Facilitators' Institute Training 2022 Program

Facilitators’ Institute Training 2022

University of British Columbia Vancouver, BC August 2022

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Contents Aboriginal Ways of Knowing and Being Welcome––Clint Johnston, President Welcome––Henry Lee, Assistant Director, Professional and Social Issues Division Leadership Priorities Commitment to Solidarity Safety Allies Organizational framework of the BCTF—You are the BCTF Statement of Principles on Equity, Diversity, and Inclusion Agenda Carousel sessions and advanced facilitation skills Discrete training Refreshment locations Childcare

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Workshops Program coordinators/Contributing BCTF staff Aboriginal lens Purpose of workshops Program français School Union Representative Training (SURT) program Health and Safety program Professional and Social Issues (PSI) program Ateliers du Bureau des dossiers professionnels et sociaux disponibles (French program) List of workshops

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Helpful tools Aboriginal territory protocol Copyright guidelines for material used in BCTF workshops and presentations Tips for facilitators: Reading the participants Dealing with challenging participants Handling problem situations Respecting each other’s beliefs and values Power wheel Setting group norms and ground rules for workshops Advanced facilitation in action Action of Allyship Practising allyship Inclusive meeting self-reflection Recognizing microaggressions and the messages they send The Experiential Learning Cycle Reinforcing content Adult learning

39 42 46 47 52 56 58 59 60 66 67 68 69 71 74 75 3

Contents (continued) Helpful tools continued Life-long learning Master your learning What is reflective practice?

Leaving your biases at the door Icebreakers, reflections, and closure activities Checklist while travelling on BCTF business BCTF acronyms BCTF Code of Ethics Code de déontologie de la FECB

76 77 78 80 81 83 85 88 89

Nuts and bolts Workshop feedback forms for facilitator and participants Meeting room checklist Information to help you fill out your expense voucher at FIT Getting to, and around, UBC Campus UBC Emergency information Where to eat on campus Notes

90 94 95 99 105 106 108

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Facilitators Institute Training President’s Message Welcome to the 2022 BCTF Facilitators’ Institute Training (FIT).

Thank you all for joining us here in Vancouver, in the midst of your unquestionably well-deserved summer vacation, and making your union facilitator work a priority! We are tremendously lucky to have such a dedicated and inspired group of activists working with, and on behalf of our members.

Our theme this year is Recovery, (Re)connection, and Appreciation.

Teachers have been on the front line of this pandemic for more than two years, and as we move through the summer and into another year of both teaching and union work, our recovery, our connection with one another, and our mutual appreciation will remain key to sustaining us.

Teachers are community leaders and dedicated professionals, and we know that as activists our role is to learn from and stand in solidarity with one another. Your work here at FIT will be to collectively develop strategies to help you support your colleagues, and for this we are truly thankful.

As we undertake this work, let’s ensure we are mindful of equity, and that we continue to prioritize inviting new and different voices to the table. That means ensuring that underrepresented members who are made vulnerable by structures in society—including our own union—participate and engage in all of our structures in ways that meet their needs. As facilitators, I know that you very much understand the importance of this work, and I thank you for your attention and commitment to equity and inclusion.

The Federation is only as strong as its membership, and you as 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 CJ/lt:tfeu

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Welcome to the 2022 Facilitators’ Institute Training (FIT). As a BCTF facilitator, you will be making a tremendous contribution to the teaching profession. Your willingness to present workshops, participate in training, and work with your colleagues helps make the BCTF training program engaging, relevant and vibrant.

This annual three-day training program for BCTF facilitators promotes ongoing learning opportunities for teachers through the workshop program. Sessions are led by classroom teachers (facilitators) who have been trained by the BCTF. The various programs trained at FIT include Professional and Social Issues (PSI), School Union Representative Training (SURT), Teacher Inquiry Program (TIP) and Women in negotiations (WIN).

Delivery vehicles include school workshops, onsite training, and district and agency partnerships. For more details, go to www.bctf.ca/services-guidance/training-and-education and select BCTF workshops.

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

I wish you a wonderful time connecting with and leaning 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

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2022–23 Leadership Priorities Leadership report That the following be the Leadership Priorities for 2022–23: The Federation commits to collectively: 1. negotiate and support implementation of improvements to the collective agreement through collective bargaining.

2. advocate for the physical and mental health, safety, and well-being of members during and postpandemic.

3. advocate for and advance the future of public education in a world impacted by climate change.

4. advance decolonization and changes that address systemic discrimination and barriers within the education system and Federation structures.

5. engage and connect members toward recovery, strength, and solidarity.

Rapport de leadership Que les priorités de leadership suivantes pour 2022–23 soient: La Fédération s’engage collectivement : 1. à négocier et appuyer la mise en œuvre des améliorations à la convention collective par la négociation collective.

2. à défendre la santé physique et mentale, la sécurité et le bien-être des membres pendant et après la pandémie.

3. à défendre et promouvoir l’avenir de l’éducation publique dans un monde affecté par les changements climatiques.

4. à faire progresser la décolonisation et les changements qui traitent de la discrimination systémique et aux obstacles à l’intérieur du système d’éducation et des structures de la Fédération.

5. à mobiliser les membres et les diriger vers le rétablissement, la force et la solidarité.

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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 que tous les membres sont égaux et méritent le 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 veiller à ce que les membres des groupes qui recherchent l'équité soient accueillis, de manière totalement inclusive, et traités équitablement et respectueusement à toutes les réunions et événements de la Fédération.

4. Nous croyons que tous les membres ont le droit de se sentir en sécurité et d’être traités avec dignité aux réunions de la FECB. 5. Nous nous engageons à mener toutes les réunions de la Fédération dans un environnement libre de tout harcèlement, discrimination et intolérance.

6. Nous nous engageons à être attentifs aux membres, aux présentateurs, aux invités qui assistent à nos réunions.

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

8. Nous sommes fiers que notre syndicat ait pour longue et vigoureuse tradition de défendre fermement ses vues en interne les uns avec les autres ou à l'extérieur en tant que collectif.

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

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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.

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Organizational framework of the BCTF

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Agenda Saturday, August 20/Samedi 20 août Morning session: for New Facilitators only 7:30 a.m.

7:45 a.m.

9:00 a.m.

9:20 a.m.

9:30 a.m.

9:50 a.m.

10:00 a.m.

10:15 a.m.

10:30 a.m.

10:45 a.m.

11:30 a.m.

1:00 p.m.

Registration opens— Gage Residence, Fireplace lounge Group breakfast (new only)—Gage Residence, Isabelle MacInnes Room Welcome–– Isabelle MacInnes Room 1. Introduction of staff—Chris Stewart 2. Acknowledgement of Aboriginal Territories—Daniel Shiu 3. Health and Safety check—Toni Grewal 4. Commitment to Solidarity—Gail Stromquist Setting the agenda for the day—Henry Lee Ice breaker—Karen Chong The organizational framework of the BCTF—Carmen Woo Job description of the BCTF facilitator—Daniel Shiu Forms—Henry Lee Break The Nuts and Bolts of Facilitation––Henry Lee Questions––Henry Lee Facilitators on the BCTF website––Henry Lee Online expense vouchers—Henry Lee Accessing the BCTF workshop facilitation workspaces––Henry Lee Lunch (for all participants)––Isabelle MacInnes Room Prepare for the Carousel sessions, which will take place in: 1. Media Room 2. Mary Murrin 3 3. Isabelle MacInnes

Sessions for all Facilitators For carousel, advanced facilitation skills, and refreshment locations, please see pages 16–18 All facilitators 1:00 to 2:00 p.m.

Carousel 1––Wow book revision activity—Henry Lee, Carmen Woo 2:00 to 2:10 p.m.

Break—time to move rooms 2:10 to 3:10 p.m.

Carousel 2––Inclusivity in Workshops—Karen Chong, Carolyn Pena 3:10 to 3:20 p.m.

Break—time to move rooms 3:20 to 4:20 p.m.

4:20 p.m.

Carousel 3––Returning to in-person facilitation skills—Daniel Shiu, Toni Grewal Adjourn for the day

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Agenda For discrete training and refreshment locations, please see pages 15–18.

Sunday, August 21/Dimanche 21 août For discrete training and refreshment locations, please see pages, 15, 16, 17, 18, 19, 20 7:45 a.m.

9:00 a.m.

10:30 a.m.

10:45 a.m.

12:00 p.m.

1:30 p.m.

2:45 p.m.

3:00 p.m.

4:45 p.m.

5:00 p.m.

6:30 p.m.

Breakfast—Gage Residences, Isabelle MacInnes Room Revised BCTF Land Acknowledgement resources—Brian Coleman, Carol Arnold Wellness break (15 min.)

Revised BCTF Land Acknowledgement resources -continued Lunch—On your own Discrete training for session one—Scarfe Building (allow 15 min walk) Wellness break (15 min.)

Discrete training for session one continues Adjourn for the day Wine and cheese reception—Gage Residences, Isabelle MacInnes Room Adjourn

Monday, August 22/Lundi 22 août For discrete training and refreshment locations, 15, 16, 17, 18, 19, 20 7:45 a.m.

9:00 a.m.

10:30 a.m.

10:45 a.m.

12:00 p.m.

1:30 p.m.

2:45 p.m.

3:00 p.m.

4:30 p.m.

Breakfast— Gage Residences, Isabelle MacInnes Room Discrete training for session two begins—Scarfe Building (allow 15 min walk) Wellness break (15 min.)

Discrete training for session two continues Lunch on your own Discrete training for session three Break Discrete training for session three continues Adjourn

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August 20––Carousels Activity All facilitators Carousel 1–– Wow book revision activity Break—time to move rooms Carousel 2––Inclusivity in Workshops Break—time to move rooms Carousel 3––Returning to in-person facilitation skills Adjourn for the day

FIT will conclude in your last discrete session

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August 21 and 22––Discrete training Program

All rooms are located in the Scarfe Building Workshop Location

Trainer(s)

French August 22 1:30 p.m. to 4:30 p.m.

Health and safety August 21 1:30 p.m. to 4:30 p.m.

August 22 9:00 a.m. to 12:00 p.m.

August 22 1:30 p.m. to 4:30 p.m.

PSI—Aboriginal Education August 21 1:30 p.m. to 4:30 p.m.

200

Celine Kossman Antonella Bullen

Workshop

Location

Trainers(s)

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

201

H&S Workshop Facilitator TBA

Vive les cultures

Refusal of Unsafe Work

Violence in the Workplace: A Focus on Schools

Workshop

215 Honouring the Children buried at Kamloops Indian Residential School

August 22 9:00 a.m. to 12:00 p.m.

Infusing Aboriginal Content (K–9)

August 22 1:30 p.m. to 4:00 p.m.

Their Voices Will Guide Us

PSI—School and Classroom Issues

Location

202

Trainers(s)

Brian Coleman Claire ShannonAkiwenzie, Carol Arnold Claire ShannonAkiwenzie, Denise Hendry Trainers(s)

Workshop

Location

Addressing Mental Health Issues in the Classroom

203

Dianne Hunt Kristina Preston

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

Reframing Challenging Behaviour

204

Sarah Harvey Calista Vagt

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

Staying Well at Teaching

204A

Donna Bulmer Doug Kearney

August 21 1.30 p.m. to 4:30 p.m.

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PSI—School and Classroom Issues August 22 9:00 a.m. to 4:30 p.m.

Workshop

Location

Trainers(s)

Assessment Issues in the Secondary Classroom

203

Dianne Hunt Kristina Preston

August 22 9:00 a.m. to 4:30 p.m.

Managing Conflicts

204

Sarah Harvey Callista Vagt

August 22 9:00 a.m. to 4:30 p.m.

Professional Boundary Issues

204A

Donna Bulmer Doug Kearney

PSI–Social Justice August 21 1:30 p.m. to 3:00 p.m.

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

Location 205

Trainer(s) Thai Cabral Gina Csanyi-Robat

August 21 3:00 p.m. to 4:30 p.m.

Antiracist Strategies for Educators

Thai Cabral Gina Csanyi-Robah

August 22 9:00 a.m. to 10:30 a.m.

Creating Inclusive Spaces

Thai Cabral Gina Csanyi-Robah

August 22 10:30 a.m. to 12:00 p.m.

Creating a Gender-Inclusive School Communities

Trevana Spilchen

August 22 1:00 p.m. to 2:30 p.m.

Poverty in a Classroom Issue

Marcus Tse Gina Csany-Robah

August 22 2:30 p.m. to 4:00 p.m.

Water Rights

Trevana Spilchen Thais Cabral

PSI—TTOCs August 21 1:30 p.m. to 4:30 p.m.

August 22 9:00 a.m. to 12:00 p.m.

August 22 1:30 p.m. to 4:30 p.m.

Workshop TTOC Life: A Student Teacher Workshop

Location

Trainers(s)

206

Elizabeth Kendler Nichelle Penney

Classroom Management for TTOCs

Joanie Koch-Kalanj Lila Lund

Reality 101: A Day in the Life of a TTOC

Joanie Koch-Kalanj Lila Lund

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SURT—Pro-D Reps August 21 1:30 p.m. to 4:30 p.m.

August 22 9:00 a.m. to 12:00 p.m.

August 22 1:30 p.m. to 4:30 p.m.

SURT—Staff Reps August 21 1:30 p.m. to 4:30 p.m.

August 22 9:00 a.m. to 12:00 p.m.

August 22 1:30 p.m. to 4:30 p.m.

Workshop Self-Directed PD Planning

207

Trainers(s) Adrienne Demers Ilda Turcotte Joanna AtkinsonCornthwaite

Role and Function of the PD Rep— Session 1

Adrienne Demers Ilda Turcotte Joanna AtkinsonCornthwaite

Role and Function of the PD Rep— Session 2

Adrienne Demers Ilda Turcotte Joanna AtkinsonCornthwaite Trainers(s)

Workshop Role of the Staff Rep

Location 208

Jack MacDermot Jim Iker

New Teachers: Myth Busters Workshop WIN Facilitation

August 22 9:00 a.m. to 12:00 p.m.

Know your Revised Contract

August 22 1:30 p.m. to 4:30 p.m.

Is it a Grievance?

Workshop Teacher Inquiry Program training— Part 1

August 22 9:00 a.m. to 12:00 p.m.

Part 2

August 22 1:30 p.m. to 4:30 p.m.

Part 3

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Jack MacDermot Jim Iker Jack MacDermot Jim Iker

Capacity Building: Developing the School Leadership Team

SURT—WIN August 21 1:30 p.m. to 4:30 p.m.

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

Location

Location

Trainers(s)

209

Carolyn Pena (FSD)

Alicia Moura Mary Lawrence Anjum Khan Location

Trainers(s)

210

Daniel Shiu (PSID) Mary Filleul Jessica Rowe

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

Date

Time

Location

August 20, 2022

10:30 a.m.–10:45 a.m.

3:10 p.m.–3:20 p.m.

Isabel MacInnes Foyer

August 21, 2022

August 22, 2022

10:30 a.m.–10:45 a.m.

2:45 p.m.–3:00 p.m. .

10:30 a.m.–10:45 a.m.

2:45 p.m.–3:00 p.m.

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Scarfe Building

Scarfe Building

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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 supper) for the caregiver for the days at UBC. 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.”

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Program co-ordinators Karen Chong kchong@bctf.ca 604-871-1871 Social Justice

Graham Rainey grainey@bctf.ca 604-871-1845 Assessment and evaluation

Toni Grewal tgrewal@bctf.ca 604-871-1891 Health and Safety Program

Daniel Shiu dshiu@bct.ca 604-871-1821 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)

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

Sherry Payne spayne@bctf.ca 604-871-1803 Adult Education Internal Mediation Judicial Council Peer Support

Contributing BCTF staff Carolyn Pena cpena@bctf.ca Associate Director, Field Services 604-871-1844 Christine Stewart cstewart@bctf.ca Director, PSID 604-871-1800

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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

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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 les enseignants (e)s (animateures/animatrices) ayant 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 •

• •

Un formulaire de demande d'atelier en ligne est désormais disponible.

Suivez le lien "Réservez cet atelier" sous la description de l'atelier souhaité pour faire une demande de réservation. Sélectionnez "Atelier en français" dans le menu déroulant et cliquez sur "Go". Remplissez le formulaire et soumettez-le. Votre demande d'atelier sera envoyée à l'organisateur et vous recevrez un courriel de confirmation.

Une fois le facilitateur trouvé, l’atelier est confirmé à la fois auprès de l’organisateur et du facilitateur.

Facilitateur et organisateur se contactent alors mutuellement afin de régler les détails de la journée.

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 1800-663-9163, local 1860, Fax: 604-871-2286 Ashley Gurat, PSI workshop booking, agurat@bctf.ca, 604-871-1857, toll-free 1-800-663-9163, local 1857, fax 604-871-2286.

Karen Cheung, PSI workshop booking, kcheung@bctf.ca, 604-871-1806, toll-free 1-800-663-9163, 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.

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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 high-quality 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.).

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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/servicesguidance/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.

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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, co-ordinator, 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.

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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.

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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

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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.

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•

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.

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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 les enseignants (facilitateurs) ayant 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 écoles, les syndicats locaux où les régions ont besoin d'un atelier ou d'une séance de travail qui ne figure pas dans notre liste actuelle d'ateliers. Les facilitateurs de la FECB sont souvent capables d'adapter et d’étendre leurs 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. Lucie Ferrari, la coordinatrice des programmes et services en francais, travaillera avec les syndicats locaux et les écoles dans l'organisation et la logistique d'ateliers coparrainés. 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 1-800-6639163, 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 aux organisateurs de respecter cela; • L’organisateur en charge de la demande 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 la facilitatrice ou du facilitateur. L'école ou le syndicat organisateur est responsable de fournir la salle et du matériel.

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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 • Ateliers spécifiques sur les programmes de français • Core French: Where Do I Start?

• Équilibrer les cinq compétences dans mon eneignement • Exploration des rapports entre l’autorégulation et la <la franco-salade> • Le <succès> vient en parlant • Vive la cultures

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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 Facilitators’ Institute Training 2022

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• • • • • • • • • • • •

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 Facilitators’ Institute Training 2022

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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 • Ingérence du gouvernement dans la vie des enseignantes et enseignants d’hier à aujourd’hui • La privatisation dissimulée. Quelle est la force qui contrôle réellement vos conditions de travail?

• 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 Facilitators’ Institute Training 2022

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• • • •

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) * Facilitators’ Institute Training 2022

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• • • •

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

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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.

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Aboriginal territory map of BC

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

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Talking circle

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

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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 copyright-protected material constitutes fair dealing: 1. “First, consider whether a substantial part of a work is being copied.”

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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.

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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.

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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.

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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.

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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.

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Defusing anger: Toolbox of skills Acknowledge Commit Encourage Non-verbally reassure Clarify intent State assumption Validate Be silent Ask open-ended questions Give empathic responses Summarize Reframe Shift content to process Agree

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

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

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

“Everything will be OK.” “It’s not my intent to… What I’m trying to do is…”

“My assumption was that…”

“You have the right to be angry about…”

Apologize sincerely Be genuine Use humour Momentary delay

“I apologize for …”

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

“What…?” or “How…?”

“So you feel …about…”

“What I’ve heard from you so far is…”

“So you value…”

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

“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

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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.

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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 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.

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.

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Strategies for Working with Challenging Participants: Classic facilitator challenges Problem Domination by a highly verbal member

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

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.

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

Many people interrupting one another in competition for airtime

Two people locking horns

Goofing around in the middle of a discussion

Side conversations and whispered chuckles.

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?”

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

Raise your voice and single out the apparent ringleaders.

Ignore the behaviour and hope it will go away.

Chastise the whisperers in the belief that humiliation is an excellent deterrent.

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

Shift to an alternate activity that lowers anxiety levels.

Create a safe space for input by working in partners or small groups.

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

Refocus the content Revisit the focus and goals.

Acknowledge the dominant members’ ideas, then invite input from other participants.

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

Shift the energy

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

Model calm and respectful interaction.

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

Change the activity and/or grouping to allow participants to become more actively 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 energizer or take a break if needed.

Use warmth and humour to make an appeal for decorum.

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

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

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

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

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Strategies for Working with Challenging Participants: Types of interventions 1. Restructure the process Change the strategy and or tools to allow the group to better meet their goals.

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

•

•

•

•

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.

•

•

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.

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

• 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.

Tips for successful interventions: 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

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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 One-upping

taking a great deal of time 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 ...”.

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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.

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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, facesaving 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 Facilitators’ Institute Training 2022

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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.

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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

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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

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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 air time. 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.

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

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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

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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 1

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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.

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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.

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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.

2.

3.

4.

5.

6.

Read - around the topics you are learning about or want to learn about and develop Ask - others about the way they do things and why Watch - what is going on around you Feel - pay attention to your emotions, what prompts them, and how you deal with negative ones Talk - share your views and experiences with others in your organisation 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.

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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)

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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.

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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.

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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 hand-held 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.

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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 604-871-2290.

• 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.]

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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 Comite ad hoc pour le Conseil Scolaire Francophone

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BCTF ACRONYMS CC CCD CCPA CCPSF CCRA CEP CI CLC CMEC CPI CTF CUEBC CUPE CV CWG DPAC DSLP EAC EC EEPSA EFAP EI EI ESL PSA FAS FEA FFWL FLI FIT FNESC FSA FSD FTE FTTO GWL HEU IEP IMS IRP ISD IWD LATA LOU

Co-ordinating Committee (in-house) Communications and Campaigns Division Canadian Centre for Policy Alternatives Comite consultatif des programmes et services francais Canada Customs and Revenue Agency Communications, Energy, and Paperworkers Union Local 464 Curriculum and Instruction Canadian Labour Congress Council of Ministers of Education, Canada Consumer Price Index Canadian Teachers’ Federation Computer-Using Educators of BC Canadian Union of Public Employees Curriculum Vitae Communications Workgroup District Parent Advisory Council Deferred Salary Leave Plan (also referred to as Self-Funded Leave Plans (SFLP) Education Advisory Council Executive Committee Environmental Educators’ Provincial Specialist Association Employee and Family Assistance Plan Employment Insurance (formerly UIC) Education International English as a Second Language Provincial Specialist Association Finance and Administrative Services Division Francophone Education Authority French as First and Working Language Federation Leadership Institute Facilitator’s Institute Training First Nations Education Steering Committee Foundation Skills Assessment Field Service Division Full-time Equivalent Full-time Table Officers Great West Life Health Employees’ Union Individual Education Plan Internal Mediation Service Integrated Resource Package Income Security Division International Women’s Day Learning Assistance Teachers’ Association Letter of Understanding

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BCTF ACRONYMS LOP LP LR LRB LSA MOE NEA NID PAC PCA PD PEBC PIAC PIRD My PITA PLAP PSA PSEC PSID R&T RA RTA SER SIF SIP SJ SFLP STAR SURT TCA TIEBC THESA TFEU TTOC TPP TPBT TPPAC TQS WCB WCP

Letter of Permission Local President Local Representative Labour Relations Board Local Specialist Association Ministry of Education National Education Association (American) Non-Instructional Day Parent Advisory Council Provincial Collective Agreement Professional Development Physical Education—British Columbia Professional Issues Advisory Committee Public Interest Research Desk of the CCPA My Provincial Intermediate Teachers’ Association Provincial Learning Assessment Program Provincial Specialist Association Public Sector Employers’ Council Professional and Social Issues Division Research and Technology Division Representative Assembly Retired Teachers’ Association Student Educator Ratio (formerly PTR - pupil/teacher ratio) Salary Indemnity Fund Salary Indemnity Plan Social Justice Program Self-Funded Leave Plans Schools Taking Action and Review School Union Rep Training Transitional Collective Agreement Teachers of Inclusive Education, British Columbia Teachers of Home Economics Specialist Association Teachers Federation Employees’ Union Teachers Teaching on Call Teachers’ Pension Plan Teachers’ Pension Board of Trustees Teachers’ Pension Plan Advisory Committee Teacher Qualification Service Workers Compensation Board Western Canadian Protocol

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Facilitator feedback Please attach this form to your expense voucher.

Workshop title: SURT workshop

PSI workshop

Tripartite

BCTF facilitator: Date of session: Local/School Participants: Elementary

Secondary

Number of participants booked

Middle

K–12

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)?

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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:

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Participant feedback form Facilitator: School:

Date: ____________________ Location: __________________________ Local no._______

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

Content

1 2 3 4

Comments

Comments

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.

Comments

Facilitator was organized.

Facilitator was receptive to feedback and questions.

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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)

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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?

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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.

Driving Reimbursement Chart for FIT and SLC August 2022 Facilitator's Institute Training (FIT) will be held on August 20–22 and Summer Conference (SC) will be held on August 23–26 at UBC in Vancouver.

Reimbursement is based on fares for flights departing from your home city on August 19. Although, if you are attending SC only, you will likely be travelling on August 22. Reimbursement is also based on fares for flights returning from Vancouver on August 26 or 27 after SC ends. However, if you are attending FIT only, you will be returning home on August 22 or 23, depending on flight availability to your home city.

BCTF policy states that you are to take the least expensive mode of transportation. Please refer to this chart to see which is less expensive, flying or driving (shown in red). The cost of flying includes driving kilometres to/from your home city to the nearest airport. The air fares shown on this chart are those fares in effect as of June 3, 2022. Your actual fare may vary from this amount depending on when you book, but this is the amount upon which the reimbursement is based.

If flying would be MORE expensive than driving, you may claim the total for the driving kms shown on this chart (ferry costs included). Receipts are required for ferries. If flying would be LESS expensive, and you choose to drive, you will be reimbursed for the total air fare and fees shown on the chart below.

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Home city Bella Bella Bella Coola Campbell River Castlegar Cranbrook Courtenay Dawson Creek Duncan Fort Nelson Fort St. John Kamloops Kelowna Kimberley Kitimat Massett Nanaimo Nelson Penticton Port Hardy Powell River Prince George Prince Rupert Quesnel Revelstoke Salmon Arm Sandspit Smithers Terrace Tofino Trail Vernon Victoria Williams Lake

Driving kms to UBC 2021.6 2008.0 368.2 1252.0 1698.0 278.2 2382.0 168.2 3194.0 2398.0 722.0 792.0 1754.0 2828.0 3218.0 68.4 1330.0 848.0 832.2 285.4 1526.0 3004.0 1282.0 1144.0 936.0 3038.8 2256.0 2718.0 470.2 1270.0 894.0 139.2 1056.0

Cost to drive Approx. total cost of driving $1,394.36 $1,084.32 $358.83 $676.08 $916.92 $310.23 $1,286.28 $250.83 $1,724.76 $1,294.92 $389.88 $427.68 $947.16 $1,527.12 $2,052.82 $196.94 $718.20 $457.92 $609.39 $278.27 $824.04 $1,622.16 $692.28 $617.76 $505.44 $1,986.95 $1,218.24 $1,467.72 $413.91 $685.80 $482.76 $235.17 $570.24

Cost to fly Total Air Fare and Fees $704.56 $530.26 $380.36 $450.71 $505.32 $551.06 $766.01 $632.64 $586.03 $691.17 $611.37 $467.16 $528.43 $633.40 $834.22 $542.07 $492.90 $682.77 $549.16 $370.71 $450.71 $935.92 $481.16 $864.87 $753.63 $1,242.56 $647.07 $588.93 $494.76 $465.16 $507.98 $557.82 $514.76

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.

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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 Professional and Social Issues (PSI) facilitators School Union Representative (SURT) facilitators Health and Safety facilitators French facilitators

600950-P2060-1100* 600950-P275-6015* 600950-P2060-1100* 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/submit-BCTFexpenses-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.

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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 20 o lunch will be provided for all facilitators from 11:30 a.m.–1:00 p.m. on Saturday, August 20 o breakfast will be provided for all facilitators from 7:45–9:00 a.m. on Sunday, August 21, and Monday, August 22.

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 24hour 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).

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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

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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 parkades map online, which includes up-to-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.

Construction and Road Closures Summer is construction season, and UBC is no exception. The map below is the most up-to-date UBC road closure information as of printing; for more up to date information on road closures and construction, please check online at planning.ubc.ca/transportation/construction-and-transit-updates

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UBC Facilitators’ Institute Training Venue Site Map

University of British Columbia campus map KEY 1. Scarfe Building 4. Hebb 2. Woodward IRC 5. Gage Residences 3. The Nest 6.

Sage Bistro

KEY 1. Scarfe Building 4. Hebb 2. Woodward IRC 5. Gage Residences 3. The Nest 6.

Sage Bistro

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UBC Walter Gage Residences Map

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UBC Campus Map

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UBC Accommodations Map

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UBC Campus Eateries and Cafés CAMPUS CAFÉS Bean Around the World 6308 Thunderbird Blvd.

JJ Bean 6005 University Blvd.

Starbucks 6190 Agronomy Rd., #3

Blue Chip Café The Nest 6133 University Blvd.

Boulevard Coffee Roasting 5970 University Blvd.

Loafe UBC 6163 University Blvd.

Starbucks Fred Kaiser Lobby 2332 Main Mall Tim Hortons Forest Sciences Centre 2424 Main Mall Tim Hortons David Lam Research Centre 2015 Main Mall Tim Hortons q̓ əlɬaləməcən leləm̓ Orca House 5995 Student Union Blvd.

Great Dane Coffee 6011 Walter Gage Rd.

Perugia Italian Caffé 2350 Health Sciences Mall (closed Sat-Sun) Starbucks Bookstore 6200 University Ave.

Ike’s Café Irving K Barber Learning Ctre 1961 East Mall

Starbucks UBC Life Building 6138 Student Union Blvd.

CAMPUS RESTAURANTS Gallery Patio and Lounge The Nest – level 4 6133 University Blvd.

Kinton Ramen 102-6111 University Blvd.

Mercante Ponderosa Commons 6488 University Blvd.

Pacific Poke UBC Life Building 6138 Student Union Blvd.

Perugia Italian Caffé 2350 Health Sciences Mall (closed Sat-Sun)

Koerner’s Pub 6371 Crescent Rd.

Ryuu Japanese Kitchen 5980 University Blvd.

Steve’s Poké Bar # 3-5990 University Blvd.

FOOD COURT – The Nest, 6133 University Boulevard—Mon to Fri only except as noted Blue Chip Café (daily) The Nest 6133 University Blvd.

The Delly The Nest 6133 University Blvd.

Grand Noodle Emporium The Nest 6133 University Blvd.

Honour Roll The Nest 6133 University Blvd.

Porch (Vegetarian & Vegan) The Nest 6133 University Blvd.

Sprouts (Vegan) The Nest 6133 University Blvd.

FOOD COURT – University Boulevard Central—Open daily except as noted DownLow Chicken 6065 University Blvd.

Nori Bento & Udon (closed Sun) 6055 University Blvd.

Tacomio 6025 University Blvd.

Jamjar Canteen 6035 University Blvd.

Rain or Shine Ice Cream 6001 University Blvd.

Uncle Fatih’s Pizza 6045 University Blvd.

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FOOD COURT – Main Mall area—Open daily except as noted Bento Sushi (Mon-Fri only, lunch) David Lam Research Centre 2015 Main Mall

Tim Hortons David Lam Research Centre 2015 Main Mall

Triple O’s David Lam Research Centre 2015 Main Mall

CAMPUS GROCERIES / CORNER STORES The Corner Store 6200 University Blvd.

Grocery Checkout Fresh Market The Nest 6133 University Blvd.

Harvest Market Ponderosa Commons 6445 University Blvd.

UNIVERSITY VILLAGE EATERIES—Including University Village Food Court A&W 5778 University Blvd.

Kokoro Tokyo Mazesoba 5728 University Blvd.

Pearl Fever Tea House 2182 Western Parkway

Agra Tandoori Express 2138 Western Parkway

Kung Fu Noodle 5728 University Blvd., Unit B6

Pita Pit 5780 University Blvd.

The Corner Kitchen 115-5743 Dalhousie Rd.

Miyamae Sushi (closed Sat-Sun) 5726 University Blvd.

Pizza Garden 5780 University Blvd.

Donair Town (closed Sat-Sun) 5728 University Blvd.

One More Sushi 222-2155 Allison Rd.

Subway UBC 2178 Western Parkway

Freshslice Pizza 2166 Western Parkway

Only U Café 5737 Dalhousie Rd.

Vera’s Burger Shack 2188 Western Parkway

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Notes

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Notes

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