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BCTF Workshops

The BCTF offers many types of workshops, including Professional and Social Issues, Health and Safety, School Union Representative Training, and French Program, tailored to different audiences. All workshops are listed below. Filter workshops by selecting the category link below. Workshop program overviews including criteria, booking details, etc., are outlined with each specific category listing. 

To register for a workshop, fill out the Faxback Workshop Request Form and return it by fax to 604-871-2286.

Workshops
Categories (select to filter)

Aboriginal History and Culture, Part 1

(3 hours)

Part 1 provides an overview of Aboriginal people in BC. Participants gain an understanding of how history has affected Aboriginal children’s education.

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Aboriginal History and Culture, Part 2: United Nations Declaration on the Rights of Indigenous People

(3 hours)

The insights you gain in Part 2 will affect the Aboriginal learner in a positive way.

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Addressing Mental Health Issues in the Classroom

(5 hours)

Teachers are noticing the increasing numbers of students in their classes who are exhibiting behaviours that are problematic and perplexing.  This 5 hour workshop will help develop teachers’ understanding of what mental health issues might look like in students and how best to help the students in their classrooms.  Teachers aren’t expected to be psychologists or medical practitioners in resolving these issues, but there are ways for them to help students with mental health issues. 

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Advanced Advocacy for Staff Reps

(3–5 hours)

This workshop is a follow-up to Advocacy for Staff Reps. It focuses on the needs of the local and clauses from the collective agreement which are of concern to the local. The clauses address issues that a staff rep may have to deal with at the school level in an informal meeting with administration or a step one grievance meeting. Four scenarios are examined. One scenario reflects a clear case of a contract violation. Another demonstrates clause language which has some ambiguity about whether the union is in the right or the employer’s view is correct. A third scenario references clear language in the collective agreement but not the practice of the district or the district is attempting to change the practice. The fourth scenario isn’t about collective agreement language but the issue is huge for teachers in the school. The staff wants the staff rep to talk to administration about the problem.

All of the scenarios are dealt with through role plays. For those staff reps who would prefer not to role play, there are opportunities to act and observers and provide analysis of what they have seen and heard.

The skills, knowledge and attitudes that staff reps need in order to be successful in advocating for their colleagues are addressed in each role play. 

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Advocacy for Staff Reps 

(formerly called The Complete Staff Representative from A–Z)

(3–5 hours)

It focuses on the needs of the local and clauses from the collective agreement which are of concern to the local. The clauses address issues that a staff rep may have to deal with at the school level in an informal meeting with administration or a step one grievance meeting. Four scenarios are examined. One scenario reflects a clear case of a contract violation. Another demonstrates clause language which has some ambiguity about whether the union is in the right or the employer’s view is correct. A third scenario references clear language in the collective agreement but not the practice of the district or the district is attempting to change the practice. The fourth scenario isn’t about collective agreement language but the issue is huge for teachers in the school. The staff wants the staff rep to talk to administration about the problem.
All of the scenarios are dealt with through role plays. For those staff reps who would prefer not to role play, there are opportunities to act and observers and provide analysis of what they have seen and heard.

The skills, knowledge and attitudes that staff reps need in order to be successful in advocating for their colleagues are addressed in each role play. 

Book this workshop

Advocating for Public Education—A conversation between parents, teachers, and trustees

(3–5 hours)

This new workshop can be booked as a SURT is a PSI (Professional and Social Issues) workshop. The intent of this workshop is to bring together parents, teachers, and trustees together to invite a conversation about public education. The objective is to create a local understanding of public education in the 21st century.

The workshop asks participants to consider ways in which parents, teachers, and trustees can work together to achieve the conditions necessary for a vibrant public education system. 

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An In-depth Look at the Role of Joint Health and Safety Committees

(5 hours)

This workshop expands on Module 2 of the basic workshop. It looks at the duties and functions of the joint health and safety committee in the context of the four basic rights and of the general duties of employers, workers, and supervisors. Participants will discuss common difficulties committees face and will examine the effectiveness of their own committees. 

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Antidiscrimination Response Training 

(3 hours)

This skills-based workshop is a powerful, practical way to promote awareness, and empathy, and to develop the skills to effectively respond to discriminatory remarks and incidents of racism, sexist, and homophobia in the classroom and the workplace.


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Assertive Communication

(3 hours)

This workshop teaches the key principles of communication by exploring the differences between passive, aggressive, and assertive communication styles. Participants will develop skills through a variety of exercises, role play and practice, in order to effectively communicate in their classroom, schools, union work, or personal lives.

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Assessment for Learning

(3–5 hours)

This workshop reviews the research that shows that doing more formative assessment in classrooms can have dramatic effects on student learning and achievement for all students, and help low achievers the most. The workshop will review the research, clarify the differences between formative assessment for learning and summative assessment of learning, and provide opportunities for participants to discuss what this might look like in the grades and subjects they teach. Participants are asked to bring student work in order to practise giving descriptive feedback.

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Assessment Issues in the Secondary Classroom: Challenges and Possibilities 

(90 minutes to 5 hours)

This workshop addresses issues in assessment, evaluation, and grading practices in secondary schools. Issues discussed will include the balance of formative and summative assessment, the use of zero as a mark, marks deductions for late work and other work habit issues, grading group work, averaging marks across the semester/year, re-dos, and retakes. This workshop supports the directions of the revised curriculum and can incorporate core competency based reflections. (This workshop complements the Assessment for Learning workshop and can be booked in conjunction or separately. If both workshops are being considered it is advised that Assessment Issues in the Secondary Classroom be booked to begin this conversation). 


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Bafa Bafa (secondary)/Rafa Rafa (elementary)

(3 hours)

(Cross-cultural simulation game)
Participants experience what it is like to live and cope in another culture. After the simulation, presenters will facilitate a discussion with the participants on what assumptions or perceptions they made, and the behaviour they witnessed about one another’s culture. Analysis of common ground and barriers between cultures will be explored. Other similar games and classroom activities will be provided in a handout package.

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BC Blanket Exercise: Exploring Historical Relationships between Indigenous and non-Indigenous Peoples 

(2–3 hours)

This experiential workshop will help participants understand how colonization of the land we now know as British Columbia and Canada has impacted the people who lived here long before settlers arrived. Through this exercise participants will explore the nation-to-nation relationship between Indigenous and non-Indigenous peoples in Canada, how this relationship has been damaged over the years, and how we can work toward reconciliation.

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BCTF Code of Ethics: Understanding the Professional Relationship

(3 hours)

This workshop helps members understand professional behaviour as it relates to the BCTF Code of Ethics. It explores the meaning of the various clauses, the rationale and processes for enforcement of the code, and staff representatives’ role in promoting ethical conduct. Scenarios promote discussion on related work and the role of the BCTF Judicial Council.

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Beyond Words: Creating Racism-free Schools for Aboriginal Learners

(3 hours)

This workshop discusses racism as it affects Aboriginal people, particularly Aboriginal students. Through the discussion, teachers and staff work together to address racism in their school.

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Capacity Building: Developing the School Leadership Team

(3–5 hours)

Developing the knowledge, skills, and union-mindedness of the school-based team of teacher leaders (staff representatives, PD representatives, SJ representatives, staff committee chairpersons, health and safety representatives) is an important way to build capacity in the local. This workshop looks at practical ways to use the power of the team to support and advocate for members, create positive relationships in schools, and promote teacher education agendas. (Please note: this workshop should only be booked when bringing union representatives from all the leadership areas together.)

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Challenging Behaviour: Dealing with At-risk and Targeted Students

(5 hours)

What works best for managing difficult student behaviour? This is a question often asked by teachers who, despite establishing a positive classroom environment and clear behavioural expectations, learn about social-emotional learning and its connection to social responsibility. Sharing of information about self-regulation and self-monitoring. This workshop reviews theory, assessment tools, teacher self-reflection, resources, and a variety of strategies for responding to targeted and intensive behavioural needs. Facilitators are behaviour resource teachers, counselors, and teachers with expertise and experience in this field.

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Changes in WCB: an Overview of Changes to WCB Legislation, Policies and Regulations

(2 hours)

This workshops examines the changes to the Workers’ Compensation Act, WCB Policies and Occupational Health and Safety Regulations in recent past.  The workshop looks at changes as a result of Bill 35, Bill 9, Bill 14, and Bullying and Harassment Policies. The changes impact teachers and other workers around areas such as prevention, investigation, enforcement and participation in processes.

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Choosing Your Issues and Planning your Action

(3 hours)

This practical workshop will provide you with the tools needed to develop an effective action plan for your committee, school, or local. Using a variety of strategic tools, such as strength inventory, force field analysis, and the social/community barometer, participants will have a chance to examine barriers and maximize potential for success.

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Classroom Management

(3–5 hours)

This workshop provides a framework for creating a classroom management plan that includes preventing problems, taking action when problems arise and intervening with individual students. This framework allows teachers to create a management plan that is based on positive behaviour support but is flexible to accommodate many strategies and teaching styles. Included is the opportunity to re-examine personal practice and beliefs, explore respectful discipline approaches and expand classroom management strategies.

Notes: There is another workshop on Challenging Behaviour that deals with individual students in more depth. There is also a workshop on Classroom Management for TTOCs.

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Classroom Management for TTOCs

(2–3 hours)

TTOCs must establish rapport with students quickly and use management strategies that work immediately. The workshop will explore the basics of classroom management and how TTOCs can adapt them for their work. Practical strategies for creating a positive environment and taking constructive action with individual students will be explored.

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Contract Awareness for TTOCs

(3 hours)

This is a new workshop specifically designed for TTOCs by TTOCs so that TTOC contacts/chairs will become more familiar with their local and provincial collective agreements. The workshop is intended to increase the confidence of TTOC contacts/chairs in dealing with collective agreement issues. It is also intended to explore and identify collective agreement rights that are missing from local language and the provincial contract.

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Contract Awareness: Know Your RESTORED Collective Agreement

(5 hours)
This revised workshop is designed to familiarize staff reps and the school union team with the restored collective agreement language following our Supreme Court of Canada win. The facilitator will guide participants through the local's restored language, then use case studies to show how the language will be applied at the school level. The role of the staff rep is discussed, showing the importance of the enforcement of the restored language plus any applicable remedies at the school level. This is a "hands-on" workshop so participants must bring copies of their collective agreement as well as copies of the local restored language.

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Conversations about Teaching, Testing, and Autonomy

(3–5 hours)

This workshop provides an opportunity to discuss the connected issues and concerns of the government accountability agenda and standardized testing, and how they are affecting our teaching methods, assessment for and of learning, and teachers’ professional autonomy.

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Creating a Culture of Professionalism

(3–5 hours)

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.

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Creating a Gender-Inclusive School Culture

(3 hours)

This workshop will help develop an understanding of the risks facing trans* students, as well as the protective factors, gain increased familiarity with terminology used by the trans* communities, and increased awareness of gender identity and gender expression. Best practices for supporting a student through gender transition within the school system will be covered. Although the focus is on trans* students, gender-inclusive schools help all students to feel safe at school.

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Creating Cultures of Peace 

(3 hours)

In line with the big ideas and core competencies of the new curriculum, this interactive workshop provides resources for teachers and their students to create peaceful learning communities, and to discuss current global realities. Activities will incorporate the United Nations Convention on the Rights of the Child, discuss the effects of war and violence on children and youth, and the Canadian military's marketing campaign that specifically targets Aboriginal populations. Lesson sequences will be provided and explored surrounding the Palestine-Israel Conflict, and Olympic Truce, which was recently revived by the International Olympic Committee (IOC) to emphasize the role sport can play in building a more peaceful world. 

 

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Creating Positive School Culture

(3 hours)

This workshop explores the ways local and school teams can lead on professional issues and professional learning communities, and how teachers can develop ideas and practices around professional cultures. The workshop seeks ways to enhance and support the autonomous professional practices of teachers.

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Dealing with Stress in the Workplace

(90 minutes to 2 hours)

TTOCs are a particularly vulnerable sector of the teaching profession. This workshop examines ways to cope with stress and the unpredictability of life as a TTOC. We will look at the emotional and physical reactions to stress, how to identify specific sources of stress, ways of problem solving as well as general ways of relieving stress.

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Deconstructing Myths

(3 hours)

In this workshop participants are submerged into the depths of the mistruths that have made up the belief systems of mainstream Canada for far too long. Participants will be challenged to dig deeper through research, which must include historical documentation and oral testimony as opposed to acceptance of archaic misinformation and hidden fabricated narratives. In a commitment to the continuation of the work that teachers started with the Truth and Reconciliation Commission of Canada, BCTF invites all teachers to join in the effort to seek truth through the deconstruction of myths in curriculum.

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Drawing on Our Analytical Toolbox: Dealing with Difficult Issues

(3–5 hours)

Do your staff reps and local executive need help analyzing the issues that are plaguing your local and schools? If so, this workshop will help members break down the parts of the issue so they can develop a plan of action that will help resolve issues at the school or local level. This workshop has a 3 hour version where the process is introduced. The 5 hour version gives participants hands-on experience analyzing an issue.

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Education Change: The Big Picture

(5 hours)

This SURT workshop is intended for Staff Reps and Pro-D Chairs/Reps to attend together. This workshop provides reps with the “big picture” issues in education change including the importance of:

  • the school community and the values that are fundamental to public education.
  • the teacher’s professional voice, autonomy, and collective agreement rights related to education change.
  • resources, support, and working conditions necessary for the successful implementation of education change.
  • a thorough understanding of the many elements of the government’s education change plans, including revised curriculum.
  • member, local, and BCTF involvement, through appropriate processes, in any education change initiatives.

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Education for All: 21st Century Inclusion for Special Education Students

(3–5 hours)

The guiding principle of this workshop is that students enter our classrooms with diverse backgrounds and experiences. As teachers, we need a sense of who our learners are and how can we support them in moving forward with their learning. This workshop focuses on four case studies of students and outlines their specific areas of strengths and challenges. Strategies for instruction based on individual learning profiles are suggested. Universal Design for Learning (UDL) and Differentiated Instruction (DL) are described and explored. Designing instruction to include assessment for learning opportunities to encourage learners to move forward along the learning continuum are included in this workshop.

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Effective School Staff Committees

(3 hours)

Government has increased the voice of parents in schools, given greater power to administration, and limited teachers’ roles in decision-making. To maintain teacher influence and control over their professional lives, teachers require their own independent and democratic structure and processes in the worksite. This workshop offers practical advice on how to establish and maintain a school staff committee.

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Employment Equity for Aboriginal Teachers, Part 1

(3 hours)

This workshop helps participants understand the employment equity concept as it relates to all teachers. The workshop will address fears, myths, and realities of employment equity. It will explore the language used in the hiring process and help members become more familiar with the topic.

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Employment Insurance: Navigating the EI Claim Process

(2 hours)

This seminar helps TTOCs understand the steps to follow in applying for, and obtaining, EI benefits.

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Ergonomics

(3 hours)

British Columbia is one of only a few jurisdictions in the world that has comprehensive workplace ergonomics regulations. This workshop provides basic information about ergonomics and looks at the ergonomics requirements in the Occupational Health and Safety Regulation. Participants will learn: how to identify ergonomic problems in their workplaces, some risk assessment techniques, and some effective control measures that can be implemented to reduce the risk to workers of musculoskeletal injuries.

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Exploring Place-Based Learning

(3–5 hours)

This workshop will help teachers deepen their understanding of place-based education (PBE), explore the connections between PBE and student inquiry, and develop their confidence and efficacy in using PBE with their students. In the day-long version of this workshop, teachers will have the opportunity to work on a plan for implementing PBE into their own practice.

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Exploring Play in K: An Essential Element in the Kindergarten Classroom

(5 hours)

In this hands-on workshop, Kindergarten teachers will use concrete manipulatives to further their understanding of play. Why play? Because play is young children’s work. A vision of play in a full-day Kindergarten class is explored. Learning through play, self-regulation, executive functioning, thematic learning, and integration are elements of the workshop. The workshop facilitators are experienced Kindergarten and primary teachers with years of experience teaching Kindergarten from a play-based perspective.

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Exploring the Connections between Classroom Practice and Self-regulation

(5 hours)

Self-regulation has been described as the IQ of 21st Century. This five-hour workshop explores the concept of self-regulation—what it is and what it isn’t.

The workshop approaches self-regulation from both the teacher’s perspective and the student’s perspective. The connections between classroom practices and self-regulation are explored.

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Global Education: Bringing Global Education into Your Classroom

(3 hours)

Are you looking for new ways to energize how you teach existing units? Introducing a global perspective into your classroom can be challenging, but exciting. Bring your existing ideas, a current unit, or theme to this workshop and let us show you how to integrate, infuse, and deliver it from a global perspective at any grade level. A global education approach activates student interest as it increases personal engagement and involvement in the classroom, the surrounding community, and our world. This workshop is beneficial for K–12.

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Government Intervention in the Lives of Teachers: From Then to Now

(3–5 hours)

This workshop is an overview of the last ten years of the struggle for schools, and a closer look at the issues resulting from Bill 22, The Education Improvement Act. The workshop will examine how all legislation will now affect the working and learning conditions in schools and change the rules for teacher bargaining. Participants will review new legislation/imposed conditions, provincial actions/legal challenges and plan for the local’s participation in the Strategic Plan and the Year of Action and its themes

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Great Possibilities, Great Challenges: Classroom Management in the Age of Social Media

(5 hours)

This new workshop examines classroom management of personal devices and social media. Should personal devices be confiscated from students or should teachers embrace personal devices? This workshop investigates ways to use social media and/or personal devices in a classroom. Does the teacher view them as a toy or a tool? Reflection on current practice and social issues that may impact on the management of social media and personal devices is a component of this workshop. This workshop is based on the inquiry framework.

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Incident Investigations and Reports

(3 hours)

The legal requirements of accident/incident investigations and reporting will be reviewed. Various types of incidents and causes of incidents will be discussed. Participants will discuss a case study in order to proceed through the stages of investigation—necessary facts, investigative tools, visiting the scene, interviewing, and evaluating. 

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Incident Reporting

(1.5 hours)

Dr. Jennifer Newman, a workplace psychologist, states that workplaces should have zero harm policies. Harm is preventable and unacceptable. All incidents must be reported and investigated to take steps to prevent further injuries or an exacerbation of injuries. The most important incidents to report are the near misses so that whatever caused the near miss is eliminated or controlled and does not cause a more serious accident or injury. This workshop will cover what should be reported, how to report, and what should come from reporting.

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Inclusive Schools and Teaching Practices for Aboriginal Students, Part 1 and English-as-a-second-dialect, Part 2

(Each part 3 hours)

These workshops provide ways to have our schools be inviting and welcoming for Aboriginal people. If Aboriginal students are to be more successful in all aspects of school, there must be involvement and communication between schools and Aboriginal parents in order to address their children’s education. Part 2 focuses on English-as-a-second-dialect, what programs are taking place across BC, and explores how we implement the program given that we might not be Aboriginal. These workshops offer ways to build a working relationship between the school and the community as well as to enhance our professional practice working with Aboriginal learners and communities.

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Incorporating Antiracist Education into BC's Revised Curriculum 

(3 hours to full day)

This workshop looks at privilege in society and how the legacy of our colonial past has shaped our present.  It provides some youth perspectives on racism in schools, and explores strategies to recognize and eliminate racism in society, classrooms, schools, and community.

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Indigenous Perspectives

(3 hours)

This workshop will explore some of the impacts of colonization on Aboriginal/Indigenous education. What is Indigenous education? What are the paradigms, and where can we shift?

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Indoor Air Quality (IAQ)

(3 hours)

This workshop reviews the symptoms of poor indoor air quality, the causes of it, and the effects on health, teaching, and learning. The workshop addresses tips and traps of IAQ problems and testing and offers a list of resource people and material.

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Infusing Aboriginal Content (K-7)

(3 hours) 

While teachers express interest in incorporating more Aboriginal content in their classrooms, they are sometimes unsure of where to start and how to find authentic materials. This workshop is designed to create awareness around integrating Aboriginal perspectives and quality Aboriginal resources in the classroom through hands on activities.

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Investigations and Discipline: Knowledge is Power

(5 hours)

The workshop focuses on investigations at the local level and moves to investigations and discipline at the Teacher Regulation Branch (TRB) level. Progressive discipline is discussed in the workshop. The school staff rep’s role in investigations is featured in this presentation.

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Is it a Grievance? Problem-solving at the School Level

(5 hours)

This workshop gives union representatives an understanding of the grievance procedure for solving disputes. Participants learn their role in grievance handling and enhance their skill in helping colleagues resolve problems at the school level. Participants must bring a copy of their collective agreement in order to examine issues of local or school concern.

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Joint Health and Safety Committees/Worker Representatives

(3 hours)

The provisions of the Workers Compensation Act will be reviewed. Scenarios and discussion of duties and responsibilities, including committee terms of reference, will be included. Participants will go over successful strategies for effective committees, including organization of meetings and reporting responsibilities. 

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Keeping the Public in Education: The Dangers of Privatization

(Used to be called Hidden Privatization)

(2–3 hours)

Participants will leave this workshop with a clear understanding of what privatization is, and how privatization has permeated public schools. The workshop offers strategies to build resistance to the privatization of public schools. 

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Legacy of Residential Schools

(3 hours)

This is a new workshop developed by the BCTF to raise awareness and understanding of the legacy of residential schools, including the effects and intergenerational impacts on First Nations, Métis, and Inuit peoples. This workshop will:

  • provide a preview of resources available. 
  • provide demonstrations of activities used to teach at various grade levels. 
  • change attitudes and behaviours—hearts and minds. 
  • inspire the building of relationships between Aboriginal and non-Aboriginal people based on mutual understanding, respect, and collective action to create a different future.

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Managing Conflict

(3–5 hours)

Conflict is inevitable in groups, but it does not need to cause division and animosity if it is managed effectively. This workshop gives participants an insight into their own conflict management styles, and gives some practice in effective conflict management and communication skills. The workshop also provides information about the mediation services available from the BCTF. This workshop is not conflict resolution, but conflict management, focusing on skills to ensure that conflicts do not escalate.

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Meetings, Motions, Minutes and More 

(3 hours)

This workshop will provide participants with the skills, understanding, and knowledge to organize, conduct, and participate more effectively in large and small meetings. Whether you are chairing, moving a motion, or struggling to understand what’s happening in the meeting, this workshop is for you. Everyone has a role in making meetings effective. The workshop will cover BCTF Simplified Rules of Order, agenda setting, writing motions, principles of participation, and strategies for employing these rules successfully.

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Mentorship: Building an Integrated Community of Practice 

(3–5 hours)

This workshop is intended for school union representative teams, as well as groups of teachers interested in developing effective mentorship programs in their locals. Participants will explore mentorship as a way to build a collaborative culture within schools, locals, and/or districts. Questions, such as why mentoring is valuable for the teaching profession and what elements important in mentorship programs, will be addressed. The workshop will discuss the different models of mentorship programs, and how a program can be developed to work within existing local and district structures. The workshop provides participants with a range of tools to use when developing their own mentorship programs and the five-hour workshop will give local teams time to begin the planning process.

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Navigating Difficult Waters: Relationship Building at the School Level 

(3 hours)

“This workshop exceeded my expectations. Every school in the province should have this opportunity.” – Workshop participant.
This workshop is designed to build community and collegiality through proactive experiences. When schools undergo significant change, such as an influx of new staff, changing roles, reorganization, or curriculum change, relationships can become strained. The intent of this workshop is to provide an understanding of what influences our behaviour when working together and to provide a framework for ongoing teacher led staff development. “It was a joy to listen to the experiences of people in the field with us, understand my needs in the organization, as well as to see where my co-workers are. I love the thinking it started.” - Workshop participant.

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Negotiating your Enhancement Agreement

(3 hours)

An Enhancement Agreement is an agreement developed between all local Aboriginal communities, the local teacher association who represents the teacher voice, a school district and the Ministry of Education designed to enhance the educational achievement of Aboriginal students and more importantly to underscore the integral nature of Aboriginal culture and ways of knowing. This workshop will provide participants with an understanding of how these agreements are developed and the importance of teacher involvement in the process.

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New and Young Workers

(2 hours)

This workshop covers Occupational Health and Safety Regulation Part 3 which defines young and new workers and the requirement to provide orientation and training prior to beginning work. Checklists, scenarios, and a review of the role of the joint health and safety committee will be included.

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Occupational Health and Safety (OH&S) Program

Length: 1.5 hours

School health and safety issues will be reviewed in the context of the workplace and necessary policies and procedures. The basic elements of an OH&S program are covered. Sample or actual school district policies and procedures will be reviewed. 

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Occupational Health & Safety Training for New Committee Members and Worker Reps

(8 hours)

This workshop is designed for new members of Joint Occupational Health and Safety Committees in their first six months on a committee.  Effective April 3, 2017, Worksafe BC regulations require all new members of committees and worker reps to receive 8 hours of instruction on prescribed health and safety topics (OHSR 3.27) . This workshop satisfies that requirement. The content of the workshop also serves as a good back-to-basics refresher for committee people, or as a SURT.  

Note: The training prescribed for new committee people is outside of the 8 hour education educational leave entitled under Part3, Division 4, Section 135 of the Workers’ Compensation Act.

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Poverty as a Classroom Issue

(3–3.5 hours)

BC is the only province in Canada without a poverty reduction plan and 20% of all our children live in poverty. This workshop helps teachers to develop an awareness of the issue of poverty and its implication for our students. It will provide challenges for teachers on the assumptions we make about children living in poverty and provide strategies for teachers on how to support children who may be experiencing discrimination at school because of their socio-economic status.

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Preparation for Bargaining: The School Union Team

(3 hours)

This SURT aims to help school union reps (Staff rep, Pro-D rep, H & S rep, staff committee chairs) recognize that they have the capacity to work as a cohesive team; in other words, to work less in isolation in their capacity of supporting their colleagues. Strategies and activities are built into the SURT to help facilitate understanding, trust and communication among the school Union reps. A group approach with the school union team is more desirable at the school level. 

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Professional Boundary Issues: Teacher/Student Relationships

(3–5 hours)

Sometimes the standards of conduct between students and teachers are ambiguous. Teachers place themselves in jeopardy when boundaries are crossed. This workshop helps school staffs and TTOCs identify the boundaries and provides them with support and resources. Reference will be made to the BCTF Code of Ethics.

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Project of Heart

(3 hours)

Project of Heart is an inquiry-based, hands-on, collaborative, intergenerational, artistic journey for seeking truth about the history of Aboriginal people in Canada. This teaching resource examines the history and legacy of Indian residential schools, commemorates the lives of the thousands of Indigenous children who died as a result, and prepares students to engage in social justice activities that contribute to the developing truth and reconciliation movement.

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Reach Out, Speak Out on Homophobia and Transphobia

(3 hours)

Start a dialogue within your school or local about LGBTQ issues. This three-hour action-oriented workshop will allow you to examine negative myths and stereotypes, link oppressions, and develop effective strategies to make your school safer and more inclusive. Practical lesson plans and strategies on how to address homophobic/transphobic name-calling will be shared. Find out how homophobia negatively impacts all students in your classroom and how you can educate your students to be change makers.

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Reality 101: A Day in the Life of a TTOC

(90 minutes to 2 hours)

This workshop is designed to support teachers teaching on call with current teaching practices and resources, and to enhance their confidence in their professional status.

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Refusal of Unsafe Work

(1 hour)

The process of refusal of unsafe work will be covered in the school context. Scenarios and examples will be reviewed in order for participants to understand the kinds of circumstances under which refusal may occur. 

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Risk Assessment

(3 hours)

The primary focus of a health and safety program is the prevention of occupational injuries and disease. To be able to prevent something from happening, the hazard must first be identified and the risk of being injured or contracting a disease must be determined. Then prevention plans must be put into place to either eliminate or control the risk. This workshop will cover a thorough risk assessment of the school environment, work practices and human factors to develop prevention plans and inspection schedules based on the needs of the work place.

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Role and Function of the PD Rep

(3 hours)

This workshop develops the skills and knowledge of the PD rep as a union leader. Strategies are explored for building member and public support for professional development, advocating for teacher-centered PD, and returning control of PD to teachers.

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Role and Function of the School Site Health and Safety Rep

(2 hours)

The School based health and safety rep is more than just another body around the Joint Occupational Health and Safety committee table. This workshop explores the role of the health and safety rep from the union activist perspective. The Health and safety rep is an advocate, an advisor, and an assistant. This workshop explains these roles and how they fit in the union role.

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Role and Function of the Social Justice Contact

(3–5 hours)

School-based social justice representatives working with the local’s Social Justice Committee can explore their roles and the functions they have within the school and local. They will have an opportunity to set out long- and short-term plans and explore how to work in coalition with others in their schools and community.

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Role and Function of the Staff Rep

(3–5 hours)

The school staff representative is the legal representative of BCTF members at the workplace. This workshop helps them, particularly those new to the role; understand their duties and responsibilities, their legal rights, and the resources available to support them.

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Safety Inspections

(3 hours)

This module reviews the pre-inspection, inspection, and post-inspection stages. School-related checklists and other materials are used. Participants will learn how to identify hazards during safety inspections. Pictures of school activities will be used as a basis of discussion. 

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School Construction/Renovation

(2 hours)

This workshop deals with health and safety issues that should be considered when construction or renovation work is being done. Topics include fire safety, emergency escape routes, indoor air quality, noise, fumes, electrical equipment, and mould removal. This workshop can also be modified for presentation to the staff at schools where construction or renovation is being planned.

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School Goal Setting

(2 hours)

This workshop is for school staffs or other intact groups, like school departments wanting to explore and establish their vision and goals for their work. Participants will identify, share, and develop action plans in a collegial and supportive atmosphere.

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Self-directed PD: The Autonomous Professional

(3 hours)

Participants become familiar with professional self-directed planning options that build and support teachers’ autonomy, professionalism, and collaboration. Participants will explore the differences between effective, teacher-directed PD, the "consumer model" of PD, and types of in-service, as well as some of the stumbling blocks to effective PD.

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Sexual Health Education Part One: One Size Fits All?

(3.5 hours)

Part One introduces teachers to the curriculum and resources. It focuses on how and why to teacher sexual health education. It builds confidence and competence.


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Sexual Health Education Part Two: Sex, Sex, Sex!

(35 Hours)
Part Two addresses the what--as in the content--of teaching the sexual health curriculum in BC to students at all levels. It follows Part One and supports teachers in using resources to develop lessons that satisfy the curriculum, utilize resources, and navigate the social and cultural context. Again, it is sex positive and aims to empower educators to create an inclusive and comprehensive sexual health education program.


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Social Justice in Every Classroom

(3 hours)

How socially just is your classroom? Do you include social justice and human rights as part of your curriculum? Would you like your students to participate in social justice activities locally and globally? This workshop is designed for teachers to expand and enhance their teaching strategies for including social justice issues in the classroom. These practical activities can be used throughout the K–12 curriculum.

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Social Media

(5 hours)

The social media workshop is designed to educate teachers about the professional and ethical use of social media tools like Facebook and Twitter. The workshop reviews the wide-ranging landscape of social media through the lens of appropriate boundaries and professional conduct. Participants will learn about the value of engaging online as an educator, best practices, and appropriate privacy settings. This five-hour workshop goes beyond the three-hour social media workshop as it also helps staff reps and local associations support members who are using social media or considering it.

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Social Media

(3 hours)

The social media workshop is designed to educate teachers about the professional and ethical use of social media tools like Facebook and Twitter. The workshop reviews the wide-ranging landscape of social media through the lens of appropriate boundaries and professional conduct. Participants will learn about the value of engaging online as an activist and educator, best practices, and appropriate privacy settings.

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Stamping Out Cyberbullying by Building Self-awareness, Self-discipline, and Empathy

(3–5 hours)

This workshop will help to develop self-awareness and empathy building around bullying and bystander issues. Key skills and strategies will be used to identify some of the underlying causes of bullying and help stamp out cyberbullying. Through talking circles and reflective listening activities, ideas will be presented on how to create a safe and inclusive classroom. There will be opportunities to further explore the teacher’s role as an elder and mentor to students. Handouts and resources will be provided for teachers to integrate this approach into their classroom.

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Staying Well at Teaching

(3–5 hours)

Teaching is complex. High public expectations, class composition, educational cutbacks, and increased accountability affect schools, teachers, and students. BCTF surveys identify increased workload and stress as significant concerns for teachers. This workshop helps teachers stay well. Setting boundaries around workload, self-care and smart choices, and de-stressing are key themes. All focus on building shared solutions to both the demands of the work and the isolation of teaching. Participants will reconnect with colleagues, laugh, and tell stories as they assess their work-life balance and explore staying well and creating a healthy workplace. Skilled teacher facilitators will design the session to suit the needs of each school staff. Retreat locations away from the school are recommended, where possible.

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Strategies for Discussing Controversial Issues

(3 hours)

Discussing controversial issues with students is an important part of social justice, the inquiry process, and building the skills for students to become active, engaged and critically-minded democratic citizens. This workshop provides practical classroom strategies to discuss controversial issues in a respectful manner.

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Successfully Navigating the WCB Claims Process

In this workshop, participants will learn how to give WCB claims a greater chance of success.

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Teacher Inquiry Part 1: Teachers Collaborating in Self-directed Professional Learning

(3–5 hours)

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.

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Teacher Inquiry: Getting Started in Your Local

(5 hours)

Are you interested in starting a teacher inquiry project in your local or school? Are you looking for professional development that will ensure individual teacher’s needs are being met? This five-hour workshop is intended for either Local PD Reps or School Staff Reps. The workshop will review the concepts of teacher inquiry and take participants through the process of getting started on a project in their school or local. The group will explore inquiry process and begin the hands-on planning for their own inquiry.

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Teaching Green: Integrating Environmental Justice Issues Across the Curriculum (new) 

(90 minutes to all day)

This workshop has replaced the Linking Thinking and Thirsty for Change workshops that were previously offered. The Teaching Green workshop has five modules: Climate Justice, Food Security, Water Rights, Sustainable Resource Use, and Sustainable Transportation. Please see module descriptions below for further details. Choose one or more modules. Available for K–12.

Climate Justice (90–120 minutes) Participants will solidify their understanding of the climate change emergency and why it is a difficult issue to deal with as educators. They will experience climate change as a social justice issue, and come up with some possible solutions to the climate crisis through critical thinking and inquiry-based learning using metaphor. Teaching strategies with a solutions focus will be presented. 

Food Security (60–75 minutes)
 Participants will explore food security and food sovereignty issues and their social justice impacts, locally and globally. They will take an inventory of local food security issues, and then consider local food security and and its cultural intersections. The final step will be to create an action plan designed to ensure food security for the school community.


Sustainable Resource Use (75–90 minutes)
 Participants explore the social equity, economic and environmental impacts on our society of exploiting our natural resources, the pros and cons of doing so, and critical thinking and inquiry-based ways to come up with sustainable and regenerative solutions to unsustainability.

Sustainable Transportation (45–60 minutes) 
Participants will examine how transportation of goods and people has changed over time, and what the consequences (unintended and otherwise) have been. They will explore the intersections between transportation and social justice, and will experience creative design and critical thinking activities.

Water Rights (75–90 minutes)
 Focusing on the global water crisis through a social justice lens, participants will explore the connections between water access/water privatization issues, human rights and social justice. They will also explore, through inquiry, how water resource conservation issues are relevant in the classroom, the community, nationally, and globally.


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TTOC Life: A Student Teacher Workshop

(2 hours)

This workshop was designed for TTOCs to build awareness about professional issues. It also provides information to student teachers on jobs and the role of a TTOC. This workshop introduces student teachers to the BCTF and TTOC services.

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Violence in the Workplace

(3 hours)

Workplace violence is becoming a growing concern in the education sector. Every year dozens of workers in schools are victims of threats and violence in the performance of their jobs. This workshop explores the definition of violence, types of violence, and what is required to assess and plan to reduce and eliminate risks. The workshop discusses risk assessment, safety plans, privacy issues, and the right to know, all with a focus on keeping workers safe.

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Violence Prevention

(5 hours)

This workshop reviews the WCB section on violence protection. Emphasis is on completing a risk assessment and on processing reports of violence, up to and including a WCB claim. In addition, the workshop discusses the law on the release of a student’s history of violence in the context of a violence protection program.

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Women in Negotiations

(3 hours)

A leadership priority of the Federation is to continue to build the capacity of the union, both provincially and locally to be prepared for bargaining in 2019 through the provision of training, particularly with a focus to increase the participation of female members.

This SURT has been designed to engage more women in leadership roles in locals, but it is also intended to foster allies who will support women in taking those leadership roles, so locals will want to invite local activists such as staff representatives, staff committee chairpersons, school PD representatives, social justice representatives, school health and safety representatives, local executive committee members, TTOCs, teachers new to the profession and some combination of these people, not to exceed the local grant limits.

This workshop will:

  • identify personal and union assets that will support the next round of bargaining
  • identify barriers to women’s participation in bargaining
  • explore and educate members about the political/organizational context and sexism and gender bias
  • raise the profile of the Collective Agreement and negotiations among women members
  • encourage and support women’s participation in their union
  • identify the support women require of their union in order to actively participate.

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Working Together with Parents is Good for Kids and Teachers: Practical Strategies to Build Positive Teacher-Parent Relationships

(3 hours)

Positive relationships between parents and teachers enhance student learning. Ministry of Education reporting requirements are explored in this workshop. Concrete ideas for parent-teacher conferencing and preparing for IEP and behavioral meetings with parents are featured in this newly revised workshop. In today’s school climate of ascending parental rights, teachers’ positive communication strategies and conflict-resolution skills are often required. This workshop for school staffs overviews the current context influencing roles and responsibilities, provides introductory communication and conflict skill practice, and focuses on how to build shared advocacy between teachers and parents on behalf of students.

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Working with Aboriginal Youth

(3 hours)

This workshop helps participants develop plans to create a welcoming environment, to be inclusive and caring for all Aboriginal youth, and to understand how to work with Aboriginal youth.

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Work-life Balance for TTOCs

(90 minutes to 2 hours)

Cell phones are attached to TTOCs! Call outs from the board can happen at any time. Call out is uncertain, the grade/subject that TTOCs will be called out for on any day is uncertain. This workshop is designed specifically for TTOCs and offers strategies for maintaining work-life balance in a particularly stressful role. Setting attainable and realistic goals are a feature of this workshop.

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You Can Make a Difference to People Living in Poverty (previously A Follow up to Poverty as a Classroom Issue)

(3 hours)

Participants will raise their awareness on poverty issues in their classrooms by using the BCTF Poverty Survey Results.  They will assess their own school's, local's and community needs. Then they will be provided with the opportunity to work in groups on a plan of action that they can be done during the workshop to address their student's needs on issues related to poverty.  

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Youth Relationships in a Sexualized World

(3.5 hours)

This workshop reveals many of the sexualized influences from media and culture on youth relationships. Teachers are provided with options to raise our youth’s awareness around these negative influences in order to seek healthier, more respectful relationships.

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