Resources
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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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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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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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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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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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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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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".
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The truth about residential schools is undeniable.
We need to listen to the elders.
We need to create space for Indigenous people to speak.
We join in respecting and supporting the Tk'emlúps te Secwépemc people and all people across Canada who are impacted by the tragic news of the 215 children whose lives were lost at the Kamloops Residential School. With this revealed truth, comes an even greater responsibility for each and every one of us to act.
BCCPAC stands alongside all Indigenous people to ensure that all Canadians learn about the past and the harm that was perpetrated. Truth and Reconciliation must become an educational pillar in our school system to ensure that all students learn the history of the Indigenous people and the tragic errors that were made. We pledge to continue to educate ourselves and to support and educate DPACs, PACs and parents/guardians/caregivers.
We recognize the important role parents play in our collective journey of truth and reconciliation. We can all raise awareness in our communities and discuss with our families. We thank parents and families for the work they are already doing in their school communities to encourage the next generation and bring about change.
June is National Indigenous History Month and June 21 is National Indigenous Peoples Day.
What steps will YOU commit to take this month and beyond?
Please read and review the TRC and Residential Schools resources we have compiled to help educate and inform.
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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.
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The Framework for Enhancing Student Learning Policy and accompanying Enhancing Student Learning Reporting Order came into effect September 1, 2020.
Summary of New K-12 Public Education Financial Planning and Reporting Policy and Accumulated Operating Surplus Policy (May 2021)
Background
The Independent Panel of the K-12 Provincial Education Funding Model Review made 22 recommendations to improve accountability, financial management and equity in the K-12 education sector. Government accepted the recommendations and launched Phase 1 of the implementation plan in February 2020. The two new financial management policies are part of the Phase 1 actions. Ministry of Education staff worked closely with the Financial Management Committee, (6 representatives from the BC Association of School Business Officials and one from the First Nations Education Steering Committee) to co-develop and finalize both policies. Ministry staff have also consulted with the BC School Trustees Association, BC School Superintendents Association and Métis Nation BC to finalize the policies.
What Do the New Policies Mean for School Boards?
- Most boards are already doing what the policies require so there are no significant changes for them. The policies present an opportunity to revisit existing policies, procedures and reporting to strengthen board processes in financial management.
- There will be a phased, supported implementation of both policies with no change to reporting for 2020/21 or planning for 2021/22. The Ministry will provide direction on what needs to be done, and when, including guidelines and education for district staff and trustees on what the changes mean.
The K-12 Public Education Financial Planning and Reporting Policy
The K-12 Public Education Financial Planning and Reporting Policy directs boards to develop multi-year financial plans that identify how funding and resources will support board strategic plans, operational needs of school districts and improved educational outcomes for students. The Ministry will provide guidance and resources, as needed, to help boards build and maintain multi-year financial plans.
To enable greater transparency, boards must develop, publish and maintain a local board policy that describes how they will engage with and report out to education partner and stakeholder groups, including local First Nations and Metis Nation BC, on their multi-year financial plans.
The Ministry has a robust annual school district financial reporting framework the boards use to meet their reporting requirements as specified in the School Act and to align with the Budget Transparency and Accountability Act. Boards will use this existing financial reporting framework to annually report on boards’ progress towards meeting board objectives as outlined in their multi-year financial plans (i.e., enhanced student educational outcomes and other operational needs of the school board).
The K-12 Public Education Accumulated Operating Surplus Policy
The K-12 Public Education Accumulated Operating Surplus Policy ensures consistency, transparency and accountability for the use and reporting of operating funding that is not used in the year in which it was provided. It acknowledges that it is appropriate for boards to maintain an operating surplus to manage financial risk and the accumulation and holding of appropriate operating surpluses by school districts is a component of sound financial and strategic planning.
The policy outlines the process for the accumulation, spending and reporting of operating surplus funds and the boards’ engagement with their local community and education-partner groups, including local First Nations and Métis Nation BC so they are aware of the process. It requires boards to monitor and report on their management of operating surplus and provides information and guidelines to boards around operating surplus categories.
The policy ensures that when boards restrict surplus funds it is done for specific purposes with identified timelines. It also creates a mechanism for boards, if they wish, to set aside funding for approved capital projects after other priorities have been addressed.
The Enhancing Student Learning Policy and Ministerial 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 yearThe Implementation Guide for the Framework for Enhancing Student Learning was developed to support Boards of Education to fulfil the responsibilities as outlined in the Policy and Order. The planning and reporting processes that school districts use to improve educational outcomes are integral to public assurance and accountability. The Guide is intended to share research-informed strategies and promising practices collected from the sector to build capacity. As part of a continuous improvement review cycle, the Ministry will update this document annually to include adapted strategies collected from the sector. In April 2021 the BCCPAC Board provided input and feedback on the Implementation Guide on behalf of members.
The Implementation Guide provides the policy requirements and guidelines for:
- Development of district strategic plans
- Alignment of district annual operational plans
- Creation of the Enhancing Student Learning Report
This policy and order come as a result of many discussion with the Ministry of Education and the education partners. BCCPAC continues to be an active participant throughout.