March 30, 2015
BREAKING NEWS
On Thursday, March 26, 2015, the BC government introduced Bill 11 that could have a significant impact on
teacher professional development. To find out more on the possible implications of this legislation, watch
the livestream of Jim Iker’s press conference.
Teachers as learners
How can local professional development programs
accommodate teachers as learners, and the many
demands that this might put on practices and
systems that are currently in place?
The two articles featured in this issue of the BCTF
Pro-D News highlight the importance of teacherdirected and teacher-led PD that includes
collaborative learning and reflective practice.
Image courtesy of Ambro at FreeDigitalPhotos.net
Teachers as Leaders of Professional Learning: Lessons from Ontario’s Teacher Learning and Leadership
Program (TLLP). Education Canada Magazine, Spring 2015. Dr. Carol Campbell, Associate Professor of
Leadership and Educational Change at the Ontario Institute for Studies in Education, University of Toronto.
Abstract
The author’s research identifies considerable benefits of professional learning led “by, with and for”
experienced teachers involving collaborative learning and sharing of practices. Opportunities for teachers’
learning and developing their leadership through the experience of being TLLP project leaders is
challenging and rewarding. The benefits for teachers being recognized and encouraged as leaders of
professional learning are considerable.
To delve deeper into teacher learning that is grounded in practice, here is an article on teacher
learning using an inquiry stance:
The Transformative Power of Taking an Inquiry Stance on Practice: Practitioner Research as Narrative and
Counter-Narrative. Sharon M. Ravitch, Ph.D., University of Pennsylvania Graduate School of Education,
2014.
Within the contexts of globalization, top-down policy, mandates, and standardization of public and higher
education, many see teacher research as a powerful stance and a tool of educational transformation. In this
article, Dr. Ravitch takes a closer look at the role of reflection and teacher research in our practice, and how
this might have the power to transform our teaching:
The promise of practitioner-driven research is that the learning emerges from local, situated inquiry, the kind
of inquiry that leads practitioners to engage in evidence-based practice—in a reinvigorated sense of that
term, meaning that it is grounded in our own contexts, practices, and settings. And, from my experience,
that is where the hope is: in the stories, in the data, and in the evidence that emerges from a more
relational, contextualized, collaborative and practice-centered kind of research – not the top-down kind of
research that is being forced upon many of us – but, rather, the kind that emerges from knowing and caring
about people in a setting, the kind that emerges when practitioners take seriously the responsibility to
collaborate with, care for, support, and empower ourselves, our colleagues, and our constituencies.
BCTF workshops
If you have not already had a PD SURT in your local and you are interested in exploring different ways to
focus on teachers as learners, you might like to consider the following workshops for your school PD reps:
Creating a Culture of Professionalism (3–5
hours) (Also available through Professional and
Social Issues Workshops)
This workshop explores the ways local and school
teams can and do lead on professional issues,
develop ideas and practices around professional
cultures, and seek ways to enhance and support
the autonomous professional practices of
teachers.
Teacher Inquiry: Teachers Collaborating in
Self-directed Professional Learning (3–5 hours)
(Also available through Professional and Social
Issues Workshops)
Many teachers are ready to move to a deeper
professional practice where they are in control of
their professional development. Inquiry
approaches have been fostered in the BCTF by
the Program for Quality Teaching (PQT) and by
inquiry projects supported by the Research and
Technology (R&T) Department.
This workshop will explore the ways in which teacher inquiry can be implemented in a local or school, the
literature surrounding teacher inquiry, and how the BCTF, through its PQT and R&T projects, can help
support teacher inquiry. This workshop will also assist groups in the first steps to get started with their
inquiry.
SURTs can be booked through the BCTF Professional and Social Issues Division (PSID). Make the initial
call to Michele Hope, SURT workshop booking (604-871-1860, toll-free 1-800-663-9163, local 1860) to
establish the goals for the training, training topic(s), and dates. Please give at least three weeks’ notice so
that SURT facilitators, who are teachers or local officers with busy schedules, have adequate time to
prepare materials and arrange travel.
Around the province
This section of the newsletter highlights professional development events
around the province. Some of these events will have already occurred, but
the article is a permanent resource that professional development chairs
can use when planning their own professional development events.
Please send in details of any events you would like to share with other
professional development chairs to [email protected]. Here is a link to past
issues of BCTF Pro-D News.
Prince George Educational Spring Fling and New Teachers Regional Conference
Come to Prince George for a unique educational conference and professional development experience. On
day one, join with 1000 other K‒12 teachers from the North Central BC zone for the Educational Spring
Fling―choose from dozens of workshops and excursions related to the many aspects of teaching and
learning in today’s schools. On day two, participate in workshops designed for new teachers including
sessions from BCTF presenters and representatives from select Provincial Specialist Associations (PSAs).
This conference is for all BCTF teachers and TTOCs in their first five years of service. The cost is only $50
and this is covered if you belong to one of the sponsoring locals (57 1-3, 28, 55, 56). As well, check with
your PD Chair as many locals have Pro-D funds to support fees and travel costs. We'll have door prizes, a
social event (Friday night), lunch (Saturday), and some free PSA memberships to give away. Registration
opened March 23, 2015. For all workshops and details, visit http://edfling.ca.
Sea to Sky
The Sea to Sky district-wide professional
development day will be held on April 24, 2015,
and has the theme What’s Your Evidence? The
Pro-D committee has arranged an interesting
mixture of presenters and workshops. Teachers
are encouraged to sign up for a theme for the
morning and afternoon sessions, with one of the
themes being Collaborative Learning/SelfDirected, where teachers can network with
colleagues to collaborate on a learning project or
work on a self-directed plan. If teachers feel that
there is nothing in their subject area or area of
interest, they are encouraged to sign up for
something completely different. The full
conference outline can be found here.
Kamloops Thomson
The Kamloops Thompson Teachers’ Association
held a district-wide Professional Development Day
on February 20, 2015. The teachers in our district
had a wide variety of Pro-D opportunities that day.
There was Summit 7: On the Shoulders of Giants,
Classroom Interventions for Vulnerable Readers
Preschool to Grade 3, Physical Literacy and
Health Summit, and a Regional Math Conference.
Teachers were also invited by our district to
volunteer for the Special Olympics that was
running concurrently with our Pro-D Day.
We held the majority of workshops at Valleyview Secondary, but had a day-long session of teacher inquiry
at our Big Little Science Center. Introduction to Badminton was held at the workshop presenter's home
school because he had the only badminton launcher machine in our district. One of our challenges was
trying to get BCTF workshops for that day: more and more districts are holding their district-wide day on that
February date.
You can view the conference booklet here.
SFU: Science professional development
opportunities
The Faculty of Science at SFU offers teacher Pro-D
sessions for schools, based on requests from
teachers, principals, and/or science co-ordinators.
The design of the workshops is based on the needs
of the school and can be formatted to suit specific
requirements. These workshops usually run for an
entire day, but may be cut shorter or designed for
longer periods of time, depending on the needs of
the group. Topics covered range from chemistry,
physical sciences, mathematics, biology, astronomy,
anatomy, and statistics.
Each session is designed to share teaching and learning techniques that can be used in classrooms, and
can be tailored to different grade levels. Ideas for creative hands-on activities, materials for various
experiments, supplementary online resources, and various teaching strategies are covered in these
workshops, which are open to both elementary and secondary school teachers of science and/or math. The
organizers ask for a minimum of 20 participants for each workshop.
The faculty also runs similar workshops for K‒12 students. Both elementary and secondary school teachers
are most welcome to bring their class/es up to the Burnaby campus for science activities. All science
programs for youth are offered for free in our Burnaby campus. Alternatively, virtual workshops may also be
offered for groups from distant locations who are unable to come to Burnaby. More information is available
on our website.
For more information, please contact Cynthia Henson at SFU Science Outreach:
[email protected]
Co-ordinator, Outreach and Engagement
Office of the Dean
Faculty of Science
Simon Fraser University
Burnaby, BC
Jenny Garrels
Assistant Director
Professional and Social Issues Division
BC Teachers' Federation
100-550 West 6th Avenue
Vancouver, BC V5Z 4P2
[email protected]
sy/tfeu