Winter 2016

Vol.13, No. 2

local.link

LTA member - to - member communications

Surviving Child Poverty

Links

Gail Chaddock-Costello, LTA President

Sudoku Puzzle 2
From the Editor:
Change is in the Air
J. Dyck 2
School Management
Systems in B.C.
R. Beaudry 3
TTOC Winterbreak
Event
A. Ross 3
Langley's NonInstructional Day,
January 15th
Pictorial 4
Responses to the
Revised Curriculum
from LTA
Facilitators
4
New Curriculum &
Social-Emotional
Learning
G. Casella

6

Infusing Aboriginal
Ways
S. Croll
7
The Revised
Physical &
Health Education
Curriculum
Wendy Cook
7

The numbers are shocking, and more shockingly, they have been like
this for far too many years. In 1989 all members of Canadas parliament
voted to eliminate child poverty. It is 2016 and there are still 167,810
BC children living in poverty, enough to fill the Disneyland theme
park four times. (www.still1in5.ca) British Columbia does not have a
poverty reduction plan, even though twenty-three of twenty-nine BC
regions have at least 1,000 children living in poverty. BCs poverty
rates continue to exceed the Canadian average and BCs per pupil funding continues to be
$1,000.00 less per student than the national average. BCs poor children attend BCs public
schools, with the second poorest level of funding in Canada.
Teachers see the effects of poverty on children in their classrooms every day. According to
statistics from the BCTF Poverty and Education Survey, one in six teachers say half of the
students they teach each day are living in poverty. What does that mean on a day-to-day
basis for these children? It means:

81%
43%
80%
44%

had students who start the day hungry

state their schools operate a breakfast program
have students with no lunch or snacks
state their schools operate a lunch program

These are the numbers, but the effect on brain development, the impact on social and
emotional development due to the absent opportunities for inclusion in the perks of school
life, imposes an incalculable toll. Events such as field trips, sports teams, even attending
their graduation are not givens for these students who suffer the stigma of being seen
to be absent on these occasions.

How do children survive in these

conditions?
For those who do
According
s u r v i ve a n d t h r i ve , t h e y
to statistics from the
frequently do so on the
kindness of their teachers
BCTF Poverty and Education
and the random acts of
Survey, one in six teachers say half of kindness of complete
strangers. Facts from the
the students they teach each day
www.still1in5.ca site show
are living in poverty.
that
one in every two BC children
of single
parents were poor in 2013. I was one
of those children,
with my two sisters and my mother, living in
poverty during my childhood years in Nova Scotia. There were no food banks to turn to,
so the local churches served the same purpose, as well as family and neighbours with
something to share and the will to reach out to those in need.
Maslows Hierarchy of Needs states that the individual must have their physiological needs
met food, water, clothing, shelter, relative health, and a safe and secure environment. I
would agree and yet that isnt an easy accomplishment. Social assistance rates have never
been high enough to actually feed and house a family, clothing is frequently second or third
hand, and your health is a luxury provided by Canadas free (except for in BC) medical
system thanks to the vision and persistence of Tommy Douglas. Frequent moves from
rentals to public housing nineteen moves before I left home to live on my own - didnt
create a sense of security of place but there was security in knowing we would survive,
we always had, we believed we always would.
continued on page 8

tml:usw2009:leu#35

Langley Teachers' Association #100, 5786 Glover Road, Langley BC V3A 4H9 (604) 533-1618 Fax (604) 533-1400
email: mail@langleyteachers.com

website: www.langleyteachers.com

Sudoku Puzzle
Complete the sudoku puzzle and return to
the LTA for a chance to win a $50.00 gift
card to Beatniks Bistro in Fort Langley.
Winner will be announced on Monday, March
7th - at the Staff Rep Meeting.
Fall 2015 Winner - Lisa Mirecki - Lynn
Fripps. Congratulations!

From the Editor: Change is in the Air

Jonathan Dyck, Langley Education Centre, LTA Communications & Social Justice Chair

A lot has happened since the last edition of the Local Link mental health to the underfunding of public education, we need
appeared in the fall, and the federal election was certainly one to continue to advocate for better policies, and the BCTF has a
of the highlights. While I was hoping for a stronger NDP result, strong tradition of speaking up and lobbying both government
I think most of us can agree that a change of government was and the opposition. If John Horgan and the BC NDP want to
long overdue and that Mr. Trudeaus Liberals have already taken defeat the BC Liberals next year, they will need to articulate a
some steps in the right direction. I would have preferred a compelling alternative to the status quo, one that values equity
minority government, but we can certainly continue to hold them and environmental preservation above short-term profits.
accountable on key issues and the Canadian Labour Congress
One of the things that has gone well provincially is the
(to which we belong) is a great advocate under the leadership of renewal of the BC curriculum. BCTF members been fully involved
Hassan Yussuff!
in writing and reviewing the drafts, and there is some powerful

Locally, the new riding of Cloverdale-Langley City did not new language around social responsibility and environmental
elect a Conservative MP as expected; my new MP is John Aldag of issues, especially in the core competencies and the new science
the Liberal Party. I have met him a few times now, and hes a kind curriculum. Moreover, the explicit acknowledgement of First
and capable man he used to work for Parks Canada and managed Nations principles of learning across the disciplines should help to
the Fort Langley historic site, and is
undo some of the damage of our colonial past we have
now active on a number of issues
included a great article on Infusing Aboriginal Ways,
I
n
p
r
o
v
i
n
c
i
a
l
p
o
l
i
t
i
c
s
,
including the Parliamentary
and if you want to learn more about what this
change is in the air as the NDP won both
Standing Committee
looks like, take a look at Jo Chronas excellent
of the recent by-elections and made history
on Environment and
analysis (firstpeoplesprinciplesoflearning.

the
new
MLA
for
Vancouver-Mount
Pleasant,
Sustainable Development.
wordpress.com).
He is respected in the
Of course, many concerns remain about the
Melanie Mark, is the first Indigenous
community and works hard
timelines and support for implementation of
woman elected to serve in Victoria!
on behalf of his constituents,
the redesigned curriculum, and we have included
and it is refreshing to have a new
a number of reflections and responses to the curriculum
voice and perspective contributing to Langley
from Langley teachers in this edition of the Local Link. We are looking
politics.
forward to our second non-instructional day in April, when we will

Along with Langley MP Mark Warawa, John Aldag also have more time to examine the
approached our new Minister of Immigration and Refugees, John curriculum changes and share
McCallum, to intercede for Jose Figueroa, who had been forced strategies and lesson ideas
to seek sanctuary in a Langley church for the last two years with our colleagues. Remember
(Ive written about his story previously). As a result of the new to thank your colleagues who
ministers intervention, Jose was able to leave the church and have volunteered their time to
return home for Christmas! He still has various legal issues to help facilitate these sessions,
resolve, and hes hoping to advocate for other refugees who have and keep sharing your feedback
been treated unjustly by the Canadian immigration system, but with the LTA/BCTF as well as the
at least he can do so while living with his family again.
ministry. This is our curriculum

In provincial politics, change is in the air as the NDP won and professional practice,
both of the recent by-elections and made history the new MLA for so lets own it! Whether its
Vancouver-Mount Pleasant, Melanie Mark, is the first Indigenous through political engagement or
woman elected to serve in Victoria! The general provincial election professional learning, teachers
is just over a year away (May 2017), and there are certainly make a better world.
many issues that need to be addressed. From child poverty and
Editor: Jonathan Dyck - Many thanks from the Communications Committee to the many talented and busy Langley
teachers who have taken time to share their experiences, insights and interests with other members in the Link. We
hope you all enjoy this latest edition of the Link and find food for thought in these pages. Local.Link welcomes letters and
articles by LTA Members.
Submissions reflect authors views rather than official policy of the Langley Teachers Association.
Submissions must be signed and may be edited. Advertisements will not be accepted.
Email submissions to Jonathan Dyck at mail@langleyteachers.com

School Management Systems in BC

Richard Beaudry, LTA 1st Vice-President
So here's a funny story. The BC government, like
many other governments, has open biding for
contracts on a variety of services. The problem,
in such a process, is that a prevalent outcome
is that the contract is often given to the lowest
bidder. This isnt necessarily a good thing as
described in a judgment in the BC Court of
Appeals:
Many a low bidder has found that his prices
have been too low and has ended up in financial
difficulties, which have inevitably resulted in
additional costs to the owner, whose right to
recover them from the defaulting contractor
is usually academic. Accordingly, the prudent
owner will consider not only the amount of the
bid, but also the experience and capability of
the contractor, and whether the bid is realistic
in the circumstances of the case.
BCeSIS (the British Columbia Enterprise
Student Information System) had problems
from the start in the view of teachers across BC.
First among many was the issue of an archaic
interface that proved to be unpopular with
teachers. The general design of the interface
wasnt tested by teachers or on different
browsers and received failing grades by teachers
trying to use the program. Secondary to this
were concerns about security in using the
program. BCeSIS was created using an outdated
format of JAVA and a newer version was never
implemented.
Teachers involved with technology in schools
expressed concerns with the slowness of the
program and constant freezing of the screen
when teachers were using the program. There
were discussions that the program would
experience serious problems when big locals
like Surrey and Vancouver were added to
the system and regrettably, we were proven

right the week that Surrey joined BCeSIS.

To alleviate congestion on the network, there
had to be bandwidth throttling, the intentional
slowing down of the program to minimize
congestion. They succeeded but it caused no
end of grief for teachers, who were supposed
to use the program for timetable changes,
student transfers, and attendance. Teacher
frustrations with the program led some teachers
to create some clever parodies that did give
teachers some reason to smile about some of
the problems.
By 2011, the BC Minister of Education stated
that some changes were needed even though
the system had glitches but was still good
value for money, and was being replaced largely
because the technology was outdated. If only
he had talked to teachers before the program
was launched.
MyEdBC
So in 2014, the BC Ministry of Education
launched MyEdBC. This program, costing $95
million, was set to replace BCeSIS, which cost
BC taxpayers $89 million dollars and never
recovered from all the problems and glitches
since it was launched.
BCTF President Jim Iker expressed BC teacher
concerns about the new program to the
BC legislatures committee on finance and
government:
In the first two weeks of school, weve seen
slow logins, missing class lists, time outs, and
many other glitches. The result is growing
frustration with teachers who cant do their jobs
because the governments next great software
program doesnt meet their needs.

In a case of dej
vu, MyEdBC
also required
bandwidth
throttling
as well as
experienced the
same problems
encountered
by teachers
with BCeSIS.
Adding to the
frustration of
teachers this round is the fact that they are
using MyEdBC for entering marks. This has
caused some districts to delay the report cards
being sent home and teachers have expressed
concerns with using different browsers where
the program seems to have difficulties.
Entering data in MyEdBC has also caused
clerical workers in schools across the province
to express frustrations with the program. The
Superintendent of Schools in Prince George,
Brian Pepper, expressed his concerns with
MyEdBC as teachers were getting ready to
do their report cards: Either program wasnt
ideal but unfortunately our clericals are saying
BCeSIS was the better program. Based on the
feedback of teachers in Langley, MyEdBC is still
experiencing performance issues.
So the question that remains with BC teachers
is why the government goes with the lowest
bidder in technology. The result is a series of
computer networks across the province that
have experienced problems with a price tag of
$2.5 billion dollars and they have gone over
budget to the tune of $300 million. Funny story?
Truth be told, teachers as well as taxpayers
across BC are not amused.

TTOC Winterbreak Event

Ashley Ross, Aldergrove Community Secondary, TTOC Chair

With what has quickly become an annual
favourite, December 10th marked the
true beginning of the holidays with the
TTOC Winterbreak event. Held at the
beautiful Steel Workers Hall in Walnut
Grove, over 50 people enjoyed seasonal
music, crafts & a festive spread. The
children welcomed Santa with a rousing
rendition of "Here comes Santa" and were
ecstatic, thrilled and even a little unsure
when he called them by name to come
get a special gift. It was a fantastic event,
enjoyed by all - and only possible with
the many dedicated volunteers of the LTA. Stay tuned for our next event, and make sure
you come join in the fun!

Langley's Non-Instructional Day

January 15, 2016

Responses to the Revised Curriculum from LTA Facilitators . . .

Which school
do you teach
at? Which
subject /
grade level do
you teach?

What are the positive aspects

of the renewed curriculum,
and what are you looking
forward to in education
change?

What are your concerns?

What supports are needed from

government, school boards, and your
union?

Christa
Barberis

Langley Secondary
School
English 10 & 11,
Social Studies 11,
Social Justice 12,
and Law 12

Im looking forward to the opportunity to

delve deeper into the curriculum. With
the removal of some PLOs, there is room
to breathe, to think, and to explore.

There is a lot of discussion around personalized

learning. What does that look like in a class like
Social Studies? The Curricular Competencies
must still be addressed, so how does one ensure
that each individual students needs are met?

Government: funding to ensure that resources

are in place if personalized learning is
to take place, smaller class sizes would be
helpful. School Boards: continued professional
development workshops; funding of initiatives
e.g. technology in the classroom. Union:
professional development workshops, sharing of
resources, literature.

Michelle
Allen

Brookswood
Secondary
Computers and
Yearbook/Grades
9-12

I am excited to see that a lot of what

we are already doing is now being
recognized as official, and I believe that
there are major benefits to students who
are truly excited to learn.

There will be students who have gone through

mostly the old system, in grades 9-12, that
will not be accepting of this new curriculum
(parents will also likely push back), which
means that those who teach at the secondary
school level will need to retrain a lot of
reluctant learners. This revised curriculum
does offer time and ways to reach many types
of learners, however, so that will in and of
itself help us get everyone on board, including
parents.

I believe that there has already been a start

when it comes to offering supports, but some
schools are support rich, whilst others remain
support poor, and this puts many students
at a great disadvantage. The equality of the
education system as a whole is being put to
the test, especially with the desire for more
technology use and training at all grade levels.
Some schools have one iPad for 6 classes to
share, versus others that have class sets. It just
wont work if it means that a good (and modern)
education is dependent on where you happen to
go to school

Ashley
Ross

Aldergrove
Secondary
Socials 9, 11 and
English 10

That there is a renewed focus on voices

and perspectives previously unaccounted
for.

That the graduation requirements might neglect

senior electives for socials.

There are so many amazing possibilities with the

new curriculum, but funding for development,
resources and collaboration time is needed.

Amanda
Slade

Lynn Fripps /
District Early
Learning
Kindergarten

Having the core competencies running

Timelines for reporting guidelines.
through all subjects.
*I am excited about the possibilities
the redesigned curriculum brings.
It empowers teachers to respond to
learners and their needs. *Fitting all the
pieces together for deep understanding is
a refreshing shift... less content driven!

Specific examples of how curriculum can be

woven together in a cross-curricular way.

Langley
Ellen
Bornowsky Fundamental

It validates good instructional practices

and continues to provide flexibility
with regard to planning (at least, for
French). Im really looking forward to
opportunities to work together with
experienced and new colleagues to
explore the curriculum. Change is scary
for some people, but Ive been enjoying
all the conversations weve been engaged
in this year.

Im very interested to see whats in store with

We need release time, and release time costs the
regard to assessment, evaluation and reporting. system money.
Im wondering about learning resources, as
were being told theres no new money. Im
hoping there will be additional release time for
the coming school year so teachers can continue
to work together in a variety of groupings (grade
level, subject area, areas of interest, etc.).

Kari Hall

More teacher input, opportunity for kids

to do more inquiry-based learning, big
ideas for teaching/learning.

Not all areas have been decided, and we need to Clarity on high school + exams + curriculum +
implement this all soon.
university transfers.

Middle Secondary
School
Core French and
Health & Career
Education

Langley Fine Arts

Resource/Math

Langley's Non-Instructional Day

January 15, 2016

Which school
do you teach
at? Which
subject /
grade level do
you teach?

What are the positive aspects

of the renewed curriculum,
and what are you looking
forward to in education
change?

Golda
Janzen

West Langley
Elementary
Grade 4 & 5

I love how there are more student

Eagerly awaiting what assessment & reporting
interest opportunities, as well as teacher will/can look like, as this stage has not yet been
interests too to share with their students. clarified or determined.

Continued workshops when all the stages are in

place, as right now it has been planning without
an end in mind without knowing what the
reporting/assessment can/will look like it does
not feel like planning can thoroughly be achieved.

Tracy
Cramer

James Kennedy
Elementary
Kindergarten /
Grade 1

A positive aspect of the new curriculum

is that it falls so nicely in the mindset
of teaching for the whole child, allowing
each and everyone of my students to
grow and explore and fall in love with
learning.

My concerns are that we will definitely be

able to see the have and have not schools in
terms of money and equipment. My other huge
fear/concern would be what the province will
decide assessment will look like. This is a new
curriculum and can not be assessed under the
current reporting system. I mean it can, but
it does not support the new curriculum and
with such hands-on exploration we need more
pictures and anecdotal, rather than a mastery
scale.

I need financial support from the government

in so many areas of the new curriculum
technology seems to be involved. I have nothing
in my classroom for my students other than
a leased laptop from the District and my own
personal phone.

Dave Low

Langley
Fundamental
Middle School
Math 11-12

The new math curriculum mirrors how

I do math myself. I have been fairly
successful in mathematics. The main
way I've been successful is to make
sure to place an intuitive meaning of
every formula that I've seen in my head.
Just as a reader translates words into
images (this is part of what is called
"literacy") I like to translate formulas
into images. This is a huge part of what
I feel "numeracy" means. However the
whole act of doing this slows the pace
of the curriculum down. Teachers and
classes had very little time to explore
concepts to this level, since the pace of
the curriculum did not allow for this. In
the past I would have a tough time both
exploring a concept and also getting all
of the curriculum accomplished. The new
curriculum gives time for my classrooms
to explore and build deep understanding,
not just "formulaic understanding."

As a group we are all fairly new at this. The first

few years are going to be difficult. In those first
few years it is my hope that we don't criticize
the results too quickly. I have become fairly
efficient at the "stand and deliver" method. I've
become more entertaining than I once was, I
know how to keep a pace and I am a better
orator than when I started teaching. In the first
few years of doing more project-based work and
exploratory-based work my skills in managing
this new kind of classroom environment will
need to go through a learning curve. Although I
have given projects and have done explorations
before, I haven't done it as much as the "stand
and deliver" method. In those first few years
my classroom won't necessarily run as smoothly
as my "stand and deliver" classes now do (after
years of perfecting). I hope I don't reject what I
see too readily in my first year or two of the new
curriculum, and I hope that others don't as well.
There will be times when "stand and deliver" will
be appropriate, but not as often as I had used it
in the old curriculum.

From government: I would love to have a fair

number of Pro-D days, so that I can work on my
project based and exploratory-based classroom
management skills. I would love resources to go
with the new curriculum.

Freedom to change and implementation

of personal teaching styles in a projectbased format. More hands-on and
group learning. Less lecturing and
more student-teacher and peer-peer
communication which will enhance
learning. I believe the latter will help
to build self-esteem and confidence in a
students learning and will open up more
opportunities for the teacher and student
to share concepts with each other,
providing a new channel of learning in an
open environment (rather than behind a
text book). Looking forward to change.

Minimal information on assessment. My

concerns still are that many teachers are still
feeling lost as to how to implement the new
changes. I feel it would be more beneficial if
teachers could meet with grade groups and
discuss examples of some projects/big ideas
they could implement and talk about how they
may teach to these new example (e.g. sample
lesson plan making sessions?)
No resources for math (and possibly other
subjects) textbooks etc. Are these to be
discarded?

Technology and online resources available

to teachers and students. More sessions on
educating teachers perhaps with exemplars
on lessons/projects/units. An opportunity for
professionals to share with each other.

Nina
Powar

Langley
Fundamental
Middle Secondary
Math 8 and V&P 8

What are your concerns?

What supports are needed from

government, school boards, and your
union?

From the school board: I would love to have

your support. Also, we will need to have an
ongoing dialogue with parents in particular.
We need to show them how this new model of
doing math can and will lead to having better
mathematicians. Your support in this process will
be vital.
From the union: Your continued advocacy, thank
you.

New Curriculum & Social-Emotional Learning

Gina Casella, Parkside Centennial Elementary
Working as a facilitator was definitely one professional
opportunity I am glad I was able to take advantage of.
Collaborating with like-minded facilitators under a time
crunch had its moments, yet these moments highlighted
our strengths both personally and professionally. The
Langley Teachers Association (LTA) organized a successful
Non-Instructional Day (NID) focusing on the new
curriculum. Attendees included teachers, administration,
support staff, and members from the School Board Office.
Everyone worked together to make this day a success.

the information. It also helped me tremendously stay

motivated because the process fooled my brain. Through
play, the same heavy workload suddenly felt a lot lighter.
Yes, as an adult professional teacher, this is what worked
for me. If you are curious, I wanted to do a rainbow
pattern with the construction paper, although my colours
at home prevented this. I did consider an ABAB pattern
with the construction paper colours, but preferred one
subject to have one colour. The point is, choosing colours
and patterns were part of my play. I was shy to share

Participants were asked to keep several things in mind

during the day, including the First Peoples Principles
of Learning; an important quality one would personally
want todays kindergarten students to have when they
graduate from high school; and our very own Langley
School District vision and mission statements. The
morning was led by facilitators presenting information
and getting conversations going. In the afternoon we
had the gift of time to dive right into lesson planning or
perhaps explore the new curriculum website (if you were
able to connect to it).
The feedback about the NID continues to be positive
and encouraging. Many have also shared constructive
suggestions moving forward, such as more technical
support so systems do not crash because too many
are logged on at the same time; a need for Aboriginal
resources and resources in general; Aboriginal speakers to
inform us of things we may need to be aware of or should
be mindful about; the reporting; something targeted for
support staff; and having multiple sessions on one topic
offered at the same time in smaller rooms.
Many are looking forward to our upcoming professional
development day, where the optional first session is
focused on Aboriginal content. Ongoing are the helpful
New Curriculum Series speakers and the opportunities
to investigate the new curriculum at staff meetings,
if you can make them. A mix of frustrations due to
commitments after school and job share situations are
preventing people from attending these valuable sessions.
Not only are these people missing out on these valuable
sessions, but these valuable sessions are missing out on
these valuable people!
If you attended Langley Fundamental on the NID, I thank
you again for your time and for your fine contributions
to our day. People were self-motivated, self-directed,
had an openness to explore the new curriculum, had a
willingness to listen to what others were saying while
building on their ideas, and most of all, were humble
enough to share their fears, or to admit they had not
even looked at the new curriculum. We took a moment
to remind ourselves that teaching and learning are always
changing to meet the needs of the learners. Having said
this, we are life-long learners. We are always growing
and learning. Our status as professional teachers makes
us professional students.
As teachers we spend so much time reminding ourselves
about inclusion and differentiated learning, yet we often
forget to recognise we have our own differentiated ways
of internalizing information. For me personally, I had to
literally print, cut, and paste the new curriculum onto
different colours of construction paper. It was time
consuming; however, being a concrete learner this is
what I had to physically do for my brain to internalize

my process and my new colourful resource, especially as

a facilitator, not to mention that the glue on one sheet
totally did not dry clear. However, practically everyone
who attended my session would like a copy or for the
district to provide something similar for all grade levels.
I still need to work out the profiles and somehow Ginaize those to better understand them. When full-day
kindergarten came into full effect, a very handy guide
was provided. Langley teachers would like a simplified
hard-copy guide of the new curriculum. I hope you enjoy
playing around with the new curriculum and I would love
to hear how you are playing to help you internalise the
information.
During my session, we agreed to disagree on a popular
notion, something along the lines that reporting and
content do not drive teaching or learning. We felt strongly
they certainly can. What kind of learner the teacher is
will drive lesson planning and assessment. When we
consider the multiple intelligences, we recognise we
are individually a mix of all of the intelligences, some
intelligences more dominant than others.
Logic is an intelligence. There are deductive reasoners
and inductive reasoners. One way of logical thinking is
not superior to the other. Some of us weave through
both. Traditionally, teachers are hung up on targeting
learning for deductive reasoners and for verbal learners.
If you are an inductive reasoner, like myself, you tend to
do academics non-traditionally, a bottom-up approach,
the long way, you come up with your thesis statement
last, and that is okay. If you are a pictorial learner like
myself, my learning really kicks off with pictures, graphs,
and pie charts.
The beauty about the new curriculum, specifically the
Know-Do-Understand Model (KDU), is that it does
not matter where you start, it just matters you start
somewhere because the learning standards do interweave
and you can achieve cross-curricular success. If you
are like me, you cannot wait to get your hands on the
reporting piece because that is traditionally my starting
point, which sounds like it may not be available until the
fall. More clarification on the profiles as well would be

appreciated and how they link to reporting. Teachers

were encouraged to continue using the already created
Prescribed Learning Outcomes and their suggested
achievement indicators, while trying to incorporate the
new curriculum.
Although we are changing the lens, we are back to several
familiar questions: How do we turn formative assessment
into a letter grade, a number grade, or a percentage? Will
many students remain in their zombie-like state while
we manufacture them through the education system? I
support not failing students, but then for example, we
keep expecting a Grade 5 student who is at a Grade 2
math level to be ready for high school math and suddenly
graduate to be the educated citizen? Wait a minute, I do
not support that because it is not realistic. Everything as
we know it makes sense in theory, but how will the reality
of the new curriculum unfold? Already we are pressed
under a time crunch, relying on volunteers, and the
reporting piece is missing. Is the new curriculum helping
us to move towards more quality and less quantity? I feel
grades 1-12 teachers should see their programs reflective
of Kindergarten, where the gift of time is given so learning
is made deeper and not longer, where less really is more.
B.C. teachers have been thankfully running a half-day
Kindergarten program in a full day setting. The reporting
piece would help clarify this for grades 1-12 teachers
and I feel would also help with cross curricular planning
amongst teachers at the high school level.
After all, social-emotional learning is a priority in
education; academics are secondary. We have all kinds
of evidence and research supporting the notion of paying
now or paying later, but we keep choosing to pay
later via various social services and it costs much more
financially, not to mention that it is costing us a fortune
socially and emotionally. Part of the new curriculum
should directly coincide with supported social-emotional
research, for example, putting relationships first by
reducing the number of students in one class ultimately
increasing student success in all areas. There is a need
for increased services like Speech Therapy, English
Language Learning, and Counselling because they are
part of the equation, yet due to cut-backs, we deny many
students a piece of the whole. A number of students
are destined to have excellent math skills, excellent
literacy skills, excellent resumes, excellent experience,
excellent qualifications and they will be turned away
from employment opportunities. Why, you may wonder?
Specifically, prospective employers are not interested in
hiring people who are socially-emotionally unstable and/
or difficult to understand verbally. In fact, many lower
paying positions, such as retail, are having people fill out
questionnaires when they submit their resume online.
They are a mix of customer service based questions and
they include a mix of social-emotional/self-regulation
type questions.
I find academic assessment to be over-rated and would
like to see more social-emotional outcomes reported.
I am looking forward to assisting with the second NID.
It was great getting to know people within the school
community and working with them. The self-motivated
atmosphere created a space where people could be openminded, think critically about the new curriculum, and for
many, to leave with a lesson plan they could immediately
implement.

Infusing Aboriginal Ways

What does the revised curriculum say about Aboriginal education?

Susan Croll, Editor, BCTF Teacher Magazine (Reprinted with permission)
Whether it is through social studies, English courses,
science, First Nations' studies, or including books and
other materials in school libraries, many BC teachers for
many years have made sure that Aboriginal histories and
cultures are part and parcel of their teaching.

regardless of subject area. Other workshop participants

concurred with Carol and explained that these
principles, while rooted in Aboriginal education, are in
many ways universal because they embody the process
of deep learning.

The revised curriculum, however, adds another impetus

to this desire. Weaving Aboriginal ways of knowing and
the First Peoples Principles of Learning throughout the
curriculum for all grades is now a stated intention. The
BCTF, along with other organizations like the First Nations
Education Steering Committee (FNESC) have advocated
and pushed for the inclusion of Aboriginal education for
many years. While changes to the curriculum are welcome
first steps, the day-to-day work begins with teachers in
classrooms helping their students learn about Aboriginal
education in ways that are knowledgeable and respectful.

Carol had placed a collection of stories and graphic

novels at teachers' tables. She wanted to convey
that many of the ideas, concepts, and histories about
Aboriginal peoples are often told through story. At the
same time, she said it was truly important than nonAboriginal people understand what appropriation is.
Appropriation is akin to stealing, or taking someone's
"Aboriginal ways of knowing are an entry way to show
story without asking for permission and/or giving credit
there is more than the western world of knowing and
to the story's originator.
learning." Carol Arnold, BC teacher

That is one reason why 14 teachers from a secondary

school in West Vancouver attended the BCTF workshop,
Infusing Aboriginal Content, on their professional
development day in November. As non-Aboriginal
teachers, some of the teachers shared their anxieties
about wanting to integrate Aboriginal education in their
subject areas. They were afraid they might not get it right
and inadvertently contribute to the racist stereotypes and
historical wrongs done to Aboriginal people in BC and
Canada. Regardless of their fears, these teachers' goals,
shared by teachers province-wide, are straightforward: to
do Aboriginal education justice, and contribute positively
to reconciliation.
Workshop facilitator and Gulf Islands teacher, Carol
Arnold, a Metis-Cree woman from the shores of Lac
Ste. Anne in Alberta, reassured people that strategies
and resources are widely available to help teachers
gain confidence and skill in teaching about Aboriginal
education.
She referred to the First Peoples Principles of Learning
(see back page of this publication) and how teachers
can use these principles to guide all of their teaching,

She further explained that First Nations people have

been anthropologized-studied and examined by nonAboriginal people-for far too long. The antidote to this
kind of behaviour is to find, hear, and share authentic
Aboriginal voices.
Carol also shared key resources that can help ground
teachers and allay their fears about teaching the wrong
thing.
One of Carol's favourite resources is Reel Injun, a
documentary produced in 2009 by Rezolution Pictures and
the National Film Board of Canada. It analyzes how the
depiction of Aboriginal people in 4,000 Hollywood movies,
from the silent movie era to now, has misrepresented
Aboriginal people, their cultures, and shaped stereotypes.
As one of the film's narrators recalls, he was introduced
to movies in church basements. Raised on cowboys and
Indians, we cheered for the cowboys never realizing we
were the Indians.
The documentary is available for classroom use and can
be downloaded through the NFB at www.nfb.ca/film/
reel_injun/download/.

should be available at every secondary school regardless

of its size. You can never have too few or too many
students for this course. Offering this course shows a
school's commitment to Aboriginal education. Learning
about Aboriginal ways of knowing is about healing,
identity, and well-being for First Nations and for everyone.
Time runs short in every workshop, this one included,
to cover every topic or answer every question. After
teachers had the chance to take a quick look at the books
on their tables, Carol ended the workshop by returning
to the First Peoples Principles of Learning. The seventh
principle states that learning involves patience and timetwo qualities that teachers will have to keep in mind to
ease their anxiety about Aboriginal education and what's
involved in true reconciliation.
In addition to the workshop described in this article, the
BCTF offers 11 more Aboriginal education workshops
well-suited for professional days that members can book
at no cost. Go to bit.ly/1OLffY6 to view the complete
list of workshops and for booking information. You can
also contact Ashley Gurat agurat@bctf.ca for further
assistance.

Carol also stressed that First Nations studies courses

The inclusion of Aboriginal perspectives and knowledge is based on the understanding that Aboriginal perspectives and knowledge are a part
of the historical and contemporary foundation of BC and Canada. An important goal in integrating Aboriginal perspectives into curricula is
to ensure that all learners have opportunities to understand and respect their own cultural heritage as well as that of others. Over the past
decade, curriculum has integrated Aboriginal content into courses and grade levels. The education transformation work builds on what was
learned and extends Aboriginal perspectives into the entire learning journey rather than in specific courses or specific grade levels. This means
that from Kindergarten to graduation, students will experience Aboriginal perspectives and understandings as an integrated part of what they
are learning.
from Building Student Success, BC's New Curriculum, Ministry of Education

The Revised Physical & Health Education Curriculum

Wendy Cook, DW Poppy Secondary, LTA Local Rep
It was with great trepidation that I decided to throw my name into the hat in order to
help facilitate the sessions on the implementation of the revised curriculum, but the
positive feeling in the room on January 15th as the teachers entered the gym was
inspiring. Even though my area of expertise is Social Studies, it was a valuable learning
experience to have had the opportunity to look at the Physical and Health Education
(PHE) changes.
The group of teachers who came to the PHE curriculum development workshop were
open to looking at the changes and were frank in their discussions. They took the time
to look for what they were already involved in and how they could bring in some of
the curricular ideas. The session included a SWOT analysis of the draft curriculum,
i.e. the strengths, weaknesses, opportunities and threats that each group discussed.
There was general agreement that the use of personal fitness goals and the push
towards physical literacy were strengths. The opportunities of getting to know the
students beyond the physical component and addressing fundamental movement
skills and patterns beyond specific skill development would be an asset. The discussion
remained positive and constructive.
The weaknesses included a concern with the measurement of the competencies in a
quantitative way. With the push towards healthy living, the resources are often outdated, have no real appeal, and are costly. Who would be supplying the departments
with the new resources? The grade 8 and 9 curriculum has too much to cover and
students would spend more time in the classroom than moving in a fitness environment.

Some of the competencies at this level are highly emotional and social and they require
extensive individual solutions are PE teachers qualified in this area?
The threats were also noted, one of which is the
need for PE specialists at the Elementary level
in order to develop the proper foundation. There
were also concerns about the assessment piece
when students are in alternate environments, the
teachers can teach but cannot assess individuals
at home. Overall, there is now more to be taught
in PE, not less: two curriculums in one!
The last part of the session was an open discussion
on a response to the Ministry and the BCTF
regarding the revisions. The largest concern was
resources: who is going to fund all of the changes
in order to make them the most effective? Also
there was a desire to further discuss the plans
with other PE departments. There was general
agreement that more planning was necessary in order to make curricular changes.
I appreciated the chance to facilitate the discussion and was impressed at how much was
accomplished the energy at the start of the day continued into this afternoon session.

continued from page 1

Looking back, I know we were fortunate in many

ways. Teachers nurtured and encouraged our
talents; we were bright, resourceful and tenacious
students. I was encouraged to dream big and to find
a path to get there and I did. I could in part because
we had a social welfare system, health care, public
housing and most importantly and most influentially
for me, free public education. I remember each
and every teacher who made an impact on my
life, who complimented me, acknowledged my
accomplishments, encouraged me to go further
and look higher. School was where I flourished. For
me, there was no higher calling then to become a
teacher and make a difference in the lives of other
children who needed to know they mattered.
Our BC Liberal government needs to act on their
promise of a families first agenda and create a
poverty reduction plan with the ability to lift children
and their families out of poverty. This government
needs to resoundingly answer these questions: Do
black lives matter? Do Aboriginal lives matter? Do
poor lives matter? Do the lives of all marginalized
people matter? Apparently they dont matter enough
to affect meaningful political/social change in BC.
As activists and educators we need to be at the
forefront of agitating to ensure child poverty is a
significant vote, determining issue in the provincial
election of 2017. Our children, our families do
matter and as teachers, we care.

Gail Chaddock-Costello

is running for the full-time position of 2nd VicePresident of the BCTF at the spring AGM. If she
is elected, this will be the first time Langley has
had a full-time table officer at the BCTF since Ken
Novakowski 34 years ago!
You can learn more about Gail and read her
endorsements here:
https://gailchaddockcostellobctf2ndvp.wordpress.com
Please "Like" her Facebook page:
https://www.facebook.com/GCCCforBCTF2ndVP