EDUC 525 Quiz #2

what does it take to be a good teacher?

firm but fair

good sense of humor

enthastic and gets you involved in the subject

talks with you, not to you- treats you like a person

friendly, but in control of the class

doesnt get the whole class in trouble for something one person is doing

ability to inspire learners

can communicate well with the class- you can know a subject well but not know how to teach it

be consistent

be like a big kid

able to approach them with problems

have a balance between being able to relate to kids but also have their respect

somebody who listens to you and responds to what you say

ethical norms

shared expectations of interpersonal treatment or conduct

• can change over time- used to be normal to hit kids, now it is no longer an ethical norm

ethical reasons

reasons that inform our judgements of how other people should treat one another in the absence of legal authority

• a lot of the time you are alone with the kids- the decisions you make will bbe based on the reasons you know are ethical and what you think is right

  • this comes from professional judgement

professional judgement

unique mix of ones professional expertise, experience, and specialized/disciplinary knowledge used in ethical decision making

what is the starting point for ethical judgement

• principle for equal respect for persons- universal form of respect for all eprsons because they are persons- starts from a common humanity and shared values before taking on ethical dilemmas

• 1. everybody is a human being and as human beings they are valuable, every person can learn, and our shared humanity in the classroom will be what makes our classroom and ethical place

• universal form of respect for all persons because they are persons

  • every student is important and human is meaningful, and i will do my best to ensure i treat everybody with equity

when si the 1st time teaching was seen as a profession

during the teaching profession act- gov said the profession of teahcing will be run under the ATA (the teaching profession created the ata) and outlined the fact that as professionals, teachers need ot have education, certifications, etc.

who gets to decide if people are professionals

what act made teachers a profession

what do groups do in exchange for recognition as a profession

individuals/groups do not get to decide, only the gov. does

gov grants occupational groups profesisonal status based on criteria —> teaching profession act in ab defines teachers as professionals and ata as their gov. body —> in exchange for professional recongition, professionals create and maintain collective regulatory mechanisms that enforce norms of ethical conduct and practice

where are the professional norms described- 4 places

• professional ethics are defined largely in relation to children, youth and community

• values suggested via popular culture, literature and costructed social norms

• encoded in professional code of conduct, teaching quality standard and education act

  • enforced and defined via tribunal rulings and court judgements

describe bill 25

under current consideration

an act to remove politics and ideology from classrooms

• tells us we have to be neutral on EVERYTHING- its hard not to show what you value as a teacher

  • often what we see as neutral can actually be anchroing bias/confirmation bias

  • neutrality isnt neutral- its an expression of a cognitive bias

3 features of maxwell and fosters morally salient features of teacher work

morally salient work is what is apparent to others

• demystifies knowledge

  • dec competence gaps for students in a subject area

  • plans, researchers and implements subject specific knwoeldge in deveoplemtally appropriate ways

• social proximity

  • governed by TQS standard 1- foster effective relationnships

    • non exhaustive list of indicators to examine to tell if we are meeting this standard

  • code of professional conduct

• recoprocity between rigor and responsibility results of the learning relationship

  • work of the teacher (planning/implementing/reflecting) is intertwined with the success of the student

  • balance between rigor and resp. results of the learning relationship

    • often put all the recoprocity of effort onto the teacher, and not enough onto the student- teachers shouldnt have to take resp. for everything and shouldnt have to make everythng easy for kids- have to give them challanges that are appropriate for where they are at

  • TQS 2 and 3

what does the educaiton act say is the primary resp. of the teaching profession

to demystify knwoeldge- provide KSA’s in a subject area to share with students- this is what differnetiates teaching from other disciplines

what indicates competence and what indicates conduct

tqs does competence, prof. code of conduct does conduct

TQS competence indicators

professinoal- related skills and knwoeldge a person requires to complete job resp.

prof incompetence- lacking skills and knowledge related to planning, instructional and pedagogical ompetencies outliined in the TQS

misconduct vs incompetence

incompetence is when you dont know what you are supposed ot do, misconduct is when you do something illegal or highly frwoned upon- misconduct often involves criminal charges

sanctions

move us from incompetence to competence- disciplinary actions taken for breaking the code of conduct, like the loss of a certification, remedial instruction, suspension or referral for charges or fines

what happens if you are found to be incompetent vs misconduct

• if you are found to be incompetent, you often have to do extra trianing

• if you are found to have misconduct, you often face a full loss of certification and criminal charges

who assesses competence

formal and informal reviews by colleauges and school leaders

comments or complaints from community or parents

the ATA

minister of education

t or f- a finding of incompetence can be based on a single incident

false- it is based on a body of evidence and data

• ie. repeatedly uunable to show lesson plans or year long plans, no efforts to differentiate, class is always out of control

who is allowed ot file a complaint against a teacher

anybody in claberta can file a complaint againnst a teacher regarding competence or conduct.

what % of complaints against teachers have no backing

75%

what can we do to avoid findings of incompetence

need to have evidence of your professional competence- need evidence of each lesson plan, the year plan, the objectives related to the cirriculum, how you will assess students, etc. and need to have good evidence from others who have observed you that you are doing your job

in the past and today, who was responsible for complaints against teachers

till 2021, all complaints were made via the ata- would review the complaints and proceed

inn 2022, the gov made the alberta teaching comission responsible and the ata is now just an admin rule

what is the window between having a complaint lodged against you and it being judged as valid vs invalid

30 days- make sure you get in touch with the ata asap so they can get a lawyer

who do people ahve to talk to before they can file a complaint

nobody- anybody can file a complaint at anytime wihtout ever having to talk to the teacher, principal, admin, etc. first

is the alberta teacching comission assoc. with the ata

no it is seperate and does investigations separately

what is the process of a complaint being filed with the alberta teaching comission

complaints can always be made regardless of what the concern is or when it occurred (could file for something that happened decades ago)

case is dismissed if it is found to be without evidence, but if there is evidence there will be a mediation meeting, or in severe cases a hearing

the comittee is made of the professional conduct and competency panel appointed by the gov- made of members of the public and people involved in teaching

examples of penalites incl. letters of reprimand, orders to take PD courses, or loss of license

ontario college of teachers vs Gow

from 2014

onntario has college of teachers, which is separate to unions and similar to the Alberta teach. commission (not unionized)

Gow didnt show up to the hearing

• no TGP, no lesson plans, no way to prove competence

had to do extra coursework, additional competence reviews for the next 2 years, and let all schools he applied to in the future know (this is unusal- usually there is no communication between schools across borders)

determined that there was procedural fairness- the process for being found incompetent was followed

cognitive bias in the case of gow vs ontatio

• conformatinon bias- multiple observers and stakeholders both observed similar behavior from the defendant - have to ensure it isnt that one person saw something, told everybody else- but this isnt the case, everybody came to the same conclusion but independently

• halo/devil effect- in this cae the danegr was the devil effect- if somebody who did the bservation told somebody else this then they other person would have gone in biased

• fundamental attribution error- not looking at the evidence/documentation and just making assumptions aout the personality of the individual- they didnt do ths an evrything was provided via documentation

challanges to teaching as a profession

what type of crisis is it right now

shortage of teachers globally

• those who have a 4 year + bed degree, not a certification have kids who have better grades, are more likely to stay in the profession, have more academic knwoeldge

• leads to large class sizes

gov threats to teacher autonomy

• specifically regarding ideas about pedagogy and professional judgement

• AB gov book bans

• commpetence and conduct used ot be assessed by the ATA, not its the govs job

• impacts professional autonomy

moral and empathetic distress, secondary traumatic stress and burnout

• when somebody experinces burnout, they have problems fosteringrelationships with students which impacts our ability to teach them

• moral distress- when teachers value somethibg they are forced ot go against

education is in a polycrisis because of the factors listed above

what does the unesco video teach us

we never know whats happening under the surface in sommebodys life, and shouldnt make assumptions

illusory correlation

• illusory correlation- tendency to overestimate the degree of correlation between 2 variables

  • stereotype reinforcement

  • poor decision making

  • confirmation spirals- as soon as we find a link we priortize information that confirms it

  • missed compexity- false assumptions simplify complex situations

in group bias

• cog bias with the tendency to display favorable judgementd to people who belong to the same racial or soial group

  • outgroup- people perceived as belonging to a different racial or social group from ones own

naive realism

tendency to believe that our perception of the world reflects it exactly how it is, unbiased and unfiltered- we fail to recognize that our emotions, past experiences, or cultural identity influence the way we perceive the world and thus think everybody viewsit the same way we do

theatre mason

• tendency to believe your own views are objective and unbiasedwhile opposing views are biased by ideology, self interest and irrationality

  • inability to consider that an event, fact or narrative may be viewed or understood in more than one way

  • adamant belief in a single, universal truth

representative heuristic

• estiomates the likelihood of an event based on how closely it resembles the sample it came from or the process that generated it

  • ie. thinking a student will be bad in your class because their sibling was

sunk cost fallacy

• when people continue with a time/decision is not working because of how much energy and effort they have invested, even if it isnt working- ie. im going to stay in this degree because ive already completed 3 years, even though i wont use it, or i kknow im wrong in this argyement but i wont stop now

  • happens when e do something just because we already invested so much time and dont want to waste resources

survivorship bias

• tendency to focus on only what people or things survive, and ignore the things that failed- this can produce overly optomistic results

  • ie. teacher starts the year with 30 kids, 12 drop out, and then she finishes the year with 18 kids graduating and says she has a 100% successful graduation rate

how can cog bias imapct decision making in educationn

• dec accessibility of a meaningful education for students with special needs when placed in mainstream classrooms

• inequitable opportunities for students with disabilities/special needs and inc. risk of bullying

• dec participation caused by clear differing of content diffiuclty and dec selfesteem

• unsupportive environment due to overstimulating/distracting environment for students with disabilties and possible exclusion from group activities

• go abck and look at this one to actually see the techniques they talk about!!!

what do laws do

regulate the affairs of all persons and provide the accepted standard of conduct or morality

legislation

forms a body of rules to guide conduct, are enforced by the state, with a separate judicial body making reasoned decisinons related to innocence, applicability and sanctions

we want to become what type fo system

we want t go from being a legal system to a justice system (I wrote it backwards in my notes?- double check with lecture slides)

substantive justice

ethical and moral result which balances utalitarian, restorative, and deserved objectives

procedural justice

plaintiff and victimms have a fair hearing that follows procedural rules under an unbiased decision maker

sometimes we can have what type of justice wihtout having what

sometimes we have procedural jsutice, or justice which follows rules like having an unbiased judge, wihtout having substantive justice, or justice that balances utalitarian, restorative and deserved objectives

how is the legal system adversarial

plaintiff and defendant are fighting, without either wanting to admit to having bias

purpose is to win, not to have justive

zealous advocacy vs public good

ethical conduct vs code of conduct

gender and racial discimrination

talk about racial and gender bias in the justice system

• a huge part of the legal system

• multiple examples of legislation overtly discrimminatory to different ethinicities

• multiple examples of legislation, overtly discriminatory based on gender- ie. women not persons: cannot own property or vote- women didnt have the right to vote till the 1920s

• court cases uphold these discriominatory laws- importance of new landmark cases is to improve justice for all canadians

  • have to recognize that we wont use our ingroup bias to harm other people

why are indgg people unique in the justice system

• indg people have historical an contintutional uniqueness that mean they must not be treated as ‘just another group’

• indg people were here first- had laws, ways of knowing and being, and then canadian legal system was palced on top of them and they were expected tointuitively understand what we are learning in class- they ddnt have an adversarial legal system, they had a collaborative one and entered into the canadian legal system from a very different problem

  • this is new- even though its been thousands of years that indg have lived here, but its only in the past 20 years of so that indg were given unique status because they are the people who lived here first

talk about laws and colonization as it relates to indg people

• treaty relationships- nation to nation

  • early canadians and indg relied on one another and helped eachother- it started as a positive relationsihps, but then when it was decided that canada should be a country the indg were seen as an inconvencience

• fur trade

• treaties/land laws

  • lots of bad faith decisions, poor communication, etc.

• indian act

  • outlined the poor intentions of the govenrment- intent was cultural genocide, to take over, and to get rid of indigenous people

• hunting regulations- indg could not use the land the same anymore under the indian act

• ceremonies were outlawed under the indian act

• criminal laws imposed via the indian act

• other forms of social control

  • ie. the pass system

• residential schools

• child welfare laws

were residential schools federal

yes

what years did residential schools operate

1892- 1996

what types of motives underpin residential schools

racist and economic ones

impacts of residential schools

set up long standing distrust of police, gov officials, laws, education and churchh

litigation

individuals and class action lawsuits

what happened when indg tried ot use the justice system

• very clear that indg people tried touse the legal system imposed on them to stop what was happening- were very active to try to ensure the state could no longer take their children, put them on their reserves, etc.- but our legal system was set up to make this impossible for them

  • were told that they were breaking laws they didnt knwo existed- if people were starving on reserves and went off to try to get food, they would wind up in a court of law for breaking the indian act and would windup in jail- very unlikely they could hire a lawyer or even understood what the law they broke was

  • the system had unfair advantages making success very difficult

    • defendants- gov and churches played hardball, denied responsibilitity and had an adversarial process mae proof and evidence had to produce- blamed the dead/aged perpetrators

    • legal issues- credibility of survivors via childhood memories, used amoral legal aruements such as thin skull rule (victims previously damaged, not from schools) an blamed victims of their own abuse

    • revictimization- no institutional liability- reduced damage awards; even plaintiff lawyers took advantage of victims by charing large fees

indian residential school settlement- irrsa

• federal gov took resp. for the conitions that made up indg history

• incl. more money, more supports, changes to child welfare- trying to repair the relationships that had been destroyed by thelegal system

• apology from stephen harper in 2008

• apology by trudeau in 2017

  • popes apology in 2022- part of the agreement was for the church to apologize since so many residential schools were catholic

talk about the TRC report

• 2009-2015- public education played a role in abuse, so needs to play a role in recovery

• lots of calls to action are related to education- one specific one is TQS 5(enuring indg. students ways of knwoing and being is incorporated into all of the cirriculum planning- this wasnt added until 2018- there is still lots of learning that teachers need to do)

• indigenous restorative justice principles along with dealing with legal liability and refress

what tqs competency does bill 25/neutrality act target

TQS 5- TQS Competency 5 requires Alberta teachers to develop and apply foundational knowledge about First Nations, Métis, and Inuit for the benefit of all students. [1]

• as long as the biwords safe and caring are still in effect, there may be ways to override/still ensure we are creating a welcoming space for all students regardless of their identity

• holistic approach recognized impact on fammlies and communities

• recognized all negative experiences and harms of the IRS

• intention to show gov. desire to heal and repair damage

servatius vs alberni school district

• teacher brought indg person to demo smudging and hoop dance- students famimly took it to the supreme court saying the demo voilated their childs right to religious freedom

  • this activity was based on one of the reccomendations from the TRC

  • charter right was 2(a)- that everyone has the fundamental freedom of religion and that in public schools, people cant make kids conform to religious practices (child was catholic)- case law has est. that non denominational publicschools may not coerce individuals into affirming specific religious beliefs

  • sai the school violated duty of neutality by promoting indigenous spirituality

  • school said that due to the trc, they are respomsible to ensure students are exposed to indigenous ways of knowing and being

  • tribal council- also named as the defendant- from their perspective, they had spent over 2 decades to work with the school board to ensure kids were exposed to their traditional cultures and that everybody else also understood who indg were

  • there was a residential school in the area- survivors had talked ot the school district about the imapct this had on their and their familaies ability for their children to be in schools

• found that…

  • charter right was not violated because

    • kids were allowed to not be a part of the activity

    • at no point where kids asked to participate in the hoop dancing or prayer- children were observers and not participating in the ceremony

    • judge said we can observe lots of different things, and not tun itno what we are witnessing

    • judge completely dismissed the case- there wasnt even a charge

• how does the outcome of this case change teaching practice

  • TRC promises in education

  • duty to learn about idnigenous culture for all canadian students

  • know before you go- more communication with parents is better than less

what cog bias applies to the servatius vs alberini case

• slippery slope fallacy- missed what she said and need to see how it applies to the case we just discssed

• belief perseverence- we tend to always believe what our parents told us

  • hey stopped releasing result of student vote because it always predicted what their parents would vote

  • this si why we have to provide a diversity of perspectives, but also why its important for us to recognize that kids first and main teacher is always their parents

• in-out group bias- missed what she said and need to think about how this bias applies to the case she just discussed

instead of litigation, how should we try to approach reconciliation

via compassion

talk about self determination and political self determination

• self determination, incl. jurisdiction over lands and natural resources, is closely linked to social and economic development- connection is recognized by UNDRIP

• Political self-determination is the mechanism that allows Indigenous
  peoples to pursue sustainable social and economic development “in ac￾cordance with their own needs and interests.” Self-determination also
  ensures that the values and aspirations of particular Indigenous peoples
  determine how the success of development initiatives is defined. As the
  most comprehensive empirical studies in the field have shown, this is de￾sirable not only on a principled basis but also because self-determination
  positively impacts development outcomes.

is undrip top down or bottom up

undrip aligns with a bottom up conception of development in which indg people have right to contorl their own development and determine priorities and strategies for it

why do we talk about economic justice, not economic developpment

The term “economic justice” is more capacious and evokes the mate￾rial realities of dispossession and marginalization more clearly. The point is not to “develop” to a point of parity with an imposed social and economic order, but to achieve material justice in relation to those or￾ders. Economic justice therefore focuses more on wealth distribution, inequality, and the provision of services than economic development.10 Article 20(2) of UNDRIP speaks to this: “Indigenous peoples deprived of their means of subsistence and development are entitled to just and fair redress.

why is canadian sovereignity debatable

1. indg were here first and were never conquered

2. idg had own legal system

3. onl;y way europeans could settle wa via negotiated treaties with indg

in spaces without treaties, or where treaties are debated, canadian state must accommodate itself to indg legal systems that have been maintained and developed in spite of colonization

t or f- the courts has ackw. the illegitmacy of canadian sovereignity assertions

The illegitimacy of Crown assertions of sovereignty, in the absence of treaties, is not a radical proposition, but the so-called legal reality from the perspective of Canadian state law itself.20 The Supreme Court of Can￾ada has acknowledged this reality in a number of cases.

The Court has stated that the _____applies to the imple￾mentation of _____ as well, and reconciliation is not a final state, but an _____

The Court has stated that the honour of the Crown applies to the imple￾mentation of treaties as well, and reconciliation is not a final state, but an ongoing process

how does sct 35 immpact indg-crown relations

Unfortunately, the framework developed by Canadian courts under section 35 leaves all how final decision-making power in the hands of Cana￾dian state institutions. When the Crown believes it has fulfilled its ob￾ligations to consult Aboriginal rights-claimants, it is free to act in the face of disagreement, that is, even if the rights-claimants believe the Crown has not fulfilled its obligations. Even in the case of established section 35 rights, if the Crown believes it can justify actions that would infringe or adversely impact those established rights, it is free to pursue those actions in the face of disagreement with the rights-holders. In such cases, the rights-claimants or rights-holders may ask a court to review the Crown’s actions, arguing that the Crown has failed to fulfil its obli￾gations

what does article 27 do

Article 27 (quoted above) requiring Can￾ada to establish, in consultation with Indigenous peoples, a process to recognize and adjudicate Indigenous rights.

moving the goalposts

• moving the goalsposts- intro a higher standard each time an adequate achivement is presented, instead of acknowledging the first project that satisfies the original standard

  • ie. followinng a grading rubric perfectly, only to get a poor grade because the prof expected something that was never on the syllabus

the nirvana fallacy

• the nirvana fallacy- comparing a realistic solution with an idealized one,a nd disounting or dismissing the realistic solution as a result of comparing it to a perfect world or impossibble standard

  • a form of perfectionism

  • mitigate by…

    • fousing on incremental improvements instead of perfect solutions- small imrpvements will, over time, compound

    • reflect on motives and interventions

    • try different ideas- every class/student will be different than the last

post hoc ergo propter hoc

• falalcy assuming that one event caused another because the first event preceded the other

• ie. i picked up a penny, then won the lottery- its because the penny was lucky

• when we focus too much on the order of events and not the relationship between the events

• ie. somebody gets a vacine —> develops health issues, but we cant say that the vaccine caused the health issues without extra evidence

• ie. we give stuudents a chance to use kahoot before a test—> they score well, so we think that the kahoot caused the good test scores

science of the gaps

assuming gaps in knwoeldge will be explained by science, wihtout evidence to support it

god of the gaps

• using god or supernatural expllanatinos to understand things

  • ie. a teacher agrees to teach about evolution, despite being unconvinced- he skips lots of facts abobut evolution and students are left with gaps in their knwoeldge. when t hey go ask him to fill in the gaps, he answers with religious anecdotes (shows god of the gaps)

science of the gaps

assuming gaps in knwoeldge will be explained by science, wihtout evidence to support it

strawman fallacy

distortion of somebody elses arguement to make it easier to attackto refute- when somebody attacks or changes the argument to make it easier to tear it down

forms of the strawman fallacy

• distorts the arguement and then attacks their arguement, instead of the original arguement

• oversimplification- atatck a broader version of the statement

• exaggeration- takes an arguement to an extreme

• fabrication- inventing arguements the other side didnt make

• nitpicking- attack a tiny detail or version of the arguement, ignoring the whole idea completely

give 2 examples of the strawman fallacy

• ie. a teacher uses inquiry based learning, and her colleauge reports her for incompetence- the reporter says that the teacher has stopped using evidence based strategies, putting her students at risk- the colleauge had simplified her colleaiges pedaogogy to be authentic

• ie. somebody sued the gov. for not publicly finding private schools despite the fact that education is mandatory- they twisted the arguement

negativity bias

• tendency to give neg experinces more weight than equally pos, or more numerous pos, experiences

• can be exacerbated by experiencing neg emotions in a day

• ie. in a teacher breakroom, peoople only talk about how hard the job and kids are, overlooking all the progress they ahve been making

• ie. the case study our group did- the judge accused the yukon of pllaying games and denied simple requests- didnt look at the evidence and only looked at every possible negative thing

• ie. a student who is a good speaker gets constructive feedback and pos feedback- teacher says more pos than neg things, but the student focuses only on the neg things and it influences his future performances

reflective practice

• ie. students failed a summative assessment and you assume they didnt study- reflective practice helps us slow down and really consider what went wrong. if we dont do this reflecrive part, we may just fail to change anythig to help kids because we dont think about what truly went wrong

• should be used after something occurs in the classroom, like a convo, assessment, or lesson- have to think about what went well, what went bad, and how we move forward with that data in mind

• lets us slow down and consider how and why something happened

• can prevent it by journallig, peer observation, recording lessons and student feeback

r vs oakes- give the 4 steps and an example of where we see it

• est. a 4 step legal framework/the oaks test that the courts use whenever a right has been infinged and the gov claims it is justified

  • asks if the law prusues a pressing and substantial objective, like protecting vulnerable groups

  • is there a ational connection between the law and the objective

  • does the law minimally impair the right

  • is there proportionality between the laws benefits and its harmful effects on rights

  • ie. outlawing hate speech is an impact on idnivdual rights, but is balanced with the rights of others to feel safe, and the bans are as minimal as possible

  • the limiting of a persons rights is a matter taken very seriously under canadian law; hwoever, multiple cases have reiforced that idnividual rights are not absolute

  • limits on rights that are fair, transparent, procedurall fair and balanced have been uphelf

when do we apply the oakes test

to determine if it is appropriate to limit a persons rights

4 steps of the oakes test

1. there must be a pressuing and substiantial objective for the law of government action

   1. ie. omebody is using hate speech at school with children

2. means chosen to achive objective are proportional to the burden on the rights of the claimmant

   1. keeps focus on one case instead of trying to make it a global rule

   2. very specific to the role of teacher, the type of hatespeech he used, and the evidence that children were harmed because of it

3. objective must be rationally connected to the limit on the charter right

4. must minimally impair the charter right

   1. ie. the teacher kept his right to free speech, but wasnt allowed to use hate speech around kids

5. the petition should balance proportionality between the benefits of the limit and its deleterious effects

talk about the notwithstanding clause with the oakes test

• when charter was written, the oakes test was never intended to be replaced with the notwithstanding clause- the notwithstanding clause is supposed to be exclusively for quebec with french rights, but the alberta government used it to replace the oakes test to harm teachers

  • big thing with the notwithstanding clause is that there is an end date- 5 years after the strike ended it has to be revisited by the government in power- if the gov in power then is still in power they will likely uphold it

talk about professinoal code of conduct in relation to on and off duty conduct

• issues can be raised against youu for off duty conduct

• conduct of teachers and teacher leaders, both on and off duty, bears directly on the communities perception of the ability of teachers and teacher leaders to fulfull their unique piosition of trust and influence

  • court cases always show that teachers have both and on and off duty conduct expectatioons- after you leave the school, you are expected to uphold the moral and ethical obligations of teachers

• society and the school community hold teachers and teacher leaders to a high standard of conduct

• teachers and teacher leaders are held accountable for their conduct, on and off duty, and are expected to conduct themselves with due regard to the honor, dignity, welfare, rights and best interests of students and the teaching profession

bill 25 implications for conduct

• bill 25 keeps safe and caring, but gets rid of diversity and inclusion, however case law has already defined what safe and caring is, and that case law talks about how safe and caring schools are diverse and inclusive

• bill 25- fosters and maintains respectful adn respionsible behavior- there is not mcuh case law for this, so we would need to navigate exactly what this means

• bill 25 talks about neutrality- not sure what this looks like in a classroom, and espec not sure how this imapcs off duty conduct- ie. if we use the strongman fallacy on an arguement with a friend on facebook, can be be charged with a violation of the professional code of conduct

• bill 25 widens the gov contorl over education without much discussion- democracy works best when power is not localized in a single person, so the bill is espec problematic because approval power is in a single person- it can be handed over to the ministry of education but localizing it in just the minister of education is a huge change and not what we want in collaborative governance

expected on duty conduct of teachers

• knwo the expected outcomes from your program of studies and review all materials and resources before you teach anything

• the often mentioned core values are honesty, sense of fairness, integrity, compassion, patience, respect, impartiality, care and dedication

• think about…

  • the values in the TQS

    • fairness, respect, integrity, empathy, and genuine caring- standard 1

    • equality- standard 3

    • recognizing that the professional practice of a teacher is bound by the stadards of conduct expected of a caring, knwoeldgeable, and reasonable adult entrusted with the custody, care, or education of students- standard 6

    • even if bill 25 passes, these specific things dont change

is coaching a team after school, or prepping a lesson after work, on or off duty conduct

anything related to work duties is on duty conduct

what do we think about when we consider on duty conduct

the ethics in the code of professional conduct

• in relation to students, demonstrate a welcoming, caring, respectful, and safe learning envoinrment that respects diversity and nurtures a sense of belonging- 1(b)

• in relation to parents, respect 2(a)- its specified how we should enter into professional relaitonships with parents and whats expected of us when working with parents

• in relation to the teaching profession, behave in a manner thhat maintains the honor and dignity of the profession- 4(a)

  • often see this one used in case law- ie. teacher using hate speech at school dishonors the profession

trauma informed/trauma sensitive practice

• attunement to the impact of lived experience (pos, neutral, and neg) on learning

  • e. this kid is having apanic attack vs this kid has the flu can sometimes look imilar, so we have to know whats going on inn kids lives and be attunded with them

• avoidant of re-traumatizing experinces for folks have been through a known traumatic event

• does not removed all challanges, discommfort, and rigour from cirriculum

• alert to triggers, stress, eustress, and disteess but does not avoid everyday academic stressors

  • ie. we dont get rid of every test and quiz, but instead create experinces where kids can do as well as they can

• de-stigmatizing of mental health intevrentions and treatments

  • encourages students to reach out when they need help

talk about what a trigger is vs is not

• triggers and psych. safety

  • trigger as a psych. response

  • trigger as a mental and emotional rxn

  • individuals life experience within a trauamtic event

  • not easily spotted or identifiable

  • may need to repsond (as a teacher) within context and the moment

• a trigger is not

  • feeling uncomfrotable with differing opinions

  • secondary stress related to someone elses experinces with trauma

  • being angry, distressed or frustrated because of content discussed in a classroom

  • “im so triggered”- misuse of psychological concept

there is a known link between…

teacher wellbein and student wellbeing- we have to take care of ourselves so kids can fluorish

we should try to approach convos from a stance of ___, not judgement

curiousity