Information about Federal Funding and the Updated Guidelines

Members should be aware that the second installment of the Federal funding to school districts is expected to be spent as per the instructions on the first installment; the Ministry of Education will be confirming with districts on how the funds were allocated. The Ministry is committed to ensuring districts deliver what is needed to ensure all students remain connected to their school communities and are provided the remote options needed by families.

IF your district is not providing a flexible remote option for students who remain enrolled in their current school but will not be returning to in-class instruction, please let BCCPAC know as the Ministry is very clear in this expectation.

Additionally, in alignment with the Equity and Inclusion Guiding Principles, districts are to ensure students will:

• Be able to attend school full time or have a plan to ensure supports and learning continue if a student needs to learn at home
• Have access to the necessary health and safety supports
• Continue to receive supports and services as identified in their IEP, including 1:1 supports
• Not be grouped in segregated settings as a part of the establishment of cohorts

Please review the details below issued by the Ministry of Education and these updated documents:

1. Public Health Guidance for K-12
2. K-12 Health & Safety Guidelines

To support the COVID-19 response for K-12 education, the federal government announced $242.4 million in one-time funding for the 2020-21 school year, with the first half of the investment being allocated in September. The second instalment of this funding arrived on Jan. 29, 2021. The Ministry of Education is allocating $101.1 million to school districts and $7.5 million to independent schools, and is providing school districts an additional $3.5 million to manage COVID-19 exposures in schools.

To support Indigenous learners, $8.2 million will go towards addressing learning loss and student health, technology for remote learning, education and mental health support, adapting classroom spaces and enhanced cleaning.

There will also be $900,000 allocated for six regional rapid response teams, one for each health authority and one dedicated to support independent schools, with representatives from both school and provincial health staff.

School districts and independent schools will be able to spend the second instalment of federal funding in the following areas, based on local needs:

• Hiring teachers to deliver education programs including extended transition programs
• Hiring and training custodial and administrative staff to support students in their safe return to schools and to implement school safety plans
• Purchasing additional non-medical masks or other personal protective equipment
• Improving ventilation and air systems in schools
• Increasing hand hygiene, including additional handwashing and hand sanitizing stations
• Cleaning equipment and supplies
• Mental health support
• Software and computer or tablet loans for students learning remotely; and
• Additional transportation costs to accommodate additional routes and enhanced cleaning

The First Nations Education Steering Committee (FNESC) will distribute the $8.2 million in funding for Indigenous students living on-reserve who attend public schools. This will be used to promote continued learning opportunities and address extraordinary COVID-related student needs, while protecting the health, safety, and well-being of their citizens during the pandemic. FNESC will be required to report how the funding was used to the Ministry of Education.

Strengthened health and safety guidelines include these updates:

• Activities that include prolonged physical contact should not be a part of physical education or any other classroom learning. For example, activities like tag or touch football are lower risk since students may only come into contact with each other briefly, whereas activities like wrestling or partner dancing should be avoided
• All K-12 staff are required to wear a non-medical mask or face covering when they are in a classroom and they are away from their individual desk or workstation
• Staff should be assigned to one learning group whenever possible. Staff interacting with more than one learning group (or with students in more than one school) without a transparent barrier are to practice physical distancing
• Staff must practice physical distancing and wear non-medical masks for any face-to-face meetings or interactions, including in the staff room. Staff also must hold meetings virtually whenever possible
• Any visitor to a school is required to wear a non-medical mask
• Even when wearing a mask, students and staff must still practice physical distancing whenever possible. Exceptions will be made for people who do not tolerate masks for behavioural or health reasons
• Within learning groups, physical distancing should also include avoiding physical contact, and minimizing close, prolonged, face-to-face interactions, while spreading out as much as possible within the space available. There should be no crowding, gathering or congregating of people, even when non-medical masks are worn

The education steering committee with membership from all education partners – including teachers, school staff, parents(BCCPAC), Indigenous rightsholders, trustees, and school leaders – has been meeting regularly throughout the pandemic. In January 2021, the committee was expanded to include staff from the Office of the Provincial Health Officer, the BC Centre for Disease Control and WorkSafe BC. A provincial coordinator has also been appointed to continue to improve COVID processes and make sure COVID-related health and safety guidelines are implemented consistently throughout the education system.

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.

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:

1. Programs ensure that all matters related to design development and delivery remain congruent with BC legislation.
2. Programs have a coherent philosophy and rationale based on authoritative and evidence-based understanding of how the program will develop effective teachers.
3. 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:

1. Selection criteria to promote diversity of candidates.
2. Programs to ensure teacher candidates are knowledgeable about the program assessment system.
3. 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:

1. Understanding the curriculum.
2. Use of technologies.
3. Necessary pedagogical knowledge to design and implement learning experiences.
4. Assessment practices.
5. Programs ensure that teacher candidates are knowledgeable about how children develop as learners and social beings.
6. Programs ensure teacher candidates can recognize differences in cognitive, linguistic, social, emotional, and physical areas and implement appropriate learning experiences.
7. Teacher candidates are able to identify themselves as life-long learners.
8. 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
9. 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:

1. Understanding relevant laws and policies e.g. anti-bullying policies.
2. Knowing when and how to assess resources e.g. specialist teachers and related service providers to address the needs of an individual student.
3. 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:

1. Programs need to have the leadership, authority, budget, resources, personnel, and technology to meet the BCTC Teacher Education Program Standards and Indicators.
2. Programs need to demonstrate an effort to recruit and retain faculty from diverse backgrounds.
3. 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.

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".

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.