Teaching and Learning Action Plan

At their meeting on November 2-3, 2007, the BCTF Representative Assembly adopted the Support for Teaching and Learning Action Plan in principle.

• Goal and elements of the action plan
• Assumptions and actions
• BCTF statement of principle on assessment 
• Statement of concern from the teachers of BC
• Talking about Testing—Testing? You Bet 

Let's Talk About Teaching and Learning Forums

Members of the Executive Committee are facilitating forums around the province to give members and the public the opportunity to talk about issues that are impacting teaching, learning, and public education.

Testing

Teachers believe in fair, effective, reliable evaluation and testing of students. We are opposed to the proliferation of mandated district-wide and provincial exams that take time and energy away from teaching and learning. Read more on our other web pages...

• Assessment, evaluation and reporting
• Testing, testing, testing

Campaign materials

The following documents are available in PDF format

• BCTF FSA brochure for parents
• Testing quotes
• Testing? You Bet! - a brochure
• Breakfast Poster
• Norms Poster
• Reflect Poster
• Test Poster

Foundation Skills Assessment

Teachers believe the Foundation Skills Assessment (FSA) program must be eliminated or be modified so that it is administered on a randomized sampling basis with neither school nor students identified. FSA material for parents is also available.

School planning councils, school growth plans, and district achievement contracts

Talking to parents about about School Planning Councils. 

Teachers have chosen to withdraw from participation in school planning councils. We believe that this ministry-created bureaucratic scheme means less time for teaching and learning--and less parental influence.

Teachers will continue to engage in meaningful dialogue with parents through Parent Advisory Councils and other parent groups in schools, the school district and community.

Teachers have chosen to withdraw from participation in the formulation of school growth plans and achievement contracts.

Teachers will continue to participate in authentic goal-setting processes and working with parents to ensure that schools provide a rich learning experience and opportunities for all students.

Professional autonomy and the professional influence of teachers

Teachers have the right to exercise professional autonomy in their teaching practice. We believe that the best decisions on educational matters are made by professionals in the context of the school and the needs of students.

• BCTF statement of professional rights and autonomy
• BCTF policy – professional ethics, rights, and standards (section 31 of the BCTF members' guide)
• Freedom of expression and professional responsibility

We believe that the most meaningful and useful professional development is that organized and directed by teachers. Teachers want more control over what they teach and they want the time and resources to develop and successfully implement curriculum and program changes.

Teachers and their union should have a significant influence in defining education policy, curriculum reform, and program changes.The BCTF and locals have an important role to play in supporting members to strengthen and improve their professional practice.

Bureaucratic accountability schemes

Teachers are very concerned about the bureaucratic accountability schemes that are taking valuable time away from teaching and learning. As teachers are faced with the proliferation of testing and ranking, relentless data collection and increased paperwork, it becomes more and more difficult to offer a rich educational experience that meets students needs.