the college has the right to:

 establish requirements for and issue

 

teachers’ certificates. terminate a teacher’s certificate. approve teacher education programs for preservice teachers (student teachers).

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BC teachers do not agree the college should:

 be governed by councillors who are not
  
representatives of the membership. limit members’ professional autonomy or professional development. revise the mutually agreed to standards. require teachers to undertake mandated professional development to qualify or maintain certification or continuing membership in the college.

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There is no evidence that other changes are needed.

 No facts exist to support claims of
 
interference in college discipline cases. No facts exist to show that teachers need mandated professional development. No facts exist to demonstrate that that public education will be better served by increased college interference in teachers’ professional lives. No facts exist to show that there is a public concern about teacher currency.
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Every other professional college has a governance model based on self regulation.
BC College of Physicians and Surgeons 15 elected by members 5 appointed by government BC College of Pharmacists 7 elected by members 4 appointed by government BC College of Social Workers 8 elected by members 4 appointed by government BC Association of Registered Nurses 8 elected by members 3 appointed by government BC College of Dental Surgeons 12 elected by members 6 appointed by government BC College of Psychologists 6 elected by members 3 appointed by government

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Our research shows:

 that the public has confidence in our public
   
education system. the public supports teachers. the public wants more funding for public education. the public supports the BCTF’s positions on class size and composition. the public wants more support for students with special needs and smaller classes.

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In-service has practically disappeared
• there used to be significant funding for new curriculum and initiatives from the Ministry and Districts • in-service, particularly about students with special needs is non-existent • there were provisions in collective agreements

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Government’s legislated changes have not :
• improved the school system. • supported teachers’ professionalism. • created a happier work place.

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Government’s proposed changes to the college will result in continued erosion of teachers’:
• • • • ability to meet students’ needs. professional status. job satisfaction. ability to engage in true professional learning.

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Instead, BC teachers believe PD must be reflective of the research
The literature on professional learning is clear. PD must be: • within the autonomous control of teachers • embedded in, and reflective of, their teaching practice • self-directed • ongoing • supported.
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The PD model proposed by government is not supported by research.
The model will: • be ineffective • be inappropriate • be unwanted • be a waste of time and money • ignore the diversity in our classrooms • disconnect teachers from their students’ individual needs • negatively impact on teacher job satisfaction.
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Most US states control teachers’ PD.
How has that been working for them?

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Instead of models that don’t work:
Government should adequately fund in-service to support teachers.
Leave choice of PD to teachers.

PD Choice for teachers
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Teachers’ visions of professional learning
• collaboration with colleagues • teacher inquiry • personal planning for professional development • mentoring • in-depth, sustained, self-directed professional learning opportunities.

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What would happen if the college or government took over teachers’ PD?
The message would be teachers are not: • respected • valued • trusted • professional • competent.

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What are you trying to fix?
The vast majority of teachers are not just competent— they are excellent. Teachers are current and always developing professionally.

Teachers’ education and professional development: Experiences and perspectives Charlie Naylor, Ph.D.
Senior Researcher, BCTF Research October 2010

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In the rare instance where there’s a problem, how should we address the issue of teacher competence?
• start with the principle: all people can learn • offer a plan of assistance, support and time for this to happen • if concerns continue to exist then implement the evaluation procedures agreed to by boards and teachers.

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Where did the teacher evaluation process come from?
• Labour law, common law, and arbitration precedents are the foundation of the teacher evaluation process. • The School Act outlined the evaluation process. • Teachers and school boards negotiated evaluation processes. • All local language ensures due process, while meeting the needs of students, teachers and employers.
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Where districts implement evaluation processes according to CA provisions teachers either receive a satisfactory report, improve, or are terminated.

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Teachers are not interested in:
• • • • hiding incompetent teachers. covering for their colleagues. shirking their responsibilities. compromising the safety and welfare of students. • undermining the status of the profession.

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Teacher competence, in-service, and PD are separate things.

 Don’t confuse them.  Teachers can’t work to their best ability in a
culture where professional learning is equated with teacher evaluation and punishment.

“The system collapses when the last person you trust is the professional teacher.”
Diane Ravitch

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Professional Development
• We are a union of professionals • Professional Development is a pillar of the BCTF • We are proud of our commitment to creating relevant, self-directed professional development.

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BCTF has shown leadership in PD through:
• • • • • • • • • • Project Teach Program for Quality Teaching Peer Support Teacher Inquiry Workshops Plus program Teaching to Diversity action research support for special needs research and practice inclusion and equity programs aboriginal education
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As part of our ongoing work we provide:
Teacher-led workshops: pioneering the “teachers teaching teachers” model in areas such as— • student assessment • computer technology • new curricular challenges • classroom management

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In addition, BCTF has filled the void created by the ministry’s lack of in-service or resources, in such areas as:
• • • • BCeSIS Distributed Learning Full-day Kindergarten introduction and classroom use of computer technology • daily physical activity • mentorship
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Our Provincial Specialist Associations:
• have pioneered innovative approaches to teaching and engaging students • developed ground-breaking resources • shared leading-edge practices • supported teacher innovations • have provided workshops, professional development, and conference opportunities for colleagues

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The BCTF invites the ministry to support and fund joint projects like:
• • • • mentorship programs teacher inquiry projects social justice initiatives aboriginal education initiatives

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