BCCPAC
604-474-0524 
Vaping products are battery-powered devices that heat a liquid solution to deliver an aerosol (vapour/cloud) that the users inhale. The liquid inside the cartridge is called e-juice (vaping liquid or e-liquid) which often contains a carrier solvent of propylene glycol and/or vegetable glycerol, nicotine and flavours consisting of chemicals and other harmful substances.
Resources
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- parent education
- advocacy
- student health
- student achievement
- student safety
- public education
- COVID19
Vaping Education from the BC Lung AssociationYouth vaping is threatening to addict a new generation of young people on nicotine. In an effort to address this, the BC Lung Association has partnered with Fraser Health Authority to develop health education resources for youth to provide an opportunity to explore their thoughts and perceptions about vaping.The toolkit's purpose?1) To raise awareness and increase the knowledge of educators and parentsand2) To help guide youth towards making informed decisions with respect to using vaping products.A Resource for parents and caregivers that includes tips on how to start a dialogue about vaping, as well as potential vaping questions that parents may be asked by their child, accompanied by suggested responses. Information for parents is available in Chinese, Farsi, Punjabi, Tagalog, and Vietnamese.
There is also an FAQ document with a series of commonly asked questions and answers about vaping products. The FAQ sheet is available in Chinese, Farsi, Punjabi, Tagalog, and Vietnamese.
Vaping Resources- Talking with Teens about Vaping
- Quick Facts on the Risks of E-Cigarettes
- Quit Now: Information about vaping and resources to help youth quit
- Supporting and Connecting Youth (SACY) Resource (PDF download)
- erase | Substance-use Resources
- Kelty Mental Health - Preparing Parents for Substance Use Connections
Vaping Information from Health Canada
- About Vaping including devices etc
- What is known about Vaping in Canada
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As part of our ongoing commitment to both educate ourselves and to educate parents and families across the province, below we have compiled resources about Truth and Reconciliation and Residential Schools.
We will continue to add to this list over time.
Please email us (
This email address is being protected from spambots. You need JavaScript enabled to view it. ) if you have a resource that would be helpful for families.United Nations Declaration on the Rights of Indigenous People (UNDRIP)
The Declaration is the most comprehensive international instrument on the rights of indigenous peoples. It establishes a universal framework of minimum standards for the survival, dignity and well-being of the indigenous peoples of the world and it elaborates on existing human rights standards and fundamental freedoms as they apply to the specific situation of indigenous peoples.Truth and Reconciliation (TRC)
In order to redress the legacy of residential schools and advance the process of Canadian reconciliation, the Truth and Reconciliation Commission makes the following calls to action.BC Declaration on the Rights of Indigenous Peoples Act (BCDRIP)
The provincial government passed the legislation in Nov 2019 to implement the UN Declaration, which the Truth and Reconciliation Commission confirms as the framework for reconciliation. It aims to create a path forward that respects the human rights of Indigenous peoples while introducing better transparency and predictability in the work we do together.BC Tripartite Education Agreement (BCTEA)
Indigenous peoples have the right to establish and control their educational systems and institutions as affirmed in the United Nations Declaration on the Rights of Indigenous Peoples and as a fundamental aspect of their inherent right of self-government recognized by Canada and BC pursuant to section 35 of the Constitution Act, 1982Project of the Heart - Remembering the 215 children who died at the Kamloops Residential SchoolResources- BC government's draft action plan to implement UNDRIP
- National Center for Truth and Reconciliation
- Read the Truth and Reconciliation Commission’s Calls to Action
- Reconciliation Canada (Back Pocket Plan)
- Native Land (territorial acknowledgement)
- Land Acknowledgement Protocol
- Common Myths ebook
- Personal Pledge of Reconciliation
- Tips ebook
- Guide to Terminology ebook
- Indigenous Canada, the free online course at University of Alberta
- Reconciliation Through Indigenous Education, the free online course at University of BC
- First Peoples Map of BC - interactive map shares Indigenous arts, language and culture
- Learn more about the history of Canada’s residential schools
- Legacy of Hope - Where are the children from residential schools
- Legacy of Hope - The Forgotten Metis
- Legacy of Hope - The Inuit Experience
- This Residential Schools podcast series honours the stories of Survivors and their families and communities.
- Video from author Monique Gray Smith to help start the conversation.
- Educate yourself about Orange Shirt Day
- Orange Shirt Day website
- From the Indian Residential Schools Survivors Society, a video resource on the impacts of Indian Residential Schools - Sacred Fire Exercise
- From SD44, a list of resources to learn more about residential schools including reading materials
- The Seven Teachings
- Moving Forward: Our Individual and Collective Learning Journeys with Jo Chrona, FNESC
- First Nations Education and Your Role with FNESC
- First Nations Education Steering Committee
- First Nations Schools Association
- Metis Nation BC
- BC School Trustees Association Knowledge Series (Nov2021)
- Dean’s Distinguished Lecture: Reconciling History with Dr. Cindy Blackstock (Nov2021)
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In June 2021, Ministry of Education staff met with Distributed Learning educators and also met with BCCPAC President Sinclair and CEO John Gaiptman to explain the proposed plan and to engage us as part of the consultation process which is just now beginning. During that discussion, it was agreed that BCCPAC would assist the Ministry with parent focus groups in the fall of 2021 to ensure they were hearing directly from families.
Read the Parent Information Sheet. Please review the TimelineFor more information about the overall timeline, the consultation process, proposed changes and what to expect, please visit the Ministry’s information page on The New Model for Online (Distributed) Learning.
Parents/guardians/caregivers are encouraged to review the materials and
This email address is being protected from spambots. You need JavaScript enabled to view it. .On behalf of the Ministry of Education, BCCPAC is working with DPACs to invite parents to participate in a virtual Online Learning Parent Forum. There will be six held in total; independent schools and indigenous students will also be participating in separate events co-hosted by Federation of Independent Schools Association, First Nations Education Steering Committee and Metis Nation British ColumbiaAs the new online learning policies, processes and other details for the new online learning model are developed during this fall, the Ministry is looking to gather feedback from parents (those current enrolled in DL/OL and those considering doing so, full time or partial time) on changes to come as well as to share updates on key milestones and some of the online learning workstreams underway (e.g. policy, procedures, provincial schools, quality assurance process).The Ministry will be co-hosting with BCCPAC, two parent forums for public distributed learning schools for parents with children enrolled in DL —one will be a general forum for parents with children enrolled in distributed learning AND one for parents of children enrolled in DL who also have disabilities or diverse abilities. The sessions will be approximately 90 minutes in length and occur between October 5-7th. BCCPAC is seeking DL parents to participate in one or the other parent forum AND for 1 delegate from each DPAC to attend these sessions.There is a three year implementation timeline and work has only just begun as work was delayed due to the pandemic. The initial steps were completed during the Funding Model Review in 2018; online learning had its own group and BCCPAC participated in those discussions as all the education partners did.
The OLWG published a series of recommendations around how to best modernize the delivery of online programs in BC while addressing critical gaps and facilitating better program choices and learning outcomes for students. The recommendations included a new model for Online Learning (previously referred to as DL) including a provincially supported infrastructure consisting of:
- Single Online Learning Policy
- New Online Learning Management Service
- Selected Provincial Service Providers
- New Quality Assurance Framework
- Shared resources for educators
Read that Online Learning Report.
Over the last year, the Ministry, in consultation with public and independent administrators and educators, has begun drafting the criteria, guidelines and procedures for each of the five workstreams to best enhance the equity, quality and availability of Online Learning for students. Subsequently, during the pandemic, safety measures accelerated students’ and teachers’ engagement with online learning and blended learning programs, increasing the need for implementation of the OLWG’s vision.
The proposed changes are all about improving equity and access for all students and families to programs that:
- are of high quality,
- provide flexibility for families and their students,
- ensure that wherever a child lives in the province, they have access to a program that meets their unique needs.
Families of children with unique learning needs will continue to have supports whatever type of schooling they select.In support of the new Online Learning legislation which came into effect July 1, the Ministry has contacted Boards of Education who currently have a DL agreement in order to sign an Interim Online Learning Agreement. Interim Online Learning Policies have also been posted. Parents can review these interim online learning policies which school districts must adhere to.
BCCPAC is supportive of the review of the DL/OL programs across all 60 school districts as they aren’t all the same as regards quality, flexibility, equity and access.Read about Standards for K-12 Online Learning and Standards for Online Learning Content
For more information about the overall timeline, the consultation process, proposed changes and what to expect, please visit the Ministry’s information page on The New Model for Online Learning.
Parents/guardians/caregivers are encouraged to review the materials and
This email address is being protected from spambots. You need JavaScript enabled to view it. .
Read the Parent Information Sheet. -
PACs and DPACs are reminded to apply online for Gaming Grants between April 1 - June 30, 2021 to receive Gaming Grant funding in Fall 2021 for the new school year. PACs and DPACs must apply annually to receive funding each year.
Similarly DPACs and PACs must report on the spending within 90 days of their own fiscal year end. All reports and applications are done online. See all details on the CGG website.
Community Gaming Grants revised and updated the 2021 PAC & DPAC Guidelines & Conditions. One of the biggest changes is that PACs can now use their Gaming funds to pay for their BCCPAC membership. DPACs are reminded that they can only use their Gaming funds to pay for their own individual DPAC membership with BCCPAC.
We partnered with Gaming branch staff to host a live 90 minute session to share the information including a Q&A session. IF you missed the session Thursday April 8 don't worry - its posted below on this page so you can listen to it all. It ran over 30 minutes as there were so many questions to be asked and answered! The presentation covers a program overview, revisions to the DPAC/PAC Guidelines and the Capital Project grant, advice and examples of eligible uses of PAC funding and commonly asked questions.
Need Help? We strongly encourage you and your whole PAC/DPAC Executive team review these resources, especially the CGG presentation from April 8. It's hugely helpful.
BCCPAC Presentation Deck from April 8
Gaming Branch Presentation Deck from April 8
Recorded Presentation with Live Q&A from April 8 (runs 2hrs)(Q&A begins at 1:13 mark)
Q&A Document from Presentation
Review the Gaming Grants Tutorials
FYI re Gaming Licenses (raffles etc)
All revenues from any gaming license must go into your gaming account. Section 3 on the Gaming Account Summary Report is where this would be reported. Licensing is entirely separate from Community Gaming Grants, however.
Member Feedback on Uses of CGG funding 2020-21
During December 2020, BCCPAC reached out to members for feedback about how they were spending their Gaming funds in the current pandemic influenced environment. The key themes of the member feedback is noted below and was shared by BCCPAC with CGG as a data point for development of the revised 2021 Guidelines.
We are sharing the themes here as it may be beneficial to members to see what others are doing - lots of creative ideas!
- Allow PACS to use gaming to cover costs of BCCPAC membership, parent education, childcare for meetings, costs of running a PAC -photocopying etc.
- Our school cohorts are color coded with designated areas for play during lunch and recess. We have just purchased color coded outdoor equipment for each cohort. There won’t be any confusion on who’s is who’s. They will have more choices for play since not everyone is on the playground at the same time.
- Perhaps not quite in line with the purpose of the input, but apparently there is an appetite at both the MoE and Gaming (it would require the participation of both) to add/amend language that would offer brand new PACs an opportunity to not have to suffer the 1 year 'penalty' of waiting to apply for gaming funds. PACs are established by school Boards (they must be upon application under the School Act) and whereas other groups may have to establish some sense of history and/or longevity or the ability to maintain, PACs are by nature and legislation, 'permanent' and already 'established'. Gaming and the MoE would have to work together to make those revisions happen. I had started this conversation with them both some months ago, and then like many other things fell by the wayside.
- So far we have purchased grade 6 hoodies for their grad year, school wide gingerbread houses and supplies for a competition and a school treat at Xmas.
- We are having a mural painted in recognition of last years grade 7 class to beautify one of our school walls.
- We are looking at possible virtual STEAM learning activities or even some school yard enhancements...nothing yet.
- We are purchasing a gaga ball pit as our intermediate students(4/5) are only allowed on the field and where the basket ball hoops are so they have nothing to do.
- We are purchasing a GagaBall pit at one school and a walking track at the other. Trying to spruce up outdoor spaces that will help during and after the pandemic.
- We are purchasing concrete tables for outside at the middle school. Enough for a whole class.
- We are purchasing inclusive playground equipment to upgrade one of our playgrounds so it is inclusive to children with various disabilities. We decided on this before the pandemic and will use next years funds to complete.
- We are using funds to enhance our outdoor space use (concrete tables, recess play equipment).
- We are using some for a local Indigenous artist to come to the school and work with the children for artwork that will greet all visitors to the school.
- We brought small pumpkins to the children (no field trips to the patch). Big hit, so now we are getting small lemon cypress trees. We also used grant fund for bringing a speaker (on zoom) for workshop for the children and our librarian is looking into author visit (online). Will also use the fund for adding graphic novels/comics. magazines orders (among other books) to the library as these are popular among students and pricey.
- We have not utilized our gaming funds beyond bursaries and agendas this year however this thread has been extremely helpful and will be referenced at our meeting this week. Thank you
- We ordered all students and staff a school t-shirt.
- We purchased some new sports jerseys at the end of last school season but won’t be seeing them used for a while yet. Put some money towards a bin of sports equipment for each class to use during recess. We usually use it for transportation for field trips but that is not required this year. We do find the rules for spending the money restrictive
- We updated our first aid/emergency supplies
- We usually budget most of our gaming funds for busses on field trips. This year we moved some of the things we normally pay out of general funds to gaming; presentations (virtual this year) being the main one.
- Amounts are allocated for club supplies and equipment, tournaments and competitions, athletic equipment, workshops, awards, prizes, scholarships, food. We're still fundraising (via Purdys) mainly for our annual staff appreciation lunch. At last count, we have 140 staff and with COVID restrictions, our previous home-cooked meals (ie last year's Butter Chicken lunch cooked by a few PAC Execs) most likely will be replaced by individual meals which will cost a lot more. Currently we're saving on the coffee/tea & treats offered at each meeting and the occasional desserts/appetizers mini buffet offered at special events (first/last meetings and the occasional holiday themed meetings).
- And I am a bit concerned now about the budgeting decision we made at the outset, which was largely mirrored on past years' practices. We have planned to spend $2,500 on an all-school field trip (or else in-school cohort fun days, if the typical end of year off-site fun day isn't possible). We have planned a further $2,000 for classroom / cohort field trips, and $500 for some kind of grade 5 grad celebration. So far, for the classroom / cohort field trips envelope, one of the presentations where the nature society was going to come to the school was cancelled and no more are being scheduled right now. We have a fairly unique and specific challenge at our school in that it has a very tiny footprint of land that actually belongs to the school district. Our playground is on school property. We badly need a new bike lock up, and a scooter lock up, but there's virtually nowhere to make permanent or semi-permanent installations like that on our own property. Trying to work with the city to get amenities for the school community / community centre is fairly painful and slow, and it seems we can't pay for things that would be on city property. Our swings were taken down three months ago due to a safety concern with the supporting structure and still haven't been fixed. So some of the things a PAC might be able to just do using gaming grant money or our own fundraising amounts seem to be a bit more limited at our school.
- "In terms of this school year, we have voted on spending our gaming money on the following projects / activities: In terms of this school year, we have voted on spending our gaming money on the following projects / activities:
- Athletics (registrations & equipment, etc)
- Seaquaria Aquarium (kept in our science department & enjoyed by all students who (for some) stop by daily to check out the tank)
- Earthquake supplies (food & water replenishment as it will expire at the end of this school year)
- Performing Arts department awards & engraving of annual as well as new awards
- Forgotten Lunch program (lunches & snacks provided to students who didn't bring anything for the day)
- Breakfast Club program (breakfast supplied to students 2 days a week, delivered in a covid-friendly manner)
- Student Book Club
- Poetry / writing workshops
- Waterloo Math Contests"
- This year has been challenging as to how we are able to spend it. We often spend gaming on educational presentations for students, Field trips for students, teachers clubs etc. Due to COVID these are not possible. We are looking at options for virtual presentations. Each year we put aside funds for playground improvements or purchases and hope to do the same this year. In January we hope to start a virtual coding club where we can help purchase whatever technology is required. Grade 7’s have faced the same challenges we’ve had raising funds so if needed we hope to assist them in their goal to make this graduating year a great one We also have a school name change and logo and will require new sports jerseys and if allowable will help the school pay for those. We also plan to help beautify the school with educational and inspirational sayings. We also use funds for our helping hands program for those kids that come to school with no meals or snacks. We’ll be sure that whatever we decide for this crazy year falls within the gaming grant eligible items.
- This is what we have decided to spend our funding on (student clubs, student athletic teams and supplies, guest speakers, outdoor education). Every year we host a gaming presentation evening where staff can present requests for funding, this year we had them present via email and we followed up with questions to the staff as well as asked for clarification form gaming to make sure that the expense we weren't positive on were in fact eligible.
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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:
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.
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Leadership Manual - Guidelines for DPACs & PACs
The Leadership Manual provides PACs and DPACs with operational guidance including sample forms, constitution and bylaws and information on how to run effective meetings. Originally created in 2001, the Leadership Manual is updated from time to time by volunteers. Please
This email address is being protected from spambots. You need JavaScript enabled to view it. if you are interested in volunteering with the Leadership Manual Committee.Sections of the Leadership Manual
Section 1 - Parent Involvement - Basic Principles
Section 4 - Getting Started in Your PAC and DPAC
Section 6 - Constitution & Bylaws
Section 7 - Roles, Responsibilities and Accountability of PAC & DPAC Executives (revised 2010)
Section 8 - Code of Ethics and Conflict of Interest (revised 2020)
Section 9 - Decision Making in PACs and DPACs
Section 10 - Representing all Voices: Building an Inclusive Council
Section 12 - The Role of Committees in PACs and DPACs
Section 13 - Effective Planning in PACs and DPACs
Section 14 - Effective Meetings
Section 15 - Financial Management in PACs and DPACs
Section 16 - Communication in Your PACs and DPACs
Section 17 - Building Partnerships
Section 19 - Contagious Enthusiasm: How to Get Parents Involved
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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.
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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.
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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
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Our annual parent education conference event is always a great opportunity for parents across the province to gather, connect, discuss and network. Thanks to all who attended May 28-29, 2021 for making our first-ever-virtual event a resounding success! We appreciate you taking time away from your family, to join us. Please feel free to share these presentations with your PACs and parents.
Presentations
- Mental Health in Schools with Ministry of Education
- Framework for Enhancing Student Learning with Ministry of Education
- Neufeld Institute Resources
- First Nations Education and Your Role with FNESC
- Social Media Awareness with Dr Greg Gerber
- What to Say to Kids with Dr Ashley Miller
- Parent Engagement and Succession Planning PPT with President Sinclair - Recording
Other Resources & Links
- First Nations Education Steering Committee
- 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
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