2011 bcct presentation by the bctf

8/6/2019 2011 BCCT presentation by the BCTF

http://slidepdf.com/reader/full/2011-bcct-presentation-by-the-bctf 1/29



BC teachers are committed to:

The BC Teachers' Federation speaks out about the College of Teachers 2

ensuring the safety and well-being of ourstudents.

following the Code of Ethics (adopted 1943). recognizing a privileged relationship exists

between students and teachers.

following school and district protocols andreporting any instances of suspected childabuse.



BC teachers agree thatthe college has the right to:


establish requirements for and issueteachers’ certificates.

terminate a teacher’s certificate. approve teacher education programs for pre-

service teachers (student teachers).



BC teachers do notagree the college should:


be governed by councillors who are notrepresentatives of the membership.

limit members’ professional autonomy or

professional development. revise the mutually agreed to standards.

require teachers to undertake mandatedprofessional development to qualify or

maintain certification or continuingmembership in the college.



There is no evidence thatother changes are needed.


No facts exist to support claims ofinterference 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 increasedcollege interference in teachers’ professional

lives. No facts exist to show that there is a public

concern about teacher currency.



Every other professional college has agovernance model based on self regulation.


BC College of Physiciansand Surgeons15 elected by members5 appointed by government

BC College of Pharmacists7 elected by members4 appointed by government

BC College of Social Workers8 elected by members4 appointed by government

BC Association ofRegistered Nurses8 elected by members3 appointed by government

BC College of Dental Surgeons12 elected by members6 appointed by government

BC College of Psychologists6 elected by members3 appointed by government



Our research shows:


that the public has confidence in our publiceducation system.

the public supports teachers.

the public wants more funding for publiceducation.

the public supports the BCTF’s positions onclass size and composition.

the public wants more support for studentswith special needs and smaller classes.



In-service has practically disappeared

• there used to be significant funding for newcurriculum and initiatives from the Ministry andDistricts

• in-service, particularly about students withspecial needs is non-existent

• there were provisions in collective agreements




Government’s legislatedchanges have not :

• improved the school system.

• supported teachers’ professionalism.

• created a happier work place.




Government’s proposed changesto the college will result in

continued erosion of teachers’:

• ability to meet students’ needs.

• professional status.

• job satisfaction.

• ability to engage in trueprofessional learning.




Instead, BC teachers believePD 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, theirteaching practice

• self-directed

• ongoing

• supported.




The PD model proposed by governmentis 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.




Most US states control teachers’ PD.

How has that been working for them?




Instead of models that don’t work:

Government should adequately fundin-service to support teachers.


Leave choice of PD to teachers.

PD Choicefor teachers



Teachers’ visions of professional learning

• collaboration with colleagues

• teacher inquiry

• personal planning

for professionaldevelopment

• mentoring

• in-depth, sustained,self-directed professionallearning opportunities.




What would happen if the collegeor government took over teachers’ PD?

The message would be teachers are not:

• respected

• valued

• trusted

• professional

• competent.




What are you trying to fix?

The vast majorityof teachers are not

just competent—they are excellent.

Teachers arecurrent and alwaysdeveloping

professionally.


Teachers’ education and professional development: Experiences and perspectives

Charlie Naylor, Ph.D.Senior Researcher, BCTF Research October 2010

I th i t h th ’



In the rare instance where there’sa problem, how should we addressthe 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 byboards and teachers.




Where did the teacherevaluation process come from?

• Labour law, common law, and arbitrationprecedents are the foundation of the teacherevaluation process.

• The School Act outlined the evaluationprocess.

• Teachers and school boards negotiatedevaluation processes.

• All local language ensures due process, whilemeeting the needs of students, teachers andemployers.




Where districts implement evaluationprocesses according to CA provisions

teachers either receive a satisfactoryreport, improve, or are terminated.




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.




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


Don’t confuse them.

Teachers can’t work to their best ability in aculture where professional learning is

equated with teacher evaluation andpunishment.

“The system collapses when

the last person you trust isthe professional teacher.”

Diane Ravitch



Professional Development

• We are a union of professionals

• Professional Development is a pillar of theBCTF

• We are proud of our commitment to creatingrelevant, self-directed professionaldevelopment.




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




As part of our ongoing work we provide:

Teacher-led workshops: pioneeringthe “teachers teaching teachers”

model in areas such as—• student assessment

• computer technology

• new curricular challenges

• classroom management


In addition BCTF has filled the void



In addition, BCTF has filled the voidcreated 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 computertechnology

• daily physical activity

• mentorship




Our Provincial Specialist Associations:

• have pioneered innovative approaches toteaching and engaging students

• developed ground-breaking resources• shared leading-edge practices

• supported teacher innovations

• have provided workshops, professionaldevelopment, and conference opportunitiesfor colleagues




The BCTF invites the ministry tosupport and fund joint projects like:

• mentorship programs

• teacher inquiry projects

• social justice initiatives

• aboriginal educationinitiatives


2011 bcct presentation by the bctf

Documents