Resources
-
BC Teachers Education Program Approval Standards
The British Columbia Teachers’ Council (BCTC) met at the end of November 2020 to review five Teacher Education Program (TEP) Approval Standards. The BCTC Standards Committee includes all of the educational partners and BCCPAC was represented by our CEO John Gaiptman and details of the meeting are captured here so members can be more aware of the TEP and the BCTC.
The first standard examined the course work and field experience that prepares graduates to meet the professional standards and certification standards set by the BCTC. Some of the indicators for the first standard include:
- Programs ensure that all matters related to design development and delivery remain congruent with BC legislation.
- Programs have a coherent philosophy and rationale based on authoritative and evidence-based understanding of how the program will develop effective teachers.
- Programs combine course work and field experience that include human development and learning; theories and practices of teaching and learning; clear expectations for intellectual rigor, performance and behavior; provide critical examination of systematic barriers; provide for inquiry and dialogue regarding ethics, standards, and practices of the teaching profession; and address the diverse philosophical, ethical, spiritual nature of society.
The second standard looked at defining methods for selection and admission that emphasize academic standing, appropriate relationships with young people, and suitability.
Some of the indicators for the second standard include:
- Selection criteria to promote diversity of candidates.
- Programs to ensure teacher candidates are knowledgeable about the program assessment system.
- Programs ensure all teacher candidates have been vetted through Criminal Record Checks.
The Criminal Record Checks, although not new, did lead into a debate regarding candidates who have been arrested for protesting social matters. There was also a debate as to economic barriers that may discourage a diversity of candidates.
The third standard dealt with content, pedagogy, and professional dispositions. Some of the indicators for the third standard include:
- Understanding the curriculum.
- Use of technologies.
- Necessary pedagogical knowledge to design and implement learning experiences.
- Assessment practices.
- Programs ensure that teacher candidates are knowledgeable about how children develop as learners and social beings.
- Programs ensure teacher candidates can recognize differences in cognitive, linguistic, social, emotional, and physical areas and implement appropriate learning experiences.
- Teacher candidates are able to identify themselves as life-long learners.
- Programs ensure teacher candidates respect the importance of cultural identity and understand their roles in addressing Truth and Reconciliation Commission’s Calls to Action demonstrated by completing by three credits of study related to Indigenous pedagogy
- Teacher candidates recognize the importance of individual differences by completing at least three credits of study related to sexual orientation, gender identity, and supporting students with disabilities or diverse abilities.
There was a lengthy discussion as to whether any one course could incorporate the knowledge that teachers need to support each student within the class who has a disability or diverse ability.
The fourth standard dealt with a teacher education program and its field experience partners ensuring high quality field experiences. Some of the indicators for the fourth standard include:
- Understanding relevant laws and policies e.g. anti-bullying policies.
- Knowing when and how to assess resources e.g. specialist teachers and related service providers to address the needs of an individual student.
- Provide a minimum of a sixteen-week practicum.
There was agreement that expanding the field experience/practicum would be a benefit.
The fifth standard examined quality assurance and institutional commitment. Some of the indicators for the fifth standard include:
- Programs need to have the leadership, authority, budget, resources, personnel, and technology to meet the BCTC Teacher Education Program Standards and Indicators.
- Programs need to demonstrate an effort to recruit and retain faculty from diverse backgrounds.
- Programs need to demonstrate an overall effort to address local, regional, and provincial needs for hard–to-staff schools and areas of teacher shortage.
There was general agreement that the indicators were necessary and appropriate.
Parents and guardians across the province have a vested interest in the effectiveness of teacher education programs. If you would like to ensure that the BCTC hears your comments or concerns, please email BCCPAC directly and we will bring them forward at the next meeting.
-
The Framework for Enhancing Student Learning Policy and accompanying Enhancing Student Learning Reporting Order came into effect September 1, 2020. This policy and order will hold boards of education more accountable and ensure student outcomes are the focus of their strategic and operational plans. We encourage parents/guardians to read both documents.
Improve educational outcomes for all students
Boards of education will set, create and maintain a strategic plan, annually report on student outcomes and put systems in place to continuously improve the educational outcomes for all students and improve equity for Indigenous students, children and youth in care, and students with disabilities or diverse abilities.Focus on The Educated Citizen
The preamble to the School Act and the Statement of Education Policy Order (Mandate for the School System) states, the purpose of the British Columbia school system is to enable all learners to become literate, to develop their individual potential and to acquire the knowledge, skills and attitudes needed to contribute to a healthy, democratic and pluralistic society and a prosperous and sustainable economy. To achieve this purpose, we have a collective mandate to develop the Educated Citizen defined as the intellectual, human and social and career development of every student.Enable through capacity building, strategic planning, coordinated implementation and reporting
In order to ensure a system-wide focus on continuously improving educational outcomes for all students, this policy specifies the responsibilities for the Ministry and boards of education with respect to strategic planning and reporting of educational outcomes. The policy also identifies ways that the Ministry, boards, Indigenous peoples and other education partners can contribute to improving educational outcomes in the K-12 education system.This 2020-21 school year, school districts are implementing the policy and order and will provide a report on educational outcomes and the school district strategic plan to the Minister by September 30, 2021. The ministry will work with Boards of Education and school district leadership to build capacity by offering a range of services including:• A virtual and high-caliber speaker series: Framework in Action• Panel discussions with sector mentors and educational specialists• Leadership learning groups for strategic planning and reporting this yearThis policy and order come as a result of many discussion with the Ministry of Education and the education partners. BCCPAC was an active participant throughout. -
Thank you to our DPAC leaders who joined us for nine hours of discussion and dialogue via Zoom; we had attendees representing 43 school districts and once again this year. Your DPAC’s now have the presentations and resources to distribute and share with what they learned to all their local PACs – If you’ve not heard from them yet, reach out and remind them to share. Learn More…
Senior staff from the Ministry of Education's Learning Division joined us again this year. Jennifer McCrae, ADM and Patricia Kovacs, Executive Director spoke about the Mental Health in Schools strategy which has its foundations in the work being done by the Ministry of Mental Health and Addictions. Currently five school districts are doing an integrated delivery model with wrap around supports - this is a big shift. Parents and PACs are part of the mental well-being of children and school community and we shared many ideas of what PACs are doing and what is possible. We discussed Anti-Racism and how we all need to "call it out" and how the entire school community needs to work together to address the systemic racism which exists. "It’s hard and uncomfortable". "It’s important to be an ally."
We reviewed some of the topics and tips contained in the new and not yet released Inclusive Education Parent Handbook which is aligned with the soon to be released revisions to the Policy Manual. BCCPAC has had ongoing input into both of these documents over the past year.
Shelaina Postings, Executive Director and Cynthia Drummond Director from the Ministry of Education provided details on the Policy for Enhanced Student Learning (which we strongly support) and enabled DPAC leaders to give their input on how school districts can ensure success for all students. Many great questions asked and recorded this afternoon. "Never was there a more important time to be steadfast on student success." "We need to shine a light on the students who have been underserved."
Jo Chrona from First Nations Education Steering Committee (FNESC) opened with her presentation "Moving Forward: Our Individual and Collective Learning Journeys toward a Better Education System. Jo shared context and history and some great resources for DPAC/PAC parents to self-educate and gain a better understanding. Jo reminded us that "we all have a role to play and we cannot move forward unless we know and understand where we came from." She asked us to ask questions of ourselves and each other and stated that "we need to be OK with feeling uncomfortable".
-
Since March 2020, due to the pandemic, our staff and board have provided increased guidance, clarity, information and answers to DPACs, PACs and individual parents via email, phone and social media channels. As a result, we have noticed, across the 60 school districts, there are many individuals who are unaware of the role of parents as stakeholders within the K-12 system, how it works, how to get more involved etc.We hope that parents/guardians/caregivers will find informative and useful.We strongly encourage parents/guardians/caregivers to engage with their local school PAC and connect directly with their DPAC.Part 1 - Parent Advisory Council (PAC)The School Act - This is the starting place. The School Act requires that every PAC has Bylaws that specify how meetings are run, how the business is conducted, how dissolution is to be handled, and how executive reps are elected. They exist to ensure YOUR voice is heard and represented. There are also Regulations and Orders in Council related to School Act. The School Act lists the most important rights and responsibilities of parents and students, both individual and collective. Parents should read and understand the relevant sections.Parents Rights- The right to be informed of their child’s attendance, behaviour, and progress in school; On request, to receive a copy of the school plan for the school; To belong to the Parent Advisory Council (PAC) in their school; To consult with the teacher, principal, vice‐principal, or director of instruction with respect to their child’s educational program. Conversely, parents are required, if requested, to consult with the teacher, principal, vice‐principal, or director of instruction on their child’s educational programRights of students with special needs are covered under the Special Needs Students Order of the Minister of Education.Parent Advisory Council (PAC)PAC is the collective voice of parents in school community who has the legislative right to advise school administration on any matter relating to public education and whose role is to supports parents. All parents/guardians/caregivers with children registered in the school are members of the PAC. The PAC executive are those individuals, per the PAC Bylaws, who have been elected by their peers to represent them and to conduct business on their behalf.PAC meetings (now virtual this school year) are for parents of children at that school. School administrators and staff representatives should be welcomed to attend PAC meetings as regular invited guests (they cannot vote). Similarly PAC Executives should be meeting regularly with their admin teams AND request to present to staff meetings as needed to share information, inform etc.Recognized in the School Act, Section 8, PACs are required to have Bylaws under which they operate (self-governing) and are composed of, run and managed by parents. PACs can advise school staff/board of education respecting any matter relating to the school or provincial education. They can advise the school principal & staff on parents’ views and feedback about school programs, policies, plans and activities. They can organize PAC activities and events and endeavour to provide parent education. They encourage parent involvement in the school, and to support programs that promote parent involvement. And they communicate with parents, and to promote co-operation between the home and the school in providing support for the education of children. PACs also assist parents in accessing the system (could mean connecting to DPAC) and to advocate on behalf of parents and students, provide financial support for the goals of the PAC, as determined by its membership and will advise and participate in the activities of the DPAC.Communication with Parent CommunityThrough their elected executives from parents in the school, PACs communicate with their parent community gathering and discussing issues of importance regarding their school in order to adequately advise those that influence their school. In addition to PAC meetings communication may also be done through, newsletters, telephone, email, and websites so that all parents have the opportunity for input.PACs can only communicate with parents once parents have provided their contact information or opted in to receive information. Schools cannot provide email or other contact information to PACs even though parents have provided it to the school; due to data privacy the data cannot be shared. It is common for schools to send out information on behalf of the PAC to their school families. But there is a need for the PAC to communicate directly with its parent community and for that, parents need to provide contact details to their PAC. This means, if individuals don’t provide email or other contact information to their PACs, the PAC is unable to communicate directly with you.PACs fall under the Personal Information Protection Act (PIPA); they do not fall under FOIPPA.FundraisingPACs are NOT required or obligated to raise funds but this practice started many years ago and most continue to do some fundraising. There exists “haves and have nots” and inequity at schools so not all PACs have the same ability to raise funds.There are many things a PAC can do that isn't connected to fundraising. During this particular school year, parents will be relying on their PAC to keep them informed and updated; they are a bridge between admin and parents and have the ability to push and pull information, bring forward issues, ensure parents have all the information they need.Part 2 - District Parent Advisory Council (DPAC)District PAC (DPAC) is the official representative body of parents/guardians of children in a school district. The School Act provides DPACs the power to advise the board of education respecting any matter relating to education within the district including educational policy. As a district stakeholder, DPAC, like other stakeholders, is entitled to have representation (on behalf of parents) on all standing Committees and on any advisory and ad-hoc committees or working groups.Recognized in the School Act, Section 8, DPACs are required to have Bylaws under which they operate (self-governing) and are composed of, run and managed by parents. DPAC bylaws provide direction on the level of participation of invited guests and what to do if a trustee or school district employee is also a parent at a school. The DPAC is comprised of elected parent representatives from district PACs and serves as an umbrella organization for local PACs; all PACs in the district are by default members of the DPAC but many DPACs require member PACs to register with them.DPACs can:-Assist parents in forming/dissolving a PAC in every school-Assist member PACs and parents in obtaining information and communicating with district personnel-Help parents navigate the school system locally-Advocate for greater parental involvement in the education system-Support & encourage PACs and parents in accessing the school system at all levels by providing regular forums for the exchange of ideas and information to ensure that public education serves the best interests of all studentsDPAC meetings (now virtual this school year) are for PAC representatives and parents of children enrolled in public school in the district. District administrators and Trustees should be welcomed to attend DPAC meetings as regular invited guests (they cannot vote). Similarly DPAC Executives should be meeting regularly with their senior district teams. DPAC can (and should) set up meetings with whomever they think is appropriate within the district. If there is ever opposition to a meeting between the Superintendent and DPAC, that issue must be resolved between the Superintendent and Board.DPAC Execs Public representatives of DPAC Responsible for DPAC governance Have voting power at executive meetingsPAC Reps Represent their PACs to DPAC Help form DPAC policy through motions Have voting power at general meetings & DPAC electionsAny Parent/Guardian Contact DPAC with an issue requiring representation at the district level Attend any DPAC meetingCommunication with Member PACsDPACs communicate directly with their PAC parent community gathering and discussing issues of importance regarding their district (such as Strategic Planning, District Budget, Long Range Facilities Plan etc.) in order to adequately advise those that influence their district decisions. In addition to DPAC meetings, communication may also be done through surveys, newsletters, email, and websites so that all PAC parents have the opportunity for input.Just like PACs, DPACs can only communicate with their local PACs and school parents once individual parents and PAC executives have provided their contact information or opted in to receive information. Districts don’t gather that information nor can they share it; due to data privacy, parent information cannot be shared. It’s to the advantage of the local PACs and their parent communities to be connected with their DPAC – both electronically and through engagement. The DPAC needs to communicate directly with its PAC members and parent community and for that, parents need to provide contact details to their PAC. This means, if individuals don’t provide email or other contact information to their DPAC/PAC, both the DPAC and the PAC is unable to communicate directly with you.DPACs fall under the Personal Information Protection Act (PIPA); they do not fall under FOIPPA.Part 3 - Provincial Parent Advisory Council (BCCPAC)The BC Confederation of Parent Advisory Councils (BCCPAC) is a non-partisan, registered non-profit charity, since 1922. We are governed by a volunteer Board of directors elected annually by our membership (annual fee) which consists of District Parent Advisory Councils (DPAC) and Parent Advisory Councils (PAC) through which we represent the parents/guardians/caregivers of >565,000 children in provincial public schools. As the provincially mandated voice of parents in public schools, we have the authority to get involved and to share concerns directly with the Minister and Ministry staff.BCCPAC is the provincial voice of parents on K-12 public education and related issues and we directly support DPAC and PAC members and individual parents. We promote, support and advance meaningful parent participation throughout the public education system in order to advocate for the success of all students; and through our membership, to promote leadership, communication, cooperation, and representation in British Columbia at the school, school district and provincial level.We advocate for systemic changes at the provincial table. BCCPAC sits at that table with the education partners—School Trustees Association, Superintendents Association, School Business Officials Association, Principals and Vice Principals Association, Teachers Federation, CUPEBC and the First Nations Education Steering Committee—and the provincial government. BCCPAC has a credible and respected voice, and is uniquely positioned to ensure the parent perspective is heard loudly and clearly. We communicate and meet regularly with the Ministry of Education and education partners.BCCPAC is invited to every meeting, asked to participate in every working group, sought for input which is often confidential, and we provide feedback directly whenever we believed it is needed.We educate and inform parents and we help parents advocate for themselves and their child. We use the School Act, district policies and district bylaws to guide parents/guardians in advocating for their child’s educational program. Whether it's talking to parents about advocacy, spending 10mos pursuing a Section 11 to bring about equity for a child, meeting with a Superintendent regarding issues relating to children not receiving the supports they should, answering questions via email or social media or presenting at a DPAC meeting to ensure parents understand their role and responsibilities, the current Board and staff of BCCPAC are doing this and so very much more. During the pandemic our work has continued and the need for parent education and representation has increased.This year, and for the coming year, parent advocacy and advocacy for school-aged children has never been more important. The parent/guardian/caregiver perspective at the provincial table with the education partners has been critical during the pandemic and the return to school. We are the only provincial group 100% dedicated to parents and their children in public school. All other education partners represent their members who are employees in the system – that is their primary mandate.Since March 2020 we have been representing parents in all K-12 provincial discussions regarding education in our pandemic environment – we continue to regularly provide parent feedback directly with the Minister, the Deputy Minister and the other education stakeholders. We have emailed our members and posted to our social media channels and our website the important details parents need to understand and know in real-time as it’s released. We have provided guidance, clarity and answers to DPACs, PACs and individual parents via email, phone and social media channels.We fought hard in provincial discussions for flexibility and remote/online options for parents while ensuring children have the opportunity to remain connected to their school community. We have brought forward district specific issues directly to the Deputy Minister and his team who have raised those issues with Superintendents. We secured shared Zoom licenses for all PACs across the province to enable PACs to continue meeting, hold their elections and annual meetings and serve their parent communities.During the last 12months we have represented parents in provincial discussions and advisory groups such as curriculum and graduation assessments, the early learning framework for birth to age eight, child/youth mental well-being, framework for enhanced student learning, kindergarten transition resources and the inclusive education parent handbook. In June we once again made a submission and presentation to the Select Standing Committee regarding education funding specifically to safeguard stable funding and to increase both capital and operational funding. We continue to liaise directly with the Community Gaming branch to ensure PACs know of changes and updates which will affect their applications and reports and to try to influence the annual guidelines.BCCPAC falls under the Personal Information Protection Act (PIPA); we do not fall under FOIPPA.CommunicationsWe email DPACs and PACs directly as they are members and have provided their contact details to us; we do not share this list. DPACs communicate directly with their PAC community and PACs communicate directly with their parent community. In all cases – communication with individual parents/PAC members/DPAC members can only occur when individuals/groups have provided their contact information or opted in to receive information. There is no master provincial list of parent contacts.We endeavor to post as much as possible for parents to our website and to this public page. Depending on the issue and many other factors, we may seek input directly via a survey or other means; we just completed a survey with our DPAC leaders.It’s to the advantage of parents/guardians to be connected with their local PACs.It’s to the advantage of the local PACs and their parent communities to be connected with their DPAC.It’s similarly to the advantage of DPACs and their PAC parent communities to be connected with BCCPAC.In all cases, parents who are engaged in their school, district or provincial PAC are volunteers giving of their time for their community and who do not receive any remuneration.We encourage parents/guardians/caregivers with children in K-12 to ensure they provide current contact information to their child’s school PAC, sign up for PAC blogs, newsletters etc., and sign up to receive information from your local DPAC. All the information can be easily found online.If you believe you can do more and give some of your time to public education, then please consider joining or volunteering to help your PAC. They are parents just like you and they need your help; everyone in the community benefits from parent engagement. Our strength is in our collective voice.
-
Our own Sarah Shakespeare, Vice President, attended the annual SOGI Educator’s Summit at the end of October where leaders in the SOGI123 work come together to learn and share. The speakers were excellent and their sessions opened up great conversations for the attendees. Attendees heard from students and teachers and the many stories about their experience at school; the stories were mixed and not all of them positive. This raised the collective attention to the work that is still left to do in many communities regarding inclusion. Overall the Summit was informative and provided many ideas on how together we can all support our LGBTQ2S+ students.
Key takeaways:
1) When the parent community is supportive in school, students feel very safe in their environment.
2) When fellow students educate themselves and show no prejudice towards each other, then LGBTQ2S+ students feel happy at school.
3) Students are often more welcoming than parents in some school communities; they are organizing and running the SOGI clubs and events.
4) Collectively we still have a long way to go in supporting our LGBTQ2S+ students.
We can help by listening to our students more and showing non-judgemental support where needed. Learn more about SOGI123 in schools.
-
As part of our ongoing efforts to support district and school PACs and their parent communities, and with grateful acknowledgement to the Ministry of Education, September 15, 2020, BCCPAC secured Zoom licenses for DPACs/PACs across the province to be able to host virtual meetings during the pandemic. We were able to secure a sub-group license with 100 Zoom licenses as part of the Ministry’s enterprise license agreement. This means BCCPAC is the owner of the licenses but as we now release and issue them to you as the local DPAC, the administration and management of these licenses is the DPACs responsibility as is the communication to your district PACs. Our email to DPACs on Sept 15 outlined next steps to receive and activate these shared licenses so that local PACs can use them.While PACs are not restricted from entering the school – and there are a few good reasons to do so such as picking up mail including banking statements through to a meeting with the admin team – having less parents in the schools less often is advisable. By enabling PACs to have the ability to hold their meetings, including their AGM virtually, at no cost to them, this greatly reduces the PACs' need to use the school building and reduces the parent footprint into the school.Key Points:• Every DPAC will receive a minimum of 1 license. Those DPACs with more school PACs will of course receive more to a max of 8.• Each shared license can host a meeting, with no time limits, for up to 300 attendees• Available Zoom services include: Polls, Chat, Muting, Reactions, Feedback• DPAC will designate individual(s) to manage/schedule the use of their licenses (at no cost), to ensure fair and equitable shared use for all PACs in their district• At this time, the licenses are available for use until the end of June 2021 at no cost to the DPAC or the PAC for their use.• There will be help documents and other materials shared with DPACs and PACS.BCCPAC Zoom Shared License Guide (Updated Sept 29)Here are a few some methods other DPACs are using to share the licenses with their PACs:
- DPAC shares the license login information to PACs directly (Zoom account username/password). The main concern with this method is that someone may use the license, intentionally or unintentionally, when they are not scheduled to do so and could interfere with another PAC’s meeting (each license can only host 1 meeting at a time).
- Same as #1, but DPAC changes the password after each PAC meeting, to prevent any conflicts. An effective way to use this option would be to assign a single password to each PAC.
- DPAC retains Zoom license login and manually starts each meeting, only staying in the meeting long enough to pass the Host privileges to the appropriate PAC member. If you choose this option:
- Recommend the new Host upgrade one of their Participants to Co-host status in case they “drop” the meeting (eg. lose their internet connection). Without a Co-host, they would have to get in touch with DPAC to restart the meeting.
- Consider having a few volunteers you trust with the login info so you’re not the only person starting all these meetings.
We are aware of a few districts where the DPAC is non-operational at this time. Our office team will be connecting directly with the PACs in those districts and will administer and manage the use of the licenses in those unique areas. IF your District does not have an active DPAC currently, encourage a parent to volunteer for this Zoom Administrator role for all the PACs in your district by contacting our office (This email address is being protected from spambots. You need JavaScript enabled to view it.)We have not restricted these licenses to our paid members but have made them freely available to all PACs via our DPACs.We do hope however, that both the DPAC and the local PACs will find their way to support BCCPAC by retaining membership with us going forward to support the work we do on behalf of all public school families.Your DPAC will contact your PAC with information on how to reserve and use the shared licenses. If you have not heard from them already, please reach out to them directly. -
During November, President Andrea Sinclair and Vice-President Rina Diaz had the honour to attend the second Jointly Convened Annual Meeting - hosted by the Ministry of Education and the First Nations Education Steering Committee - an annual two day event focused on the BC Tripartite Education Agreement (BCTEA) and supporting First Nations student success.
The event is an important component of our collective efforts to achieve systemic change in public education and included all 60 school districts, all First Nations chairs and all the education partners. It was a powerful and thought-provoking event which pushed our thinking to “do constructive change to the status quo”. There was discussion of the BC Declaration of the Rights of Indigenous Peoples which was brought into law just over one year ago, Local Education Agreements (LEAs) and transportation and children and youth in care.
The event featured engaging speakers who shared their lived experiences and knowledge which provided guidance for attendees to start taking the first steps towards Reconciliation; to engage with our Indigenous parents we all need to start building the trust that was lost. A commonality among the speakers was that the system is flawed and needs to transform to meet the needs of all our students and that transformation, starts with us.
Overall, it was a wonderful experience and BCCPAC is thankful to have been in attendance. Learn more about the BCTEA.
-
In June 2020 the BC School Trustees Association (BCSTA) posted an updated Guide to School Legislation in British Columbia. These Guides contains factual summaries of the key legislation that governs education in BC.
The Guide contains factual summaries of the key legislation that governs education in BC. In each subject area, the Guide contains an overview of the legislation in simple, basic terms, and includes references to the relevant sections of Acts, Regulations and Orders. Many sections include context information (e.g. statistics, history) to help the reader understand how the legislation connects to the school system.
This Guide contains many references to enactments: Acts, Bills, Regulations, Ministerial orders. Readers who wish to consult the primary sources may wish to consult the Ministry of Education’s Manual of School Law which includes most of these enactments. Another helpful resource for BC legislation is the BC Laws website. The Guide is a non-legal summary published for informational and educational purposes only. It is not a legal text, and persons with specific questions or who are faced with particular situations should seek qualified legal advice.
Below are the guides most relevant to parents/guardians and families.
Part 1 - The Student and the School
Part 2 - Parents and Community
Part 4 - Non-Teaching Employees
Part 7 - The Ministry of Education
Part 8 - Board Finance and Property
-
We invited our DPAC Executive teams to join us for our annual DPAC Leadership Summit via Zoom on November 20-21, 2020. More so than ever before, your role as DPAC leaders is essential during this school year for your PAC parent community and your ability to represent them as a district stakeholder. Thanks to all who attended representing 43 school districts and for making our 2020 event another resounding success! Thank you for bringing your passion and commitment and shared their thoughts and ideas which enabled rich and respectful dialogue. We appreciate you taking time away from your family to join us. We strongly encourage you to share the information you learned at the Summit and these presentations with your PACs and parents.
Pre-Summit Documents
- FESL Policy (Friday - Session 2)
- FESL Order (Friday - Session 2)
- Inclusive Education - Handbook Tips (Friday - Session 3)
- Continuing the Conversation Breakout Topics (Friday - Session 3)
- DPAC Survey Summary
Summit Presentations
- Moving Forward: Our Individual and Collective Learning Journeys with Jo Chrona, FNESC
- Policy for Enhanced Student Learning with Shelaina Postings & Cynthia Drummond, Ministry of Education
- Mental Health in Schools, Anti-Racism and the Inclusive Education Handbook with Jennifer McCrea & Patricia Kovacs, Ministry of Education
- BCCPAC Saturday Presentation Deck (with hyperlinks)
- Main Room Chat Notes (many answers were given verbally)
Other Resources & Links
- Reconciliation Canada (Back Pocket Plan)
- Native Land (territorial acknowledgement)
- First Nations Education Steering Committee (FNESC)
- Land Acknowledgement Protocol
- Common Myths ebook
- Personal Pledge of Reconciliation
- Tips ebook
- Guide to Terminology ebook
- BCCPAC Advocacy presentation and video recording
- BCCPAC PAC A to Z presentation and video recording
- BCCPAC Treasurer Bootcamp presentation and video recording
-
We have put all the information you need regarding Assessments and information on obtaining student results here in one location.
Assessment Information on Ministry website
Understanding Provincial Assessment
GRADE 10
Grade 10 Numeracy Assessment Information including what it looks like, sample questions and activities, workbooks and videos
Grade 10 Literacy Assessment Information including what it looks like, sample questions and activities, workbooks and videos
Grade 10 Graduation Numeracy Assessment: Specifications
Grade 10 Graduation Literacy Assessment Fact Sheet
Grade 10 Graduation Literacy Assessment: Specifications
GRADE 12
Grade 12 Literacy Assessment Information including design specifications and resources
Grade 12 Literacy Assessment: Specifications
To see and download a copy of your child's results for either the Gr10 or Gr12 Assessments -
1. Go to www.studenttranscripts.gov.bc.ca (don't be thrown by the info re transcripts, you are on the right page)
2. Click on Current Student
3. Then either Register for a Basic Account or Login if you already have one. You will need your child's information as noted on the page.
4. You will receive an email via the email you entered (should be child's). Click the link in the email to confirm
5. Then you can login and you will see Assessments and Results among other items in the Dashboard. You can view or download PDF.