2. Book the Workshop
All PSI workshops must be booked at least three weeks prior to the date of training using the booking link below each workshop.
If you have an idea, special circumstance, or request, please contact psidworkshopbooking@bctf.ca to book Professional and Social Issues (PSI) workshops.
215 Le Estcwicwéy: Honouring the Children buried at Kamloops Indian Residential School
(90 minutes)
This workshop brings together lessons and strategies for teachers to help students come to terms with the shocking evidence of the remains of 215 children buried on the grounds of Kamloops Residential School.
This workshop is only available in-person.
Addressing Ableism
(90 minutes)
Ableism is a set of beliefs or practices that devalue and discriminate against people with physical, intellectual, or psychiatric disabilities and often rests on the assumption that disabled people need to be ‘fixed’ in one form or the other. In this workshop, participants will learn more about the way we view disability and learn how to identify and fight the stigma that people with physical, intellectual, or psychiatric disabilities face every day. Teachers will discuss and reflect on how an understanding of ableism can guide their practice to cultivate disability pride, in ourselves, our students, and beyond.
Advancing Equity and Inclusion in Our Schools and Communities
(90 minutes)
Participants will leave the workshops with ideas they can implement towards an action plan to advance equity and inclusion in their communities. After exploring some of the challenges faced by members of equity-seeking groups, workshop participants will become inspired to delve deeper into the barriers to equity and inclusion. Through an understanding of the factors that contribute to oppression of members of equity-seeking groups, participants will consider acts of allyship they can take to help overcome barriers to full inclusion.
Advocating for Public Education—A conversation between parents, teachers, and trustees
(90 minutes)
This new workshop can be booked as a SURT or 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.
Advocating to Break the Cycle of Cyberbullying
(1.5–3 hours, includes off-screen working session and break)
Teachers will leave this workshop with knowledge and strategies to address students’ involvement in cyberbullying. Workshop participants will develop a stronger understanding of cyberbullying and the social media platforms where it takes place. They will learn about proactive measures to raise students’ awareness of this increasingly prevalent issue. Participants will also develop strategies to identify students who may be involved in cyberbullying and offer the appropriate support.
Analyzing Play in the Early Years
(5 hours)
Why play? Because play is young children’s work and as such is a critical element of the primary classroom. In this hands-on workshop, primary teachers will explore the possibilities for play, both inside and outside the classroom. The workshop explores how learning through play can help to develop self-regulation and executive functioning skills. The workshop facilitators are experienced Kindergarten and primary teachers with years of experience teaching the Primary years from a play-based perspective.
Antiracist Strategies for Educators
(3 hours)
This interactive workshops equips teachers with a better understanding of antiracism and how it can be incorporated into their daily teaching practice. Participants will consider key skills students and teachers need to discuss and implement antiracism and will have the opportunity to explore teaching strategies and resources to integrate this approach into their classrooms.
Assertive Communication: Positive Interactions
(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.
This workshop has been adapted for online presentation.
Assessment Issues in the Secondary Classroom: Challenges and Possibilities
(3 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.
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.
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.
This workshop is only available in-person.
BCTF Code of Ethics: Understanding the Professional Relationship
(3 hours)
This workshop helps members understand professional and ethical behaviour as it relates to the BCTF Code of Ethics. It explores clauses, the rationale, and the processes for enforcement of and for dealing with alleged violations of the code. It defines the role of the Judicial Council and the role of local officers in promoting ethical conduct. Scenarios are used to promote discussion and to apply the Code of Ethics to members’ behaviours and situations.
Building a Stronger Union through a Local Equity Audit
(3 hours)
This new workshop will provide participants with an understanding of the concepts and strategies needed to develop a local equity audit action plan. This plan will allow participants to assess their local structures and policies in order to identify barriers to member engagement. Local executive members will develop strategies to strengthen their union by ensuring members from diverse backgrounds have a voice and see themselves represented in local leadership. Participants will leave the workshop with an awareness of the important components of a local equity audit and a familiarity with resources and funding sources available to support them in carrying out this important work. We encourage those participating in this workshop to have a strong understanding and commitment to the principals of equity and inclusion prior to booking this workshop. The workshop, “Creating Inclusive Spaces” provides an excellent understanding of these principals.
This workshop has been adapted for online facilitation.
Canadian Geographic Indigenous Peoples Floor Map of Canada
(2-3 hours)
Join us for a workshop to explore the Canadian Geographic Giant map showcasing Indigenous communities, residential schools, reserves, and more. Rather than political borders, Canada is broken up into Indigenous language groups. Learn about the diverse voices and stories of Indigenous Peoples and gain a deeper understanding of the past, present, and future. Discover how to incorporate this resource into your teaching to benefit your students and in connecting with Indigenous communities and organizations in your area. A teachers' guide also accompanies this map.
Capacity Building: Developing the School Leadership Team
(90 minutes)
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.)
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.
This workshop has been adapted for online facilitation.
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.
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.
Climate Justice 101
(2–3 hours)
This workshop provides an introduction to the science and politics of climate change, and then explores how we can be agents for change within the education system. The first section of the workshop explores the reality of our changing climate, including modelling for future warming and extreme weather events. Actual impacts on BC teachers are foregrounded, as well as the inequitable distribution of impacts worldwide. This includes how climate disproportionately affects indigenous peoples, racialized folks, women and the global south. In the second half of the workshop, teachers examine how school districts have or haven’t addressed carbon emissions and planning for a carbon zero world, and then how teachers and students can advocate to influence this work.
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.
Creating a Culture of Professionalism
(Virtual: 90 minutes; In person: 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.
This workshop has been adapted for online facilitation.
Creating a Gender-Inclusive School Culture
(3-5 hours)
This workshop will help develop an understanding of the risks facing trans, non-binary and gender diverse students, as well as the protective factors, gain increased familiarity with terminology used by the trans, non-binary and gender diverse 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, non-binary and gender diverse students, gender-inclusive schools help all students to feel safe at school.
Creating Cultures of Peace
(90 minutes)
In line with the big ideas and core competencies of the revised 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, and discuss the effects of war and violence on children and youth. 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.
This workshop has been adapted for online facilitation.
Creating Inclusive Spaces: Applying an Equity and Inclusion Lens to Your Local, Schools and Classrooms
(3 hours)
Available as a SURT or PSI workshop. This workshop will provide teachers with strategies to help contribute to more inclusive environments. Participants will be introduced to a number of barriers to inclusion based on race, gender identity, sexual orientation, class and physical ability. They will then explore strategies and resources available on the BCTF Equity and Inclusion webpages to address these barriers. Through an inquiry model, participants will begin thinking about specific actions they can take in their classrooms, schools, locals, and communities.
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.
Dealing with Stress in the Workplace
(90 minutes)
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.
Deconstructing Myths
(90 minutes)
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.
This workshop is only available in-person.
Disrupting Anti-Indigenous Racism
(90 minutes)
Anti-indigenous racism is the issue of our time. The history of colonization in Canada was based on stealing the Land and developing social-political attitudes that justified theft and abuse. COVID-19 has given us the opportunity to look squarely at the racism responsible for marginalizing First Nations, Métis and Inuit, residential schools, impoverished reserves, the Sixties-Millennial Scoops, boil-water advisories, Murdered and Missing Indigenous Women and Girls, environmental degradation, and more. The outrage we feel over the recent police killings of innocent young men and women are not new, but people everywhere are paying close attention and demanding justice. This workshop will explore this history and energize the movement to end the ongoing genocide.
This workshop is only available in-person.
Education for All: 21st Century Inclusion for Special Education Students
(3 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.
Education for Truth and Reconciliation: Using the Aboriginal Lens
(3 hours)
This workshop will explore the seven “R” concepts of the Aboriginal Lens, help educators challenge the current Eurocentric practices that have silenced other ways of knowing and being, discover ways to apply the lens in a variety of circumstances, and highlight the importance of evolving our practices and demonstrating commitment to educating for reconciliation.
This workshop is only available in-person.
Effective School Staff Committees
(90 minutes)
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.
Employment Equity for Aboriginal Teachers Action Plan
(5 hours)
The Employment Equity for Aboriginal Teachers Action Plan workshop is a follow-up to the Introduction to Employment Equity for Aboriginal Teachers workshop. Participants will learn about facilitating discussion and problem-solving on the issues, and building an understanding of employment equity for Aboriginal teachers. This workshop provides locals with the tools to create an action plan.
This workshop is only available in-person.
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.
Engaging Men and Boys to Prevent Gender-Based Violence
(3 hours)
Workshop participants will deepen their understanding of how socialization contributes to the development of oppressive attitudes and behaviours based on gender. Teachers will begin by examining the varying degrees of violence against women. After considering the concepts of gender identity, power, and privilege, participants will reflect on their own values related to these topics and begin to develop a plan to uphold them. Teachers will leave the workshop equipped with a deeper understanding of the role men and boys can play in overcoming violence, along with an enhanced commitment to taking on this role. This workshop session will be offered to participants who identify as men. Another session will be offered for all teachers.
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.
Exploring the Connections between Classroom Practice and Self-regulation
(3-5 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.
Gladys We Never Knew Cross Curricular Lesson Modules for Secondary Schools
(3 hours)
Gladys Chapman, a student at the Kamloops Indian Residential School, died of tuberculosis at the age of 12. The spirit of Gladys is at the heart of this workshop that provides a cross-curricular module of lessons for teachers who want more ideas to help meet the ministry mandate of infusing Aboriginal content and perspectives at the secondary level. Like the intermediate module, participants will have the opportunity to engage with the activities and speak with the module developers. The goal of the session is to provide teachers with the resources, background, and support that will prepare them to take their students to a deeper level of truth and reconciliation education. This is a developing e-book resource.
This workshop is only available in-person.
Gladys: The Life of a Child in a BC Residential School
The short life and tragic death of a BC residential school student
An elementary and middle school teaching resource
(3 hours)
Somebody’s sister … somebody’s auntie … somebody’s daughter …
Designed for the intermediate grades, this teacher and student-friendly, ten-lesson module was written with the New BC Curriculum in mind. While learning about the true-life story of Gladys, a local Aboriginal girl from the Nlaka’pamux Nation in Spuzzum, BC, students are taken on a local, land and place-based journey of inquiry and ethical judgement. Students are encouraged to connect personally to Gladys as they work together to examine and evaluate a wide range of primary and secondary resources. The goal of this session is to provide teachers with the resources, background and support that will prepare them to take their students to a deeper level of truth and reconciliation education.
This workshop is only available in-person.
Global Education: Using the Aboriginal Ways of Knowing to Bring Global Perspectives into your Classroom
(1.5–3 hours, includes off-screen working session and break)
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. A global education approach activates student interest as it increases personal engagement and involvement in the classroom, the surrounding community, and our world Workshop participants will develop an understanding of the four dimensions of global education and how they are connected to the Aboriginal Ways of Knowing and Being. Participants will leave the workshop equipped with the necessary knowledge, resources, and strategies to begin planning a teaching unit that incorporates global education into their classroom. This workshop is beneficial for K–12.
This workshop has been adapted for online facilitation. Currently undergoing review.
Having Conversations
(3.5 hours)
Collaborative work can be fraught with challenges: time is wasted, goodwill is lost, and environments that should be productive become unsafe. However, when groups change the way they talk, they change the way they work together. This workshop will examine how we can all improve our communication skills by paying attention to our conversations, and in turn help us enhance our work with colleagues, students, and parents.
We wish to thank Danielle Fullan Kolton and the Manitoba Teachers’ Society for their permission to use these workshop materials.
Help End Child Poverty in BC Classrooms, Schools, and Local Communities
(1.5–3 hours, includes off-screen working session and break)
Participants will raise their awareness on poverty issues in their classrooms and communities by using the BCTF Social Justice Lens and the BCTF Aboriginal Lens. 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.
How to be an Antiracist in our Schools, Unions, and Communities
(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. Although it is often easy to identify an incident of personal racism, responding effectively is often challenging. This workshop has been updated to provide participants with opportunities to practise strategies to intervene effectively.
This workshop has been adapted for online facilitation.
In the shoes of the bully, the bystander and the victim: Building self-awareness, social awareness, and empathy
(3-5 hours)
This workshop will help to develop an understanding of self-awareness, social awareness and empathy building around bullying and bystander issues. Key skills and strategies will be used to develop and understanding of the factors contributing to the different roles in relationships between bully, victim, bystander and ally. Through talking circles and reflective listening activities, ideas will be presented on how to support change through the creation of 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.
Indigenous Perspectives
(3 hours)
This workshop briefly examines key events in settler-Indigenous relations in Canada, raises awareness of the impacts of colonialism on Indigenous people, explores Indigenous perspectives on child rearing and education, and examines our assumptions and how they impact our educational practices and what should change.
This workshop is only available in-person.
Infusing Aboriginal Content and Perspectives (K-9)
(90 minutes)
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.
This workshop is only available in-person.
Introduction to Employment Equity for Aboriginal Teachers
(3 hours)
The letter of understanding between the BCTF and the BC Public School Employers' Association was signed over 10 years ago yet Aboriginal teachers remain vastly under-represented in our public schools. We must redress this under-representation through well-established proactive employment practices. This new workshop will revisit the challenges we must confront to address equity for Aboriginal teachers.
This workshop is only available in-person.
Managing Conflict
(3 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.
This workshop has been adapted for online facilitation.
Managing Personal Devices and Social Media in the Classroom
(3 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.
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.
"Thanks for giving us such an inspiring starting point! Everyone had such wonderful feedback on your presentation. The staff was very eager to debate our thoughts further and create an action plan to build in collaboration frameworks into the day. We are hoping to meet next week to develop these ideas further. Thank you so much again."
- an elementary school staff rep
New Teachers: Learning about the BCTF and Your Local
(90 minutes)
This workshop introduces new members to collective agreements and highlights sections most relevant to them. It also educates new members on BCTF services and their health and safety rights.
Organizing and Mobilizing for Change
(3 hours)
This new workshop builds on participants’ own inspirations. How organizing and mobilizing differ is explained, and why both are needed for effective member engagement and action. The workshop covers how to build a campaign and shows how teachers already do this work. Examples of effective organizing and mobilizing are provided, and participants will learn why inclusivity matters. Participants will make a plan for organizing and mobilizing, based on their own interests.
Poverty IS a Classroom Issue
(90 minutes)
In 2019, the BC Government finally moved to implement a poverty reduction plan that will begin to help the 20% of our children who 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.
Professional Boundary Issues: Teacher/Student Relationships
(3 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.
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.
This workshop is only available in-person.
Promoting Healthy Youth Relationships: Educating Against Gender-Based Violence
(90 minutes)
This workshop raises awareness of healthy and unhealthy youth relationships and gender-based violence. Workshop participants increase their understanding of the impact of dating and sexualized violence on youth. Through the exploration of lessons and strategies to address these issues in the classroom, the workshop enhances the capacity of schools and educators to encourage healthy youth relationships. A series of lesson plans and comprehensive resources are provided for use in the classroom.
This workshop has been adapted for online facilitation.
Reality 101: A Day in the Life of a TTOC
(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.
Reframing Challenging Behaviour through a Trauma-informed Lens
(Virtual: 90 minutes; In-person: 5 hours)
“Neurobiologically, students can’t learn if they don’t feel safe, known, and cared for within their schools.” (Aupperle et al., 2012).
Participants in this workshop will explore practical strategies to assist them in their environments. They will be encouraged to share tools that have worked well and discuss the wide range of effective strategies, practical ideas, and resources related to trauma-informed practice. Specific topics include foundational principles of trauma-informed practice, the examination of challenging behaviour through a trauma-informed lens, and strategies for staying well.
This workshop has been adapted for online facilitation.
Role and Function of the Pro-D Rep
(3-5 hours)
This updated workshop develops the skills and knowledge of the PD chairs as a union leader using the PD lens as a strategic tool. Strategies are explored for building member and public support for professional development, advocating for teacher-centered PD, and returning control of PD to teachers.
Role and Function of the Social Justice Contact
(90 minutes)
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.
This workshop has been adapted for online facilitation.
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.
Secret Path: Building Indigenous Allyship Honouring the Memory of Chanie Wenjak
(3 hours)
This workshop explores the story Secret Path, examines the role of an ally through Gord Downie’s contribution to Truth and Reconciliation, and investigates and applies the Principles of Allyship and the BCTF Actions of Indigenous Allyship.
This workshop is only available in-person.
Sexual Health Education: It's Fun!
(90 minutes)
This recently revised BCTF workshop provides participants with essential information about sexual health. The topic of consent is discussed in detail. Workshop participants will become familiar with several recommended resources and some fundamental strategies for teaching the mandated sexual health curriculum to BC students at all grade levels in public schools. The workshop will help teachers in accessing resources and developing lesson plans that satisfy the curriculum, as well as navigate the social and cultural context. This session is sex-positive and aims to empower educators to create an inclusive and comprehensive sexual health education program.
This workshop has been adapted for online facilitation.
Sixties Scoop
(90 minutes)
This workshop invites educators to open their hearts and minds to understanding the colonial impact of Canada’s history on Indigenous families and their children. Educators will be challenged to unlearn the history taught to them and relearn how to value the lives of Indigenous peoples. Educators will follow the lead of Indigenous educators who may be directly connected to the lived experience of the generations of ‘stolen children’.
This workshop is only available in-person.
Social Justice in Every Classroom
(90 minutes)
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.
This workshop has been adapted for online facilitation.
Social Justice Through the Arts
(90 minutes)
This interactive workshop will provide participants with an understanding of how to develop a culture of inclusivity and equity for practising in our learning spaces. Participants will develop vocabulary, especially for addressing groups, that reflects inclusion and social justice, and will learn how to engage in co-operative arts practices as a community-building tool. Relevant extensions, project ideas, and resources will also be included.
This workshop has been adapted for online facilitation
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.
Under revision (available for 2024-25 school year)
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.
Under revision (available for 2024-25 school year)
Strategies for Discussing Controversial Issues
(2 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.
This workshop has been adapted for online facilitation.
Student Inquiry: Putting students in charge of their own learning
(5 hours)
In this workshop, teachers are encouraged to embrace inquiry with students. Teachers will learn how Inquiry Based Learning (IBL) can be used as a tool to enhance student learning. Inquiry and implications for assessment will also be explored.
Student Self-Assessment: The Journey Starts Here
(5 hours)
This 5 hour workshop will examine current research on student self-assessment and identify the benefits of supporting self-assessment in classrooms. Participants will reflect on their own classroom practice and discuss how they might implement effective student self-assessment. The workshop will also give participants some practical tools for the implementation of student self-assessment and provide an opportunity for sharing of ideas and strategies.
Supporting 2SLGBTQIA+ Students and Staff
(90 minutes)
In this workshop participants will have the opportunity to develop their knowledge of the experiences of queer staff and students and their unique needs and challenges within the context of regressive political movements and ideologies organizing against SOGI education. We will touch on tangible steps to take to ensure queer folks in your schools feel safe, seen and supported.
Survival Skills for Itinerant Teachers
(Virtual: 90 minutes; In-person: 3 hours)
This workshop is designed for educators who provide services on an itinerant model. Their working conditions vary depending on how many sites they attend and the differences between sites. Some itinerant educators are assigned to a school as their home base, some have a centralized office. Most meet with their colleagues periodically and spend short periods of time at each site. Many itinerant educators are challenged in establishing relationships due to the nature of their itinerancy.
This workshop recognizes the unique nature of being an itinerant educator. It allows for an acknowledgment and celebration of their specialties as well as identifying the challenges with the goal of helping these educators find solutions to their challenges through self-reflection and finding allies and support systems.
This workshop has been adapted for online facilitation.
Taking Action for Climate Justice
(3 hours)
Participants will solidify their understanding of climate change and why it's 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. Grade-appropriate teaching strategies will be presented.
Teaching Green: Food Security
(90 minutes)
Participants will explore food security and food sovereignty issues and their social justice impacts, locally and globally through activities that can be applied in their classrooms. Learn how power and privilege shape how much access we/others have to healthy, culturally appropriate, and sustainably grown food. Participants will create an action plan to increase access to adequate and healthy food in their school community.
This workshop has been adapted for online facilitation.
Teaching Green: Water Security
(2 hours)
Participants will develop a clear understanding of human rights and water rights in relation to water access at the global and local level, recognize their collective responsibility in naming privilege in the stewardship of water resources at the local and global level, specifically within Indigenous communities, and create a plan of action to ensure water insecurity issues remain relevant in the classroom. The workshop will also cover how to advocate and support activism at the community and global level.
Teaching in a Time of Climate Grief
(1.5-3 hours)
In the face of escalating climate crises, educators find themselves grappling not only with the responsibility of imparting knowledge about climate change but also with the obligation to ensure the emotional wellbeing of students, many of whom feel the fear and grief of climate crisis already. This workshop aims to empower educators to navigate the complexities of teaching about climate change with empathy, authenticity and resilience and is designed to provide a space for educators to explore the emotional landscape of climate grief drawing on the transformative frameworks of Joanna Macy’s “Work That Reconnects”, “All We Can Save” by Ayana Johnson and Katharine Wilkinson and Adrianne Maree Brown’s work. By acknowledging and processing the emotional aspects and impacts of the realities of this time, like grief, fear, hopelessness and rage participants will develop the skills to be better equipped to support both themselves and their students to move through these feelings to a place of active hope and action. Participants will leave the workshop with activities they can do with their students around this issue.
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.
UN Declaration on the Rights of Indigenous Peoples
(90 minutes)
This workshop provides participants with the opportunity to familiarize themselves with the United Nations Declaration on the Rights of Indigenous Peoples. The BC Government passed Bill 41 last year as a means of acknowledging the need for governments to align policy with these important principles. Teachers will become acquainted with the document's history and explore the educational implications of Bill 41.
This workshop is only available in-person.
Violence Prevention
(3 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.
This workshop has been adapted for online facilitation.
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.
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 behavioural 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.
Work-life Balance for TTOCs
(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.