Facilitators' Institute Training Program 2023

Vancouver, BC

August 2023

Facilitators' Institute Training President’s Message

Welcome to the 2023 BCTF Facilitators’ Institute Training (FIT).

First, thank you for taking time out from your very well-deserved summer vacations to be here in Vancouver with us. We are incredibly lucky to have such a motivated and inspiring group of activists working with and on behalf of our members. The sacrifice of time and energy you are making in order to support your colleagues is not small, and I want to emphasize how much it is appreciated.

It has been another challenging year, as our recovery from a global pandemic has been saddled with ballooning inflation and added workload pressures. These forces can be discouraging, but I hope you also find in them purpose and meaning. In my view, they make the work you are doing that much more important because your efforts will empower your colleagues with tools and resources as we continue our collective fight to improve public education. At its core, what you are offering your colleagues as facilitators is much more than what a workshop might suggest. What you are offering may be a lifeline to better health and safety, an opportunity for professional development that inspires and motivates, or an invitation for inclusion and belonging.

Teachers are community leaders and, as activists, our role is to learn from and stand in solidarity with one another. As we work together this week to develop strategies to better support our colleagues, let’s keep equity front of mind. If we can prioritize inviting new and different voices to the table, we will not only be taking steps toward breaking down some of the persistent barriers to representation, but also strengthening the social fabric of our union as a whole. I particularly want to thank first-time members for joining us your voices are valued.

The Federation is only as strong as its membership, and facilitators play a critical role in building that solidarity and strength among our members. Whether your passion for this work lies in helping colleagues deepen their understanding of social justice issues, engaging new teachers in union activism, providing guidance on health and safety issues, or organizing co-ordinated political action campaigns, your knowledge and expertise on these issues sets the stage for growth and opportunity for teachers across the province.

Once again, thank you so much for sharing your time with us here and for the difference you are making in your respective locals and across the province. I hope you have a great time at FIT and find the programming engaging and helpful.

Clint Johnston President

Welcome to Facilitators' Institute Training 2023

I would like to extend a warm welcome to you as you join the 2023 Facilitators’ Institute Training (FIT). Your contribution as a BCTF workshop facilitator is invaluable to the teaching profession. Your willingness to present workshops, participate in training, and collaborate with your colleagues helps to ensure that the BCTF workshops program remains engaging, relevant, and vibrant.

This annual three-day training program for BCTF workshop facilitators promotes ongoing teacherlearning opportunities through our workshop program. Sessions are led by experienced classroom teachers who have undergone training with the BCTF and are expert facilitators.

The various workshops trained at FIT encompass those under the umbrella of the BCTF workshop programs. They include Professional and Social Issues (PSI) workshops that are available for school staff, districts, locals, parent groups, conferences, and Professional Development (PD) days. The types of (PSI) workshops may include Aboriginal Education, French Education, Health & Safety, Parent & PAC, Teacher Professional Development and Social Justice.

Additionally, School Union Representative Training (SURT) workshops are also trained at FIT, as they are under the umbrella of the BCTF workshop programs. The (SURT) workshops are available for BCTF local union offices as a training program for union representatives, such as Staff reps, PD chairs, Social Justice contacts, Aboriginal Education contacts, as well as Health and Safety reps.

Furthermore, the Teacher Inquiry Program (TIP) facilitators and Women in Negotiations (WIN) facilitators also receive their annual training at FIT.

The delivery of BCTF workshops may include school workshops, onsite training, and district and agency partnerships. For more details, go to www.bctf.ca/services-guidance/training-andeducation and select BCTF workshops.

If you have further questions regarding the BCTF workshop program, please feel free to contact me or email or call.

I wish you a wonderful time connecting with and learning from your colleagues from across the province at FIT. Thank you again for your commitment to supporting the BCTF workshops program.

Henry Lee

Assistant Director - Leadership and Member Training

Email: hlee@bctf.ca Phone: 604-871-1849

Toll-free: 1-800-663-9163, local 1849

2023–24 Leadership Priorities

Priorities for 2023–24

(as set by the 2023 Annual General Meeting)

That the following be the 2023–24 leadership priorities:

• Supporting contract implementation and enforcement while building toward the next round of provincial and local bargaining.

• Advocating for the conditions to make teaching in BC an accessible, attractive, and sustainable career.

• Creating space for truth and reconciliation as key to our commitment to anti-racism within the public education system and Federation structures.

• Intentionally designing spaces for members to connect, collaborate, and engage, and continue removing barriers to participation.

• Understanding and responding to members’ evolving health, safety, and wellness needs, and their connection to teacher working conditions.

• Advancing the role of public education and the union as a catalyst for change in the climate emergency.

• Actively exploring creative options to deal with class-size and composition and workload language in preparation for the next round of bargaining.

• Creating an equitable and inclusive union in which the structures, processes, and culture ensure that all members can count on access, agency, and a sense of belonging.

Priorités pour 2023–24

(adoptées à l’Assemblée générale annuelle de 2023)

Que les priorités de leadership pour 2023–24 soient les suivantes :

• Soutenir la mise en œuvre et l'application des contrats tout en préparant la prochaine ronde de négociations provinciales et locales.

• Défendre les conditions nécessaires pour faire de l'enseignement en Colombie-Britannique une carrière accessible, attrayante et durable.

• Créer un espace pour la vérité et la réconciliation en tant que pilier de notre engagement contre le racisme au sein du système d'éducation publique et des structures de la Fédération.

• Concevoir intentionnellement des espaces permettant aux membres de se rencontrer, de collaborer et de s'engager, et continuer à éliminer les obstacles à la participation.

• Comprendre et répondre à l'évolution des besoins des membres en matière de santé, de sécurité et de bien-être, ainsi qu'à leur lien avec les conditions de travail des enseignant∙es.

• Promouvoir le rôle de l'éducation publique et du syndicat en tant que catalyseur du changement dans l'urgence climatique.

• Explorer activement des options créatives pour traiter la question de la taille et de la composition des classes, ainsi que de la charge de travail en vue de la prochaine ronde de négociations.

• Créer un syndicat équitable et inclusif dans lequel les structures, les processus et la culture garantissent que tous∙tes les membres peuvent compter sur l'accès, la représentation et le sentiment d'appartenance.

Commitment to Solidarity

That the following Commitment to Solidarity guide the conduct of members participating in BCTF meetings:

1. We believe that union solidarity is based on the principle that all members are equal and deserve mutual respect.

2. We understand that an inclusive union is a stronger union and commit to embracing both unity and diversity.

3. We commit to ensuring that members of equity-seeking groups are welcomed, fully included, and treated equitably and respectfully at all Federation meetings and events.

4. We believe that all members have the right to feel safe and be treated with dignity at BCTF meetings.

5. We commit to conducting all Federation meetings in an environment free from harassment, discrimination, and intolerance.

6. We undertake to give our full attention to members, presenters, and invited guests who are addressing our meetings.

7. We value vigorous discussion, welcome active participation, and encourage members to share perspectives and debate positions because through such debate we develop strong policies and practices.

8. We appreciate that our union has a long and spirited tradition standing up for firmly held views, and that we do this internally with each other and externally as a collective.

9. We respect our democratic processes and understand that, once our decisions are made, the collective position prevails.

Déclaration d’engagement pour la solidarité

Que la Déclaration d’engagement pour la solidarité suivante, guide la conduite des membres participant aux réunions de la FECB :

1. Nous croyons que la solidarité syndicale est fondée sur le principe de l’égalité des membres et de leur droit au respect mutuel.

2. Nous comprenons qu’un syndicat inclusif est un syndicat plus fort et nous nous engageons à accepter à la fois l’unité et la diversité.

3. Nous nous engageons à nous assurer que les membres des groupes en quête d’équité se fassent accueillir, inclure et traiter de manière équitable et respectueuse lors de toutes les réunions et de tous les événements de la Fédération.

4. Nous croyons que l’ensemble des membres a le droit de se sentir en sécurité et de se faire traiter avec dignité lors des réunions de la FECB.

5. Nous nous engageons à mener toutes les réunions de la Fédération dans un environnement libre de toutes formes de harcèlement, de discrimination et d’intolérance.

6. Nous nous engageons à accorder toute notre attention aux membres, aux personnes qui présentent et aux personnes invitées à nos réunions.

7. Nous valorisons les discussions dynamiques et la participation active. Nous encourageons les membres à partager leurs perspectives et à débattre de leurs positions, car grâce à ces débats, nous élaborons des politiques et des pratiques solides.

8. Nous apprécions que notre syndicat ait pour longue et solide tradition de défendre fermement ses opinions à l’interne ou à l’externe en tant qu’organisation.

9. Nous respectons nos processus démocratiques et comprenons qu’une fois que nos décisions sont prises, la position collective l’emporte.

Safety Allies at Summer Leadership Conference: What does this mean?

The BCTF is committed to establishing and supporting the expectation that all Federation meetings, socials, and events be free from unwelcome or unwanted comments, gestures, and physical contact. We ask all participants to keep this in mind as you unwind with colleagues and enjoy the opportunities to socialize together. It takes all of us to actively uphold a culture of consent.

In acting on its commitment, the Federation has arranged for volunteer allies to help advance a culture of consent at the socials held during the Summer Leadership Conference.

Safety allies will be introduced at the opening plenary and will be wearing a button to be easily identifiable during social events. They will be happy to provide assistance and support should any participants experience unwelcome or unwanted comments, gestures, or physical contact. Their role is not to supervise participants or “police” the parties; rather, it is to be effective allies available to ensure that all members can fully enjoy these events and count on their union to maintain a culture of consent.

Thank you very much to these members and to all participants at the Summer Leadership Conference for your contributions towards guaranteeing we can all count on safe, respectful, and inclusive spaces to undertake our work and socialize together.

BCTF FIT 2023

University of British Columbia (UBC), Vancouver

Saturday, August 19, 2023, to Monday, August 21, 2023

PROGRAM OVERVIEW DRAFT

Saturday, August 19/Samedi 19 août

Morning session: for New Facilitators only

7:30 a.m. Registration opens Gage Residence, Fireplace lounge

7:45 a.m. Group breakfast (new only) Gage Residence, Isabelle MacInnes Room

9:00 a.m. Welcome Isabelle MacInnes Room

1. Introduction of staff Chris Stewart

2. Acknowledgement of Aboriginal Territories Heather Kelley

3. Health and Safety check Toni Grewal

4. Commitment to Solidarity Gail Stromquist

9:20 a.m. Setting the agenda for the day Daniel Shiu

9:30 a.m. Ice breaker Karen Chong

9:50 a.m. The organizational framework of the BCTF Carmen Woo

10:00 a.m. Role of the BCTF facilitator Daniel Shiu

10:15 a.m. Wellness break Foyer

10:45 a.m. The Nuts and Bolts of Facilitation, Q&A Heather Kelley

11:00 a.m. Workspaces, Online forms, Expense vouchers Henry Lee

11:10 a.m. WOW manual Karen Chong & BCTF facilitators

12:00 p.m. Lunch (for all participants) Isabelle MacInnes Room

Sessions for all Facilitators

All facilitators

1:30 to 4:30 p.m. Blanket exercise Ponderosa Commons Ballroom 4:30 p.m. Adjourn for the day

Agenda

For discrete training and refreshment locations, please see pages 18

Sunday, August 20/Dimanche 20 août

For discrete training and refreshment locations, please see pages, 15, 16, 17, 18, 19, 20

7:45 a.m. Breakfast Gage Residences, Isabelle MacInnes Room

9:00 a.m. Revised BCTF Land Acknowledgement resources Decolonizing-self

Ponderosa Commons Ballroom

10:15 a.m. Wellness break (15 min.) Ponderosa

10:45 a.m. How to intervene as a bystander? (The Neutral Zone) Ponderosa Commons Ballroom

12:00 p.m. Lunch On your own

1:30 p.m. Discrete training for session one Buchanan Building D (allow 10 min walk)

2:45 p.m. Wellness break (15 min.) Buchanan

3:00 p.m. Discrete training for session one continues

4:30 p.m. Adjournment of session one

4:45 p.m. Wine and cheese reception Gage Residences, Isabelle MacInnes Room

6:30 p.m. Adjourn for the day

Monday, August 21/Lundi 21 août

For discrete training and refreshment locations, 15, 16, 17, 18, 19, 20

7:45 a.m. Breakfast Gage Residences, Isabelle MacInnes Room

9:00 a.m. Discrete training for session two begins Buchanan Building D (allow 10 min walk)

10:30 a.m. Wellness break (15 min.) Buchanan

10:45 a.m. Discrete training for session two continues

12:00 p.m. Lunch on your own

1:30 p.m. Discrete training for session three

2:45 p.m. Wellness break (15 min.)

3:00 p.m. Discrete training for session three continues

4:30 p.m. Adjourn

FIT will conclude in your last discrete session

August 20 and 21––Discrete training

All rooms are located in the Buchanan Building Program Workshop Location Trainer(s)

French

August 20

1:30 p.m. to 4:30 p.m.

Comment être antiraciste dans nos école, nos syndicats et nos communautés.

D205 Chanelle Tye

Health and safety Workshop Location Trainers(s)

August 20

1:30 p.m. to 4:30 p.m.

August 21

9:00 a.m. to 12:00 p.m.

August 21

1:30 p.m. to 4:30 p.m.

Violence in the Classroom

Safety Inspection

Critical Incident and Reporting

D207 Shane Kennedy Wendy Fontaine

Michael-Don Borason

PSI Aboriginal Education Workshop Location Trainers(s)

August 20

1:30 p.m. to 4:30 p.m.

August 21

9:00 a.m. to 12:00 p.m.

August 21

1:30 p.m. to 4:00 p.m.

Gladys K-12

D213

Brandon Peters

Amanda Anderson

Megan Hanna

Their Voices Will Guide Us

Amanda Anderson

Allison Hotti

Decolonizing

Carol Arnold

PSI School and Classroom Issues Workshop Location Trainers(s)

August 20

1.30 p.m. to 4:30 p.m.

August 21

9:00 a.m. to 12:00 p.m.

August 21

1:30 p.m. to 4:30 p.m.

Reframing Challenging Behaviour

D214 Sarah Harvey Calista Vagt

Managing Conflicts

Professional Boundary Issues

Sarah Harvey Callista Vagt

Donna Bulmer

PSI–Social Justice Workshop

New SJ facilitators will be trained In Antiracist Strategies. Ied facilitators will be trained in the new Climate 101 workshop unless they have not yet been trained in Antiracist Strategies. The Gender workshop training will be limited to SJ facilitators who identify as having the appropriate lived Ie to facilitate this workshop.

Location Trainer(s)

August 20 1:30 p.m. to 4:30 p.m.

SJ Facilitators' Fundamentals (Interventions, active allyship) All SJ Facilitators trained together this afternoon.

SJ Facilitators will be training in ONE workshop for the full day:

Karen Chong

Heather Kelley

August 21 9:00 a.m. to 4:30 a.m.

Creating a Gender-Inclusive School Culture Climate 101 Antiracist Strategies for Educators

D216 D221 D220 D229

Chanelle Tye

Tara Ehrcke

Donna Morgan

Karen Chong

Heather Kelly

PSI—TTOCs Workshop Location Trainers(s)

August 20 1:30 p.m. to 4:30 p.m.

TTOC Life: A Student Teacher Workshop

D304

Diane Hunt

Richard Warrington

August 21 9:00 a.m. to 4:30 p.m.

Reality 101: A Day in the Life of a TTOC

Diane Hunt

Richard Warrington

SURT Pro-D Reps Workshop Location Trainers(s)

August 20 1:30 p.m. to 4:30 p.m.

Role and Function of the PD Rep part 1 D306

Ilda Turcotte

Joanna AtkinsonCornthwaite

August 21 9:00 a.m. to 12:00 p.m.

Role and Function of the PD Rep part 2

Ilda Turcotte

Joanna AtkinsonCornthwaite

August 21

1:30 p.m. to 4:30 p.m.

Professional Autonomy Lens (Self-directed Planning)

Runa BjarnasonWilson

Erin Coleman

SURT Staff Reps Workshop Location Trainers(s)

August 20

1:30 p.m. to 4:30 p.m.

August 21 9:00 a.m. to 12:00 p.m.

August 21

1:30 p.m. to 4:30 p.m.

Professional Boundaries

D307 Wendy Cook

Donna Morgan

Grieving Discrimination (SURT)

New Teachers: Myth Busters

Sarah Wethered

Kelly Shields

Paddy McCallum

Jim Iker

SURT—WIN Workshop Location Trainers(s)

August 20

1:30 p.m. to 4:30 p.m.

Welcome to WIN - Contract Awareness: Know your New Collective Agreement

D313 Carolyn Pena

Megan Paterson

August 21

9:00 a.m. to 12:00 p.m.

Grieving Discrimination - (WIN) Role of the Staff Rep (Part 1)

Ann Alexander

Wendy Cook

August 21 1:30 p.m. to 4:30 p.m

Role of the Staff Rep (part 2) Investigations and Discipline: Knowledge is Power

Wendy Cook

TIP Workshop Location Trainers(s)

August 20 1:30 p.m. to 4:30 p.m.

August 21 9:00 a.m. to 4:30 p.m.

TIP: Teacher Inquiry Program

D315

Lena Palermo

Colleen Wall

Melanie Miki

Lena Palermo

TIP: Teacher Inquiry Program

Colleen Wall

Melanie Miki

Refreshments

Coffee, tea, and water will be available on the following schedule see UBC Maps for locations.

Childcare

Option 1

BCTF will reimburse members for the following costs if members choose to bring a childcare provider to the FIT and/or Summer Conference:

• $18 per hour for the hours of care that are required in order to attend the BCTF business sessions only, not to exceed $240 for any 24-hour period

• accommodation for the caregiver at UBC, if separate accommodation is required

• BCTF per diems (breakfast, lunch, and diner) for the caregiver for the days at UBC, an invoice to be provided by the caregiver for tax purposes

If you are bringing a childcare provider with you and require separate accommodation for them, please contact Christine Choinski (cchoinski@bctf.ca) or Ashley Gurat (agurat@bctf.ca), and Karen Chung (kchung@bctf.ca) in order to arrange the booking.

Option 2

Members arrange for care in their home community. BCTF Procedure 10.I.28, 4 provides:

“A maximum claim of $240 per 24-hour day will be paid for outside daycare services. Where care is required for less than a full day, the amount paid will be based on the number of hours of daycare at $18 an hour. The BCTF will only reimburse members for dependant costs that would not otherwise be incurred by the member. Members must submit a receipt with the expense voucher showing the name and address of the caregiver and amount expended. Members must obtain the approval of the program coordinator before incurring daycare costs in excess of the maximum to be reimbursed by the BCTF.”

Program co-ordinators

Karen Chong kchong@bctf.ca

604-871-1871

Graham Rainey grainey@bctf.ca

604-871-1845

Social Justice Assessment and evaluation

Toni Grewal tgrewal@bctf.ca

604-871-1891

Daniel Shiu dshiu@bct.ca

604-871-1821

Health and Safety Program SURTs PD Rep Teacher Inquiry Program (TIP)

Heather Kelley hkelley@bctf.ca

604-871-1850

Social Justice

Henry Lee hlee@bctf.ca

604-871-1849

Parent Presentation

Professional and Social Issues (PSI)

School and Classroom Issues

School Union Rep Training (SURT)

Teacher Teaching on Call (TTOC)

Sherry Payne spayne@bctf.ca

604-871-1803

Adult Education

Internal Mediation

Judicial Council

Peer Support

Gail Stromquist gstromquist@bctf.ca

604-871-1854

Aboriginal Education

Carmen Woo cwoo@bctf.ca

604-871-1809

French Programs and Services

New Teacher Support

Contributing BCTF staff

Carolyn Pena cpena@bctf.ca

Assistant Director, Field Services Division

604-871-1844

Christine Stewart cstewart@bctf.ca

Director, Professional and Social Issues Division

604-871-1800

Purpose of workshops—An overview

Each workshop developed by the BCTF has defined objectives to reflect its purpose. These are to be respected when you are making adjustments due to particular issues (time, audience, etc.).

Please remember to keep a balance between process and content. Always provide time for participants to discuss and process the topic in relation to their own teaching context.

For more information, please visit https://www.bctf.ca/services-guidance/training-and-education

1. School Union Representative Training Workshop Program

These workshops are intended for the school union representatives and are financed by a BCTF grant which releases school union reps for up to four days. Full listing of titles and descriptions are available on the BCTF website.

• Staff rep workshops

• PD rep workshops

• Social Justice rep workshops

• Health and Safety rep workshops

• Leadership team workshops

• Professional and Social Issues workshops may also be accessed to supplement SURT training days

• Special requests contact Henry Lee hlee@bctf.ca

2. Health and Safety Training Workshop Program

Health and safety workshops can either be requested as a SURT, or as a tripartite, when booked by the school district. If the district is booking the workshop, it will be booked as a tripartite and billed to the district. Full listings of titles and descriptions are available on the BCTF website.

• SURT

• Tripartite

3. Professional and Social Issues Workshop Program

These workshops are available for school staffs, groups of teachers, districts, locals, parent groups, conferences/PD days, and PSA days. Full listings of titles and descriptions are available on the BCTF website.

• Aboriginal education

• French education

• School and classroom issues

• Social justice

• Teachers teaching on call

• Parent presentations/workshop

4. Programme français

La FECB a pour fière tradition de soutenir les membres et les syndicats locaux avec des ateliers et des formations. Ces ateliers sont animés en français et en anglais par l’équipe d’animation détenant une expertise et une formation spéciale.

Booking a workshop and program contacts

To book a workshop, please go to the BCTF website.

Once you have selected a workshop, click on the “Book this workshop”. Select one of the following program types.

• School Union Representative Training

• Health and Safety workshop local booking as a (SURT)

• Health and Safety workshop district booking as a tripartite

• Professional and Social Issues (PSI)

• Ateliers en français

Pour réserver un atelier en français

• Sélectionnez l’atelier désiré, puis cliquez sur « book this workshop ».

• Sélectionnez "Atelier en français" dans le menu déroulant et cliquez sur "Go". Remplissez le formulaire et soumettez-le.

• Une fois l’équipe d’animation choisie, vous recevrez un courriel de confirmation.

Program contacts

• Henry Lee, workshops program co-ordinator, hlee@bctf.ca, 604-871-1849, toll-free 1-800-663-9163, local 1849, Fax: 604-871-2286

• Christine Choinski, SURT and tripartite workshop booking, cchoinski@bctf.ca, 604-871-1860, toll-free 1-800-663-9163, local 1860, Fax: 604-871-2286

• Ashley Gurat, PSI workshop booking, agurat@bctf.ca, 604-871-1857, toll-free 1-800-6639163, local 1857, fax 604-871-2286.

• Karen Cheung, PSI workshop booking, kcheung@bctf.ca, 604-871-1806, toll-free 1-800-6639163, local 1806, fax 604-871-2286

• Anick Dube, Ateliers en français, adube@bctf.ca, 604-871-1869, toll-free 1-800-663-9163, local 1869, Fax 604-871-2286.

School Union Representative Training (SURT) program

Introduction

Just as the President and the Executive Committee are the head of the union and the general membership is the heart, the school union representatives are the legs of the union. No policy, action plan, or communication vehicle will be brought to life in a school without the onsite skills, knowledge, and analytical capabilities of school union representatives.

The BCTF Training Department, within the Professional and Social Issues Division, offers highquality training programs to assist school union representatives in their ongoing work. The School Union Representative Training (SURT) Program co-ordinates the development, delivery, and evaluation of all SURT workshops for school staffs and teachers teaching on call, new teachers, professional development chairs, social justice representatives, health and safety representatives, staff committee chairpersons, and local executive committee members.

(Workshops for school staffs, other teacher groupings, and district professional days can be accessed through the BCTF Professional and Social Issues Workshop program which is different and separate from the SURT program.)

The School Union Representative Training program is largely financed by a BCTF grant, which releases school union representatives for up to four days of intensive and practical training. The SURT program is intended to develop the school union representative’s hands-on, experiential knowledge and understanding of Federation and local issues, and the skills needed to ensure local and Federation policies and procedures are actualized within schools and amongst the teachers who work there.

The title School Union Representative Training Program reflects the fact that the training program covers the different union representatives. You may wish to copy the workshop selection pages for distribution to school union representatives and/or executive members.

Planning school union representative training

Initial considerations

Careful planning is the key to a successful and enjoyable training day.

What are the desired outcomes for the day?

Through the local strategic planning process, the desired outcomes to meet both local and Federation needs are determined. For staff representatives, training needs are often determined through a feedback survey from a previous training, or a meeting of a staff representative assembly. PD representatives generally work through the local PD chairperson to determine their training needs. Other representatives, such as social justice, health and safety, and school staff committee chairpersons should work with their local association committees to determine their training needs.

Who needs to receive the training?

That is a local decision, addressing a specific need in the local. Examples include:

• a specific group (school PD or SJ representatives, executive committee, etc.) wishing a planning session

• members new in their role as teacher representatives (rookie staff representatives, rookie PD or SJ representatives, school staff committee chairpersons, etc.)

• new teachers, including TTOCs

• those who wish training on an issue of local concern (professional ethics, health and safety, social justice, etc.)

Locally-developed training

Occasionally, a local may wish to design and develop a training workshop not offered by the BCTF. It is possible for a local to use the SURT grant for that purpose, but it is essential that such training be planned with Henry Lee hlee@bctf.ca before the workshop is given, if the local is to qualify for the BCTF grant. Further, geographically adjacent locals may wish to jointly sponsor SURT workshops. Henry Lee can assist locals with the organization and logistics of co-sponsored SURTs.

Note: Policy 10.J.10 of the Members’ Guide to the BCTF requires that the local jointly plan leadership training with the Federation to qualify for the grant.

Planning with the facilitator

After booking through PSID, the local organizer will get:

• a confirmation by email or fax providing the name and contact information of the facilitator. The facilitator will call the organizer to co-plan the training.

• an organizer’s checklist to be completed and returned.

Who can attend?

Each local is entitled to a grant for up to four days of release time for each school staff representative, including the local TTOC contact (see 10.J.10, Members’ Guide to the BCTF https://www.bctf.ca/services-guidance/governance/members-guide-to-the-bctf The release days are dedicated as follows:

1. two days of training for the school staff and teachers teaching on call representatives

2. one day of training for the school PD representatives

3. one day of school/local leadership training for school staff representatives, school PD representatives, staff committee chairpersons, school social justice representatives, school health and safety representatives, local executive committee members, or some combination of these. Grants for the fourth day of training may instead be used to release additional school staff and teachers teaching on call representatives for part 1 above. Further, locals may use up to one day of their four-day SURT allotment for the purpose of union training and collective agreement awareness for newly hired teachers.

Who pays for what?

The SURT program will pay for release time and travel for school union representatives according to the grants procedure; the SURT facilitator’s accommodation, per diems, travel, release time, and materials for the workshop. The local covers facility expenses, meals, and other expenses related to school union representatives’ attendance at the session.

Follow up Taking it back to the schools

School union representatives should always be seen as members of a team of union activists who work together in each school on behalf of the members to communicate with, advocate for, or

organize and lead on union issues. Training is effective if school union representatives plan to work together as a team and take it back to the school. They put the training to practical use by sharing information/knowledge and implementing ideas with members. Discussing and planning how this is to be done is a component of every workshop. Locals can assist in the follow-up through progress reports at staff representative assemblies, newsletters to members, etc.

Staff representative workshops

Objectives BCTF Procedure Statement 25.H.08 That the Staff Representative Training Program:

1. Provide staff representatives with the skills and knowledge to fulfill their role as communicator, advocate, and union leader in the school.

2. Ensure that staff representatives have a current knowledge and awareness of the collective agreement including specifically those processes that require school-level representation and/or advocacy.

3. Familiarize staff representatives with current local and BCTF priorities and communications vehicles relevant to union members in the school.

Booking school union representative training days—A checklist

• The local organizer co-plans and/or discusses training needs and ideas with Henry Lee, coordinator, School Union Representative Training Program.

• PSID selects and contacts the SURT facilitator.

• The PSID staff (Christine Choinski) confirms the details of the workshop, by email, with the organizer and the facilitator.

• The organizer welcomes, introduces, and at the end of the day, thanks, the facilitator.

• The local sends its release-time grant application to the Co-ordinator, Budgets and Grants, at the BCTF office, attaching a copy of the SURT workshop confirmation form.

Emergency procedures

In the event of an emergency (flight problems, illness, etc.), contact PSID support staff immediately Christine Choinski, cchoinski@bctf.ca or at: 604-871-1860, toll-free 1-800-663-9163, local 1860

If a problem occurs after business hours, use your judgement regarding booking accommodation, etc. To contact WE Travel call 604-969-5585 or 1-800-663-4703.

Requests may be emailed to any of the agents and they will respond to the emails within 24 hours (excluding weekends):

Maureen Gorospe, maureen@weuniontravel.ca

Oralee Hawley, oralee@weuniontravel.ca

Carolyn Corda, carolyn@weuniontravel.ca

Health and Safety program

The purpose of this program is:

• to prevent worker illness and injury in the public education system

• to ensure that the BCTF has effective courses available for joint health and safety committee members who take educational leave under Section 135 of the Workers Compensation Act

• to provide health and safety training to joint health and safety committee members and school union representatives

Cost of workshops for joint committee training:

As part of its commitment to provide cost-effective training, the BCTF will bill the school district a flat fee of $1,000 per day or $500 per half-day, to cover all the costs of our facilitators. The school district is responsible for any reasonable travel, meal, and room costs of participants. In addition, the school board is expected to pay for the photocopying of all workshop materials.

Education leave for health and safety training

Section 135 of the Workers Compensation Act states:

(1) Each member of a joint committee is entitled to an annual educational leave totaling 8 hours, or a longer period if prescribed by regulation, for the purposes of attending occupational health and safety training courses conducted by or with the approval of the Board. (2) A member of the joint committee may designate another member as being entitled to take all or part of the member's educational leave. (3) The employer must provide the educational leave under this section without loss of pay or other benefits and must pay for, or reimburse the worker for, the costs of the training course and the reasonable costs of attending the course.

The BCTF and WorkSafeBC have signed a Letter of Understanding that allows the Federation to produce and facilitate health and safety workshops which meet the educational leave requirements of Section 135 of the Act. In addition, all workshops are suitable for School Union Representative Training (SURT).

What if the employer refuses to allow a member an educational leave to attend BCTF courses?

Contact the BCTF Health and Safety Officer immediately at 604-871-1891 or 1-800-663-9163, local 1891.

Emergency procedures

In the event of an emergency (flight problems, illness, etc.), contact PSID support staff Christine Choinski cchoinski@bctf.ca immediately or, at: 604-871-1860, toll-free 1-800-663-9163, local 1860 If a problem occurs after business hours, use your judgement regarding booking accommodation, etc. To contact W.E. Travel call 604-969-5585 or 1-800-663-4703.

Professional and Social Issues (PSI) program

Introduction

The BCTF has a proud history of supporting members and locals with workshops and training. Workshops are led by classroom teachers (facilitators) with special expertise and training.

Workshops are available for school staffs, districts, locals, parent groups, and conferences/PD days.

Special requests: Sometimes schools, locals, or regions need a workshop or study session that is not covered by our current list of workshops. BCTF facilitators are often able to adapt and extend services to meet these needs.

Further, locals and/or schools that are geographically adjacent may wish to co-sponsor BCTF workshop together. Henry Lee, the workshop co-ordinator, will work with locals and schools in the organization and logistics of co-sponsored workshops. Sessions meeting BCTF workshop criteria and budget guidelines will be fully funded by the BCTF. Cost-sharing with school districts and agencies is also negotiable.

If you have an idea, special circumstance, or request, please contact Henry Lee at 604-871-1849,or 1-800-663-9163, local 1849, or hlee@bctf.ca

Examples of special request workshops

• classroom demonstrations

• onsite school district and local training to build local capacity

• presentations to parent advisory councils

• introduction to regional teacher inquiry or action research groups, examining teaching practice, and curriculum questions

• social justice associates, linking with community coalitions to sponsor regional/local social issues events.

Booking criteria for workshops

• booked through the Professional and Social Issues Division

• facilitated by BCTF facilitators who are classroom teachers

• require at least three weeks’ advance notice

• for groups of 15 to 30 (special circumstances and small schools exempted)

• for intact teacher groups, school staffs, etc.

For in-person workshops, preference is given to workshops that are three to five hours in length. Some workshops cannot be presented in less than five hours.

Workshops require no honorarium as the BCTF covers the costs for the facilitator. The organizing local or school is responsible for facilities and supplies.

Criteria for PD days or conferences

• no more than five BCTF-led workshops may be presented on a PD day

• preregistration is preferred, with cancellation two weeks in advance if the workshop is undersubscribed

• minimum length of in-person workshops is two to three hours each (a few workshops are five hours in length)

• virtual workshops are 90 minutes to three hours each

Booking process

1. The workshop organizer contacts the BCTF to book the workshop or completes the request form on the BCTF website.

2. PSID Training Department (Christine Choinski or Ashley Gurat) contacts facilitators by email to see who is available, with a geographic match where possible.

3. Workshops are confirmed by email to the organizer and the facilitator. PSID emails the facilitator a copy of the confirmation, the workshop material (including participant’s handout and feedback forms), a facilitator feedback form, and an expense voucher.

4. Responsibilities of facilitators:

a. Confirm the workshop details with the organizer

• date and location

• start and end time, lunch, and break times

• room location and set-up (theatre, classroom, boardroom)

• equipment (computer, projector, flip chart, felt pens, masking tape, etc.)

• number of participants, composition of group

• what, if anything, participants should bring

• consider asking the organizer the following questions:

o how was the topic chosen?

o who had input?

o what was the process?

o what focus would you like the workshop to have?

o are there specific issues that you would like addressed?

o who is the audience?

o does the audience have any prior experience in this area?

o what skills do they bring?

o what kind of group is this in terms of interest, collegiality, etc.?

o has any follow-up been contemplated?

o any other relevant information?

b. Leave of absence (LOA), if required

Ask PSID support staff to prepare a LOA, with time for travel if necessary. Arrange for a teacher teaching on call. A copy of the LOA will be sent to you, your principal, and superintendent.

c. Workshop materials

Facilitators should be in contact with the organizer to ensure that there are sufficient copies of the participant handouts and feedback forms If this is not possible, facilitators can either make the copies themselves, or contact the booking staff at the BCTF to do this.

Photocopying and consumable supplies costs can be added on your expense voucher (not

to exceed $60 without prior clearance from PSID staff. Receipts for these expenses are required). All BCTF workshop materials have received copyright approval. Do not use materials from external sources that have not been processed by the BCTF. (Please see “Copyright Guidelines” at the end of this document.)

Prior to/after the workshop

Prior to

• Send a brief agenda and summary of requirements to the workshop organizer.

• Check LOA arrangements and travel arrangements.

• Two weeks prior to the workshop, confirm with organizer the minimum number of registrants (15). If fewer than 15 participants, contact the PSID support staff to determine whether or not to proceed.

The day of

• Arrive 30 minutes early and set up.

• Check audio-visual requirements.

• Introduce yourself as a BCTF facilitator and the workshop as a BCTF service paid for by members’ union dues.

• After the workshop is over, distribute and collect participant feedback forms.

After

Review that the participant feedback forms have been completed, fill out a facilitator feedback form, and send these and your expense voucher to PSID support staff.

5. Emergency procedures

In the event of an emergency (flight problems, illness, etc.), contact PSID support staff Christine Choinskis, cchoinski@bctf.ca, immediately at: 604-871-1860, toll-free 1-800-663-9163, local 1860 If a problem occurs after business hours, use your judgement regarding booking accommodation, etc. To contact W.E. Travel call 1-800-663-4703.

Ateliers du Bureau des dossiers professionnels et sociaux disponibles (French program)

Introduction

La FECB a pour fière tradition de soutenir les membres et les syndicats locaux avec des ateliers et des formations. Ces ateliers sont animés en français et en anglais par l’équipe d’animation détenant une expertise et une formation spéciale.

Les ateliers sont disponibles pour le personnel des écoles, les conseils scolaires, les syndicats locaux, les associations de parents, et lors de conférences/journées pédagogiques.

Les demandes spéciales: Parfois les régions où les écoles et les syndicats locaux ont besoin d'un atelier ou d'une séance de travail qui ne figure pas dans notre liste actuelle d'ateliers. L’équipe d’animation de la FECB est souvent capable d'adapter et d’étendre ses services pour répondre à ces besoins.

En outre, les syndicats locaux et/ou les écoles qui sont géographiquement adjacentes peuvent souhaiter co-parrainer des ateliers de la FECB ensemble. Carmen Woo, la coordinatrice des programmes et services en francais, travaillera avec les syndicats locaux et les écoles dans l'organisation et la logistique d'ateliers co-parrainés. Les sessions répondant aux critères et orientations budgétaires des ateliers de la FECB seront entièrement financées par la FECB. Le partage des coûts avec les conseils scolaires et les organismes est également négociable.

Si vous avez une idée, une circonstance spéciale, ou une demande particulière, merci de contacter Carmen Woo au 604-871-1809 ou 1-800-663-9163, poste 1809 ou cwoo@bctf.ca

Exemples de demande spéciale d'ateliers

• Démonstrations en salle de classe;

• Présentations aux conseils consultatifs de parents;

• Introduction à la recherche-action locale ou à des groupes régionaux de recherche-action, l'examen de la pratique de l'enseignement et des questions pédagogiques;

• Associés en justice sociale, en lien avec des coalitions communautaires pour parrainer des évènements locaux relatifs à des questions sociales

Critères de réservations d’un atelier délivré en français

• Ils doivent être réservés au moins un mois à l’avance

• Le nombre minimum de participants est de 7

• Les ateliers sont d’une durée de trois heures minimum mais la durée des ateliers varie. Aussi nous demandons a l’équipe d’organisation de respecter cela

• L’équipe d’organisation en charge de la demande d’atelier est responsable de la salle, des fournitures et de l’accueil du facilitateur

• Il n'y a pas d'honoraires. La FECB se charge des dépenses de l’équipe d’animation

List of BCTF workshops

Workshops at a glance

The BCTF provides workshops in three areas: School Union Representative Training (SURT), Professional and Social Issues (PSI), and Health and Safety (H/S). Some workshops are offered in more than one area as indicated below. Parent presentations are available as well at bctf.ca/ParentPresentations. For a detailed listing of workshops, go to the BCTF website and pick your desired program area.

Professional and Social Issues (PSI) workshop program

*Also available in French.

Aboriginal Education workshops

• 215: Honouring the Children Buried at Kamloops Indian Residential School

• Deconstructing Myths*

• Disrupting Anti-Indigenous Racism

• Employment Equity for Aboriginal Teachers Action Plan

• Gladys: The life of a child in a BC residential school (Elementary and Secondary)*

• Infusing Aboriginal Content *

• Introduction to Employment Equity for Aboriginal Teachers

• Project of Heart

• Secret Path: An interdisciplinary exploration of Indian residential schools using the BC secondary curriculum*

• Sixties Scoop*

• The BC Blanket Exercise: Exploring historical relationships between Indigenous and NonIndigenous Peoples*

• Their Voices Will Guide Us

• UN Declaration on the Rights of Indigenous People.

Health and safety workshops

• Ergonomics

• Violence in the Workplace.

French Education workshops

Ateliers spécifiques sur les programmes de français

• Core French: Where Do I Start?

• L’autorégulation

• Le succès vient en parlant

• Vive les cultures.

• Évaluation: Mode e’’emploi.

School and Classroom Issues Workshop

• Addressing Ableism

• Assessment Issues in the Secondary Classroom: Challenges and Possibilities*

• BCTF Code of Ethics: Understanding the professional relationship*

• Classroom Management

• Creating a Culture of Professionalism*

• Creating Positive School Culture

• Education for All: 21st century inclusion for students with special needs

• Effective School Staff Committees*

• Exploring Placed-based Learning

• Exploring the Connections between Classroom Practice and Self-Regulation

• Exploring Play in K and Beyond

• Having Conversations

• How to be an Antiracist in our Schools, Unions, and Communities*

• Managing Conflict*

• Managing Personal Devices and Social Media in the Classroom

• Marking up the Wrong Tree? Conversations about teaching, assessment, and reporting

• Navigating Difficult Waters: Relationship building at the school level

• Professional Boundary Issues: Teacher/student relationships*

• Reframing Challenging Behaviour through a Trauma-informed Lens

• Role and Function of the PD Rep*

• School Goal Setting

• Self-Directed PD Planning: The autonomous professional*

• Social Media 3 hours*

• Social Media 5 hours*

• Student Inquiry: Putting students in charge of their own learning

• Student Self-Assessment: The journey starts here

• Working Together with Parents is Good for Kids and Teachers: Practical strategies to build positive teacher/parent relationships

Social Justice workshops

• Antiracist Strategies for Educators

• Assertive Communication*

• Bafa Bafa (Secondary)/Rafa Rafa (Elementary)

• Building a Stronger Union through a Local Equity Audit

• Creating a Gender Inclusive School Culture*

• Creating Cultures of Peace

• Creating Inclusive Spaces: Applying an equity and inclusion lens to your local, schools, and classrooms*

• Advocating to Break the Cycle of Cyberbullying*

• Engaging Men and Boys to Prevent Gender-Based Violence

• Global Education: Using the Aboriginal Ways of Knowing and Being to Bring Global Perspectives into your classroom

• Help End Child Poverty in BC's Classrooms, Schools and Local Communities

• In the Shoes of the Bully, the Bystander, and the Victim: Building self-awareness, social awareness, and empathy

• Organizing and Mobilizing for Change

• Poverty is a Classroom Issue*

• Promoting Healthy Youth Relationships: Educating against gender-based violence

• Role and Function of the Social Justice Contact*

• Sexual Health Education: It's fun!

• Social Justice in Every Classroom*

• Social Justice through the Arts

• Strategies for Discussing Controversial Issues

• Teaching in a Time of Climate Crisis: Creating systemic change for seven generations

• Taking Action for Climate Justice

• Teaching Green workshops: Food Security and Water Security

Teachers Teaching On Call (TTOC) workshops

• Classroom Management for TTOCs

• Contract Awareness for TTOCs

• Dealing with Stress in the Workplace

• Employment Insurance: Navigating the EI claim process

• New Teachers

• Reality 101: A day in the life of a TTOC*

• Survival Skills for Itinerant Teachers

• TTOC Life: A student teacher workshop

• Work-life Balance for TTOCs

School Union Representative Training (SURT) workshop training

* also available in French

New Teachers workshop

• New Teachers

Aboriginal Education workshops

• 215: Honouring the Children Buried at Kamloops Indian Residential School

• The BC Blanket Exercise: Exploring historical relationships between Indigenous and NonIndigenous Peoples

• Decolonizing

• Deconstructing Myths *

• Employment Equity for Aboriginal Teachers Action Plan *

• Infusing Aboriginal Content

• Legacy of Indian Residential Schools *

• Project of Heart

Staff Representative workshops

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

• Bargaining in 2019: An action plan for locals NEW

• Building a Stronger Union through a Local Equity Audit

• Capacity Building: Developing the school leadership team*

• Contract Awareness: Know your RESTORED Collective Agreement *

• Education Change: The big picture *

• Drawing on Our Analytical Toolbox: Dealing with difficult issues

• Having Conversations

• Investigations and Discipline: Knowledge is Power

• Is it a Grievance? Problem-solving at the school level*

• Mentorship: Building an integrated community of practice

• Organizing and Mobilizing for Change

• Preparing for Local Bargaining

• Role and Function of the Staff Rep *

• The School-Based Team and the Restored Collective Agreement

• Union Mentorship

• Women in Negotiations

Ateliers disponibles en français pour les représentants syndicaux du personnel enseignant

• Connaissances avancées de défense de droits

• Devoirs et responsabilités du représentant syndical

• Est-ce un sujet de grief ? Résoudre des problèmes au niveau de l'école

• Recherche-action

• Sensibilisation contractuelle-familiarisez-vous avec votre convention collective restaurée

• Tournants pédagogiques : une vue d’ensemble

• Une réunion bien gérée!

PD Representative workshops

• Creating a Culture of Professionalism (also PSI)*

• Creating Opportunities for Teacher Inquiry in your Local

• Education Change: The Big Picture

• Engaging Members through Professional Issues: Unveiling the OECD’s Global Policy Agenda

• Marking Up the Wrong Tree: Conversations about teaching, assessment, and reporting

• Mentorship: Building an integrated community of practice

• Role and Function of the PD Rep: Keep your hands off my PD

• Self-Directed PD Planning: The autonomous professional (also PSI)*

• Teacher Inquiry Program (TIP): How to implement TIP in the district/school

Ateliers disponibles en français pour les représentants du perfectionnement professionnel du personnel enseignant

• Tournants pédagogiques : une vue d’ensemble

• Créer une culture de professionnalisme

• Recherche action : Des enseignants collaborant dans un apprentissage professionnel autodirigé

• Devoirs et responsabilités du représentant du perfectionnement professionnel.

Social Justice Representative workshops

• Building a Stronger Union through a Local Equity Audit

• Creating Inclusive Spaces: Applying an equity and inclusive lens to your local, schools, and classroom

• Role and Function of the Social Justice Contact (also PSI) *

Ateliers disponibles en français pour les représentants en justice sociale

• Devoirs et responsabilités du représentant en justice sociale

Health and Safety Representative workshops

• An In-Depth Look at Joint Health and Safety Committee

• Ergonomics (also PSI)

• Health and Safety During COVID: Your Rights, Roles, and Responsibilities

• Incident Investigation and Reports*

• Incident Reporting*

• Joint Health and Safety Committees/Worker Representatives*

• Occupational Health and Safety Program*

• OH & S Health and Safety Training for New Committee Members/Workers’ Representatives

• Refusal of Unsafe Work*

• Role and Function of the School Site Health and Safety Rep (given as a SURT only)

• Safety Inspections

• Violence in the Workplace: A focus on schools (also PSI)*

• Violence Prevention and Worker Safety Plans

Ateliers disponibles en français pour les représentants en santé et sécurité

• Module 1 Aperçu du programme de santé et sécurité au travail

• Module 2 Comités mixtes sur la santé et la sécurité des travailleurs

• Module 3 Les inspections de sécurité

• Refus d’effectuer un travail dangereux

School Leadership Team workshops

• BCTF Code of Ethics: Understanding the professional relationship (also PSI)*

• Capacity Building: developing the school leadership team

• Creating Inclusive Spaces: Applying an equity and inclusive lens to your local, schools, and classroom*

• Drawing on Our Analytical Toolbox: Dealing with difficult issues

• Effective School Staff Committees (also PSI)*

• Having Conversations

• Managing Conflict (also PSI)*

• Professional Boundary Issues: Teacher/Student relationships (also PSI)*

• School Goal Setting (also PSI)

• Social Media (3-hour or 5-hour) (also PSI)*

• The School-Based Team and the Restored Collective Agreement.

Ateliers de leadership pour l’équipe de l’école disponibles en français

• Le code de déontologie de la FECB

• Des comités du personnel enseignant efficaces

• La gestion de conflits

• Médias sociaux

Is Acknowledging the Land Enough?

BC Teachers’ Federation has demonstrated a long-standing commitment to teaching for and about First Nations in BC. BCTF also led the way in creating a culture of land acknowledgments; teaching teachers, students, and school districts about how this vast province sits upon traditional territories of the many First Nations who have inhabited these lands since Time Immemorial. The current protocols for acknowledging the stewards of the land are intended to show respect, humility, and reciprocity necessary to build nation-to-nation relationships. The result today is our growing familiarity with names and locations of the territories of specific First Nations; this has come through awareness built by the regular practice of publicly asserting Indigenous kinship with and title to the land. For example, who does not know that Vancouver is situated on the “shared, traditional, unceded territory of the Musqueam, Squamish and Tsleil-Waututh Peoples?” Thus, we have laid the groundwork for the next stage, having arrived at a juncture where we need to decide on the next steps.

We encourage challenging conversations by posing questions like:

• How meaningful are our land acknowledgements?

• Have many of the words used simply become clichés and formulaic?

• Are they serving the need of strengthening conditions for and leadership of local First Nations?

• Do land acknowledgements mask settler-colonialism and uphold institutions that continue to harm Indigenous peoples?

• Are land acknowledgements becoming the new status quo that assuage feelings of guilt and contribute to a climate of “settler innocence?”

• Are land acknowledgments a distraction from meaningful action?

Hayden King first prompted us to think about the practice of scripted acknowledgments that have become “tick the box” exercises. He questioned how meaningful they are if they offer no redress, sense of responsibility, or compensation. He also prompted us to think about replacing them with deep and serious conversations about settler-Indigenous relations that stem from promises that are merely performative, thus meaningless. Would those deeper conversations provide opportunities to think more critically about the new ways colonialism is manifesting itself? These are tough conversations, but they need to take place. We invite Indigenous members and settler-allies to continue to hold and occupy the space for Land Acknowledgements but to do so as truth-seekers, truth-tellers, and disruptors. We need to question how we use that space and what type of reconciliation and obligations must flow from the uncovered truths. To prepare for this we need to learn more from Indigenous voices because they will guide us. So, study, read, listen, and be prepared to start these discussions around kitchen tables, in staff rooms, and in our union spaces.

Aboriginal territory map of BC

Link for this map: aadnc-aandc.gc.ca/DAM/DAM-INTER-BC/STAGING/texte-text/fnmp_1100100021018_eng.pdf

Safety

Respect for self and others

The person holding the rock or eagle feather is the only person speaking

The person talks until she/he is finished

You may pass the rock/eagle feather without speaking, if you wish

What is said in the circle, stays in the circle

Take what you need from the discussion and leave the rest

Confidentiality

Copyright Guidelines for Materials Used in BCTF Workshops and Presentations

Prepared by Emily O’Neill

BCTF Information Services

Introduction

In developing workshops and presentations for teachers, it is common practice to include materials that are created by others and are therefore protected by copyright legislation. Our objective in preparing copyright guidelines is to alert BCTF staff and members to copyright issues, and to illustrate the steps required in obtaining clearance to use or reproduce materials.

When is copyright permission necessary?

Unless specified, we should assume that any item is copyrighted, even if the copyright symbol is not used.

Permission to use copyrighted material is required for anything that a BCTF staff member did not produce and that is longer than a short excerpt, regardless of the format of intended use (photocopies, reprints, PowerPoint slides, etc.). This includes entire articles, chapters of books, papers (or parts thereof), letters to the editor, cartoons, and photos or graphics that accompany an article.

Fair dealing is a provision in the Canadian Copyright Act that allows for some exceptions in the copying and use of copyrighted material. In other words, fair dealing places limits on the rights that copyright holders have. Unfortunately, fair dealing is not clearly defined in the Act, and determining whether a particular use falls under this provision can be very tricky.

According to the law, fair dealing allows for the use of copyrighted materials for the purposes of:

• Research or private study

• Criticism or review

• News reporting

• Parody or satire, or

• Education, as long as proper attribution is given to the copyright holder.

This does not mean, however, that you can use the material in any way that you like, even for these exceptions. In her book, Canadian Copyright Law, noted copyright expert Lesley Ellen Harris suggests three factors to consider when trying to determine whether a particular use of copyrightprotected material constitutes fair dealing:

1. “First, consider whether a substantial part of a work is being copied.”

2. “If a substantial part of a work is being copied, one must then consider whether that copying would be considered fair. Fairness is determined in terms of quality (the value of the amount taken in comparison to the rest of the work) and in terms of quantity used (the amount copied).”

3. “Finally, the use of the copied portion must be for one of the eight purposes set out in the fair dealing provision” [see above]. (3rd edition, 127–128).

The Copyright Act allows BCTF Information Services staff to make a single copy of an article from a scholarly, scientific, or technical periodical for a person engaged in research or private study, but we may not reproduce articles published in newspapers or general periodicals that are less than one year old without permission.

Copyright permission is required for any other use.

Certain items or documents, such as government materials or old photographs, are often assumed to be in the public domain, but this is not necessarily the case. It is important to always double check the copyright status of a work.

Contrary to popular belief, Federal government materials fall under Crown copyright. Each Government of Canada department or agency administers Crown Copyright and Licensing for the materials they produce; you must contact the creating department or agency when seeking permission. The exceptions are legislation and court judgments emanating from the Federal government and the Ontario government. The public was given permission by a 1997 order-incouncil to use these materials as long as accuracy is ensured and it is made clear that the reproduction is not an “official” version.

The BC Government has loosened its copyright restrictions around provincial legislation. All documents found on the BC Laws website are published under the Queen’s Printer License, which allows for both commercial and non-commercial use of the legislative materials on the site. (A few restrictions apply – please read the license for details.)

Electronic information, accessible through the Internet, is very susceptible to copyright infringement. It is very easy to download graphics (photos, cartoons) and documents and copy them without permission from the copyright holder. It is important to remember that the creator of the website where you found the material might not be the copyright holder for all of the materials included on that site. You must go to the original source for permission.

Charges for copyright permission

We are not exempt from copyright clearance charges because we are a non-profit organization, or because our material may be deemed socially responsible. We often receive gratis permission for newspaper articles written by staff reporters and writers, but articles from Postmedia newspapers (The Vancouver Sun, The Province, etc.) are almost invariably subject to a licensing fee.

With graphics (such as cartoons) and photos that accompany newspaper articles, a charge is often incurred. Similarly, freelance writers of newspaper or journal articles generally hold the copyright for their material and often expect compensation for their intellectual property.

Terms of copyright

Copyright permission is usually given on a one-time basis or for a given period such as a calendar year. In either case, the maximum number of copies that may be made is stipulated, and further reproduction is prohibited. It is unusual to be granted ongoing permission to use material.

When copyright permission is granted, it is of the utmost importance to ensure that a statement of acknowledgement appears on either the first or last page of the article or excerpt. The statement of acknowledgement typically contains the words, “Reprinted with permission...” Sometimes the copyright holder will specify a credit line that they would like you to use.

Frequently Asked Questions

Q. I have a couple of articles that I would like to get permission to reproduce. How long does it usually take to get the permission?

A. It may take a couple of days, a couple of weeks, or even a couple of months. The more items you have the more time should be allowed. Also, allow plenty of time during the summer as people are often on vacation. Always try to start the process of requesting copyright permission as early as possible.

Q. We already received permission to make 100 copies of this item for our workshop on multiculturalism. Do we need to get permission to use it again for our other workshop?

A. Unfortunately, you do need to get further permission as permission is usually only granted to make a certain number of copies for a particular purpose – or, less often, to make an unlimited number of copies for a certain period of time for a particular purpose. Therefore, when the use of the material changes, further permission is required.

Q. I found this article on the web and there was no copyright information or symbol on the web page – so I should be able to print copies for my workshop, right?

A. While this is a common assumption, use of this material without permission is not legal. Copyright subsists even when there is no indication of copyright. The only time material can be used without requesting permission is when the author or creator of the work specifically states it is available for use.

Obtaining Copyright Permissions: A Step-by-Step Guide

1. Make sure that the source of the item is clear and complete. For example, if it is a journal article, you should have the author(s), title of the article, name of the journal, the volume, issue, date and page numbers. If any of these items is missing, contact Information Services and we will help you fill in the missing information.

2. Find out as much as you can about how the material is to be used. If the material will be used in a workshop, for example: How many copies will be needed in total? How many workshops will take place? For what period of time will the item be used in the workshop? Approximately how many people will be attending the workshops?

3. If the article has photos or other graphics, be aware that these may be under separate copyright. You can usually tell if this is the case if there is a copyright symbol adjacent to the photo or graphic.

4. Determine whether the publisher has a policy that allows for a certain number of copies to be made for educational use without having to request permission.

5. Send an email to the publisher or copyright holder requesting permission to use the material for the purpose required. Provide links or attach the material to the email, if possible.

The email should include complete information about the item, its intended use and the number of copies required. It should also be stated that we are a not-for-profit organization and, if relevant, that the material is being used in a free workshop for public school teachers. Finally, it is important to say when copyright permission is required by.

6. If permission is received, it is essential to include a statement of acknowledgment on each copy being made – for example, “Reprinted with permission, ASCD, ©2010.” Sometimes the publisher or author will specify how they want the statement of acknowledgement to read. It is also a good idea to keep a “diary” file to indicate when the permission expires. Sometimes permission is granted for one-time use while other times we are allowed to use the item for a calendar period.

A copy of the written evidence of permission granted should be forwarded to Records, along with the original request. The final email in the chain, from request to permission, should be sufficient.

Tips for facilitators: Reading the participants

Timing and pacing

• Work with the school contact well in advance of the workshop to design an agenda that meets participants’ needs.

• Create an agenda (including times for items) to guide participants and yourself as you deliver a workshop.

• Plan an agenda that actively engages participants and allows for:

o group work

o movement

o sharing or reporting out

o people to “show what they know” in creative ways

o fun!

o mini teaching of important content (limit this to key concepts)

o individual reflection

• Schedule breaks into your agenda (especially for three-hour or full-day workshops).

• Start on time and end on time.

• Be willing to change things on the fly as you read the room.

• Ask chatty individuals to self-manage their talking time so that everyone has an opportunity to speak or contribute during the workshop.

• Always scan the room as you present or work with individuals and small groups. Ask yourself:

o Are participants actively engaged?

o How do you know?

o What might you do to shift the energy of the room?

Modifying and adapting workshop content

• Create a parking lot chart and post it in a visible place in your workshop. Explain to participants that it may be used for their “burning issues” at any point. This helps you control participants who may try to monopolize everyone’s time within the workshop, may be off topic, or may try to push a personal agenda.

• Check in with participants about their needs at different points during the workshop (individually or collectively). You may use visual cues or signals with them to check their understanding of workshop content. Be judicious about this in terms of your timing and anticipate how much time this will take.

The more knowledgeable you are with the content of the workshop (and the topic), the easier it will be for you to adapt to participant’s needs as you teach.

If participants are not engaged, it is an opportunity for you to reflect upon what you can do differently.

Dealing with challenging participants

This is a skill-based practical approach to dealing with people who challenge you.

There are three main topics:

1. Recognizing your own response to a person who challenges you.

2. Understanding the other person’s perspective.

3. Strategies for dealing with the difficult situation.

Background information

1. People respond emotionally to situations when they are

• afraid and feel threatened

• frustrated because their needs are not being met.

2. Although the primary emotions are fear and frustration, people most often will react with anger as the secondary emotion. Part of your skill in dealing with these people is to discover the underlying cause of their anger.

3. Anger may be demonstrated overtly and aggressively or covertly and passively. Either behaviour can be equally difficult to deal with.

4. Communication is the key to discovering the cause of the person’s difficulties.

5. Curiosity is key in trying to understand another person. Judging the person will hamper your ability to understand.

Defusing anger

We can respond to anger in three ways:

• Passively may defuse anger temporarily but will probably continue later

• Aggressively will increase the conflict

• Assertively this is the only response which allows both people a chance at resolving the conflict

Defusing anger assertively:

• self-awareness

• constructive rapport

• building rapport

• communication empathic response, open-ended questions, validating, summarizing, reframing, and silence

• “I” messages

• Disengagement

Defusing anger: Toolbox of skills

Acknowledge “I can see how frustrated you are with the quality of my report.”

Commit “I want to work this situation out to our mutual satisfaction.”

Encourage “I believe that we can find a solution that we can both support.”

Non-verbally reassure

Clarify intent

“Everything will be OK.”

“

It’s not my intent to… What I’m trying to do is…”

State assumption “My assumption was that…”

Validate

Be silent

“You have the right to be angry about…”

Ask open-ended questions “What…?” or “How…?”

Give empathic responses “So you feel …about…”

Summarize “What I’ve heard from you so far is…”

Reframe “So you value…”

Shift content to process “We’re both getting defensive and not listening to each other.”

Agree

Apologize sincerely

“I apologize for …”

Be genuine “I feel confused about…” or “It worries me that…”

Use humour

Momentary delay

“This is too important to rush. Give me a minute to think about…”

Defusing hostile confrontations

1. Remain calm yourself

• coping self-talk

• ensure physical safety.

2. Non-verbally reassure

• adequate personal space

• supportive stance

3. Encourage talk

• attending body language

• don’t interrupt

• minimal encouragers.

4. Show understanding

• empathic response (reflecting)

• open-ended questions

• reframe summarize

• match intensity of the other person’s speech and gradually lower your voice intensity

• use individual’s name with frequency

• be prepared to repeat yourself.

5. Commit to resolve issue

• emphasize willingness to resolve acknowledge importance.

6. Help others save face

• reassure re: outburst

• offer options to pursue issue now or later

refrain from verbalizing judgments regarding behaviour.

Defusing strategies

Defusing yourself

• be aware of own triggers

• be aware of unrealistic expectations

• change negative self-talk

• think before responding

• manage body stress

Defusing the other person

• listen openly

• convey understanding/empathy

• take your share of the responsibility

• don’t judge/criticize/negate/put down

• explore/validate/show respect for other’s experience

• seek to equalize power, don’t use “power over”

• try to understand and address other’s fears and assumptions

Defusing the situation

• take action, if needed

• be aware of change in environmental stressors (i.e., onlookers, location, noise level, etc.)

• set limits on behaviours if required

• disengage

Strategies for Working with Challenging Participants: Classic facilitator challenges

Problem Typical mistake Restructure the process Refocus the content Shift the energy Domination by a highly verbal member

Try to control the person: “Excuse me, can we let someone else take a turn?”

Use a talking stick to give each participant the opportunity to speak. Change to partner or small group work.

Revisit the focus and goals. Acknowledge the dominant members’ ideas, then invite input from other participants.

Low participation by the whole group

Assume, without verifying, that everyone understands the key issues and agrees with what is being said. Indicate frustration with the group.

Shift to an alternate activity that lowers anxiety levels. Create a safe space for input by working in partners or small groups.

Determine whether another issue is distracting the group and allow time to acknowledge it before asking permission to move on.

Ask the group to indicate their energy level with a hand signal. Carry out an energizer or take a break if needed.

Many people interrupting one another in competition for airtime

Take control. Interrupt conversations to ask people to be more respectful. Randomly call on one person at a time to speak.

Explain the need to intervene. Allow the current speaker to finish. Then use a tool to structure speaking, or change the grouping and/or type of activity.

Use humour to describe the lack of functioning within the group and seek a solution.

Two people locking horns

Put the focus on the interaction between the two disputing parties, as though no one else in the room has an opinion. Treat the two like children: “Can’t you get along?”

Use a talking stick to encourage other members’ participation and input so you can focus your attention on them.

Identify the perspectives provided by the two disputing people and invite others to contribute additional perspectives.

Model calm and respectful interaction.

Goofing around in the middle of a discussion

Try to “organize” people by getting into a power struggle. Raise your

Change the activity and/or grouping to allow participants to become more positively engaged.

Ask participants to revisit the goals they wish to accomplish during the session.

Ask the group to indicate their energy level with a hand signal. Carry out an

voice and single out the apparent ringleaders. energizer or take a break if needed. Side conversations and whispered chuckles.

Ignore the behaviour and hope it will go away. Chastise the whisperers in the belief that humiliation is an excellent deterrent.

Change the activity and/or grouping to allow participants to become more actively engaged.

Determine whether another issue is distracting the group and allow time to acknowledge it before asking permission to move on.

Use warmth and humour to make an appeal for decorum.

Adapted from Facilitator’s Guide to Participatory Decision-Making, Sam Kaner, 2007, and The Alchemy of Group Facilitation, Dovetail Consulting Group

Strategies for Working with Challenging Participants: Types of interventions

1. Restructure the process

2. Refocus the content

3. Shift the energy Change the strategy and or tools to allow the group to better meet their goals.

Clarify or modify the focus of an activity to allow the group to function better.

Modify the tone or feeling of the group by changing communication style or activities.

• Change the grouping:

o individual

o partner work

o small group work

o fishbowl

o large group

• Change the activity

o reflection

o journaling

o free discussion

o brainstorm

o turn taking

o see the Workshop on Workshops for more ideas

• Use a tool to structure conversations

o talking stick

o parking lot

o visual timer

o 3-finger rule.

Tips for successful interventions:

• Acknowledge outside distractions and unfinished business

o start with a check-in

o stop activity if necessary to

o acknowledge distractions

o ask permission to move on

• Redirect participants’ focus

o restate/clarify the topic

o identify the purpose

o find another time to address the unrelated issues that arise

o encourage acceptance of a variety of perspectives and interpretations

• Move to another item if necessary.

• Use humour

• Model a change in behaviour

o tone of voice

o body language

• Add an energizer

o movement break

o game

• Review group norms

• Take a break

1. Communicate confidence in your ability to intervene.

2. Be positive and respectful. Address the issue and not the person.

3. Clearly identify the issue before proposing an intervention. Where appropriate, involve the group in identifying possible solutions.

4. Avoid spending too much time. Come to a quick solution when possible.

Adapted from Facilitator’s Guide to Participatory Decision Making, Sam Kaner, 2007, and The Alchemy of Group Facilitation, Dovetail Consulting Group

Handling problem situations

The more you encourage group members to explain their positions, the better chance you have of reducing their hostility. This may mean leaving the course content for a while, but more productive learning in the long run will make up for the time spent dealing with the situation. An efficient approach is to use the conflict as a learning tool by incorporating it into the discussions and exercises planned for the course.

If you sense resistance when introducing a new skill or some new information midway through a program, you should again take the time to focus on the resistance and identify it before the situation gets out of control. Don’t be afraid to stop the program, ask what’s happening, and propose a discussion of the problem.

Negative behaviours of specific individuals create another difficult situation. Below is a list of some common behaviours you might face within the training environment.

Monopolizing taking a great deal of time

One-upping trying to appear more skilled and knowledgeable than the others in the group, including the trainer

Complaining continually finding fault with the procedures of the trainer

Intellectualizing excessive rationalizing and justifying of one’s ideas and beliefs

Withdrawing not participating (and sometimes distracting the group by doing so)

Arguing taking vocal exception to any comments with which one disagrees

Questioning stopping the flow of presentations by frequently asking questions

Clowning joking at inappropriate times

The key to handling such behaviours is to not take them personally. Napier and Gershenfeld (1983) suggest several reasons why problem behaviours occur that have nothing to do with you. The participant may have been ordered to attend the training to shape up. Or he may be hiding fears about failing to do well in the program. Or she may be a long-time employee who doesn’t believe anything will change. Or he may feel that he is too old to learn new approaches. Or, after years of hostility toward her boss, she may be misplacing her anger on you. Or he may like the attention he attracts with his behaviour.

Coping effectively with participant problems is an extremely important training skill. When a participant exhibits problem behaviours, the whole group likely will become involved and therefore be distracted from the actual training program. Negative behaviours also tend to rattle the trainer and distract from the delivery of the course content.

Your responsibility is to the entire class, not just to one participant. You should not allow the disrupter to monopolize your attention to the point where the program begins to suffer. If you do need to say something to a participant exhibiting a problem behaviour, it is far better to do so privately. Introduce the request with a statement such as “I think that it would be helpful if ...” or “I’d like to ask you to ...”.

One way to control potential troublemakers is periodically to remind the whole group to adhere to the norms or ground rules established at the beginning of the program. In addition, make some new

requests from time to time to prevent problems from occurring. Common requests used by experienced trainers include:

“Please hold your questions for a few moments.” “I think that it would be helpful for us to agree that people should speak only for themselves.” “Let’s just have one comment per person for now so that everyone has a chance to speak.” “Try to build on each other’s ideas.” “When you go into your groups, I’d like to ask you to listen to the opinions of each member before getting into further discussions.” “Let’s have a rule that a different spokesperson be nominated every time that a subgroup is asked to report its findings.” “Please, no cheap shots.”

As conflicts between you and one or more participants arise in a class, you may begin to feel annoyed with the participant(s). Be wary of becoming unsettled by a conflict: managing your feelings and remaining in control is important to your overall leadership of the class. Do everything you can to defuse and depersonalize the situation. Try to acknowledge the challenge openly and to respond in a warm but businesslike tone of voice. This will tell the rest of the group that you are confident and in charge. Some tips on maintaining control in the face of participant conflict are:

Don’t get caught in one-to-one power struggles. Acknowledge the value of a participant’s views even when they are contrary to your own (e.g., “You’ve got a good point”). Empathize with his feelings. Show interest by asking the participant to go into more detail about his concerns.

Summarize the participant’s position. Agree to disagree. Offer to discuss the matter further at the coffee break.

Use good-natured humour. One way to deflect conflict is to humour the combatant. Be careful not to be sarcastic or patronizing. Gently protest the harassment (e.g., “Enough, enough for one day!”). Humorously, put yourself down instead of the participant (e.g., “I guess I’m being stubborn, but ..”).

Connect on a personal level. Whether the problem participant is hostile or withdrawn, make a point of getting to know him during breaks or lunch. It’s unlikely that a person will continue to give you a hard time or remain distant if you’ve taken an interest in her.

Broaden the participation of others. The more you use small groups and other devices to involve everyone, the harder it will be for just a few individuals to dominate the group. Also, ask for the opinions and comments of others (e.g., “I’d like to hear from those of you who haven’t spoken so far”). Protect participants as needed. If a participant or a subgroup is being attacked by a barrage of criticism, find something positive or provide a plausible explanation for what occurred. (e.g., “I agree that John was heavy-handed in that role-play but I really like his honesty.”)

Here is a list of several problem situations that can occur in training programs. How would you handle them?

1. A participant monopolizes discussions.

2. A participant goes off on a lengthy tangent unrelated to the current discussion.

3. A participant continually holds private conversations with another participant.

4. A participant disrupts the session with jokes.

5. A participant strongly expresses disagreement with what the trainer says.

6. A participant has a distracting habit (e.g., pencil tapping, pen clicking, paper shuffling, etc.).

7. A participant does other work during the training session.

8. A participant does not adhere to time schedules, arriving late or coming and going at will during class.

9. A participant does not participate at all during discussion.

10. A participant does not do the in-class assignments or the homework.

Here are potential solutions to these situations:

• Monopolizing Summarize the participant’s viewpoint (active listening), then move on. Ask others for their input. Ask the participant to hold off until a break.

• Tangents—Ask the participant to hold off until later in the seminar. Summarize the participant’s viewpoint and move on. Address directly the fact that a tangent has been raised “That seems to be a different issue,” and restate the purpose of the discussion, asking others for input.

• Private conversations—Use non-verbal methods to regain the participants’ attention (make eye contact, move closer). Ask one of them a question (making sure to say the participant’s name first).

• Jokes Privately ask the participant to minimize jokes. Resume the session after the humorous interjections (be as serious as possible).

• Disagreeing—Summarize the participant’s viewpoint; ask others for their opinions. Agree to disagree. Agree in part, then state how you differ and why.

• Distractions—Use non-verbal means to get the participant’s attention (e.g., eye contact). Ignore if the behaviour is not detracting from the session. Privately ask the participant to stop.

• Doing own work Use non-verbal methods to get the participant’s attention. If a group activity is under way, ask all to participate. Ignore the behaviour if it is not affecting others. Privately ask the person to participate actively in the program.

• Time schedules Ignore the behaviour. Adhere to time schedules; don’t let everyone suffer for one person’s lateness. Remind participants of time frames. Privately request promptness (as a courtesy to the rest of the group, not just to you).

• Non-participation—Use non-verbal means to draw the person into the discussion. Ask direct but non-threatening questions. Connect with the participant during breaks. Ask the participant to be the leader in a small group activity. Leave such participants alone (just because they’re not participating doesn’t mean they aren’t learning).

• No assignments Re-emphasize the purpose of assignments (either to the class as a whole or one-on-one). Ignore the behaviour. Recapitulate major learning from assignments so that delinquent participants don’t lose out.

One final thought as you consider handling a problem situation Remember that it may not be necessary for you to intervene every time that a participant exhibits a problem behaviour during your training program. Very often, other participants will make it known that they find such behaviour inappropriate and unnecessary. A good guideline is to intervene only if the problem behaviour is repetitive or affects the entire training program. Also, realize that participants who have been difficult often want to find a way out themselves. Give them some space to discover a graceful, face-saving way to change their behaviour.

To effectively gain leadership of your training group, it is important to keep in mind that prevention and intervention are the keys to establishing and maintaining control. Setting positive group norms and modeling those behaviours throughout the session helps participants to know what guidelines to follow.

Controlling the timing and pacing of your program prevents boredom and keeps participants focused on the course content. The way that you handle problem situations will give further credibility to your leadership, allowing you to concentrate on giving presentations and leading discussions.

Reprinted with permission from: Mel Silberman; Assisted by Carol Auerbach (1990); Active Training. A Handbook of Techniques; Design, Case Examples and Tips; Copyright 1990 Jossey-Bass.; First published by Lexington Books. All rights reserved.

For ordering information please contact Jossey-Bass Inc., publishers, 350 Sansome Street, San Francisco, CA 94104 (800) 956-7739.

Respecting each other’s beliefs and values

During every workshop, there will be differences of opinion and sensitive issues around the content when it conflicts with peoples’ beliefs and values. It is important to acknowledge this so that we can move ahead without creating resistance.

We can either escalate conflict or encourage safe discussion by our choice of words and tone. It is important to honour everyone’s voice regardless of biases they may express or may feel about the content. Presenters need to be aware of their own biases and reactions to the participants and the content of the workshop.

One of the principal ways facilitators can hold the “space” within which growth, change, and learning can occur is to project calmness and a sense of confidence to the participants. As presenters, we increase our credibility with participants when we feel confident about our material and have self-awareness of how we are perceived. We can improve our confidence through advance planning, developing a rich tool box of activities and exercises, and practicing our craft.

We can further develop our self-awareness through knowing and understanding our own triggers, having ways to manage our own well-being, and developing comfort with conflict and ambiguity so that we can access our own creativity in moments of disagreement.

To set a positive climate:

• ensure everyone knows who is in the room and the role they are playing (do some form of introduction that is inclusive and sets the context).

• make it comfortable to be there and dispel unease; housekeeping, times for breaks.

• make it a safe space for all to share honestly and openly; hold people accountable to the ground rules.

• get people talking and interacting early on; engage them with their peers.

Quotes

A leader is a person who has an unusual degree of power to project on other people his or her shadow or his or her light. A leader is a person who has an unusual degree of power to create the conditions under which other people must live and move and have their being, conditions that can either be as illuminating as heaven or as shadowy as hell. A leader is a person who must take special responsibility for what’s going on inside himself or herself, inside his or her consciousness, lest the act of leadership create more harm than good.

The problem is that people rise to leadership in our society by a tendency towards extroversion, which means a tendency to ignore what is going on inside themselves. Leaders rise to power in our society by operating very competently and effectively in the external world, sometimes at the cost of internal awareness.

I’ve looked at some training programs for leaders. I’m discouraged by how often they focus on the development of skills to manipulate the external world rather than the skills necessary to go inward and make the inner journey. Parker Palmer, author, educator, and activist

The elders say that the biggest journey you can take in life is from your head to your heart. The elders also say that if you seek to lead people, you must take the return journey from your heart to your head.

Phil Land, Ojibwa leader

The Power Wheel

See where you fit on the Power Wheel. The closer a person is to the centre, the more privileges they have.

Find more resources at: ccrweb.ca/en/anti-oppression

Setting group norms and ground rules for workshops

Group norms establish a common agreement on how the group will work together and treat each other. They also make group norms explicit and create accountability. This helps individuals know how others will act and creates assurance that enables risk taking. You can develop them as a group or ask for agreement to a set of ground rules.

Some can include:

• Be present and curious

Ask people to make a personal commitment to stay emotionally, intellectually, and socially involved in the dialogue. Ask people to speak for themselves only, to unconditionally respect themselves and others. Ask everyone to turn off cell phones, leave work tasks behind (marking, etc.), and try not to “check out” during the discussions.

• Step up/Step back

Ask people to share the airtime. If participants have spoken on an item, you can remind them that they have had a turn and others need to go first. Ask the group to self-monitor stepping back. If it becomes an issue, ask people to be very self-disciplined. Contrarily, if someone in the room is silent, find ways to include their voice, invite them to take a leadership role in a small group and/or respect their choice to listen quietly.

• Only one person speaks at a time

Everyone deserves to be heard and participants having side conversations can be disruptive. As well, each person needs to let the person talking finish what they are saying before they begin. Disrupt interrupting.

• Honour confidentiality

Anything shared here stays with the group. You can share what you experienced but must omit any identifying characteristics of others.

• Expect discomfort

It is natural when discussing controversial issues to feel emotional. This discomfort can help us to face challenges and problem solve in new ways. Take responsibility for your own learning. No “rescuing.”

• Do not expect closure

Complex issues require dialogue which is continuous and ongoing. We cannot expect quick fixes.

Ingrid Bens. Advanced Facilitation Strategies: Tools and Techniques to Master in Difficult Situations. San Francisco, Jossey-Bass, 2005. pp. 38-43.

Inclusive meeting self-reflection

Points to consider when reflecting on how inclusive this meeting has been so far:

• Has language been respectful of diversity?

• Did all participants have opportunities to contribute?

• Was space provided for communicating with a variety of styles?

• Were appropriate accommodations provided allowing full participation?

• Were those directly affected by an issue provided space to speak the most?

• Did allies speak in support of but not on behalf of members of equity-seeking groups?

How inclusive has this meeting been? How have I contributed to inclusivity so far?

What can I do to help make this meeting more inclusive?

What can I do to help make this meeting more inclusive?

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The Experiential Learning Cycle

Experiencing What do you need to know? What would you be willing to try? What is going on? What has happened in the past?

Processing What did you observe? What were you aware of? What did you notice? How did you feel? How many felt the same? Were there any surprises? What does this suggest about yourself/your group? What are the common themes? How might it have been different? How was that significant?

Generalizing What might we pull from that? What did you learn/relearn? What principle/law do you see operating? What are the key points here? Does this remind you of something? How does this relate to other experiences?

Applying What would you like to do with that? What modifications can you make work for you? How could you make it better? What are the costs/benefits? How could you apply that? What could you do to hold on to that?

Adult Learning in under 3 minutes: www.youtube.com/watch?v=8lvkJhXnEZk

Reinforcing content

Chunk content

The average adult can listen with understanding for 90 minutes, but with retention for only 20 minutes.

The 10–2 rule

After every 10 minutes of content spend 2 minutes interacting with the content.

An idea presented only once has a 10% chance of being remembered after 30 days, but an idea intermittently reviewed six times has a 90% chance of being retained over 30 days.

The magic number 6

Life-Long Learning

If you find professional development engaging and believe in service to others, as well as considering yourself a life-long learner who loves to collaborate, you will find being a BCTF facilitator a fulfilling and rewarding role. It is critical that you are open to engage in self-assessment in order to develop as a BCTF facilitator, as this is a necessary component of the role.

Taken from the BCTF facilitator posting

In Canada, the federal government's Lifelong Learning Plan allows Canadian residents to withdraw funds from their Registered Retirement Savings Plan to help pay for lifelong learning, but the funds can only be used for formal learning programs at designated educational institutions.

Life-long learning

www.skillsyouneed.com/learn/lifelong-learning.html

Most people associate learning with formal education at school, college, university etc. We are all told, from an early age, that we should ‘get a good education’. Generally speaking it is true that a formal education and the resulting qualifications are important. Education may maximise our potential to find better, more satisfying jobs, earn more and, perhaps, become more successful in our chosen career. However, “schooling” is only one type of learning. There are many other opportunities to further your knowledge and develop the skills you need throughout life.

Knowledge can be acquired and skill-sets developed anywhere learning is unavoidable and happens all the time. However, lifelong learning is about creating and maintaining a positive attitude to learning both for personal and professional development.

Lifelong learners are motivated to learn and develop because they want to: it is a deliberate and voluntary act.

Lifelong learning can enhance our understanding of the world around us, provide us with more and better opportunities and improve our quality of life.

There are two main reasons for learning throughout life: for personal development and for professional development. These reasons may not necessarily be distinct as personal development can improve your employment opportunities and professional development can enable personal growth.

Learning for its own sake brings its own advantages. For example, learning in whatever context:

• Boosts our confidence and self-esteem

• Makes us less risk averse and more adaptable to change when it happens

• Helps us achieve a more satisfying personal life

• Challenges our ideas and beliefs

• Can be fun

MASTER your Learning

In his book, Master it Faster, Colin Rose uses the mnemonic MASTER to describe the six stages he believes are key to becoming an effective learner. These stages can be applied to any type of learning, either formal or informal.

• Motivation

• Acquire

• Search

• Trigger

• Examine

• Reflect

MOTIVATION

Lifelong learning requires self-motivation. You need to feel positive about learning and about your ability to learn. If you struggle to see the point of learning what you are learning, you are unlikely to do well.

ACQUIRE

Effective learning requires that you acquire information through reading, listening, observing, practising, experimenting and experience. Information is all around you: the trick is to acquire relevant and meaningful information and develop this into knowledge and skills.

SEARCH

Learning is successful when we can search for a personal meaning in the information we’re acquiring. We find it hard to remember facts without understanding them or being able to put them into context.

Learning is about applying what you acquire and asking yourself questions such as: ‘How does this idea help in my life?’ or ‘What has this experience taught me about myself?’

TRIGGER

Human beings are notoriously bad at retaining information. You cannot and will not remember all that you read, hear and experience. You can help to trigger recollection in a variety of ways. For example, you can take notes, practice, discuss and experiment with new ideas and skills to help you learn and develop.

EXAMINE

You should regularly examine your knowledge to help reinforce in your mind what you have learned. You should always try to keep an open-mind, question your understanding and be open to new information. Talking to others and seeing their point of view can be a powerful way of examining your own perception and understanding of a subject.

REFLECT

Finally, you should reflect on your learning. Think about how and why you learned, including how you felt about a particular topic or situation, before and after you developed your knowledge. Learn from your mistakes as well as from your successes and always try to remain positive.

What is Reflective Practice?

From: www.skillsyouneed.com/ps/reflective-practice.html

Thinking about what has happened is part of being human. However, the difference between casual ‘thinking’ and ‘reflective practice’ is that reflective practice requires a conscious effort to think about events, and develop insights into them. Once you get into the habit of using reflective practice, you will probably find it useful both at work and at home.

Developing and Using Reflective Practice

What can be done to help develop the critical, constructive and creative thinking that is necessary for reflective practice?

Neil Thompson, in his book People Skills, suggests that there are six steps:

1. Read around the topics you are learning about or want to learn about and develop

2. Ask—others about the way they do things and why

3. Watch—what is going on around you

4. Feel pay attention to your emotions, what prompts them, and how you deal with negative ones

5. Talk share your views and experiences with others in your organisation

6. Think learn to value time spent thinking about your work

In other words, it’s not just the thinking that’s important. You also have to develop an understanding of the theory and others’ practice too, and explore ideas with others. Reflective practice can be a shared activity: it doesn’t have to be done alone. Indeed, some social psychologists have suggested that learning only occurs when thought is put into language, either written or spoken. This may explain why we are motivated to announce a particular insight out loud, even when by ourselves! However, it also has implications for reflective practice, and means that thoughts not clearly articulated may not endure.

It can be difficult to find opportunities for shared reflective practice in a busy workplace. Of course, there are some obvious ones, such as appraisal interviews, or reviews of particular events, but they don’t happen every day. So, you need to find other ways of putting insights into words. Although it can feel a bit contrived, it can be helpful, especially at first, to keep a journal of learning experiences. This is not about documenting formal courses, but about taking everyday activities and events, and writing down what happened, then reflecting on them to consider what you have learned from them, and what you could or should have done differently. It’s not just about changing: a learning journal and reflective practice can also highlight when you’ve done something well.

In your learning journal, it may be helpful to work through a simple process, as below. Once you get more experienced, you will probably find that you want to combine steps, or move them around, but this is likely to be a good starting point.

The Reflective Learning Process

Identify a situation you encountered in your work or personal life that you believe could have been dealt with more effectively.

Describe the experience

What happened? When and where did the situation occur? Any other thoughts you have about the situation?

Reflection

How did you behave? What thoughts did you have? How did it make you feel? Were there other factors that influenced the situation? What have you learned from the experience?

Theorizing

How did the experience match with your preconceived ideas, i.e. was the outcome expected or unexpected?

How does it relate to any formal theories that you know? What behaviours do you think might have changed the outcome?

Experimentation

Is there anything you could do or say now to change the outcome? What action(s) can you take to change similar reactions in the future? What behaviours might you try out?

Lifelong Learning

(article from www.skillsyouneed.com/learn/lifelong-learning.html; used in compliance with the Skills You Need copyright notice)

Leaving your biases at the door (the horseshoe)

This is an example of the “horseshoe.” It can be adapted to suit a myriad of issues.

Implementing employment equity policy for Aboriginal teachers

Agree Disagree Don’t know

Employment equity can only be implemented in a healthy economy

Employment equity results in reverse discrimination

Employment equity means hiring unqualified teachers

Employment equity threatens the seniority principle

I believe…

Using the “I believe…” statement starter and the Post-it note on your table, write about your beliefs regarding employment equity. Put somewhere on your sticky a plus sign if you are in favour of employment equity, a negative sign if you are against it, or a question mark if you are neutral or don’t know.

Look around the room and go to one of the signs on the wall (+, -, or ?) with your Post-it note. Share with one person there what you believe. The whole group will listen while a few people share the reasons they picked the sign they did. Participants can move to a different sign if, by listening, they change their mind.

Icebreakers, reflections, and closure activities (examples of)

Icebreaker

• Scavenger hunt

o Break into groups using playing cards in suits or other numbered cards.

o Each group gets a set of questions on the emergency procedures relative to the facility in which the workshop is taking place.

o Each group researches the questions.

o Report back to group.

Reflections

• Questions and answers

o Each participant gets one card and writes a “wh” question to ask another participant such as:

What is one thing you have learned so far?

Why did you choose this workshop?

When will you use this information?

o Move around the room and ask the question on the card.

o Write down the response.

o Some may be reported out.

Closure/wrap up

• Posters around the room have the following sentence stems:

o I had no idea….

o I feel good about….

o What worked the best was….

o An idea that I will use is….

• Each person will get a Post-it note and will write something to finish one sentence.

• Report out.

Checklist while travelling on BCTF business

When traveling on BCTF business in most situations you will be traveling alone. The BCTF must take steps to ensure your health and safety. The following checklist is a guideline for you to follow when you are away from home and working alone:

Let people know where you are

• Where possible, make sure someone personal knows to where, and when, you will be traveling.

• Make contact with someone either from home or your destination to say that you have arrived.

• If possible, have someone meet you.

• If you are going out for the evening, make sure someone knows.

Traveling/Driving alone

• Ensure you are well rested when travelling.

• Leave yourself plenty of time to travel and prepare for your meeting/session.

• If possible, travel during the daylight hours.

• Ensure you car is well maintained and equipped with proper tires.

• Don’t take chances. If the roads are bad, don’t drive.

• Ensure that you have a cell phone and that the batteries to your cell phone are fully charged. (Remember there are many “dead” zones for cell phones. This is why it is important to let someone know where you are and to check in when you have arrived.) Carry emergency food supplies with you.

• Carry clothing to match the weather in case you are stranded somewhere.

• If traveling on small planes or ferries, be familiar with safety procedures.

• Avoid using the cell phone while driving.

• Park in well lit areas and lock all your doors.

Cell phone use while driving

• As of January 1, 2010, drivers in BC can no longer use hand-held cell phones and other handheld portable electronic devices.

• A person may use an electronic device in a hands-free telephone function while driving if:

o the electronic device, as well as any part or extension of it, is not held or operated by the hand.

o it is voice-activated or requires only one touch in order to initiate, accept, or end a call.

o if the device includes an earpiece, that earpiece can be worn in one ear only and must be placed on the ear prior to driving.

o the electronic device is securely fixed to the vehicle or worn securely on the person’s body, and is within easy reach of the driver’s seat.

o the device must be installed in a manner that does not obstruct the driver’s view of the front or sides of the motor vehicle or interfere with the safety or operating equipment of the motor vehicle.

When using hands-free technology while driving, keep conversations short. If you are engaged in a long and/or complex conversation pull to the side of road.

Staying in hotels

• You might want to ask for your room to be relatively close to the front desk.

• If you are going out alone, leave contact numbers with the reception desk in the event something happens to you.

• Ask the concierge or desk clerk about safe areas and areas to avoid.

• Become familiar with emergency and evacuation procedures.

• If parked in an underground lot, ask an attendant to escort you to your car.

If you are hurt or experience a near miss

• If possible see a first aid attendant or, if more serious, a doctor.

• File a claim with WorkSafeBC using Teleclaim: 1-888-WORKERS.

• Fill out a WorkSafeBC 6A form and fax to the Executive Offices at the BCTF 604-871-2293.

• Inform your director or program co-ordinator.

• Contact the BCTF WCB Advocate if your claim is denied.

WorkSafeBC Regulation Part 4 General Conditions—Working Alone or in Isolation

4.21 Procedures for checking well-being of worker

(1) The employer must develop and implement a written procedure for checking the well-being of a worker assigned to work alone or in isolation.

(2) The procedure for checking a worker’s well-being must include the time interval between checks and the procedure to follow in case the worker cannot be contacted, including provisions for emergency rescue.

(3) A person must be designated to establish contact with the worker at predetermined intervals and the results must be recorded by the person.

(4) In addition to checks at regular intervals, a check at the end of the work shift must be done.

(5) The procedure for checking a worker’s well-being, including time intervals between the checks, must be developed in consultation with the joint committee or the worker health and safety representative, as applicable.

(6) Time intervals for checking a worker’s well-being must be developed in consultation with the worker assigned to work alone or in isolation.

[Amended by B.C. Reg. 318/2007, effective February 1, 2008.]

BCTF ACRONYMS

Every organization has its jargon and indecipherable abbreviations. The BCTF is no exception. Here’s a list that we hope will help you find your way through the maze of acronyms that are often used in many documents you receive from the BCTF.

ABCDE Association of BC Drama Educators

ABCDE Association of BC Deans of Education

AEA Aboriginal Education Association

AEAC Aboriginal Education Advisory Committee

AEAC Adult Education Advisory Committee

AEPSA Adult Educators’ Provincial Specialist Association

AGM Annual General Meeting

ACFPS Advisory Committee on French Programs and Services

AIC Agreement in Committee

APPIPC Association Provinciale des Professeurs d’Immersion et du Programme Francophone

BCAEA BC Alternate Education Association

BCAMT BC Association of Mathematics Teachers

BCATA BC Art Teachers’ Association

BCATML BC Association of Teachers of Modern Languages

BCBEA BC Business Education Association

BCCASA BC Culinary Arts Specialist Association

BCCPAC BC Confederation of Parent Advisory Councils

BCDEA BC Dance Educators’ Association

BCEDLPSA BC Educators for Distributed Learning Provincial Specialist Association

BCFed BC Federation of Labour

BCGEU BC Government and Service Employees’ Union

BCMEA BC Music Educators’ Association

BCPTA BC Primary Teachers’ Association

BCPSEA BC Public School Employers’ Association

BCPVPA BC Principals and Vice-Principals Association

BCSCA BC School Counsellors’ Association

BCScTA BC Science Teachers’ Association

BCSSTA BC Social Studies Teachers’ Association

BCSTA BC School Trustees Association

BCTEA BC Technology Education Association

BCTELA BC Teachers of English Language Arts

BCTLA BC Teacher-Librarians’ Association

CAAB Collective Agreement Arbitration Bureau

CAHCSF Committee ad hoc pour le Conseil Scolaire Francophone

BCTF ACRONYMS

CC Co-ordinating Committee (in-house)

CCD Communications and Campaigns Division

CCPA Canadian Centre for Policy Alternatives

CCPSF Comite consultatif des programmes et services francais

CCRA Canada Customs and Revenue Agency

CEP Communications, Energy, and Paperworkers Union Local 464

CI Curriculum and Instruction

CLC Canadian Labour Congress

CMEC Council of Ministers of Education, Canada

CPI Consumer Price Index

CTF Canadian Teachers’ Federation

CUEBC Computer-Using Educators of BC

CUPE Canadian Union of Public Employees

CV Curriculum Vitae

CWG Communications Workgroup

DPAC District Parent Advisory Council

DSLP Deferred Salary Leave Plan (also referred to as Self-Funded Leave Plans (SFLP)

EAC Education Advisory Council

EC Executive Committee

EEPSA Environmental Educators’ Provincial Specialist Association

EFAP Employee and Family Assistance Plan

EI Employment Insurance (formerly UIC)

EI Education International

ESL PSA English as a Second Language Provincial Specialist Association

FAS Finance and Administrative Services Division

FEA Francophone Education Authority

FFWL French as First and Working Language

FLI Federation Leadership Institute

FIT Facilitator’s Institute Training

FNESC First Nations Education Steering Committee

FSA Foundation Skills Assessment

FSD Field Service Division

FTE Full-time Equivalent

FTTO Full-time Table Officers

GWL Great West Life

HEU Health Employees’ Union

IEP Individual Education Plan

IMS Internal Mediation Service

IRP Integrated Resource Package

ISD Income Security Division

IWD International Women’s Day

LATA Learning Assistance Teachers’ Association

LOU Letter of Understanding

BCTF ACRONYMS

LOP Letter of Permission

LP Local President

LR Local Representative

LRB Labour Relations Board

LSA Local Specialist Association

MOE Ministry of Education

NEA National Education Association (American)

NID Non-Instructional Day

PAC Parent Advisory Council

PCA Provincial Collective Agreement

PD Professional Development

PEBC Physical Education British Columbia

PIAC Professional Issues Advisory Committee

PIRD Public Interest Research Desk of the CCPA

My PITA My Provincial Intermediate Teachers’ Association

PLAP Provincial Learning Assessment Program

PSA Provincial Specialist Association

PSEC Public Sector Employers’ Council

PSID Professional and Social Issues Division

R&T Research and Technology Division

RA Representative Assembly

RTA Retired Teachers’ Association

SER Student Educator Ratio (formerly PTR - pupil/teacher ratio)

SIF Salary Indemnity Fund

SIP Salary Indemnity Plan

SJ Social Justice Program

SFLP Self-Funded Leave Plans

STAR Schools Taking Action and Review

SURT School Union Rep Training

TCA Transitional Collective Agreement

TIEBC Teachers of Inclusive Education, British Columbia

THESA Teachers of Home Economics Specialist Association

TFEU Teachers Federation Employees’ Union

TTOC Teachers Teaching on Call

TPP Teachers’ Pension Plan

TPBT Teachers’ Pension Board of Trustees

TPPAC Teachers’ Pension Plan Advisory Committee

TQS Teacher Qualification Service

WCB Workers Compensation Board

WCP Western Canadian Protocol

Workshop title:

Facilitator feedback

Please attach this form to your expense voucher.

SURT workshop PSI workshop Tripartite

BCTF facilitator:

Date of session:

Local/School

Participants: Elementary Secondary Middle K–12

Number of participants booked

Number of participants in attendance

Please rate the following: Excellent Satisfactory Poor N/A

Booking procedures

Accommodations

Workshop venue

Comments on the above:

What went well in the session(s)?

What would you do differently next time?

Do you have any suggestions for modifications or additions to the current workshop?

How can we better support you in future sessions?

Any key questions/issues/concerns raised by participants that should be shared with other facilitators, BCTF, etc?

Other comments:

Participant feedback form

Facilitator: Date:

School: ____________________ Location: __________________________ Local no. _______

Rating scale: 1 Not met 2 Satisfactorily met 3 Mostly met 4 Fully met

Objectives 1 2 3 4

Comments

Content

Workshop content met my expectations.

Suggestions for additional content.

Handout materials were useful.

Delivery

Facilitator was confident and capable in delivery of workshop.

Facilitator used a variety of instructional strategies.

Facilitator was organized.

Facilitator was receptive to feedback and questions.

Comments

Comments

Reflection

What did you appreciate most about this workshop?

What is your main take-away?

How will this workshop change your practice?

What did you hope to get out of this workshop?

Thank you for completing this form. Your feedback is appreciated. Please return the completed form to facilitator.

If you wish a response to any concern(s), please give us your email address.

Name (Please print) Email

Meeting room checklist

Whether you are in a meeting or facilitating a training session, do a quick inspection of the facility to ensure that you and all participants stay healthy and safe.

Floors/aisles

• Are aisles clear of materials and/or equipment, allowing unobstructed visibility and movement?

• Are doorways clear of materials and/or equipment, allowing unobstructed visibility and movement?

• Are there areas of loose or lifting carpeting or tile?

• Are electrical, phone, or computer cords in a traffic path taped down?

• Are floor surfaces clean and dry?

Stairs

• Are stairwells clear of materials and equipment?

• Are stairs and handrails in good repair?

Lighting hazards

• Are all areas adequately lit?

• Ensure participants know the location of the closest Exit stairwell in case of emergency.

Fire safety

• Is there a fire evacuation plan?

• Is there an emergency placard describing the route for emergency evacuation visible?

• Review with participants emergency evacuation procedures:

o don’t use elevators

o gather at designated spot outside and away from the building

o do not re-enter the building until advised to do so by a person in authority.

Access and egress

• Are emergency exits clear of materials and equipment?

• Are emergency exits functioning (i.e., not roped off or locked)?

• Are emergency exit signs working? Facilities

• Are smoke/fire alarms in place?

• Are parking spots and walkways appropriately lit?

• Is the ventilation system turned on? (Often schools and public buildings turn their systems off after hours and on weekends and need to be manually turned on.)

• Do doors lock?

• Do you have to dial “9” to get an outside line?

• Due to the ongoing COVID pandemic, the school/site may have specific health and safety protocols. It is recommended that you find out about these protocols from the local/organizer before you arrive at the school/site.

Emergency contacts

• What are the emergency procedures for this building?

• Who do you contact in the case of an emergency?

• How do you contact the First Aid attendant(s)?

• Have the participants been informed of the emergency procedures?

Reporting injuries or incidences

• Is there a First Aid attendant? Do you have a copy of the WorkSafeBC 6A form to inform the employer (either your local office or the BCTF) of an injury?

Information to help fill out your expense voucher for FIT

Please read these notes BEFORE filling out your expense voucher.

1. Identification

Please include your local number and your BCTF member number in the appropriate spaces at the top of the form. To expedite your expense voucher, please indicate in which role you attended the conference, e.g., Health and Safety facilitator, French facilitator, etc.

2. Transportation

By automobile

• BCTF Policy 10.I.04 (Special Regulations Governing Use of Automobiles): Persons travelling by automobile instead of public transportation, but claiming expenses on the basis of public transportation, may claim only for the accommodation, meals, and other expenses that would have been claimable if public transportation had actually been used.

• BCTF Policy 10.I.04 (2): Persons travelling on BCTF business are expected to pool the use of cars whenever possible.

• If you are driving to the venue, and your point of origin is not listed below, please calculate the distance from where your journey began. The following link drivebc.ca/directions.html provides an easy distance calculator for most cities and towns in the province.

Please note: If you are driving instead of flying to the FIT, reimbursement rates are shown below. Reimbursement will be based upon the lesser of the actual return kilometres at the prescribed rate of $0.54 per kilometre or the most economical airfare currently available. Ferry fares are reimbursed at cost provided one-way receipts are submitted

Travel

Facilitator's Institute Training (FIT) will be held on August 19, 20, and 21 and Summer Leadership Conference (SC) will be held on August 22, 23, 24, and 25 at University of British Columbia As a general rule, staff persons and members should use the fastest and most economical mode of transportation.

Flying

If you are flying, please make your travel arrangements as soon as possible to get the best price. Please call W.E. Travel at 604-969-5585 or toll free at 1–800–663–4703 or email the agents listed below. The travel agent will request a BCTF program code. The code for FIT is P270–600400–4201 and the code for SC is P260–600950–1100

• Maureen Gorospe maureen@weuniontravel.ca

• Oralee Hawley oralee@weuniontravel.ca

• Carolyn Corda carolyn@weuniontravel.ca

You may claim mileage from your home to the airport. If you live in a city to which there is no returning flight on Saturday afternoon, you will need to take the first available flight on Sunday.

Driving

If you choose to drive, the BCTF will reimburse you for the lesser of the cost of driving versus flying. This is to help support the BCTF policy that staff persons and members should use the most economical mode of transportation.

To process expense vouchers uniformly and equitably for all members, the costs to fly and drive to the event are recorded and compared prior to the event When appropriate, ferry fares or mileage to/from the closest airport are considered.

The chart below compares the cost of driving versus flying from a particular community. If travelling by car, you can claim the lesser of the cost of flying versus driving. For each community included in the table, the reimbursement amount is in bold Actual kilometres are reimbursed for travel within the lower mainland. Please contact the Treasurer's Office if your hometown is missing from this chart.

Cost of parking is not included in the calculation and can be claimed separately if not already direct billed to the BCTF by the hotel.

Please contact Anna Dachuk at adachuk@bctf.ca or 604-871-1804, if you have any questions.

Actual kilometres are reimbursed for travel within the Lower Mainland.

Note: Ferry fares are not included in the costs above. Receipts for the ferry must be attached to your expense voucher and are reimbursed at cost. For each additional facilitator in your car, who is attending FIT, you may claim $33.80 (as of June 11, 2015) for return ferry fare.

There is no longer a carpooling allowance.

Travelling by air

All air travel must be booked through WE Travel and will be billed directly to the BCTF. Participants are reminded to book air travel as early as possible to obtain the cheapest rates available using the most direct route. WE Travel can be reached by phone at 604-969-5585, toll free 1-800-663-4703. Please quote the following program codes:

Professional and Social Issues (PSI) facilitators

School Union Representative (SURT) facilitators

Health and Safety facilitators

French facilitators

600950-P260-1100*

600950-P275-6015*

600950-K740-5704*

600950-0470-6015**

Remember to book air travel as early as possible, in order to obtain the cheapest rates available

Any costs incurred as a result of changing a booking must be paid for by the member. Check your booking confirmation carefully.

More information on travel:

www.bctf.ca/services-guidance/membership-expenses-and-administration/expenses/submitBCTF-expenses-online

Transportation from the airport

Taxis and wheelchair-accessible vehicles are available at taxi stands located on Level 2 of the Domestic and International Arrivals area at YVR.

Taxi fares are between $35

$45 to UBC and can be claimed on your expense voucher. Please submit a receipt for taxi fares.

Baggage fees

Baggage fares are the same to and from a destination, therefore, only one receipt will be required.

By ferry

Ferry receipts (one-way will do) must be provided. Ferry travel is reimbursed for delegates only.

3. Parking

• Park in the loading zone in front of Gage Residence while checking in. Front Desk staff will provide a parking pass and direct delegates to the parking lot (and/or provide a map). Parking charges may be claimed on your expense voucher in the section marked “Transportation”.

• Day parking at UBC is available for at various lots on campus for pricing and locations, refer to this website parking.ubc.ca/.

• The nearest parkade to Walter Gage Residence is the North Parkade parking can be paid at the lot or by using the Honk Mobile app.

• Parking may be claimed on your expense voucher in the section marked “Transportation” receipts are required for amounts over $25

• BCTF will not cover parking violation tickets.

4. Meals

• Breakfast and lunch will be served in the Isabel MacInnes Room at Walter Gage Residences:

o breakfast will be provided for new facilitators only, from 7:45–9:00 a.m. on Saturday, August 19

o lunch will be provided for all facilitators from 12:00 a.m.–1:30 p.m. on Saturday, August 19

o breakfast will be provided for all facilitators from 7:45–9:00 a.m. on Sunday, August 20, and Monday, August 21

5. Accommodation

Basic accommodation costs for delegates staying at the UBC and BCTF-approved hotels will be billed directly to the BCTF. Any additional costs incurred for family members, late check-outs, pets, or hotel room upgrades are the responsibility of the delegate. Do not claim these charges on your BCTF expense voucher. No-show charges will be billed back to the delegate. Thirty dollars can be claimed per night, if you are staying with friends or relatives, in lieu of hotel costs. The accommodation sharing allowance of $20 is not available to FIT delegates, as all accommodation is shared.

When members choose to drive to Vancouver rather than fly, any accommodation to and from Vancouver is not covered by the BCTF as per policy 10.2.04.

6. Childcare reminder

1. Dependant care allowable rate has increased to $18 per hour to a maximum of $240 in any 24-hour period.

“A maximum claim of $240 per 24-hour day will be paid for outside daycare services. Where care is required for less than a full day, the amount paid will be based on the number of hours of daycare at $18 an hour. The BCTF will only reimburse members for dependant costs that would not otherwise be incurred by the member.”

2. Dependent care claims require the following to fulfil certain tax requirements from the Canada Revenue Agency:

a. A receipt from the dependant care provider is required for reimbursement. Receipts written by the member will no longer be accepted. The receipt must include the number of hours, the amount paid, and the name/address of the care provider. The receipt must also be signed by the care provider.

b. Members are asked to inform the BCTF if the care provider is a relative. Related persons to the member are considered non-arm’s length from a tax perspective. Therefore, the amounts paid by the BCTF to related persons would be considered a taxable benefit to the member. Taxes will be deducted from the member’s claim and reporting to Canada Revenue Agency will be required. This will be in effect once the dependant care costs reach $500 in a calendar year and applied retroactively. Taxes will be calculated based on the payments paid to date with a calendar year.

7. Special note

Are you attending the Summer Conference following Facilitators’ Institute Training (FIT)?

Travel expenses Charge in full to 600400-P270-4201 (BCTF Summer Leadership Conference).

Meals Charge dinner on Monday, August 19, 2019, and all subsequent meals to 600400-P270-4201 (BCTF Summer Leadership Conference).

Getting to, and around, UBC Campus

By Public Transit

UBC is easily accessible by public transit from within Vancouver: the R4, 44, 84 and 99 express bus routes run directly to the Vancouver campus. Bus Routes 4 and 14 are slower bus routes which also access UBC. The Trip Planning feature on the Translink website to find the most efficient routing from anywhere in the Metro Vancouver region.

It’s a good idea to pay close attention to where you get on and off the bus at UBC. There are several bus exchanges and many individual stops, and at the end of a long day of exploring it’s easy to lose track of where you should get on board for your return journey. If you do get turned around, check Translink’s UBC Bus Exchange map for bus stop locations, ask a bus driver for directions or drop by the Welcome Centre for a nudge in the right direction.

Within the campus, Bus Route 68 circumnavigates much of the campus, accessing various locations and attractions on campus, as per the route map below. Note that this is a small community bus, running every 20 minutes, with a maximum capacity of approximately 22 (assuming no wheelchairs are on board).

Campus Transit Bus Route 68

UBC Driving, Parking, Road Closures & Construction

Driving and parking on campus

To get to UBC from downtown Vancouver by car, cross the Burrard or Granville Street bridges, and then head west on 4th Avenue, 10th Avenue or 16th Avenue. To get to UBC from the airport, cross the Arthur Laing bridge and then head west on SW Marine Drive.

Parking at check in:

Park in the loading zone in front of Gage Residence while checking in. Front Desk staff will provide a parking pass and direct delegates to the parking lot (and/or provide a map).

The nearest parkade to Walter Gage Residence is the North Parkade. There is paid visitor parking at UBC for personal vehicles. There is a helpful UBC https://parking.ubc.ca/map, which includes upto-date information about accessible parking, available space at parking lots, and hourly parking rates. If you plan to park a large or over-height vehicle, like a motorhome or a car with a roof rack, contact UBC Parking at parking.support@ubc.ca or 604-822-6786 before your visit to find the best location that can accommodate your vehicle. Pay careful attention to signs in parking areas you will be ticketed or towed if you park in a reserved space, or if you neglect to pay. Consider downloading the Honk Mobile app to pay by phone and extend your parking time remotely. If you use a local Vancouver car-share, there are reserved spots for car-shares such as Evo, MODO, and Zipcar

Walter Gage Road east of East Mall will remain closed until September 2023. Pedestrians will be detoured around the site as shown in the map above.

The second phase of Brock Commons is underway on Walter Gage Road just east of East Mall. The main impact of this project is the full closure of Walter Gage Road between East Mall and Tallwood House.

Extended Construction Work Hours

In an effort to ensure the project is completed on time, an application to work outside the restricted construction hours has been approved by Campus and Community Planning. The new construction hours will be from 6:00am to 8:00pm, Mondays to Fridays and 8:00am to 5:00pm on Saturdays. Any work taking place on Weekdays or Sundays prior to regulated work hours will not include machinery or loud tools.

The following steps will be taken to mitigate the noise impact:

▪ Any work that produces a substantial amount of noise such as cutting and hammering will not take place prior to 7:30am.

▪ Every effort will be made to ensure the construction work will be completed before 7:00PM.

The new construction hours may be extended if needed. Check this webpage for any further updates.

The construction hours are being extended to make up for time that was lost during a recent labour dispute with the concrete suppliers. The C+CP compliance office will continue to work with the UNA to ensure there is minimal disruption to the community.

Visit the Brock Commons Phase 2 project page to learn more about this project

The UBC campus is always growing and changing so it's common to encounter construction and road closures. The map below will help you locate existing construction areas and road closures at UBC Vancouver. It is updated regularly to make navigating campus easier.

KEY

1. Scarfe Building 4. Hebb

2. Woodward IRC 5. Gage Residences

3. The Nest 6. Sage Bistro

CAMPUS CAFÉS

CAMPUS RESTAURANTS

FOOD COURT – The Nest, 6133 University Boulevard Mon to Fri only except as noted

(daily)

FOOD COURT – University Boulevard Central Open daily except as noted

FOOD COURT – Main Mall area Open daily except as noted

(

only,

CAMPUS GROCERIES / CORNER STORES

UNIVERSITY VILLAGE EATERIES Including University Village Food Court