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Questions and Case Studies

Questions and Case Studies
The numbered items in the clickable menu bar below contain questions and/or case studies related to each of the eight Standards. Click in the boxes adjacent to the questions and/or case studies that you would like to use for further discussion. When you have selected all the questions/case studies you want to include, click on "Generate" in the menu bar.

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Questions related to self-regulation and standards in general
Questions

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	1.	Why are there Standards for the teaching profession?
	2.	What are some ways in which the Standards can be useful to you?
	3.	How can the profession be assured that applying the Standards does not lead to standardization, but provides for a rich variety of practices?
	4.	Why is it important that educators hold themselves accountable to Standards of both competence and conduct?
	5.	How could the Standards be used by each of the following: a) individual teacher b) principal c) a group of teachers or a school staff d) a university faculty of education e) a sponsor teacher f) a student teacher g) the College of Teachers h) a parent i) the public
	6.	What are some possible consequences of breaching the Standards?
	7.	What role might the following play if there has been a serious breach of the Standards: a) the employer b) the College of Teachers c) the courts or legal system
	8.	Why is it common practice for regulatory bodies such as the College of Teachers to publish the names and case summaries of professionals who have been disciplined by the regulatory body for breaches of the Standards?
	9.	Who is responsible for developing and maintaining the Standards?
	10.	Educators are held accountable for their conduct both on and off the job. Why is this the case? Do you think it is a reasonable expectation?
	11.	The Supreme Court of Canada has stated that educators are held to a higher standard than the average citizen. What arguments can you make to support this statement?
	12.	What are some examples of educators' conduct away from the job that should be addressed by the Standards?
	13.	What may cause Standards to change over time?
	14.	What responsibility does an educator have to report breaches of the Standards?

Standard 1: Educators value and care for all students and act in their best interests.

	Educators are responsible for fostering the emotional, esthetic, intellectual, physical, social and vocational development of students. They are responsible for the emotional and physical safety of students. Educators treat students with respect and dignity. Educators respect the diversity in their classrooms, schools and communities. Educators have a privileged position of power and trust. They respect confidentiality unless disclosure is required by law. Educators do not abuse or exploit students or minors for personal, sexual, ideological, material or other advantage.
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	1.	How do effective educators/applicants maintain control of the classroom and of learning while still treating their students with respect? How can these skills be taught to an educator/applicant who initially demonstrates a deficiency?
	2.	What do educators/applicants need to know regarding their role and responsibilities while on a day or overnight field trip with students? What does an educator/applicant understand about his/her role in maintaining the safety of the students while on a field trip?
	3.	In Western culture it is believed that effective communicators make eye contact. In your observations of, and interactions with, an educator/applicant you notice that he/she consistently breaks eye contact. What factors need to be taken into account before making a judgment? What might your response be in different circumstances?
	4.	How does an educator/applicant demonstrate his/her understanding of the nature of the power imbalance in a educator-student relationship? Is the understanding supported in practice?
	5.	How does an educator/applicant demonstrate respect for the differences among students, being positive about and responsive to group and individual needs?
	6.	How does an educator/applicant demonstrate knowledge of the physical dangers in classrooms, schools, and school grounds? In what ways will this knowledge be put to use to ensure the safety of students?
	7.	To what extent does an educator/applicant understand his/her responsibilities in the event of fire, earthquake, lockdown or other emergency?
	8.	In what ways does an educator/applicant maintain realistic expectations of all students?
	9.	To what extent is the educator/applicant genuine and real to his/her students and able to respond to them without artifice or defensiveness? To what extent does the educator/applicant balance authenticity with the appropriate professional formality?
	10.	How does an educator/applicant's interactions with students affect how the students see themselves and others? How are the educator's/applicant's interactions promoting positive self-image for the students?
	11.	How does an educator/applicant's classroom invite participation by all students? How can a classroom community be made safe, comfortable and stimulating?
	12.	How does the physical space of an educator/applicant's classroom (the decor, the arrangement of furniture, etc.) allow for individual and collective student expression and engagement?
	13.	To what extent does the educator/applicant feel comfortable with his/her understanding of and level of skill in basic first aid? To what extent would he/she be able to intervene appropriately in the event of an accident involving a student or colleague?
	14.	To what extent is an educator/applicant familiar with appropriate processes and facilities to ensure student safety with respect to electrical or other machinery, floor coverings, chemicals, science apparatus and glassware, art supplies or other potentially hazardous materials?
	15.	To what extent does the educator/applicant prepare students to understand safety procedures related to emergencies such as fire, earthquake, or lock downs? To what extent are the students able to practise safety procedures regularly?
	16.	What is the impact of the diversity of students on an educator/applicant's practice? How are an educator/applicant's interactions supportive of different cultural perspectives, intellectual and physical abilities and disparate experiences?
	17.	To what extent is an educator/applicant's knowledge and skill well developed with respect to First Nations and Aboriginal culture, ways of knowing and history? To what extent is an educator/applicant's understanding put to good use for the benefit of Aboriginal and all learners?
	18.	What are the appropriate professional boundaries between an educator/applicant and students and why is it important to maintain those boundaries?
	19.	What does an educator/applicant do to ensure the physical safety of students - in the classroom, in the school, on field trips or during extracurricular events?
	20.	To what extent is an educator/applicant aware of the symptoms of child abuse and neglect on all levels? To what extent is he/she aware of the legal requirements to report when there is reason to believe that a child needs protection? What are the local protocols that support this requirement?
	21.	How can an educator/applicant show appropriate support for children who report abuse?
	22.	How does an educator/applicant use examples of First Nations, Aboriginal and other cultures to reflect and promote diversity? To what extent are the examples relevant, respectful and current?
	23.	To what extent does an educator/applicant refrain from developing or reinforcing stereotypical images of others? To what extent is an educator/applicant able to promote critical thinking in his/her students regarding cultural or other stereotyping?
	24.	To what extent is an educator/applicant able to use knowledge of diversity and cultural difference to assess curriculum materials for bias?
	25.	In what ways does an educator/applicant support students as they develop their own self-image and self-esteem? How do student-teacher interactions, expectations of students, feedback to students, and curriculum design influence student self-image?
	26.	The courts have indicated that educators act "in loco parentis." What is an educator/applicant's understanding of this notion as it relates to members of the profession? In what ways are educators/applicants acting like parents? In what ways must their actions be different?
	27.	The relationship between educator/applicant and student can be influenced by situations that make either the student or the teacher vulnerable. Think of some situations in which students or children may be vulnerable to unprofessional overtures by educators. Think of some situations in which an educator/applicant may become vulnerable and act inappropriately with students. How can educators/applicants safeguard themselves and their colleagues as they navigate difficult times in their lives and in the lives of their students?
	28.	How does an educator/applicant assess the extent to which he/she meets the Standard? What strategies can an educator/applicant use to improve or address deficiencies in his/her practice?

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	1.	You have been observing a educator/applicant work with a class of students. You have come to believe that this person is not suitable to be working with children. What types of evidence demonstrate that a person is unsuitable to be an educator?
	2.	On a school trip overseas, some secondary students were reported to the hotel management for smoking pot in their hotel rooms. Other students had not returned to their hotel room by curfew. The hotel managers were unable to find the supervising educators who were in the bar of a nearby hotel. In your view, have the educators maintained a safe environment for students?
	3.	In a lesson aimed at highlighting awareness about racial discrimination and stereotypes, an educator/applicant calls visible minority students in her class racially derogatory names but does not contextualize for the students. Has the educator/applicant breached Standard 1?
	4.	An educator/applicant has created her own personal website on which she has posted her views on homosexuality, stating that gays and lesbians are "abnormal" and should seek "re-orientation therapy." Has the educator/applicant been respectful of diversity? Is such behaviour a breach of Standard 1?
	5.	An educator gives a student a detention after school and has the student wash and detail the educator's car. Has the educator exploited a student for personal, sexual, material, ideological or other gain?
	6.	An administrator is contacted by the Coastal Health Authority which is conducting research on risky behaviours of pre-teens. He turns over the class lists for the grade 6 and 7 classes that contain names, dates of birth, addresses and phone numbers, believing that the Coastal Health Authority would not have contacted him unless this research had the approval of his board. Has the member breached student confidentiality?
	7.	An educator/applicant in a small community takes an active interest in supporting a student in his school who is from a single-parent family. He befriends the mother, buying the family groceries, babysitting her children, and taking the student on weekend excursions. Has the educator/applicant violated his position of trust and authority?
	8.	Students tell the school counselor that an educator/applicant repeatedly calls one of their classmates "homo" and "fag" and uses him as the butt of his jokes in front of the class. They complain that they feel uncomfortable but don't know what to do. Is this behaviour, if true, consistent with the educator's/applicant's duty to provide an emotionally safe environment for students?
	9.	A student comes to you in the hallway and is verbally abusive and/or threatening. How do you respond? How do you see your suggested response as meeting Standard 1?
	10.	A female educator/applicant in an elementary school passes a boys' washroom and hears unmistakable sounds of a fight. There are no men in the immediate vicinity. What should she do? Would your advice be different if it were a male educator/applicant or if the male educator/applicant were passing by a girls' washroom? How does your response reflect Standard 1?
	11.	Your student teacher is a member of a targeted minority. He is angry about the treatment he has received and continues to receive. This appears to be influencing all his interactions with his middle school students, both in and out of the classroom. Some of the staff at the school where he is doing his practicum describe him as a crusader and a "one-trick pony" with respect to his need to proselytize. Two parents have called to complain to the principal about his crusade. What are your thoughts about the extent to which an educator's personal circumstances should become part of his/her professional interactions with students or parents?
	12.	A student teacher hears yelling outside his classroom. He/she goes outside to find a group of kids surrounding a crying boy who is on his knees. What would you suggest Standard 1 obliges the student teacher to do? What actions might the student teacher take or have taken? How does a professional balance his/her own safety with the safety of students? What are your thoughts?
	13.	An educator-colleague has confided in you that he is "drawn" to a girl in his grade 6 class and that he has been meeting with her online. What is your response?
	14.	On a two-day field trip to a lake, you notice that an educator/applicant and a parent chaperone have headed out on a path that, if followed to the end, will take them away from the students for at least three hours. You see the students he/she has charge of preparing to launch canoes on the water. What is your responsibility to the students and to their parents? To the educator/applicant?

Standard 2. Educators are role models who act ethically and honestly.

	Educators act with integrity, maintaining the dignity and credibility of the profession. They understand that their individual conduct contributes to the perception of the profession as a whole. Educators are accountable for their conduct while on duty, as well as off duty, where that conduct has an effect on the education system. Educators have an understanding of the education system in BC and the law as it relates to their duties.
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	1.	To what extent do educators/applicants understand the requirements placed on them by the School Act, the Teaching Profession Act, the Child, Family and Community Service Act and the Freedom of Information and Protection of Privacy Act, as well as other relevant pieces of legislation and case law? Is his/her understanding sufficient to keep children safe?
	2.	Section 25 of the Teaching Profession Act states that the College cannot accept a person as a member unless that person "satisfies the council that the person is of good moral character and is otherwise fit and proper to be granted a certificate of qualification." How would you distinguish between "fitness" and "good moral character"?
	3.	The Supreme Court of Canada has determined that educators are held to a higher standard than other citizens due to their unique role in society. How does such a ruling impact an educator's/applicant's life inside and out of the classroom?
	4.	To what extent does the educator/applicant appreciate the implications of being a role model for students and minors and also being a professional who is in a position of trust and authority?
	5.	How has the educator/applicant demonstrated his/her understanding of the School Act and the Independent School Act as they relate to the governance of education provincially, within school systems and within schools?
	6.	To what extent does the educator/applicant understand his/her accountability with respect to multiple jeopardy and the purposes of criminal, civil, employment and professional proceedings?
	7.	As practice and the Standards evolve, how can an educator/applicant keep current on relevant matters relating to his/her role as a professional? What resources or references are available?
	8.	How can educators/applicants support each other in ways that benefit their students and the public with respect to ethics, accountability and credibility of the profession?
	9.	What can an educator/applicant do in his/her school to encourage dialogue and debate about off-duty conduct, educators as role models and other professional responsibilities educators have to maintain the safety of children and the integrity of the profession?
	10.	How does an educator/applicant assess the extent to which he/she meets the Standard? What strategies can an educator/applicant use to improve or address deficiencies in his/her practice?

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An applicant to the College has a criminal record that includes convictions for trafficking, prostitution and assault. What evidence, if any, would convince you that this person should be granted a certificate?

A board of education receives a complaint about an educator who owns a photography business and has posted sexually explicit photos on her website. If the information is accurate, has the educator breached Standard 2?

An educator was heard telling a colleague in earshot of many middle school students that he had been at a pot rally in support of legalizing marijuana and had been "totally wasted". He didn't realize that his picture had been posted on YouTube until he was told by his girlfriend. The students accessed the photo and sent it to their friends. Parents noticed and reported the matter to the College. How should this matter be dealt with? Is this behaviour, in your view, in breach of the Standards?

An automotive educator orders extra parts and takes what is not used in class home to rebuild his own vehicle. Does this conduct breach Standard 2? What would be an appropriate consequence?

The College receives a report from the Ministry of Attorney General regarding an educator who has been charged with assaulting his wife. Do you see this assault as a violation of Standard 2? If yes, how would you characterize the breach of the Standard? If no, what do you think saves the action from being a violation?

An educator becomes aware that her student teacher has been charged with assault against his spouse.

a.	What is the responsibility of the educator to inform others of this situation? What bodies or individuals should be informed?

b.	Is this student teacher a good role model in accordance with this standard? In your view, should he be certified?

c.	Once informed, how should the teacher education program respond to this information?

d.	The College asks for information regarding past criminal charges on its application form. What steps should the College take in reviewing the application for certification of this individual if he discloses a charge?

e.	Would it be a violation of the Standards if he answered dishonestly, saying that he had never been charged?

An educator/applicant is on a local community television program and states that people who have or conduct abortions deserve whatever happens to them as a result of their actions.

a.	How do you see Standard 2 applying in this situation, if at all?

b.	How is an individual's right to freedom of speech balanced by the expectation in Standard 2 that teachers are role models?

c.	What values do you believe should guide the actions of educators with respect to off-the-job conduct?

An educator/applicant sends an email to the College requesting information about her file. The email address of this educator/applicant could be construed as offensive or obscene. Does this, in your view, constitute conduct unbecoming? Would this be a matter for College intervention, review or discipline?

Standard 3. Educators understand and apply knowledge of student growth and development.

	Educators are knowledgeable about how children develop as learners and as social beings, and demonstrate an understanding of individual learning differences and special needs. This knowledge is used to assist educators in making decisions about curriculum, instruction, assessment and classroom management.
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To what extent does an educator/applicant understand relevant theories of how children grow and develop? How is this knowledge implemented in planning for instruction, assessment of learning and interactions with students?

To what extent does the educator/applicant accurately identify students whose development is ahead of or behind the norm for their age? How is the educator/applicant able to address these differences in planning for instruction?

To what extent is the educator/applicant sensitive to students with special needs including students with physical challenges, Fetal Alcohol Syndrome, Attention Deficit Disorder, Autism and other conditions which can impact learning and behaviour?

In supporting students who may have special learning needs, to what extent are educators/applicants able to:

a.	be positive and supportive of the students?

b.	design relevant instructional experiences for the students?

c.	realign learning expectations and outcomes to support the students?

d.	refer the students to the appropriate personnel for further assessment?

e.	work collaboratively with parents and supporting personnel?

What knowledge and sensitivities does the educator/applicant have regarding different cultural, historical or other influences on children's growth and development? To what extent is this knowledge implemented in planning for instruction, assessment of learning and interactions with students?

What evidence suggests that the educator/applicant understands the relationship among students' abilities, willingness to engage and effective learning?

What evidence suggests that the educator/applicant accurately identifies students who may have different learning styles? How does the educator/applicant utilize this knowledge to the benefit of students?

How is the educator/applicant able to interact with students in ways that convey respect, elicit respect and promote learning and critical thinking?

How is the educator/applicant able to relate with students in ways that promote positive social interactions among students?

10.

What consequences, both positive and negative, might result from adhering to a single theory of growth, development or practice?

11.

What principles underpin an appropriate program of managing behaviour?

12.

How is the educator/applicant proactive in creating a community of learners in which bullying is not condoned? How should an educator/applicant respond when he/she becomes aware of signs of bullying?

13.

How do you appropriately and respectfully deal with all those involved in and impacted by bullying?

14.

How does an educator/applicant assess the extent to which he/she meets the Standard? What strategies can an educator/applicant use to improve or address deficiencies in his/her practice?

Standard 4. Educators value the involvement and support of parents, guardians, families and communities in schools.

	Educators understand, respect and support the role of parents and the community in the education of students. Educators communicate effectively and in a timely manner with parents and consider their advice on matters pertaining to their children.
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	1.	What roles do educators/applicants and parents play in the education of children? How can educators/applicants show respect for parents' roles?
	2.	Is the educator/applicant able to identify when parent communication is needed or desirable? Consider different ways of communicating with parents. What are the benefits, limitations and risks of using each of these types of communication tools with parents?
	3.	To what extent does an educator/applicant feel comfortable with concepts of parenting and childhood in the various ethnic and cultural groups represented by his/her students? How do differing views of childhood and parenting affect how children learn in classrooms and how educators/applicants teach?
	4.	What does the educator/applicant understand and appreciate about the legacy of residential schools and the consequences for Aboriginal parents or their families who attended these schools? What types of interactions with Aboriginal parents, caregivers and communities reflect this understanding?
	5.	Does the educator/applicant understand, and demonstrate that understanding of, the purpose, roles and responsibilities of parent advisory councils and school planning councils?
	6.	When would direct communication with parents be necessary? How would this communication be best done? How might an educator/applicant reduce the stress of such communications for both himself/herself and the parent(s)?
	7.	How do you invite and incorporate input from parents in order to better meet the needs of their children?
	8.	What does it mean to share responsibility with parents for developing intellectual and emotional ability and ensuring the physical safety of students? How are BC school systems inclusive of both parental and societal views? What role do/should professional educators and parents play in the larger context of education?
	9.	How is the role that professional educators play in the shared responsibility of educating society's children limited? How is the notion of professional autonomy congruent with the notion of shared responsibility?
	10.	The BC Ministry of Education has made schooling and many courses within the K-12 system mandatory. What happens when the values and beliefs of parents clash with the values of the society as manifest in the curriculum? To what extent should educators be able to control what students learn in public schools? To what extent should parents be able to control what their children learn in school?
	11.	What types of challenges might be faced by educators/applicants in meeting Standard 4?
	12.	How does an educator/applicant assess the extent to which he/she meets the Standard? What strategies can an educator/applicant use to improve or address deficiencies in his/her practice?

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	1.	An educator/applicant confides in you that she is deathly afraid of talking with parents because she is fearful of criticism. She has avoided phoning home when students are misbehaving and not submitting homework. Many of these students are skipping her classes. How would you respond to this situation?
	2.	A parent arrives in your classroom at 4:00 p.m. and is yelling that you have destroyed his son's chances of getting into a good university because of the low mark he received in your class. The parent is not allowing you to say anything. What do you do?

Standard 5. Educators implement effective practices in areas of classroom management, planning, instruction, assessment, evaluation and reporting.

	Educators have the knowledge and skills to facilitate learning for all students and know when to seek additional support for their practice. Educators thoughtfully consider all aspects of teaching, from planning through reporting, and understand the relationships among them. Educators employ a variety of instructional and assessment strategies.
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	1.	To what extent is the educator/applicant aware of and skilled in the appropriate use of curriculum resources and Integrated Resource Packages for his/her grade level(s) and subject area(s)? How is this skill demonstrated?
	2.	Does the educator/applicant understand the connections among learning outcomes, instructional design, implementation, assessment, evaluation and reporting? Is he/she able to design and implement curriculum over a lesson, a unit and a year?
	3.	What evidence is there that the educator/applicant is able to plan for both short-term and long-term learning?
	4.	Provide solid examples that the educator/applicant is able to provide a variety of ways in which students could engage with materials and ideas, and demonstrate their learning?
	5.	How does the educator/applicant demonstrate the ability to implement plans in ways that promote conceptual learning and allow students to think critically about big ideas?
	6.	What does the educator/applicant understand about the needs of learners as they relate to specific assistance provided by para- or other professionals? Does he/she access this assistance appropriately?
	7.	Discuss examples of how the educator/applicant plans learning experiences that engage students, reduce disruptions, and intervene when students are off-task?
	8.	To what extent does the educator/applicant have realistic expectations of students with respect to their behaviour? In addressing inappropriate behaviour, is the educator/applicant able to remediate behaviour respectfully? What evidence supports the answers to these questions?
	9.	To what extent is the educator/applicant able to recognize and manage group dynamics in order to build community within the group? Provide examples.
	10.	How does the educator/applicant define success for students, both as individuals and as a group?
	11.	Does an educator/applicant's plans actually play out as designed or does he/she have to make substantive changes for almost every lesson? If he/she has to change plans frequently, what are the reasons?
	12.	In what ways do the students in an educator/applicant's class(es) have opportunity to demonstrate engagement with ideas in diverse ways?
	13.	To what extent are an educator/applicant's assessments of student learning providing reliable data related to evaluation and reporting?
	14.	Is the educator/applicant able to utilize relevant student records to help inform him/her about the students' specific needs? How does the educator/applicant make effective use of this information?
	15.	To what extent does an educator/applicant provide opportunities for students to think critically, make decisions in appropriate circumstances and take responsibility for their own learning? Are student-teacher interactions able to promote critical thinking, problem solving and recall, and does the educator/applicant recognize when each is appropriate?
	16.	Does an educator/applicant model for the students the joy of learning and of creativity? Are the students in the classroom engaged and empowered learners?
	17.	In your view, are there better and worse ways in which to teach children, and what are they?
	18.	How does an educator/applicant assess the extent to which he/she meets the Standard? What strategies can an educator/applicant use to improve or address deficiencies in his/her practice?

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A student teacher had been experiencing difficulty in her final practicum. Her kindergarten students loved her but there was no purpose to the lessons. She constantly articulated that her goal for the students was to have them "get along." In the last week of her final practicum, when questioned about what students might be learning in the puzzle centre or the baking centre, she could not articulate any learning outcomes other than "learning to get along with each other." Is the student teacher competent and ready to be licensed? If not, what more is needed before the student teacher could be licensed?

a.	When, in your view, does practice move from competent to incompetent? How would you define the terms and the boundary between them?

b.	How do you see the difference between incompetence and differing philosophies of teaching? What are the critical aspects of each and how do you see them overlapping, if at all?

c.	When do you see incompetence rising to the level that a certificate should be suspended or cancelled? What steps do you think should be taken prior to such disciplinary action?

Standard 6. Educators have a broad knowledge base and understand the subject areas they teach.

	Educators understand the curricular, conceptual and methodological foundations of education and of the subject areas they teach. Educators must be able to communicate effectively in English or French. Educators teach students to understand relevant curricula in a Canadian, Aboriginal, and global context. Educators convey the values, beliefs and knowledge of our democratic society.
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	1.	To what extent is the educator/applicant aware of and skilled in using curriculum materials and the Integrated Resource Packages for his/her grade level(s) and subject area(s)?
	2.	How does the educator/applicant demonstrate his/her ability to communicate effectively with students? To what extent can he/she use either French or English effectively and clearly in oral and written communications with students, parents and colleagues?
	3.	How does the educator/applicant demonstrate a proficiency in various methodologies for the subject areas at the elementary level or in the subject areas for which he/she is qualified at the secondary level?
	4.	Is the educator/applicant able to demonstrate, through the design of the curriculum, knowledge of and sensitivity to the diverse histories and cultures of Aboriginal learners? To what extent is he/she aware of the impact of residential schools on the education, health and welfare of Aboriginal students, parents and communities in BC?
	5.	How does the educator/applicant demonstrate ability to enhance curricula in the Canadian and global contexts? To what extent is he/she knowledgeable with respect to current events and social or political critique?
	6.	How does the educator/applicant include notions of democratic and Canadian values into the curriculum and the functioning of the classroom or school?
	7.	How does an educator/applicant prepare for assignments outside his/her specialty?
	8.	How is an educator/applicant able to evaluate and critique new strategies, practices and methodologies? What criteria should be applied to the critique? To what extent is an educator/applicant's planning reflective of the current and relevant research in educational practice?
	9.	How does an educator/applicant maintain currency relative to new developments in his/her subject area?
	10.	What criteria might help to determine when practice moves from competent to incompetent with respect to subject area knowledge?
	11.	How does an educator/applicant balance a personal perspective which may be different from that held as a broader Canadian view? What principles should guide the educator/applicant in his/her work with students?
	12.	How does the Charter of Rights and Freedoms guide an educator/applicant about Canadian values?
	13.	How does an educator/applicant ensure that the values, beliefs and knowledge shared with students are reflective of our democratic society?
	14.	Who should be developing curriculum and to what purpose?
	15.	To what extent should an educator/applicant be able to adjust curriculum to meet the needs of his/her students?
	16.	How does an educator/applicant assess the extent to which he/she meets the Standard? What strategies can an educator/applicant use to improve or address deficiencies in his/her practice?

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	1.	A BC court decision found a school district not liable in a case where a parent had complained that an educator had not covered the whole curriculum. The court found that the educator had exercised appropriate professional judgment in determining to what extent the students were capable of learning the full content. What questions should an educator/applicant ask himself/herself when determining whether or not students are prepared and ready to move on to new learning? How does an educator/applicant balance the needs of individual learners with the needs of the group?
	2.	An administrator hears from a number of sources that a counselor is advising male students not to consider nursing as a career because it is a woman's job. How should he/she respond? What is an educator's role in conveying Canadian values or values that are in opposition to them?
	3.	An applicant to the College educated outside North America applies for a certificate to teach in BC. She cannot speak English or French fluently and is difficult to understand. Her language fluency scores fall below that required of the College. She is denied a certificate and appeals to the courts. What arguments can you make for supporting the denial or supporting the appeal? How does your position meet the public interest?
	4.	In making assignments, an administrator gives a second-year English teacher a teaching load which includes 2 Social Studies, 1 Law, 2 Home Economics and 2 Drawing and Painting. She has no background in any of the subjects. What balance needs to be in place to ensure that students have the best learning situation?

Standard 7. Educators engage in career-long learning.

	Educators engage in professional development and reflective practice, understanding that a hallmark of professionalism is the concept of professional growth over time. Educators develop and refine personal philosophies of education, teaching and learning that are informed by theory and practice. Educators identify their professional needs and work to meet those needs individually and collaboratively.
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	1.	In what ways can an educator/applicant maintain currency in his/her subject area(s)? What arguments can you make for the importance of currency in subject content areas? When might currency not be as important?
	2.	In what ways has the educator/applicant demonstrated an increased understanding of differing educational methodologies and philosophies? How can these be updated?
	3.	Is the educator/applicant able to accurately assess his/her teaching, and to make changes to practices based on theoretical knowledge or practical experience, to benefit students?
	4.	To what extent does an educator/applicant continue to examine the congruence between his/her beliefs and his/her teaching practice? What have been the benefits of this practice?
	5.	How does the educator/applicant develop and expand diverse strategies and materials to meet his/her students' needs?
	6.	To what extent is the educator/applicant able to non-judgmentally accept (professional) feedback and use it to improve practice?
	7.	To what extent does the educator/applicant request support of appropriate persons when confronted with a situation that he/she cannot address adequately?
	8.	To what extent is the educator/applicant able to contribute to students' success by working collaboratively with colleagues?
	9.	How are an educator/applicant's professional development activities planned to build his/her understanding and capacity over time?
	10.	How does an educator/applicant assess the extent to which he/she meets the Standard? What strategies can an educator/applicant use to improve or address deficiencies in his/her practice?

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An educator/applicant has been having a difficult time with the students in his grade 6/7 classroom. They are loudly disruptive and move in and out of the room with impunity. The educator/applicant is often unaware that students have left the room. The marks of many of the students are very poor and parents are complaining. The administrator meets with the educator/applicant after observing a class in which the above behaviours were noted more than once. In explaining what is occurring in the class, the educator/applicant makes the following observations: the students in the class are from backgrounds where education is not honoured and he can't change that; the students are "bad apples" and beyond anyone's ability to reach; he has no intention of changing his practice simply because one group of students can't "cut it."

a.	What questions might you ask of this educator/applicant?

b.	What support can be offered to an educator/applicant who is struggling to understand reflective practice and his/her role in creating classroom dynamics?

c.	If, after appropriate and substantial intervention, such an educator/applicant cannot accept any responsibility for the classroom situation, would you suggest that he be reported to the College?

Standard 8. Educators contribute to the profession.

	Educators support, mentor or encourage other educators and those preparing to enter the profession. Educators contribute their expertise to activities offered by their schools, districts, professional organizations, post-secondary institutions or contribute in other ways.
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Questions

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	1.	As an educator, what factors would influence your decision to sponsor a student teacher? How would you support a weak student teacher? What skills do you possess that would assist in removing a weak student teacher from a teacher education program?
	2.	In what ways does an educator/applicant work in a collegial manner?
	3.	How does the educator/applicant contribute to the learning of the other (student) teachers?
	4.	Other than sponsoring a student teacher, how can experienced educators make a contribution to the new generation of educators?
	5.	In what ways are educators able to support colleagues in your school, district or province?
	6.	To what extent should an educator contribute to professional development activities?
	7.	How would you distinguish between professional development and personal development?
	8.	In what ways does individual professional development contribute to the development of the profession as a whole?
	9.	How does an educator/applicant assess the extent to which he/she meets the Standard? What strategies can an educator/applicant use to improve or address deficiencies in his/her practice?

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