February 2014 BCPVPA Journal Volume 26 • Number 3

Adminfo February 2014

BCPVPA Journal

Volume 26 • Number 3

ShortCourse

Professional development for newly-appointed principals and vice-principals July 7-11, 2014 • Details coming early 2014 in eNews and at www.bcpvpa.bc.ca

Engaging All Learners: Leading for Learning

connecting with your passion • appreciative enquiry creating and enhancing layers of understanding the balance between managing and leading Moral Stewardship provides a focus on moral purpose and ethical-based decision making. Relational Leadership with presentations on special education, Aboriginal education, and inquirybased leadership & learning.

Instructional Leadership, with a focus on effective school change, building capacity, and Supervision for Learning.

Organizational Leadership with presentations on roles, duties, and responsibilities and a StartSmart program to enhance your management skills.

Inspiration to Lead with end of week summations and presentations by all the facilitator groups and an address from the Ministry of Education.

The 37th annual Short Course is a BCPVPA/UBC program and endorsed by the BCSSA

Fees (registration opens early 2014) BCPVPA Active Member $1155 (inclusive of $55 GST) UBC Masters Student $600

July 7–11, 2014

Non-Member $1, 522.50 (inclusive of $72.50 GST)

A good laugh, a better journey BCPVPA President Shelley Green writes about the value of a good laugh. Pass it on!

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s winter wears on — what on occasion seems like endless rain and overcast skies in the Lower Mainland, or bone chilling

temperatures and deep snow in other areas — it becomes more difficult to avoid some wishful thinking about better, more cheerful, weather. The life of a BC principal or vice-principal is busy, intense and often stressful. So what do we do to relieve that stress? Some, like myself, run as regularly as possible. 2013 — 2014 Others do yoga, play team sports, Board of Directors fish, read and participate in many other activities to create balance President Shelley Green (Nanaimo-Ladysmith) in their lives. But don’t forget [email protected] about the simple laugh. President-elect Gordon Li (Burnaby) Audrey Hepburn wrote, “I love [email protected] people who make me laugh. I Directors honestly think it’s the thing I like Jessica Antosz (Qualicum) most, to laugh. It cures a multitude [email protected] of ills. It’s probably the most Susan Clough (Surrey) important thing in a person.” I [email protected] have to say, I agree. David DeRosa (Kootenay-Columbia) Prior to the Christmas break a [email protected] friend sent me a link to a video Rod Giles (Kootenay Lake) featuring some hilarious scenarios [email protected] involving cats. By the time I Heidi Grant (Cowichan Valley) finished watching, I was laughing [email protected] so hard my stomach was hurting. John Horstead (Surrey) I had also attracted several of [email protected] the staff who were curious about Brett Johnson (Greater Victoria) [email protected] Lee Karpenko (Prince George) [email protected] Brian Leonard (Coquitlam) [email protected] Kevin Reimer (Comox Valley) [email protected]

ISSN: 1201-4214

what was causing me to laugh so hard. The laughter was infectious and many of them asked for the link to be able to share it with others. During my career I have been fortunate to have several staff members who had the knack of telling stories that made everyone laugh deep down in their gut. These people attracted staff to the office at the end of each day just to hear the latest story and get the wonderful release that laughter offers after a stressful day. When one of those staff members posted out at the end of the year, everyone was disappointed. Not just because she was an amazing teacher, and she was, but also because of her natural gift to share laughter. So what does laughter do for us and why do we laugh so rarely? Some studies suggest that children laugh as many as 400 times per day continues page 9

And if you don’t believe me I read an online article recently, on the Discovery Channel website, that provided an 10 impressive reasons why laughing is good for you. Among them: stress reduction, improved blood pressure; and boosting the immune system. You can read the article here: http://bit.ly/1dp1iYk – SG February 2014 • Adminfo • 3

On marriage, divorce & teaching Cathal Walsh reflects on his parents’ marriage and how it stood the test of time. He says a teacher’s passion for the profession can be subject to myriad emotions, too … but sometimes a divorce from bad practice can lead to a renewed professionalism.

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y parents were married 59 years when my father died (my mom died four months later). We all know or have heard of similar couples who share a familiar story; they have managed to somehow “reinvent” their marriage to stand the test of time. However, not all marriages tell the same story. Jackie Kennedy is quoted as saying, “the first time you marry for love, the second for money, the third for companionship.” Her tongue-in-cheek reflection on her relationships echoes 20th Century anthropologist and feminist pioneer, Margaret Mead, who asserted that everyone should marry three times: once to leave home, once to have children, and once for companionship. Similar thinking has been espoused by scholars and philosophers from a variety of cultural references; the notion that there is a desire for differing fulfillment (and perhaps even different relationships) as we mature into and through our adult lives. A 20-year-old’s entrenched idealism and passionate naivety differs greatly from the typical life views, passions and pursuits of most of us past 40. Though core values may remain constant, many other aspects of one’s self change over time. Our needs change. Our interests change. Our priorities change. New passions emerge and “personal awakenings” often call us to walk down new paths. It is no wonder that more than 50% percent of all marriages end in divorce. One could argue that if it were not for the financial shackles, perceived moral implications, and parenting responsibilities, divorce rates would likely be much higher. So, how does this treatise on marriage and divorce relate to education? Incidentally, the journey to becoming an effective and fulfilled life-long educator shares numerous similarities to the conundrums of marriage (and divorce). After all, there is the exciting courtship (university experience), the engagement (practicum), and the blissful anticipation of the first year; quickly followed by reality (first teaching assignment). The new teacher bride or groom is often overflowing with conviction, passion, ideals and hopes for their vocational choice. Over time these ideals can be beaten down with cynicism and experience until pragmatism rises up as the preferred pedagogy over the ever-emerging research and trends that hammer at classroom doors each September. Some teachers simply call it quits. According to a 2011 study released by the National Commission on Teaching and America’s Future (NCTAF), 46% of new teachers will leave the profession within the first five years. Really bad marriages I suppose. Those teachers, who make a decision not to leave the profession, find themselves following one of three paths. February 2014 • Adminfo • 4

The Perfect Partner Path Just like those couples who find renewing happiness in a 60-year marriage, some teachers have the ability to “reinvent” themselves throughout their careers. They have an uncanny ability to morph their practice; holding on to long-established skills while constantly embracing emerging best practices. These teachers are as rare as those 60-year marriages but they exist and they influence and inspire their colleagues with their apparent unending love affair with their vocation (even if they have the same assignment each year). Teachers on this path do not allow themselves to be stuck doing things the way they have always done them. Rather, these teachers begin each school year with the same enthusiasm, open mindedness and determination as their first year counterparts.

their years of struggle, they also bring a clarity to the challenges of teaching. It’s their second marriage after all and they better understand who they are as teaching professionals. They know themselves as educators and have chosen to start anew.

come a needed job. These teachers won’t quit nor change their ways. Divorce is not an option. They will stay the full course but will do so absent of the love, joy and fulfillment they once sought.

As is undoubtedly apparent, I am not a marriage counselor. NoneThe Roommate Path Some couples in bad marriages re- theless, the teaching profession is main together. Maybe it’s due to fi- indeed rooted in self-reflection and nancial need or to honour perceived complex interpersonal relationexpectations of others. Nonethe- ships that mirror other social conless, the passion and happiness has structs such as marriage, parenting, disappeared and they live as room- and family dynamics. Both Margamates; remembering an embel- ret Mead and Jackie Kennedy cited lished happier time. In the world of companionship as the emerging teaching, some teachers find them- need of a third marriage. Similarly, selves in this unfortunate place; my father sought early admission to habits of time making it seemingly a complex care facility to be by my impossible to reinvent themselves mom’s side. Merriam-Webster deor to divorce their ineffective prac- fines companionship as, “the good tices. They grow more cynical each feeling that comes from being with school day and shift their focus to someone else.” I suppose one measure of “where a life outside of their school. They The Awakening Path will often speak about the “good teachers are at” in their marriage to Sometimes, no matter how hard old days” when their profession was their profession could be “the feela couple tries, their marriage dis- problem- free and “staff and stu- ing” that comes when they arrive solves. For many, this is a good thing dents loved being at school.” They at school each day in the presence as it allows them to start anew. Some have become roommates to their of students and staff. Is it a perteachers also do this within their profession. The years pass and what fect partnership or is it time for an teaching lifetimes. They “divorce” was once a chosen vocation has be- awakening? themselves from long held ineffec- Cathal Walsh is a principal with Nanaimo-Ladysmith Public Schools. You tive instructional practices and en- can contact him by email at [email protected] or follow him on ter into a new, healthier relationship twitter @RethinkEDUC with their profession. They experience an awakening of sorts and VOLUME 26 connect with teaching in a new way. NUMBER 3 These teachers will often lament on the many ill-conceived things “they used to do” not unlike the way peoAdminfo is published five times per year by the BC Principals’ & Vice-Principals’ Association. ple reflect on a past marriage. They Subscriptions for non-members of the Association are available for $33.60 per year, including don’t regret their life experience but taxes. Adminfo welcomes your editorial contributions and student artwork. All material should they have learned their lessons and be sent to: Richard Williams, Editor, Adminfo, #200-525 10th Avenue West, Vancouver V5Z 1K9 are committed to the next stage of [call 604-689-3399 or 800-663-0432, fax 604-877-5381 or email: [email protected]]. their journey. These teachers often become leaders and mentors at the school or district level. Although Editor Richard Williams they may bring “edu-baggage” from

Adminfo

February 2014 • Adminfo • 5

An Aboriginal cultural immersion program Merritt’s Aboriginal Academy draws on aspects of the area’s two dominant cultures. Students are responding by assuming new levels of responsibility. Assessment is based on growth, mastery of skills, patience and spiritual understanding. by Leslie Dyson

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elf-worth and identity; culture and language; health and wellness; and academic success are the four principles embedded in Nicola-Similkameen’s Aboriginal Enhancement Agreement. They are also the cornerstones of Merritt Secondary School’s Aboriginal Academy. Now in its third year, this cultural immersion program draws from the traditions, beliefs, and values and the seasonal calendar of the two dominant cultures, Nlak?kempx (Thompson) and Syilx (Okanagan), and the central tenants of Dr. Martin Brokenleg’s Circle of Courage (belonging, mastery, independence, and generosity). Vice-principal Karen Goetz is managing the scheduling, budget, and connecting the curriculum to the Big Ideas and Competences of the Grade 9 IRPs. “It’s morphed many times,” she said. But it’s not just about balancing the cultures of five bands within the two predominant First Nations cul-

The class of 2012

tures. The program also has to navigate the requirements of the public education system and city bylaws. For example, mentor Tim Manuel said, “A lot of teaching takes place around the fire — storytelling, meetings and how to cook food over an open fire and in fire pits.” However, the City of Merritt does not permit February 2014 • Adminfo • 6

open fires, so much of the programming takes place outside city limits. Valuable lessons, like learning to live off the land and knowing what it takes to become a man or a woman in First Nations culture, don’t fit particularly well with the education ministry’s requirement of knowing the structure of an atom, said

Tanning a deer hide.

Goetz. “We asked ourselves, what do we want students to get out of this? What are the cultural understandings we want them to have? So we were thinking with the end in mind.” Language arts, social studies, and fine arts are relatively easy to accommodate in the academy’s structure. However, math and science are content oriented. “We try to ensure that these courses are provided to students in the fall semester to ensure they have a solid foundation and access to master teachers in these subject areas,” Goetz said. The academy, open to all students, runs the full school day from February to June. Many activities are done outdoors. Assessment is based on personal growth, mastery of skills, listening ability, patience, mental aptitudes and spiritual understanding. Merritt Secondary has 630 students of which 41 percent are First Nations. Up to 20 students, with a fairly good mix of boys and girls, have signed up each year. Their

home base is a s?istkn (house of honour), a traditional winter dwelling with a fireplace in the centre that provides warmth even when temperatures dip to -40º and there are 3 metres of snow. During the summers, people in the area travelled with tipis. The school’s s?istkn is an aboveground, round structure of contemporary design with a fire place in the centre. It can hold up to 80 people. Before the Aboriginal Academy was offered, Goetz said some of the students who signed up for the program had spent considerable time in her office. The academy has helped them and improved relations with the Aboriginal communities in the area. Some students have discovered leadership abilities that no one knew they possessed. Manuel said, “The legacies of residential schools run deep. Some students are not learning about their culture at home or in the community. A lot of kids are struggling. Now, they’re learning about traditional methods, like sweat lodges February 2014 • Adminfo • 7

and smudges, to cleanse themselves of negative energies, bad thoughts and anger. If they have a bad day, they learn to get into the river, run, or find quiet time for reflection. The academy gives them a foundation to build upon.” The program begins with a ceremony in which students and their parents make a commitment to their school and education. They then write their names on pieces of paper and hang them on a live tree. The tree is planted at the end of the semester. A budget of $15,000, plus a grant from BC Hydro, covers the travel and supplies. Manuel was born and raised in the Nicola Valley and is former Chief of the Spaxomin (Upper Nicola) Band. “My father was an Elder, a former Chief and a knowledgeable teacher in the culture. He knew six languages. My dad, grandfather, uncles and aunties taught me. I’m seeing things come full circle. I’m teaching some of what I know to these kids. My six-year-old son reminds me every day that I have a responsibility to teach him too. I’m thankful for this opportunity to make a difference in these kids’ lives.” In April 2011, the Upper Nicola Band was holding its council and Chief elections. Manuel decided to step down from the elected position of Chief. He took one week off and then went to work with high-risk students as a First Nations support worker with School District 58. “In February 2012, I was given an opportunity to teach about the culture, one hour per day in a classroom setting. But it was like trying to put a square peg into a round hole. It can’t be done when learning comes from being out on the land. A lot of teaching is around the fire during the wintertime or evening.

That’s when you’re teaching them the really meaningful stuff.” Manuel brings in Elders and “spiritual and knowledge keepers” to teach the students “Indian technology,” such as how to tan deer hides to produce medicine pouches and drums, make rope from spet’zin (“Indian hemp”), ice fish, and identify medicinal plants. But the lessons go much deeper than simply being able to produce items. Life lessons come from legends and stories. “Our laws come out of our legends and stories and they are a record of the travels of Coyote [a transformer and central figure] and our history of being on the land,” he said. “They are a reminder of why things are the way they are.” The program is evolving. “It’s been a challenge developing curriculum from an oral culture and putting stuff down on paper. There are intellectual property rights. Some things around the ceremonies are sacred. It’s a fine line,” Manuel said. “My argument is, if we don’t teach them, who will? And then we’ll lose

it. But we have to be respectful.” That concern has been passed along to James Adams in Grade 11. “I’ve heard the elders speak. They say the culture might be gone in 50 years. But if we have these programs [like the Aboriginal Academy], it might go on longer. Adams said, “It’s very important to me because my grandfather was a medicine man and hopefully, I can follow in his footsteps. We went onto the land to learn about things that can help you. There’s something for everything, a cold, a headFinding sage. ache, a toothache. I used something for a toothache and it worked.” Manuel said there are many obstacles to teaching the local languages. “We’re fighting a losing battle. The [federal] government won’t fund it. Maybe local industries can contribute something back to our people. But trying to revive our language without the budget and resources is a challenge.” Manuel said he is gratified that “what the students have really bought into is the rights of passage—what it means to be a man or a woman traditionally and from a contemporary perspective. The boys’ voices are ready to train when their voices change and the girls are being visited by Grandmother Moon.” The coming of age activities teach patience, endurance, honour, pride and respect for themselves and others. Students run three kilometres up a hill with sandbags, jump into the cold Nicola River to face all four directions and learn smudging and traditional ways of working February 2014 • Adminfo • 8

with their hands. “I tell them, ‘You will always have to work with your hands, whether you’re an engineer, a logger, a miner, or a computer technician.’” Adams said, “It takes quite a bit of skill and patience, but I loved it. I learned why people say, ‘It’s hard work to be an Indian.’ I would have loved for the program to go longer. I could have learned the winter dance and the sun dance.” Adams participated as a dancer in the New Year’s powwow in Lillooet and is looking forward to competing in the First Nations games. After graduation he intends to take chefs’ training at Thompson Rivers University. Manuel said he’s seen some educators try to help First Nations students by setting a low bar. “But that doesn’t do them a favour. We’re pushing them to achieve. The academy is teaching them how to take care of themselves and build resiliency. We’re giving them a sense of identity to know who they are and where they came from so they can understand where they’re going.” Jordan Quilliam, in Grade 10, said she was hesitant about signing up for the academy but has no regrets. “By the end, I had changed a lot. I have more confidence.

Working together for a common purpose.

She became very interested in her culture when she met a Métis woman at a powwow. Now, she wants to wear a traditional sash. Manuel said it’s gratifying to see the connections being made between the students and the staff and their level of participation. The program is successful because of the support it’s getting from school administrators, district staff and Working to make a drum. the school board. “Dancing was one of the best “Everybody,” he said. Merritt Secondary’s program parts. It connects me. It awakens the spirits. They are with us and having is just one component of the First Nations programs being offered a good time.” Although there were just five girls in the district. Cultural awareness in last year’s program, she said “it’s and practice are expanding in the elementary schools as well. Goetz better in a small group.” The womanhood training was dif- said she’s pleased to see that the edficult, she added. During her “moon ucation ministry’s IRPs are evolving time,” she was not allowed to touch and that the value of these initiaany native artifacts or wear regalia or tives are getting recognition. Goetz has seen a change in the tan hides. “I felt a bit isolated. That part’s not that great. But they told students. “They’re becoming, in us that it isn’t the men who run the their words, ‘family.’” Many wish village. Women are the backbone of the program was longer than just the community, and I thought that five months. Several graduate students organized an early morning was really cool.” The girls were also expected to smudge ceremony with cleansing carry extra weight when they ran sage smoke. The school staff has the challenge hill. “I was sick, which also provided reconnecting time sucked, but I made it and it felt re- during a weekly lunch. “They need these connections,” she said. ally good when I completed it. Quilliam recommends all schools “I learned a lot about everything, but mostly about myself. I never re- in the province open Aboriginal ally considered the things going on academies. “Go for it,” she said. in my life. I don’t know what it is, “There are First Nations people, litbut something about the culture erally, everywhere and your students clicks with me.” Quilliam is Métis. will thank you for it.” Leslie Dyson is a regular contributor to Adminfo. She can be reached at [email protected] February 2014 • Adminfo • 9

Shellley Green, continued from page 2

and adults as little as 15 (if that). There is also a huge difference between a “chuckle” and deep down in your gut laugh — the kind that brings tears to your eyes. The benefits of laughter (see box on page 3 for 10 reasons!) include the hormones that are released that reduce stress and enhances our immune system, the physical release it provides, the internal workout that actually exercises muscles, the distraction it provides from other stressors in our lives, the change in our perspective from serious to lighthearted, and the social benefits like elevating the mood of colleagues. If it has all of these benefits, why do we laugh so rarely? We have myriad reasons … we are busy, we’re stressed and tired, and the list goes on. But if you asked anyone if they love to laugh, they would give you a resounding yes! How do we get more laughter in our lives? There are always those cat videos on YouTube. Other strategies include television or movies that are magically funny (even some golden oldies). Laugh with friends — they often have a contagious effect that not only makes you laugh in the moment but becomes the “remember when” story that can be revisited and shared with others. Find the humor in your life. Take a look back on something, recognize the silly parts, and be ready to enjoy some laughter. It is a lot better to laugh than stress. Laugh, share, enjoy!

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A day in the life of a one-room rural school Once a commonplace feature of BC’s education system, the one-room rural school is a vanishing institution. Gloria Gadacz, shares a typical day as viceprincipal/teacher at her one room K-6 school in the Kootenay Lake School District.

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hen you are living the life, you hardly notice, but it was recently brought to my attention there are very few rural one-room schools left in this province. From 20072012, I was employed as the on-site administrator, as vice-principal and part-time teacher, for a DL K-12 school, which consisted of three sites across the district. Then for the 2012-13 school year, I was transferred to work as the on-site administrator, as vice-principal, and the teacher for a one-room rural school, situated at the far eastern border of our school district. The school runs a single K-6 class. I would like to share with you a day in my life as the sole on-site administrator and teacher for a one room rural school. Monday is my administration day.

I have a teacher cover for me so my secretary and I can attend to the administrative duties. My secretary, actually the secretary/librarian, works only two days weekly so it is vital we get everything done on Mondays as I teach full-time on the other days. Tuesday is a good example of one of my teacher/administrator days. I use the term ‘teacher/administrator’ because if something comes up, I take off the teaching hat and put on the administrator hat to address the situation. For example, there was the time a man came in and asked to use the computer. At this time we were running a CommuniFebruary 2014 • Adminfo • 10

ty Accountability Program (CAP) but he was here on the wrong day. He was quite upset and kept insisting that he be allowed to use a computer. I repeatedly assured him if he would come back on the regular CAP day he could then use the CAP laptop. Finally he gave up and left. Later I found out from a community member this man was accessing undesirable sites on the community library’s computers. Needless to say he was not allowed back in our school again. As the administrator in a small rural school one needs to find creative ways to solve problems or to avoid them altogether. We offer breakfast to the students twice a week — on Tuesdays and Thursdays. I purchase the groceries and make the breakfast. At first

When we go to the gym, which is in seniors’ hall, we have to walk through the woods to get there. I am always on the lookout for cougars and bears. One day one of the EAs spotted a cub and I had to rush all the students back into the school and call a forest ranger for help. we had two volunteers making breakfasts but the duty soon fell to me. By 7:20 am Tuesday morning my car is loaded with groceries and my teaching materials and I am off. The drive takes 35 to 45 minutes, depending on traffic (I travel on a major highway near the CanadaUS border), road conditions, and if I have to stop to let deer, elk, or moose cross the road. Around 8 am I arrive at the school, unlock the front door, deactivate the alarm and put the groceries away. The doorbell rings and the first student arrives. We had a door bell put in because when I am in the classroom teaching I am not able to hear anyone knocking. This student’s usual greeting is “Guess what?” So I say good morning and he tells me “what.” I glance at the clock and realize the school bus will arrive shortly. I get the student to wash his hands and help me. He enjoys this. He sets the tables and takes over blending the last smoothie as I open the door for the rest of the students and an Educational Assistant (EA). The students are greeted and asked to put on their inside shoes, get their desk ready (chair and sharpened pencil), wash their hands and come for breakfast. They know smoothies are on today’s menu and since they love smoothies they hurry. Good. Maybe today, I can get everyone fed and at their desks by 9 am. After students have eaten they make their way to

the classroom to play, if there is time. The EA in charge of our autistic student (M) supervises the class while she goes over the agendas and I clean the lunchroom. A grade 6 student helps me. By this time the other two EAs arrive. One works with our intense behavior student (T) and the other works 11.75 hrs/wk helping out with Kindergarten, At Risk students and provides academic support for some Aboriginal students. Tuesday is her full day. Good. I need an extra hand for Monday’s routine is different from the rest of the week and it takes the students time to settle into Tuesday’s schedule. Tuesday: Social Studies Day 9 am The VIP, picked the day before by drawing names, shakes the rain stick which signals it is time to start our lessons. The VIP is the Very Important Person who helps students transition to the next subject or activity of the day by shaking a ‘rain stick’ – a sound maker made out of a long cardboard tube filled with pebbles or corn or anything that will make a sound when shaken or flipped over. Ks go off with the part-time EA for 30 minutes to work on the animated alphabet program, sing songs and dance to music. The rest pick reading buddies and start their Daily 4 program. During this time, I have some students read with me. In February 2014 • Adminfo • 11

this class there are 16 students with some at each grade level. Two are identified 1701 Special Education students, two are on the pending list, three are At Risk (for reading), one runner (presently being assessed for learning disabilities), one with hearing problems, and one (Kindergarten) with speech problems. 9:30 am Ks (two students, a boy and a girl) return — it’s their play time and they happily go to the back of the room to the toy center. 10:00 am Grades 1-6 put away their Daily 4 and take out their phonics/LA workbooks. Ks join the class with their phonics workbook. Two grade one students go with the EA to practice reading. Recently, I put a grade 1 student, who tends to sit and stare at her pencil crossed eyed and babble in monosyllabic language, on an adapted program. She has been observed by the school psychologist and is on the waiting list to be assessed. I call her up and together we pick the first and then items she will work on for the next 20 minutes. First, means academic work where I choose the topic while she chooses how much she will complete. Then is a preferred activity such as coloring, using the iPad or playing with toys for 5 to 10 minutes which she gets to do after showing me her completed work. Today, grade 3s work on the computers – on Razz Kids. I previously picked a number of books for them to read and comprehension questions to answer. M is one of the students to work on Razz Kids today. He enjoys this. A train goes by the school. M

I learn from these students every day and I marvel at their accomplishments and growth. Images flash through my mind of a grade 1 student who grasped the basic concept of photosynthesis while doing a group science project, and of another student picking up a spider and asking me why some spiders have hair on their legs, and yet another image of a kindergarten student staring at a blade of grass watching an ant crawl up it, amazed and excited about insects and their world. runs out of the classroom to the front door’s window and watches the train go by. He enjoys counting how many engines the train has. We let him. He is happy. After the train passes he tells us how many engines it had as he is guided back into his work. The grade 4 student is having trouble with his work. I stop by his desk to help him. When he gets frustrated he tends to run away and hide. Often I have found him hiding under his coat. His little, red shoes would stick out beneath his coat as he sat there, a dead give-away. Still it did take me a while to find him the first time he did this. However this day he doesn’t run — he catches onto the lesson and happily continues with his work. Now hands are going up all around the classroom and I quickly circle the room helping students. As I glance over at our new grade 5 student I remind him to focus on his work. The other grade 5 and the grade 6 students are doing well and when they need help either I or the EA helps them. Our intense behavior student works in the other room where he has his own quiet space. His program was recently changed and his father is following the pediatrician’s advice. Within the last three months, there has been only one intense outburst. In the past there would be up

to two or three a day, which was upsetting for him as well as the other students and staff. Now this student is happy and able to self-regulate his mood swings for they are not as extreme … and he is learning.

10:45 am Recess ends The EAs finish their break. The part-time EA does calendar activities with K-2. T is included in this activity. His EA comes with him. I take the grade 3-6 students to the 10:15 am lunch room with their math books Ks, M, T and another grade 1 stu- and help them individually. dent, who is fragile, go with the EA for a snack. 11:15 am I continue to help all students, Calendar time is over. The intermecircling the room and adjusting my diate students and I go back to the thinking and vocabulary accord- classroom. ingly as I explain a lesson on phoToday K-2s work on computers nics to grade 1 and 2, homonyms, doing a mathsonline program while marking out the syllables in a word, I continue working with the interdemonstrating how to use a diction- mediate students. Each day this ary and how to write an interesting switches, primary then intermediate paragraph by including different students work online. The EA works sentence structures and punctuation with M and T goes back to his work to students in different grades who area with his EA. The part-time EA are working on one of these lessons. works with the younger Aboriginal student. 10:25 am I ask a grade 1 girl to put the toys 11:35 am away and get her snack. I give her K-2 log off and get their math workan early start as it takes her time to books. Grade 5-6 do French online. transition. Grade 3 and 4 do typing. I circle and concentrate on helping the K10:30 am 2 with their math work while keepRecess ing an eye on those who are on the Books are put away, outside shoes computers. They love to switch into are put on, snacks are grabbed and games while I’m not looking. we all go out for recess. The EAs take their breaks and I supervise 11:45 am and play with the students. Ks, M, T and the same grade 1 student go for their lunch. February 2014 • Adminfo • 12

the Ks and those who need help.

A grade one boy paints a big smile.

2: 15 pm DPA and PE Backpacks are ready and placed by the door. Outside shoes are put on and we go outside for PE. First we do some skipping, then we play games. PE is difficult with such a varied age group. Soccer, flag-tag and California kickball work. When we go to the gym, which is in seniors’ hall, we have to walk through the woods to get there. I am always on the lookout for cougars and bears. One day one of the EAs spotted a cub and I had to rush all the students back into the school and call a forest ranger for help.

12 noon Lunch All students log off the computers, put their books away, wash their hands and go for lunch. M’s EA does the noon hour supervision. Now I get a break! The other EAs also take their lunch break. I eat, set up the class for the afternoon, and check for telephone messages.

have to address the situation which was brought to me at the end of the day about an older student trying to kiss a younger student. I will address this first thing in the morning and put together a behavior plan if one is needed. Oh yes, some IEPS need work and tomorrow the computer technician will be over to do some work. I must make time to show him what needs to be done. As I set the alarm and close the door I reflect on the day. Did the students learn today? Yes, I believe they did. Did I learn? Oh yes, I did. I learn from these students every day and I marvel at their accomplishments and growth. Images flash through my mind of a grade 1 student who grasped the basic concept of photosynthesis while doing a group science project, and of another student picking up a spider and asking me why some spiders have hair on their legs, and yet another image of a kindergarten student staring at a blade of grass watching an ant crawl up it, amazed and excited about insects and their world. As I drive home I realize that I am happy doing what I am doing and so grateful to those who strive to keep public education free and accessible, making it possible to keep those one room rural schools operating for a little longer.

2:45 pm It is the end of the school day. I supervise the students as they line up for the bus. At the end of each day I ask them if they are happy. Most say yes but there is one little grade 1 boy who always yells out “No!”. Funny, in art when we drew portraits, his portrait was the one with the biggest smile. I make a mental note to find out what that is about. 12:45 pm I go back into the school. It’s quiet. Classes start Read aloud. Either I read a story Everyone is gone. I am alone. I put or go online to Tumble Books. The things away and prepare for tomorrow’s lessons. As I prepare to leave VIP picks a story. I remind myself that tomorrow I 1 pm th I work with K-Gr 2 teaching a social Gloria Gadacz is in her 7 year as an administrator/teacher for SD #8 (Kootenay studies lesson, while the 3-6 work on Lake). She is working on her last course in my Masters in Distance Ed and enjoy making learning fun for students and staff. This is her first article for Adminfo. the social studies portfolio projects I She can be reached at [email protected] have set up for them. If they need help either the EA or I help when I can in between teaching the lesson. The older Aboriginal student works with the part-time EA.

Short, timely updates

2 pm Agendas Everything is put away and we write our agenda message. EAs and I help

Join more than 1950 people & organizations who follow the BCPVPA on Twitter http:www.twitter.com/ February 2014 • Adminfo • 13

The Public Interest and the Regulation of Educators Laura Bickerton continues her series of three columns on aspects of the Teachers’ Regulation Branch. In this issue, she discusses the public interest — what it means and the role played by principals and vice-principals. Three scenarios give rise to a discussion about transparency and professional responsibility.

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egulation exists to protect the public from the incompetent practice or misconduct of professionals. In other words, regulation exists to protect the public interest. But what does the public interest mean? Lawyers with whom I have consulted on the matter have been reluctant even to attempt to define it — it is a slippery concept in law. Who is the elusive public? If we could identify them, what is in their best interest? Parties from both ends of the political spectrum will tell you that they have the public interest as their central concern when they develop their platforms but the actions they propose to meet those interests may be vastly different. Members of the public get caught up in their own personal interests and tend to see the public interest as their own — if something is in my best interest, it must be in the public interest. Everyone weighs in on the topic from a different perspective.

However, when it comes to the regulation of a profession, the public interest seems to gel somewhat more. In the December 2013 issue of Adminfo, I argued that a profession is defined by the values and expectations it holds for its members and these are articulated in their professional standards. Can we, as a profession of educators, define the public interest through the values we hold as articulated in the Standards for the Education, Competence and Professional Conduct of Educators in British Columbia (Standards)? The Standards speak to educators’ knowledge of teaching and learning and their skill in relating appropriately with students and carrying out their educational duties. They broadly define educators’ ethical conduct and responsibilities to children, students, parents, colleagues and the profession as a whole. If an educator meets the Standards, the public will likely feel confident February 2014 • Adminfo • 14

that students are safe and are learning in the care of educators. If an educator breaches the Standards, children may be harmed emotionally, physically, intellectually, or sexually and the public may lose that confidence. It may be a truism to suggest that “children are our future” but the well-being of our society depends on the quality of education we provide for the next generations of Canadians and the quality of education depends to a great extent on the quality of teaching and learning in our schools. For educators, “in the public interest” can be thought of as acting in ways that protect students, uphold the Standards and provide for a high quality of teaching and learning. Public Interest and the Role of Administrators Principals and vice-principals have the responsibility in our schools to ensure that children are safe and are learning. Understanding this from a regulatory perspective is as important as understanding it from an employment perspective. The duties of principals and vice-principals are defined in the School Act and Section 5 of the School Regulations. The way in which these duties are carried out are guided by the collective agreement and school board policy. Principals and vice-principals need to be knowledgeable about these four documents. However, there are other things that they must know to protect the public interest — to protect students — and these are the regulatory responsibilities of the role. Regulation exists outside of the employment and collective agreement milieus, though they are intertwined. Principals and vice-principals must understand how different sections of the School Act, the Teachers Act and the Standards converge to protect students and provide assurance to the public about the safety and quality of

Principals and vice-principals must understand how different sections of the School Act, the Teachers Act and the Standards converge to protect students and provide assurance to the public about the safety and quality of education of British Colimbia’s children. Principals and vice-principals stand at the point of convergence as they are entrusted with identifying incompetence and misconduct in their schools. education of British Columbia’s children. Principals and vice-principals stand at the point of convergence as they are entrusted with identifying incompetence and misconduct in their schools. Duty to Report and the Role of Administrators In public schools, the duty to report to the Commissioner for Teacher Regulation any breaches of the Standards by educators lies within the School Act and the Teachers Act. While the duty to report in the School Act is the responsibility of the superintendent, it is the school-based principal who is working as the superintendent’s delegated authority “on the ground.” To make sense of the duty to report, consider the following scenarios. Scenario One n educator is being evaluated under the collective agreement for failing to supervise students effectively, having recorded very few assessments of student learning, failing to inform parents of significant concerns with respect to the progress of their children and showing very high student absentee rates. Following one less-than-satisfactory evaluation, the educator resigns. What is the responsibility of the administrator? Section 16 of the School

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Act requires the superintendent to report a resignation if it is in the public interest to do so. This leaves some discretion to the superintendent. The evaluation of the educator indicated that the Standards were not being met at the time of the resignation. Would you agree that the public interest is invoked in this case? If the educator accepted work in another district, province or country, could students there suffer because the learning situation is so poor? Would parents be likely to lose their trust in the educator, the school, the district and the school system? Is the reputation of the profession being tarnished by allowing this person to continue to hold a certificate, which is the symbol of competence and fitness to teach? If the answer to these questions is “yes,” then a report must be made to the Commissioner. Protecting children takes precedence. The duty to report in the public interest is in effect even if the educator resigns prior to the board or superintendent taking action or during the evaluation process, perhaps after one or two

less-than-satisfactory reports. The critical aspects to be aware of are the public interest and the Standards. Scenario Two n educator is found to have texted a grade ten student in his school with suggestive comments about her appearance and how he would like to “be with her.” He sends pictures of himself partying and in compromising poses. The educator is suspended by the board for three weeks. In this situation, because the educator was suspended, Section 16 of the School Act requires the superintendent to report the discipline. A report must be

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ShortCourse 2014 • UBC, July 7 – 11 Watch for information www.bcpvpa.bc.ca and www.twitter.com/bcpvpa February 2014 • Adminfo • 15

Rod Maclean is a former Surrey principal. Visit Rod’s website at www.justkiddingcartoons.com

made if an educator is disciplined for misconduct that involves: 1) physical harm; 2) sexual abuse or exploitation; or 3) significant emotional harm to a student or minor. If a superintendent does not report in these circumstances, this is an offence that can result in a fine or a prison term. Scenario Three our neighbour is an educator in another district. You have seen the educator with one of your elementary school students from the previous year, who is now a student in the middle school where your neighbour teaches. Each time you see them together, you are suspicious of the relationship. It appears to be far too adult and romantic in nature; they hold hands, whisper to each other and hug. You contact other colleagues and learn that rumours of this relationship are rampant. You are concerned that the relationship with the student may be predatory. In this scenario, the duty to report is contained in Section 38 of the Teachers Act, which requires any educator to report to the Commissioner if s/he has reason to believe that another educator is harming a student emotionally, physically or sexually. As an educator, you do not have to conduct an investigation of another educator who is not in your employment arena. You simply report what you have observed and heard to the Commissioner. (Note: All adults have the responsibility to report such concerns to the Ministry of Children and Family Development under the Child, Family and Community Service Act. It may also be wise to report to the local police.) An educator who reports in this type of situation cannot be held liable for damages if the report is made in good faith.

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Transparency, Publishing and the Public Interest As employees of boards of education, principals and vice-principals work in environments that are bounded by employment law and collective agreements. One of the doctrines of this framework is the confidentiality of personnel matters. In the employment context, for example, the reasons for firing an educator cannot be disclosed and these decisions are made at board meetings that are held in camera. The minutes of the board meeting will show only that a personnel matter was discussed. Let us apply this to the educator in Scenario One who resigns after being evaluated for incompetence. Information relating to the situation will be completely confidential. The resignation protects children in the district in which he was employed, but are children in other districts, or further afield, protected? There is no publication of the resignation and therefore no awareness that the competence of this educator is in question. If the superintendent does not report to the Commissioner, there can be no action taken against the individual’s teaching certificate. Should this individual choose to apply for a teaching job in another district, school system, province or country, he could be hired and potentially harm other students. Such scenarios have happened in years past. In Scenario Two, the educator who was disciplined by his board may be reported to the Commissioner but, if no information flowed back out from the Commissioner’s office, would the public be satisfied? In particular, would the parents of the student be satisfied? Would other parents? Would you, if the student in the scenario were your daughter? When a report is made to the Commissioner and the matter is resolved February 2014 • Adminfo • 16

through a disciplinary hearing or consent resolution process, the Teachers Act requires that the information be shared with employers and the public. The TRB not only publishes discipline outcomes on its website and in Learn magazine, but it also informs all employers in BC, all registrars across Canada and the National Association of State Directors of Teacher Education and Certification (NASDTEC), which maintains a database of discipline decisions from any state, province or country that belongs to the Association. The information in the database is available to all certification organizations that are members of NASDTEC. By checking the database, the TRB can find any discipline information about an educator who comes from out of the province but only if the regulatory authority in the previous jurisdiction is a member of NASDTEC. Staff at the TRB often hear criticism that publishing the names of educators who have been disciplined, and disclosing their breaches of the Standards amounts to penalizing the disciplined educators twice — once through the penalty (reprimand, suspension or cancellation) and then again through publication of their names and the breach of the Standards that resulted in discipline. In a democratic society, the public is entitled to know how its judicial bodies are functioning and what decisions they are making. Without this scrutiny, the public would not know whether the systems that are designed to protect them are adequate or whether they may have been corrupted. Courts of law are open to the public unless there is powerful argument to close them. Court decisions are widely reported. In fact, arrests and charges in the criminal system are made public before any determination of guilt is known. In the same way, when a disciplinary hearing for an educator is scheduled, the citation is published on

the TRB website, as are the findings. In regulation, publication is a consequence of a breach of the Standards it is not a punishment. Concerns have also been expressed that publishing names and findings of breaches of the Standards denigrates the profession and promotes a negative view of teacher professionalism. To the contrary, publication is a tool to improve the reputation of the profession. By informing the public of how educators who breach the Standards are disciplined, the profession can build trust and respect. Groucho Marx very famously opined that he would not belong to any club that would have him as a member. By ensuring that a profession

deals appropriately with breaches of the more reason to educate members of Standards, we keep the level of mem- the profession and the public about the bership in our “club” appropriately high. Standards and their enforcement so that breaches and the subsequent reporting Professional Responsibility and publication need not occur. If there and Regard are fewer breaches, there will be fewer Standards, the public interest, duty to reports that need to be made to the report and transparency — all are de- Commissioner at the regulatory level. It signed to work for the safety of students is an important responsibility to ensure and children, the good of the public and that regulation can function properly and the reputation of the profession. It may that the public interest is protected. Prinbe uncomfortable at times for individu- cipals and vice-principals play a pivotal als who breach the Standards — all the role in making this happen. Laura Bickerton is the Director, Professional Education and Communications, of the Teacher Regulation Branch, Ministry of Education. She can be reached at [email protected] For information on the Standards and all aspects of the work of the Teacher Regulation Branch visit www.bcteacherregulation.ca

Spirals of Inquiry

by Judy Halbert & Linda Kaser is available for purchase on the BCPVPA website http:www.bcpvpa.bc.ca Copies are $20 each (includes all taxes). All proceeds from the sale of the book will be donated to the Aboriginal Enhancement Schools Network Provincial Fund, with those funds to be distributed to support inquiry-based learning initiatives.

BCPVPA videos Visit

youtube.com/bcpvpavideos

for Interviews, Aboriginal Education, Kindergarten, Standards & Coaching & other videos February 2014 • Adminfo • 17

On lifelong learning, establishing credentials and articulating standards The BCPVPA’s Executive Director, Kit Krieger, writes about appropriate paths to the principalship.

BC

principals and vice-principals are a well-educated lot. Ninety-five percent of principals and vice-principals in the BCPVPA hold Masters degrees and most of the five percent who don’t are working on their post-graduate degree. That’s just one of the findings from the BCPVPA Membership Survey, which was conducted in May 2013. The survey also pointed out that 60 percent undertook postgraduate studies with concentrations in Educational Administration or Leadership and a little more than 20 percent have MA degrees in Curriculum and Instruction with most of the remaining members having post-graduate degrees in curriculum subject areas such as History, English, Math and Physical Education. Does the possession of an MA confirm suitability for a career as a principal or vide-principal? The Ontario College of Teachers (OCT), the counterpart of BC’s Teacher Regulation Branch, issues a certifi-

cate of qualification for administrators. Over the years, the Ontario Principals’ Council, the Ontario counterpart of the BCPVPA, has developed a robust program of credential courses that fulfill the AQ (Additional Qualifications) for school principals and vice-principals. Other institutions, including universities, offer courses recognized for the purposes of principals’ certification issued by the OCT. Eligibility for the principals’ certification requires five years of teaching experience, a policy that recognizes that education leadership should be informed by successful teaching practice. Persons seeking certification as principals must possess an MA or partial MA, according to OCT policy. Employers are not bound to hire persons with a principal’s credential, but a level of certification that speaks to the specific skills and knowledge required for educational leadership gives advantage to appli-

Professions are well-served by articulating standards of practice and ensuring that practitioners maintain currency throughout their careers. February 2014 • Adminfo • 18

cants holding the certificate and assurance to employers. Professions are well-served by articulating standards of practice and ensuring that practitioners maintain currency throughout their careers. The Leadership Standards for Principals and Vice-Principals in British Columbia, which were first rolled out in 2007 and then revised in 2013, reflect our Association’s and our membership’s determination to hold their performance against measure that represent best-practices. While the Standards were designed to be used by our members to inform professional growth plans, they are also being used in several districts as the template for performance reviews. Because the Standards have been developed and embraced by our members, principals and vice-principals are not reluctant to have them used for the purposes of summative evaluation. In April of last year, the BCPVPA submitted a brief to the Teacher Regulation Branch of the Ministry of Education. The brief proposed that the Teachers’ Council, the TRB body responsible for teacher education and professional standards, engaged in dialogue with educators about the merits of a separate level

Participants in the BCPVPA’s Supervision report that it is transforming their practice and enhancing the relationships with the teachers whose classes they visit for the purpose of engaging in non-judgmental and student-focused dialogue. of certification for principals and vice-principals, and that they incorporate the The Leadership Standards for Principals and Vice-Principals in British Columbia into the TRB’s Standards for the Education, Competence and Conduct of Educators in BC. I attended a Teachers’ Council this January and I was pleased to see that these proposals are being considered as the Council moves forward, albeit slowly, on the two areas in its mandate. A few other items merit comment. At a recent Board meeting, Laurie Birnie (Principal, Aspenwood Elementary, Coquitlam), the BCPVPA’s representative to the B.C. School-Centred Mental Health Coalition, gave a presentation about the Coalition, its work and objectives. The Coalition united the Ministries of Education, Health and Children & Families with education partners (BCTF, BCSTA, BCPVPA, BCCPAC) and representatives of various agencies that work in the area of mental health. The Coalition has identified a number of exemplary programs in several districts that promote school connectedness and positive mental health outcomes in school communities. The conversation that followed Laurie’s presentation exposed widespread concern about the unmet needs of students affected by mental health issues. As such, the Association will host a Friday Forum on school mental health issues in May. Details about this event will be available from all our communication channels, including eNews, Adminfo, the website and

Twitter. The Association’s Supervision for Learning pilot is enjoying tremendous success. Approximately 170 members are enrolled in the program and they report that it is transforming their practice and enhancing the relationships with the teachers whose classes they visit for the purpose of engaging in nonjudgmental and student-focused dialogue. Over the next few months, the BCPVPA hopes to establish the basis for an ongoing program open to all public school administrators in the province. The Association wrapped up its involvement in the Exempt Staff Compensation Work Group, a committee of the BC Public Schools Employers’ Association comprised of representatives of groups representing superintendents, assistant superintendents and directors of instruction, secretary-treasurers,

HR personnel, directors of facilities and, of course, principals and vice-principals. A report from the group will go forward to the Public Sector Employees’ Council (PSEC), the government agency that coordinates public sector negotiations in the province. The Work Group is focused on the short-term and longterm impacts of the exempt staff wage freeze on the recruitment and retention of quality education leaders and several informed discussed have taken place around compression and inversion, which refers to the diminishing or non-existent gap between the salaries of managers and those they manage. Finally, the Board of Directors and staff are engaged in the final stages of developing the Association’s strategic plan for 2014-17. I hope to make the plan the topic of my next article in Adminfo.

Cover Story Our cover art this month is by Logan Hammond who is a grade four student at Erickson Elementary School in Creston.

We thank Logan, classroom teacher Nicole Wood, art teacher Mary Husband and Principal Rob Simpson for sharing this work. February 2014 • Adminfo • 19