BC College of Teachers
Riding
for Reading
Standards 101
In Profile:
Prof ile: Trailblazing teacher Yvonne Elden
A case study on conduct
winter
2005
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24
winter 2005
contents
28
features
STANDARDS 101
A basic introduction to the Standards
in
every
issue
7
for Educators
STANDARDS IN PRACTICE
A case study exploring expectations
11
for professional conduct
YOUR THOUGHTS ON STANDARDS
Letters from the Chair
and Registrar
3
Letters to the Editor
4
Ask the Registrar
14
Legally Connected
16
In Brief
18
Connected readers respond to the case
study presented in the fall issue
13
IN PROFILE: YVONNE ELDEN
In a career spanning 50 years, this rural
24
educator has served as teacher, trustee and tutor
Discipline Case Summaries
*There are no discipline decisions to report
at this time.
*
AFTER CLASS: RIDING FOR READING
An annual motorcycle charity ride is bringing
hundreds of new books into School District 43
28
Cover: Ross Davidson – Scott Creek Middle School, Coquitlam
Object of the College
Section 4, Teaching Profession Act
It is the object of the College to establish,
having regard to the public interest, standards
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under the direction of the BC College of Teachers
for the education, professional responsibility
and competence of certificate holders and
applicants for certificates of qualification
and, consistent with that object, to encourage
COPY
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Inscript Language & Writing Inc.
the professional interest of certificate holders
in those matters.
ART
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PRINTER
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Please direct all advertising enquiries to:
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Connected’s Editorial Policy
The College welcomes article submissions
from members. Please send a summary of
your proposed article by e-mail to:
[email protected]. The editorial board will
evaluate it for the best fit with Connected’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.
Stay Connected
Connected and other communications of the
College are the means by which the College
informs its certificate holders about professional
regulation in BC. Certificate holders are responsible for reading these communications to ensure
they are aware of current standards and other
professional matters.
Certificate holders in households where multiple
copies of Connected are received may wish to
receive Connected by e-mail. To subscribe, simply
edit your profile in the Certificate Holders' Area
at www.bcct.ca.
Readers’ questions and comments about
Connected are welcome and may be submitted
to [email protected].
RETURN MAIL:
Return undeliverable
Canadian addresses to:
BC College of Teachers
400 - 2025 West Broadway
Vancouver BC V6J 1Z6
as per agreement Publication No. 40050835
ISSN 1712-0772
www.bcct.ca
Copyright ©2005
BC College of Teachers
All rights reserved
Requests for permission to reprint an article
may be directed to [email protected]
or [email protected].
recyclable paper
The British Columbia College of Teachers does not necessarily endorse any
product advertised in Connected. The College takes no responsibility for
the content of ads, promises made, or the quality/reliability of the product
or services offered in the advertising.
LETTERS FROM THE CHAIR AND REGISTRAR
The Council has now completed the main part of the bylaw
review that was just beginning at this time last year. With one
major exception, all the bylaws and their companion policies
have been reviewed. Now each of the committees will continue
to review the bylaws and to recommend necessary changes as
an on-going practice.
At our meeting in September, we selected chairs and vice-chairs
for all of our committees and sub-committees. In addition to
Marie Kerchum, Registrar
their regular work, these committees have the job of implementing
the Strategic Goals which were also adopted in September. The
statement of the goals is found on the College website.
Communications do remain one of the key goals. The results
As we enter the season of cold weather and warm thoughts of
of the questionnaire earlier in the year were not entirely clear
family and home, we as teachers might take this opportunity to
and so the Council will continue to work in this area of legal
sit down and reflect on the hard work we have put in over the
obligation. An obligation of the College continues to be "to
last year. The upcoming holiday break is a good chance to
encourage the professional interest of members" in certain mat-
recoup, refresh and refocus on what we have set out to achieve
ters. Communications must be improved.
as professionals. The holiday is an excellent time to evaluate
The review of the Standards is the one remaining part of the
what it means to be education professionals and how we may
bylaw review that Council undertook last year. During the tenure
continue to meet and exceed the expectations of the communi-
of the interim, appointed Council there was a codification and
ties we serve.
amplification of the standards of the College. This explicit state-
Over the past few months, the College has been working hard
ment of Standards will now be reviewed. As practising educators,
to improve our services and become even more responsive to
the views of the members of the College on what these standards
our membership. We hear constantly from our members about
should represent are of critical importance. The Standards will
ways we can be more efficient and the small things we can do to
only have meaning if they clearly express the views of the
make their lives just a little bit easier. Please continue to share
professionals. A significant section of this magazine is dedicated
your comments and concerns with us at [email protected].
to discussing these Standards in practice.
We've recently upgraded our website to significantly improve
In April, we will be holding a forum that involves all of our
the Certificate Holders Area so that you can now pay fees,
partner groups in a discussion on the standards. Each partner
update your contact information, and, starting in early January,
group has been invited to send representatives and we expect it
print a tax receipt for your College fees. We are continuing to add
to be a well-attended and highly productive event. At the end of
to our online capabilities to improve services and cut costs, and
this process, we look forward to having a document that will
we'll keep you informed of these initiatives via Connected over
reflect the high professionalism of teachers in BC.
the coming year.
And finally as this edition goes to press, it only remains to wish
Finally, on behalf of the College and its staff, I would like to
us all, once more, a restful and enjoyable holiday and a very
wish you, your family and your students the absolute best this
Merry Christmas.
holiday season.
"The upcoming holiday break is a
good chance to
and refocus
on what we have
–
WINTER 2005
set out to achieve as professionals."
3
C O N N E C T E D M AG A Z I N E
Dale Townsend, Chair
recoup, refresh
LETTERS TO THE EDITOR
BC College of Teachers
Standards
for educators
Election Results
In Prof
Profile:
ile: First-year teacher Idelle Beauchesne
A Victoria educator learns to drive the big rigs
fall
2005
We Are
Listening!
Connected makes the grade
c
c
c
WINTER 2005
c
Anne-Marie Semke
–
C O N N E C T E D M AG A Z I N E
I am writing to say how much I enjoy and prefer the new magazine
format to the previous newsletter format. I am a non-practising
certificate holder currently residing in Washington State. I appreciate
being kept informed and connected to my home province and dear
profession. I can say that the magazine has improved my understanding of the work of the College (and thank-you for the non-practising
discount).
The magazine is informative with a digestible, uncluttered layout. I
love its visionary, optimistic, informative, inspiring and personal tone.
Even the ads are pleasantly informative about all the new opportunities
I would not be aware of living out of the country. Most of all, I
appreciate how the magazine stays focussed on issues strictly related
to the professional development of and communication between
teachers; I am often frustrated by the uninspiring, heavy-handed
political and often negative content of the BCTF magazine.
Prior to receiving the magazine, I had heard negative remarks
about the new publication: poor use of money, not useful, an arm of
the Liberal party of BC. They could not be more wrong. Connected
fills a previous void in professional publications for teachers. For all
the previously stated reasons, ignore any of the naysayers and keep
up the much appreciated work!
4
WASHINGTON
Beauchesne is an inspiring
role model!
I read your profile on Idelle Beauchesne
when Connected arrived in the mail for my
daughter, who is a teacher. What an inspiration Idelle is for parents such as me who have
children with significant hearing loss!
While profound hearing loss remains a low
incident disability among BC students, teachers
should be cognizant of the large numbers
of young children with mild hearing loss in
elementary classrooms. Classroom noise
reduction and sound fields can help a great
deal, and in fact, they benefit all students.
Hard of hearing students can be better
served by teachers who are familiar with
their needs as outlined in the Ministry of
Education resource guide available at:
NUTRITION
EDUCATION
n
i
e
v
i
l
A
Comeslassroom
the C
BC Dairy Foundation offers:
• Nutrition Education programs for Elementary grades (with a teacher workshop)
• Resources for Middle and Secondary grades
• Downloadable lesson plans
Give your students the benefit of
Nutrition Education today, call Donna at
1.800.242.6455 learn more at
www.bcdairyfoundation.ca
www.bced.gov.bc.ca/specialed/hearimpair/toc.htm
We look forward to having Idelle join the
roster of outstanding teachers of the Deaf and
Hard of Hearing in British Columbia.
Janet Les, Editor
BC PARENTS' BRANCH
CANADIAN HARD OF HEARING ASSOCIATION
Reader dislikes magazine
I continue to resent the existence of
Connected magazine. It is demeaning to our
profession to have teacher affairs combined
with glossy advertisements. I wish you would
revert to the previous very appropriate and
informative newsletter, and stop wasting
money and energy on your unnecessary
publication.
Bert Slater
NORTH SAANICH
Spice Up Your
Classroom with
UNICEF Education
Resources!
c
Give your students the
knowledge and skills they
need to shape their own
futures and help make the
world a better place – with
interesting and interactive
materials that connect to
your curriculum.
–
For information about our On-line Resources,
visit www.unicef.ca or call 1 877 286-4233.
For every child
Health, Education, Equality, Protection
5
C O N N E C T E D M AG A Z I N E
Please send your letters to
[email protected]
WINTER 2005
Visit www.shopunicef.ca for our complete
selection of easy-to-use Education Resources and
Videos.
C O N N E C T E D M AG A Z I N E
6
–
WINTER 2005
As the College Council continues its process of reviewing the current
Standards with educational partner groups, many members are interested
in the role of standards within our profession. In this article, we provide
a quick overview of the Standards, their role within our self-regulating
profession and how they may be used in practice.
–
Standards 101
standards 101
FEATURE
Why were the Standards created?
The requirement to have standards is established in Section 4 of the Teaching Profession Act. This
Act of the BC Legislature is the law by which the College operates and regulates the teaching
profession in the public interest. The Act states that "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."
What are the Standards?
The Standards for the education, competence and professional conduct of educators in British Columbia
state that professional educators:
• value and care for all children, acting at all times in the best interests of children;
• demonstrate an understanding of the role of parents and the home in the life of students;
• have a broad knowledge base as well as an in-depth understanding about the subject areas
they teach;
WINTER 2005
• are knowledgeable about Canada and the world;
• are knowledgeable about BC's education system;
• implement effective teaching practices;
7
C O N N E C T E D M AG A Z I N E
–
• understand children's growth and development;
FEATURE
–
Standards 101
• apply principles of assessment, evaluation and reporting;
• act as ethical educational leaders;
• engage in lifelong learning;
• have a responsibility to students;
• have a responsibility to parents and the public; and
• have a responsibility to the profession.
Each Standard includes four to seven sub-points that further clarify the intent and scope of the Standard. You can read the complete
Standards by going to www.bcct.ca/standards.
Why are standards important?
Self-regulating professions, like education, use standards to:
• describe the work their members do,
• decide who is qualified to become a member of the profession,
• articulate professional responsibility and competence, and
• state the conduct expected of members.
Standards articulate the knowledge, skills and attitudes that professional educators should possess, as well as the responsibilities
of educators as professionals who hold the public trust. Our Standards therefore play an important role in contributing to a safe
and high-quality learning environment for our students. Also, in return for the privilege of belonging to a self-regulating profession, educators are responsible for placing the interests of the public above our own individual interests. The Standards serve as a
touchstone for this accountability to the public.
Do other professions use standards?
Yes. All other self-regulating professions in BC have adopted codes of ethics, rules of professional conduct and standards of practice.
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8
FEATURE
–
Standards 101
How are the Standards used in practice?
Are the Standards absolute requirements? Or are they ideals that we as professionals
strive to reach? The answer is somewhere in between. The Standards can help us
articulate our practice as professionals – both to ourselves and others. After all, the
Standards were created within a context that defines professionalism as a process
of reflective practice rather than a narrowly focused or inflexible set of rules. This
approach views professionals as lifelong learners who continually work to advance
their professional knowledge and skills.
Educators can use all of the Standards as they contemplate their practice and professional development needs. School-based administrators may refer to the Standards
as they work collegially with their staff to develop plans for individual or school-wide
professional development. District-based administrators may use the Standards as
they set goals for their districts. Teacher educators in university programs use the
Standards as the guiding principles to assess their graduates and recommend them
to the College for admission to the profession. Employers may use the Standards as a
guide when assessing educator applicants or reviewing the employment of current
educators. The College will use the Standards as it creates bylaws and policies for the
professional practice of educators in relation to the interests of the public.
Standards are also very important to parents and the public. They provide confidence that educators are themselves well-educated, that they are competent and
skilled in carrying out their duties and that they are fit and proper persons to be
working with the children of BC. Parents and the public may also use the Standards
to better understand the complex roles played by educators in their children's
schools at all levels of the system.
The Standards can be used to help individual educators – and
the profession as a whole – grow and develop, in order to bring
about improved student achievement and self-actualization.
What role do the Standards play in evaluating my practice as an educator?
The Standards are meant to be used holistically – they are not a narrowly focused,
inflexible set of rules. The practice of education is an ongoing journey of increasing
one's professional knowledge and enhancing skills. In this light, the question is not
"has the Standard been met?" but "to what extent has the Standard been met for the
particular context in which the educator is preparing or working?" A deficit in a single
standard is not necessarily a fatal flaw that undermines professional competence
(although in certain significant circumstances it certainly may).
As educators, we are professionals who engage in lifelong and reflective learning.
Even the most experienced and competent educators among us will continue
throughout their careers to learn about and build their repertoires in pedagogy and
subject area knowledge.
Are the Standards being reviewed?
As reported in the fall issue of Connected, a Council sub-committee is currently planning
for a review of the Standards. A two-day event in April 2006 will enable partner
groups – including teachers, parents, administrators and others – to provide their
WINTER 2005
input on the Standards, after which they may be revised by Council.
The Standards are often referred to as a "living document," and we expect them to
acceptable, legally defensible and administratively feasible.
9
C O N N E C T E D M AG A Z I N E
–
evolve over time to remain ethically sound, publicly responsible, professionally
Standards in practice
Educators are role models. And as role models, we have a responsibility to exhibit the highest
qualities of character both in our professional and personal lives. The following fictionalized case
study illustrates some of the issues to keep in mind when talking about standards of conduct.
We encourage you to go online to respond to the questions at the end of the article – making your
thoughts known to Council as we continue our province-wide discussion on the role of Standards.
Jodi completed her BA at a BC university in 2002. Undecided about whether she wanted to pursue a career
in teaching and feeling the need to save some money, she travelled overseas and taught ESL at a private
English academy to students who ranged in age from 10 to 17. She taught there for two years without any
formal teacher education training before returning to BC with her debts paid off. She then applied to and
completed a teacher education program in BC and was recommended by that program to the BC College of
Teachers for certification.
As part of the application process to the College, Jodi was asked to submit confidential references. These
references are intended to help the College determine whether an applicant has a good moral character and
is a fit and proper person to teach children. These are requirements of the Teaching Profession Act and
relate to the role of educators as role models for children.
One of Jodi's references was from her former manager at the private English academy. In a confidential
letter he stated that while Jodi was working at the school, he discovered that she had misrepresented
herself in a reference letter, which appeared to be a forgery. She had also falsely stated in her resume that
she had been a teacher in a private English school in BC. Jodi left her position before he could ask her to
step down.
The College application form contains a question that asks if the applicant has ever been convicted of, or
given a conditional discharge or pardon for, a criminal offence. Jodi answered "no" to this question. Later, it
was discovered through the routine criminal records check that she had a shoplifting charge from eight
years earlier, for which she was given a conditional discharge. Jodi's application was referred for review by
a Council committee.
The Council committee asked Jodi to explain why she falsified her application form and did not disclose
her conviction. Jodi explained that she had always wanted to be a teacher and that she was ashamed of
her conviction for shoplifting. She was terrified that a mistake from when she was 18 might prevent her
from becoming a teacher.
in practice
–
standards
FEATURE
As for the allegations of forgery, Jodi explained that while she did not herself forge the reference letter, she
had asked a close friend to write a reference letter containing false statements and to "cover" for her if he
received a phone call. She apologized to the committee and asked that they certify her.
The BC College of Teachers is working with our educational partners over the next year to discuss
the Standards. Some of these Standards address issues of professional conduct – expectations of
educators' behaviour both on and off the job. Educators are seen as role models in society, and
are therefore expected to exhibit the highest qualities of character, including honesty, integrity,
trustworthiness and compassion.
What issues do you think are raised by the above case study? How would you respond if you were
a member of the committee reviewing Jodi's application for certification by the College? We ask you
to consider some questions related to this case study:
• What standards may have been breached in this particular case?
• What factors might lead you to certify the applicant? Deny the applicant?
WINTER 2005
• What would you recommend the College do in this case?
Please let us know your thoughts by visiting our website and clicking on the "Respond to the
using the following URL: www.bcct.ca/surveys/standards_in_practice.aspx.
11
C O N N E C T E D M AG A Z I N E
–
"Standards in Practice" Survey" link on our home page. You can also go directly to the survey by
Montessori Elementary Teacher
Credential Program*
Now accepting applications.
2006 Spring Institute
April 25 - 29th
The Legislative Assembly
of British Columbia offers
an exciting professional
development program for
British Columbia teachers in
elementary, middle and high school.
Come to your Parliament Buildings in
Victoria and learn about parliamentary
democracy and political process.
Eighteen teachers will be selected to
participate and experience B.C.’s
parliamentary system first-hand, returning
to their schools and communities with an
enhanced understanding of democracy.
Deadline is February 1, 2006.
For further information and to apply
on-line, please visit www.leg.bc.ca and
click onto Public Education.
Travel subsidies may be available for those
travelling great distances.
Montessori Elementary Credential
Program (Ages 6-12 yrs.)
This is a
thorough &
comprehensive
program that
offers an
integrated
and holistic
approach to
education. It
is designed
to meet the needs of teachers in both the
public and private sectors. The training
consists of 3 components: Summer
Sessions, Distance Learning, & Field Study.
*Accredited by MACTE - www.macte.org
*Affiliated with AMS - www.amshq.org
Montessori Foundation Course
Course Description: This course is designed
to provide a comprehensive overview of the
preschool years (ages 3-6). It includes
lectures and seminars on Montessori
educational theory, philosophy, & curriculum.
This course is a pre-requisite to VTI’s
Montessori Elementary Credential Program
offered in collaboration with Simon Fraser
University (SFU), unless a Montessori Early
Childhood Credential has already been
attained.
Attending this course does not certify an
individual to teach in a Montessori classroom.
Credit Opportunity:
Simon Fraser University (SFU) offers credit
options for eligible students.
Call 604-713-4500 or email [email protected] for a complete
information/application package or visit our website: www.vti.vsb.bc.ca
vancouver training institute
a division of the Vancouver School Board
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12
Your thoughts on standards
In the fall issue of Connected, we presented a case study of a student
teacher who was struggling to control her class. We asked for your
thoughts on the case study, and many of you took the time to share
your ideas with us on our website.
Nearly everyone who answered (nearly 90 percent) stated that they would not recommend the student teacher for a teaching certificate because of her inability to maintain
a safe learning environment for her students. However, many people pointed out that
they would be more lenient if this were her first practicum experience.
We asked what standards (skills, knowledge or behaviours) should be possessed by
every applicant to the College. Some answers came up repeatedly: strong communication
skills; knowledge of learning theories, educational psychology and human development;
a thorough understanding of the content included in the curriculum; awareness of
assessment strategies; and professionalism with colleagues and parents. Respondents
felt that educators should be team players, enthusiastic, fair, patient, empathetic and
tolerant. And finally, several respondents stated that educators needed to demonstrate
their interest in lifelong learning by continually upgrading their skills through university
courses and professional development workshops.
Many respondents wrote that practicing teachers and administrators must play a
strong role in developing standards for certification. Practicing teachers know whether
a student teacher is ready for the classroom, and working together with the administrator, can illustrate the core values and methods that are essential for effective
instruction.
Some stressed the importance of collaboration with universities and colleges to
c
ensure consistency in the competency of new teachers. Respondents also stated that
other interest groups – such as parents, the local
community and school districts – should be
consulted when developing standards.
c
While one respondent felt that "there are
too many standards, and the standards
are too strict," most felt that standards
standards
–
your thoughts on
NEW
play an important role in our profession.
Several members wrote about the need
to create opportunities for collaboration
within a safe non-threatening environ-
c
ment so that teachers can "recognize their
weaknesses and seek opportunities to grow"
As one College member said, "our rich and
well-trained profession in BC is the envy
WINTER 2005
of many jurisdictions around the world.
We need to appreciate that and build on
–
that reality."
13
C O N N E C T E D M AG A Z I N E
c
in relation to the standards.
Ask the Registrar
Ask
Marie Kerchum
The Registrar
Many of our members have questions about standards, membership, the role of the BC College of Teachers and other
professional issues. The following questions represent the recent queries we've received.
When will I receive my tax receipt?
Like membership in all statutory professional organizations,
membership in the BC College of Teachers is tax deductible. This
means that your $90 membership fee ($45 for non-practising
members) is deductible for the 2005 tax year. Any other fees
charged by the College, including late fees, are not tax deductible.
Tax receipts will be available in early January 2006 in the
Certificate Holders Area on our website, at www.bcct.ca. Under
the Quick Links heading on the home page of our website, click
on "Certificate Holders Area". Enter your certificate number and
password to login. Click on "Tax Receipts" to print a copy. If you
choose to receive your tax receipt this way, we will not mail you
a copy.
You can access and print your tax receipt online only until
February 15, 2006. After that time, we will be processing tax receipts
for those members who did not download them. These members
will be mailed their tax receipts by February 28, 2006.
I'm a new member to the College. Why does the College
need my contact information?
We must have your most current contact information. It's your
professional responsibility to ensure that we have your current
address so that we can keep you informed about important
information, including fee payment notices, information about
You keep talking about the website. What information
can I find on the College website?
The College website at www.bcct.ca is one of the main ways that
we stay in touch with, and solicit feedback from, our members. On
it, you'll find not only basic information about the College and its
Council, but also information on certification, fee payments and
due dates. You can even pay your College fees online. You will
also find answers to frequently asked questions and you can
comment on articles you read in Connected.
The public register of members is also an excellent way to
show your employer that your certificate of qualification is in good
standing with the College. It is linked directly to our database
and is an authoritative account of your status.
In the Certificate Holders Area of our website, you can quickly
and easily keep your records up to date. This is where you can
securely provide your contact information, as well as details
about where you are currently working (we don't typically
receive this information from school districts and authorities) and
other important and optional information.
I read in the last issue that practising members on a
pension pay $0. Is this true?
No. We apologize for printing an error in the last issue. Only nonpractising members on a pension pay $0. Any time a certificate
holder is practising in the classroom, he or she must maintain
practising status.
elections, important changes in policies that may affect you, and
your certificate of qualification. This information will be included
WINTER 2005
in College communications like Connected. Please take a moment
to register and/or update your contact information on the Certificate
C O N N E C T E D M AG A Z I N E
–
Holders Area of our website.
14
Do you have a question about the College?
Please e-mail us at: [email protected]
C O N N E C T E D M AG A Z I N E
15
–
WINTER 2005
Legally Speaking
legally
connected
Court decisions deepen our understanding of the rights and responsibilities of professional educators in BC and Canada. In
the following case, the Supreme Court of Canada overturned the acquittal of a teacher who had been charged with sexually
touching a 14-year-old student. The Court's decision clarifies the role of educators as individuals who are in a position of
trust and authority towards their students, both in and out of school.
Case: R. v. Audet (1996) in the Supreme Court of Canada
The facts:
Mr. Audet, a physical education teacher, went with a male
friend to a nightclub in Campbellton, New Brunswick a
few weeks after the summer holidays began in July 1992.
While there, he happened to meet the 14-year-old complainant, who had been one of his students. The 22-year-old
Mr. Audet was contracted to teach again at the complainant's school in the upcoming school year.
WINTER 2005
judge's decision that Mr. Audet did not have any authoritative power that obliged the complainant to submit to
his advances.
The Supreme Court of Canada held:
The Supreme Court of Canada, however, found that the
trial judge had erred in law. The Court exercised its
cottage. Mr. Audet complained of a headache and went
authority to replace the acquittal with a guilty verdict.
into a room with two beds and fell asleep. The complainant
Citing from a number of other cases, the Court commented
joined him soon after, lay down beside him in the same
on the nature of the relationship between a teacher and
bed and fell asleep. During the night, the complainant and
student, stating that parents delegate their parental
Mr. Audet awoke and engaged in sexual activity.
responsibility to teachers and that with respect to children,
a person between the ages of 14 and 18) for a sexual pur-
–
The majority of the Court of Appeal upheld the trial
plainant and her two female cousins went to the friend's
Criminal Code with touching a young person (defined as
C O N N E C T E D M AG A Z I N E
over the complainant nor was he in a position of trust.
Later that evening, Mr. Audet, his friend, the com-
Mr. Audet was charged under Section 153(1) of the
16
found that Mr. Audet was not in a position to exercise power
the role of the teacher is second in importance only to
that of the parent.
Quoting from another Supreme Court of Canada case,
pose. Section 153(1) prohibits a person in a position of
Ross (which was profiled in the last issue of Connected),
trust or authority, or a person with whom a young person
the Court agreed that "teachers are inextricably linked
is in a relationship of dependency, from touching a young
to the integrity of the school system. Teachers occupy
person or inciting a young person to touch another, for a
positions of trust and confidence and exert considerable
sexual purpose. Mr. Audet was acquitted at trial and that
influence over their students as a result of their position."
verdict was upheld on appeal.
Accordingly, the Court held that it will assume that a
At the trial level, the court noted Mr. Audet's age and the
teacher is in a position of trust or authority towards his or
fact that he did not encourage the complainant. The judge
students, unless there is evidence that raises a reasonable
doubt in that regard.
The Court stated that even though the school year had ended, Mr. Audet was
in a position of trust with respect to the complainant. Furthermore, no evidence
was required to show that he abused or exploited his position to obtain sexual
favours for the Court to find him guilty of the offence.
As consent is not a defence, the Court interpreted Section 153 as being
Parliament's intention to afford greater protection to young persons by criminalizing the activity itself. The Parliamentary message is that a person in a
position of trust or authority is not to engage in sexual activity with a young
person, even when there is apparent consent. As the Court held, "notwithstanding
the consent, desire, or wishes of the young person, it is the adult in the position
of trust who has the responsibility to decline having any sexual contact whatsoever with that young person."
England or Scotland?
Only TimePlan gives you the choice
TimePlan can give you the chance to expand your
teaching skills on a global scale. As the UK's
original teacher recruitment specialist, we have
opportunities in Early Years, Special Needs,
Primary and Secondary schools in cities, towns
and country villages across the UK. We offer
generous rates of pay, as well as all the support
you'll need to make your transition a smooth one.
For further information contact Laura Baker.
Call: 011800 8463 7526 (toll free)
Email: [email protected]
www.timeplan.com
Standards for the Education and Competence
of Professional Educators in British Columbia
"Professional educators do not engage in any sexually related behaviour
with a child or student, with or without consent." Standard 11.5
"Professional educators understand that they are viewed as role models
by parents and society." Standard 12.2
"Professional educators behave at all times in ways that reflect positively
on the public's confidence and trust in the education system" Standard 12.4
Teach
in the UK
Primary, Secondary
& Special Needs
UK Interviews and
Information Sessions are
held regularly at our
local Canadian offices.
Please call for
further details.
Direct: (905) 898 8950
–
WINTER 2005
[email protected]
www.protocol-teachers.com
17
C O N N E C T E D M AG A Z I N E
to
standard
c
Attention grade 5 teachers –
help kids get active
this winter!
c
c
The Grade 5 SnowPass program offers kids the opportunity to ski and snowboard free all winter long. Application
forms are now being circulated throughout BC schools,
thanks to the help of teachers and administrators. The
SnowPass allows kids in grade 5 (or those born in 1995), the
opportunity to ski and snowboard for free by offering three
free lift tickets for each of the 47 participating ski areas in
Western Canada. Applications can also be downloaded from
www.snowpass.ca or contact Vicki Dalgleish at 250. 548.3699
for more information.
c
c
WINTER 2005
in
brief
–
C O N N E C T E D M AG A Z I N E
Sun Peaks Resort/Adam Stein
18
SENATE COMMITTEE ON HUMAN RIGHTS
RECOMMENDS THE CREATION OF A
CHILDREN'S COMMISSIONER
The Standing Senate Committee on Human
Rights recently tabled an interim report entitled
Who's in Charge Here? Effective implementation
of Canada's international obligations with respect
to the rights of children. The committee began
studying children's rights a year ago and is
challenging Canada to turn rhetoric into reality
with four recommendations to recognize children
as citizens with rights, fostering a culture of respect
of rights and responsibility in this country.
The report recommends that Parliament
establish a Children's Commissioner to monitor
implementation of the United Nations Convention
on the Rights of the Child and the protection of
children's rights in Canada. The Commissioner
would conduct ongoing reviews of federal
legislation, services and funding for programs
affecting children and their rights and report
annually to Parliament.
The interim report is meant to create an
awareness of the Convention and to elicit a
response from the community and from the
Government. Hearings across Canada will continue in 2006 focusing on specific issues like
the medically fragile, the disabled, Aboriginal
children, migrant children, minority children,
sexually exploited children, children in conflict
and those caught in the child welfare or the
youth criminal justice systems. A copy of the
report is available at: EXPERIENCE A SCHOOL TRIP TO REMEMBER
AT THE IMAX® THEATRE AT CANADA PLACE!
www.senate-senat.ca/RIGHTS-DROITS.asp
COLLEGE OF TEACHERS ESTABLISHED
IN QUEENSLAND, AUSTRALIA
WINTER 2005
PREPARE YOUR STUDENTS FOR THE ULTIMATE FIELD TRIP!
Call the Group Sales Office: (604) 682-2384 ext. 225
–
Expand your students' minds to a larger than life learning experience at the IMAX® Theatre at
Canada Place. The IMAX Experience® is an informative and exciting tool in education. All our films
come with an extensively researched guide to assist you in your classroom exercises. We have a
number of group pricing discounts to accommodate groups of all sizes. Give us a call to discuss
how we can provide a valuable and stress free school trip for you!
Visit: imax.com/vancouver/education
IMAX think big® is a registered trademark of IMAX Corporation
19
C O N N E C T E D M AG A Z I N E
The state of Queensland in Australia has
recently converted their Board of Teacher
Registration to a more representative College
of Teachers model, similar to that of British
Columbia. The Queensland College of Teachers
(QCT) will continue the current roles and responsibilities of the Board of Teacher Registration
and will have additional powers and functions.
These changes will ensure that the QCT effectively upholds the standards of the teaching
profession in Queensland, maintain public confidence in the teaching profession and protect
the public by ensuring education in schools is
provided in a professional and competent way
by approved teachers.
Educational Field Trips
Amazing Bees!
Amazing Education!
explore Bee-cology!
A Curriculum-Integrated School
and Field Trip Experience
Detailed Teacher Information Package
Phenomenal K-12 Lesson Plans
Bee biology • Plant biology
Sampling honey and pollen
Live colonies, beekeepers, production
Honeybee Centre, Surrey, BC
t.604.575.BEES(2337)
TACKLING CLIMATE CHANGE IN YOUR CLASSROOM
The Government of Canada's One Tonne Challenge asks each individual Canadian to
reduce their greenhouse gas emissions by one tonne, because together our contributions will add up and make a big difference. This leaves teachers with a challenge
of their own: How do we make the complexities of climate change real for school-aged
children? How can we help students to take their own action? A wealth of information
exists at www.climatechange.gc.ca - simply click on "Resources for Teachers" and
peruse the tools available to teachers at every level. You'll be amazed at how climate
change fits in all subject areas!
[email protected]
www.honeybeecentre.com
DIABETES EDUCATION RESOURCES AVAILABLE TO TEACHERS
Teachers can play a special role in the ongoing needs of children living with diabetes,
and the Canadian Diabetes Association is here to help. A free resource kit, Kids with
Diabetes in Your Care, provides important background information and tools to assist
teachers. The Association is also calling on teachers to encourage those healthy
eating and exercise habits that are so critical for preventing type 2 diabetes – a
growing issue among BC children. A new teaching tool geared for children ages six
to nine, called Meet the Cellbertons, is also available to help teachers promote healthy
lifestyle choices. The six-minute animated presentation and accompanying teacher's
guide was developed by the Canadian Diabetes Association with input from diabetes
healthcare professionals and childhood education experts. For more information
about diabetes, or to request a teacher's kit, please call the Diabetes Information
& Support Centre at 604.732.INFO (4636) or email [email protected].
HISTORICA AND CN COMMEMORATE THE YEAR OF THE VETERAN
The Historica Foundation of Canada and CN recently launched the Historica-CN
Teacher Resource Guide, designed to provide teachers with activities for their classrooms in commemoration of the Year of the Veteran. The Historica-CN Teacher
C O N N E C T E D M AG A Z I N E
–
WINTER 2005
Resource Guide was prepared by Canadian educators. Each bilingual Guide
contains five teaching strategies on themes that complement key curricular
concepts and skills and connect to the DVD of 20 military-themed Historica
Minutes that accompanies the Guide. The Guide is distributed through Historica's
network to 10,000 elementary and secondary school teachers across Canada
and is available in a downloadable pdf from www.histori.ca.
20
Attention
K–7 Teachers!
Experience Science World
for FREE through BC PALS
The British Columbia Program for the Awareness
and Learning of Science (BC PALS) makes it possible
for K – 7 classes in the province to participate in one
FREE Science World experience per school year.
BC PALS supports the K – 7 curriculum and includes
one of the following:
• a free class field trip admission to TELUS World of
Science in Vancouver;
• a complimentary Science World Outreach
program.Programs include Scientists and
Innovators in the Schools or Science World
On The Road.
Visit our website at www.scienceworld.ca and
download a BC PALS Field Trip reservation form or
call 604-443-7500 to speak directly to our bookings
department.
Outside the Lower Mainland call 1-800-363-1611 to
find out when Science World Outreach programs are
coming to your area.
We gratefully acknowledge the financial support of the Province of
British Columbia through the Ministry of Education for BC PALS.
Invest in your Future
Upgrade your Teaching Certificate
to 5 Plus 15 (PB Plus 15) Status
via Distance Education
• Complete your courses entirely from home
• Acquire up to one extra year of
University Grad Credit
• All courses are fully accredited through
Vintage Safaris
Following the nostalgic traditions of those exploring
and traveling in Africa a century ago, Vintage Safaris
gives one a taste of things past and present! Classic
1920's Walking Safaris, Lodge Stays, Overland
Journeys, Educational Adventure Safaris, Victoria
Falls, Hot Springs and Houseboat Safaris all in the
stunning Lower Zambezi Valley. Guests will develop
an intimate knowledge of the bush, it’s wildlife and
appreciate the wonders of this magnificent piece
of Africa!
Portland State University
CONVENIENT
AFFORDABLE
MANAGEABLE
Toll-free 1.877.531.6665
[email protected]
WINTER 2005
www.montessoritraining.net/
university_credit/faq.htm
"The gladdest moment in human life is
the departure upon a distant journey into
unknown lands."
Sir Richard Francis Burton
March 17 & 18, 2006 - Vancouver
with Jerome Kagan, Ph.D. & Michael Kerr, MD
This conference brings together one of today's
major thinkers in developmental psychology with
the foremost authority on Bowen family systems
theory. They will explore the complex interplay
between temperament and family functioning for
how children develop. Limited seats/book early.
Molly Jonsson
p. 604.215.0675 [email protected]
www.vintageafricasafaris.com
www.livingsystems.ca
We are looking for
high school tutors
in the Lower Mainland
Federation of
Independent School
Associations
We are looking for BC Certified Teachers for
one-to-one, in-home tutoring of high school
students. Teachers required for all subjects. To
apply, please forward your current resume, a
copy of your BC College of Teachers' Teaching
Certificate and two reference letters.
The Federation of Independent
School Associations salutes
the contributions of professional
educators to the development
of a civil society.
Teachers' Tutoring Service
–
C O N N E C T E D M AG A Z I N E
Spring Conference
NATURE & NURTURE: Exploring the Interplay
between Temperament and Family Functioning
203 - 1929 West Broadway, Vancouver, BC, V6J 1Z3
tel.604 730.3410 fax 604 730.3416
www.tutor.bc.ca
22
t. 604.684.6023 or 604.684.7846
f. 604.684.3163 [email protected]
www.fisabc.ca
TEACHER DEVELOPMENT: THE KEY TO EDUCATION IN THE 21ST CENTURY
The Faculty of Education at Simon Fraser University is leading a dialogue with innovative
and path-finding educators by hosting a gala banquet and an international conference in
Vancouver called Teacher Development: The Key to Education in the 21st Century from
March 2 - 4, 2005. Stephen Lewis, former Canadian Ambassador to the UN and the current UN Special Envoy for HIV/AIDS in Africa will be the keynote speaker at the event.
Among the guest speakers featured at the conference are Marilyn Cochran-Smith,
President of the American Educational Research Association from Boston College; and
Kenneth Zeichner, an international scholar of teacher education from the University of
Wisconsin. For conference details, go to www.tdevconference.ca or call 604.291.4344.
CANADA TO RECOGNIZE HISTORIC BUILDINGS AT CFB ESQUIMALT
The Naval and Military Museum at Naden is part of a network of historic buildings and locations
at Canadian Forces Base Esquimalt whose importance is now recognized by the Historic Sites
and Monuments Board of Canada. The new Historic District includes the 1880s Drydock
and Royal Navy Dockyard established at what is now HMC Dockyard, Cole Island and the
Veteran's Cemetery off Colville Road. It also includes the brick and frame buildings
housing the CFB Esquimalt Naval and Military Museum, constructed between 1887 and 1892.
CFB Esquimalt Naval and Military Museum receives thousands of visitors each year
from across Canada and the world. The museum includes a children's gallery and educational packages for elementary and secondary students. More information can be
found at www.navalandmilitarymuseum.org.
SCHOOL SHOWCASE PROJECT
The BC College of Teachers is proud to celebrate the artistic talents of BC’s elementary and
secondary students. Each month, we showcase student artwork in our lobby and on our
website. Most recently, St. Augustine’s School (Vancouver), Heffley Creek Elementary
School (Heffley Creek) and Britannia Secondary School (Vancouver) 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.
Become
immersed.
Heffley Creek
Elementary School
Heffley Creek
WINTER 2005
The Vancouver Aquarium’s
education team will engage your
students through on-site school
programs, stewardship initiatives,
travelling programs as well as
teacher workshops and resources.
Please visit www.vanaqua.org,
call 604-659-3552 or email
[email protected].
Aselya - Grade 11
Britannia Secondary School
Vancouver
23
C O N N E C T E D M AG A Z I N E
–
St. Augustine's School
Vancouver
INPROFILE
Yvonne
Elden
A Trailblazing
WINTER 2005
Educator
C O N N E C T E D M AG A Z I N E
–
people
24
and forestry were the dominant activi-
various roles, from teacher in a one-room
She remembers the one-year course
ties, and the area attracted those who
schoolhouse to school board trustee and
being very hands on, with step-by-step
embraced a pioneer spirit.
tutor. And while she's witnessed many
instructions on how to teach math and
Elden and a friend made the journey in
changes in teacher training, curricula,
phonics as well as "fiddly visual aids that
a pickup along the recently opened gravel
students and society, one thing that hasn't
they thought grade one teachers had to
highway. They arrived in a town that
changed is her belief in the critical role
have to teach reading." Next door was
consisted of a general store, a garage, a
that teachers can play in the lives of
the Model School, where she completed
portable school building and the teacher-
their students.
her practicum.
age next door, where Elden would live.
Yet teaching wasn't originally in the
On receiving her certificate, Elden set
"Although I was brought up in a small
cards when Elden graduated from high
out to find a teaching position in "the
town and went to a small school, coming
school. Instead, she studied math and
wildest part of the province." The job
up here was still quite a culture shock."
English at UBC, attended business college
opening for a one-room schoolhouse
Many educators today find themselves
and worked for a subsidiary of BC Tel.
in Little Prairie was just what she was
juggling the demands of teaching split-
She then spent four years travelling
looking for.
level classes, but teachers like Elden had
around Western Europe with a friend,
Located in the Peace River region of
the ultimate in a multi-age class: 30 stu-
experiencing life and "growing up."
northeastern BC, Little Prairie (now
dents from grades one through eight, some
Returning to Canada with a new sense
known as Chetwynd) was an isolated
of whom could not speak English.
of focus and a desire to teach, she enrolled
settlement in the mid-fifties. But with
Although the school had only been
in the Vancouver Normal School, which
the building of the first passable roads in
open for three years when Elden arrived,
provided instruction in the norms or
the 1940s and the completion of the Hart
she was already the fourth teacher to
standard practices of teaching. Open to
highway from Dawson Creek to Prince
take on its challenges. "The first teacher
anyone with a grade 12 diploma, the
George in 1950, the area was beginning to
must have had quite a time of it," she
WINTER 2005
grow. Ranching, trapping, oil and gas,
words, "quite a collection of individuals."
–
Normal School attracted, in Elden's
a century, Yvonne Elden has taken on
25
C O N N E C T E D M AG A Z I N E
With a career in education spanning half
says, laughing.
For Elden, stepping into the school was
like going back in time to her own education in the 1930s in a one-room schoolhouse in Duncan. With no electricity, she
and her students relied on a wood-burning
stove to keep warm. "In the winters I
would bring in my wind-up gramophone
and the kids would square dance while I
wrote the afternoon work on the blackboard," she remembers.
She also recalls the "awful Dick and
Jane readers, which were so far removed
from the lives of the children in my class."
Each spring, she taught the students
softball, which they played against
teams from nearby communities. She
would also drive one-and-a-half hours to
Dawson Creek to pick up NFB movies to
show at monthly dance parties held in the
local garage. "It was the first time many
of the students had ever seen a film."
After marrying a local rancher, Elden
worked as a substitute teacher and taught
off and on while raising her four children.
When her youngest son was in grade
four she went back to teaching full time
until her retirement in 1991.
She credits having a "bird's eye view"
and being interested in the big picture
with her later success as a trustee for the
DOUGLASCOLLEGECA
local school board, a role she held for
nine years until 2002. At 78, she's still
involved in education, volunteering as
a math tutor to grade eight students.
"Math is often one of the most poorly
taught subjects in elementary school,
and if students haven't got the concepts
by grade eight, high school math can be
pretty tough."
Elden is enthusiastic about the initiatives underway in her district to ensure
education is relevant for all students. "The
district is very active in pursuing shared
courses – like auto mechanics, power
engineering, chef training and welding –
with colleges and BCIT. Students can now
WINTER 2005
graduate with their grade 12 diploma as
well as certification in these trades. If all
C O N N E C T E D M AG A Z I N E
–
goes well, my grandson will have his C-class
26
welding ticket when he graduates.This is
a wonderful program and a real credit to
the local administration."
After 50 years in education, Elden
believes it is vitally important for educators to embrace lifelong learning and keep
their skills up to date. "Teachers really
need to roll with the punches. Once you
The Chetwynd Communications Society – in
association with the Chetwynd Arts Council –
recently produced a 30-minute documentary
on the social and economic history of the
area. "My Peace Country Home: Pioneers of
the Peace River Valley" includes interviews
with Yvonne Elden and others talking about
the challenges and joys of life in the early
days of the community.
get your ticket, you need to keep up, and
while professional development days are
good, I wonder if they are enough. Teachers
always need to be learning and improving."
"I also firmly believe in the importance
to
standard
of volunteering at the schools. It's a sad
loss when this doesn't happen, because
it can make such a difference to how
students relate to their teachers when
they see them volunteering as coaches or
leaders of after-class activities. It's all
about encouraging kids – both in and
“Professional educators keep current with
subject area and pedagogical knowledge
and skill."
Standard 10.2, Standards for the Education
and Competence of Professional Educators
in British Columbia.
Let us know if there’s an educator you’d like to
see profiled in an upcoming issue of Connected.
Please e-mail us at: [email protected]
beyond the classroom."
Experience our History !
BARKERVILLE
SCHOOL PROGRAM
Starting the first week in October you can register for our 2005 Barkerville
School Program and experience life as it was over 140 years ago.
We offer special "Core Programs" consisting of Early Justice, Schoolhouse
Program, Mining Demonstrations, Blacksmith Demonstrations, Wendle
House Program and a tour of our famous "Chinatown". Specials are also
offered for the stagecoach, gold panning and the Theatre Royal.
Merchants in the Barkerville, Wells and Bowron Lakes area offer a number
of great deals, from specially tailored menus and discount accommodations
to organized evening activities, canoeing, walking tours and more.
27
C O N N E C T E D M AG A Z I N E
–
WINTER 2005
For more information, or to book this fun and
educational school program please email
Barkerville Historic Town at
[email protected] or call Judy
Mooring at1-250-994-3302 Ext. #29
For area information please visit
www.wellsbc.com or phone 1-877-451-9355
after
class
of new books from the money that's raised, and
all books are distributed equitably to schools within the district. "The teacher-librarians have been a
great help and are a big part of the success of this
event," says Davidson.
The event is certainly welcomed by local schools.
"Even a small number of new books frees up
funds so that our librarians can make other
Riding for reading
The annual Hog Wild About Reading motorcycle ride
is all about bikers and books
important purchases for the school library," says
Kintzinger.
As a literacy initiative, Hog Wild attracts many
administrators, teachers and school staff. But it's
also popular with parents, school trustees, motorcycle enthusiasts from all walks of life and even a
few local celebrities. Some participants, like
Each September for the past six years, motorcyclists from across the Lower
Kintzinger, have even taken up riding after getting
Mainland have gathered in Port Moody for a two-hour ride to Harrison Hot
involved in Hog Wild and meeting so many avid
Springs. The reason? Getting more books into libraries in School District 43
motorcyclists.
(Coquitlam).
As successful as the event has become, Davidson
For creator and head organizer Ross Davidson, Principal of Scott Creek Middle
is always looking for ways to increase sponsorship,
School, the event combines his desire to promote literacy with his passion for
attract more riders and raise Hog Wild's profile.
motorcycles – a passion that began in high school.
He'd also like administrators in other districts to
"As soon as I got my driver's licence I bought a bike," he says. "And in the
get involved. "What we'd love to see is other
summer between grades 11 and 12, I rode down to English Bay and dipped the
school districts around the province taking on
front wheel in the water before setting off with a friend to ride across Canada
this idea, with each holding its own annual Hog
to the Atlantic Ocean and back."
Wild About Reading event on the same day to
Since that time, "other more important commitments" had to come ahead
raise money for books and literacy." Davidson is
of riding. But after decades of dreaming, Davidson finally bought himself a big
willing to help new groups get started and will
cruiser six years ago and "rekindled the passion."
even provide a start-up kit to get things rolling.
Like most recreational motorcyclists, Davidson is always looking for an
"It's such an excellent cause," says Henrichsen.
excuse to ride. He'd seen the success of other charity rides – including the
"Hog Wild allows us to have fun pursuing our
very popular Vancouver Toy Run, which brings together more than 7,000
passion for riding while putting on an event that
motorcyclists who donate toys and money to the Lower Mainland Christmas
really benefits the children in our district."
Bureau – and thought about creating a similar event to promote literacy in his
school district.
The result is the Hog Wild About Reading motorcycle ride for literacy, which
You can find out more about Hog Wild
About Reading at www2.sd43.bc.ca/hogwild.
began in 2000 with only seven riders and has now become a major local event.
In 2005, 19 sponsors and 135 riders raised $6000 and collected over 700 new
books for the schools of Coquitlam, Port Coquitlam and Port Moody.
WINTER 2005
The event is organized by a committee of district administrators that currently includes Davidson, Christine Lauzon, Petra Kintzinger, Bob King, Steve
C O N N E C T E D M AG A Z I N E
–
Henrichsen, Mike McGlenen and Todd Clerkson.
Teacher-librarians oversee the collecting of donated books and purchasing
28
What do you do After Class? We’d like to hear
your stories of learning vacations, community
involvement, sabbaticals abroad and passions
or interests.
Please e-mail us at: [email protected]
Telling the
story of immigration
to Canada
SPEAKERS' BUREAU
Invite a member of the Passages to
Canada Speakers' Bureau to share their
story of immigration with your students
Speakers Bureau
D I G I TA L A R C H I V E
Access our unique on-line collection of
interviews and artifacts chronicling the
compelling journeys of Speakers' Bureau
members
Digital Archive
For more information,
please visit www.passagestocanada.com or email us at [email protected].
www.passagestocanada.com
www.passagesverslecanada.com
Passages to Canada is an initiative of the Dominion Institute – a nationally registered charity dedicated to the promotion
of Canadian history. Passages to Canada speaker visits and resources are offered free of charge.
Ce programme est également offert en français.
Publications Agreement No. 40050835
ISSN 1712-0772
PRINTED IN CANADA