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Philosophy of Education

Philosophy of Education. Recognizing your core values . What are values?. Our values identify what is important to us.

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Philosophy of Education

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  1. Philosophy of Education Recognizing your core values

  2. What are values? Our values identify what is important to us. Values can be defined as enduring beliefs or ideas shared by the members of a culture about what is good or desirable(virtues) and what is not. Values exert major influence on behavior of an individual. Principles Principles are your personal code of ‘right’ conduct, what is desirable Moral The ability to distinguish between right and wrong

  3. Think-Pair- Share • List your core values • With a partner determine your top 10 • Share with the group

  4. Common Components of Codes of Ethics • Promotion of welfare of consumers • Maintenance of competence (level of skills and knowledge) • Protection of privacy and confidentiality • Insurance of responsible actions • Avoidance of exploitatiobn • Promotion of the integrity of the integrity of the profession through exemplary conduct

  5. By examining a professional code of ethics you will see: • how values are related to ethics • that the principles prescribe certain behaviors in order to actualized the value • That the professional can apply the core values in a way that is meaningful to the service provider Given this generality it is clear why • It is important to develop decision making skills • Access use of decision making models • You need to be self aware and critically conscious

  6. Look at one EA Code of Ethics and compare with your values using a Venn diagram

  7. Based on your values and EA Code of Ethics : Write your personal ‘Philosophy of Education’ seal in envelope provided with your name and date on the outside.

  8. Mandate of the School System(per Lieutenant Gov.) … to enable all learners to develop their individual potential and to acquire the knowledge, skills and attitudes needed to contribute to a healthy society and a prosperous and sustainable economy (D-76).

  9. The School Act (1989)requires that: • Teachers respect and acknowledge parental input and seek it in a timely and supportive way • Parents have the responsibility to consult at the request of teacher or AO • Parents have the right to regular reports on student attendance, behaviour and progress in school and the right to appeal decisions affecting their children • Students are entitled to consult with their teacher or AO about their school program • AOs are required to consult with parents of a student with special needs regarding the placement of that student in an educational program • The partnership extends to outside service providers as well

  10. The goals under the Mandate involve three significant domains: • Intellectual development • Human and social development • Career development The primary goal of the school system is to promote the Intellectual development of students with the support of families and the community. Schools, families and the community share the responsibility of enabling students to achieve the Human, social and career development goals. These goals apply to all students, including those with special needs.

  11. System Structure and Accountabiltiy Minister of Education • Elected member of the legislature • Presides over Ministry of Education Ministry of Education • Authority and responsibility outlined in the School Act and the Independent School Act • Establishes funding levels for school districts

  12. Continued… British Columbia College of Teachers • Establishes standards and qualifications for certification of teachers and other professionals in the school system • A self-regulating body with the power to discipline its members to suspend of withhold certification

  13. School Board • Powers defined under the School Act • Elected officials • Accountable to its constituents • Employs teachers, administrators and non-teaching staff • Most boards belong to B.C.S.T.A.

  14. District Superintendent • Acts as CEO of district • Appointed by the School Board • Supervises educational staff and programs and operation of schools within the district Principal • Responsible for overall operation of school • Meets with PAC • Disciplines students • Member of the College of Teachers

  15. Vice Principal • Assist principal with administrative duties • Frequently teaches • Member of College of Teachers Teachers • Duties outlined by the School Act • Front line service • Instruct students • Evaluate performance and maintain student records • Members of the College of Teachers • Members of local collective bargaining unit

  16. Parents • Primary care givers and natural advocates • Defined under the School Act as parents or guardians of a student who are legally entitled to custody or who usually have care of a student • Authorized under the School Act to form PACs

  17. Students • Focus of the educational system • Every position in the system exists to serve students Ombudsman • An independent reviewer of fairness for B.C. est. in 1979 • In 1992 the Ombudsman was given the authority to investigate complaints about schools and school boards

  18. Advocacy • Ombudsman defines child and youth advocacy as: Activities undertaken by self or others intended to ensure that the rights, interests and viewpoints of children and youth are carefully considered and fairly represented in all matters that affect them. These advocacy efforts are particularly in relation to public policies and services and are directed at both individual and systemic issues.

  19. Historical Context Google: A Review of Special Education in British Columbia On the timeline provided outline the key events in the evolution of Special Education as we know it today

  20. Where have we come from?The Historical Context • 1950s to 1980s students with significant special needs were often educated at specialized schools • 1960s students with cognitive and sensory deficits were refused placement in public school systems • 1970s Normalization movement, Community Living B.C. CLBC founded • U.S. PL 94-142 Gound breaking defined educational rights for students with developmental disabilities • 1970s and 80s school districts pressured to educate students with disabilities in their own communities. Often separate schools were built • Late 1980s self-contained programs within typical schools • 1982 Charter of Rights and Freedoms • 1990 BC Ministry of Ed. Develops policy on inclusion and integration(Special Needs Ministerial Order) • Early 1990s many special classes closed

  21. Differentiate between:

  22. In your groups discuss:

  23. Ministry Order 150/89This Ministry Order mandated the integration of students with special needs. • The order stated: 1(2) Unless the educational needs of a handicapped student indicate that the student’s educational program should be provided otherwise, a board shall provide that student with an educational program in classrooms where the student is integrated with other students who do not have handicaps.

  24. This order was amended in 1995 as follows: • 2(2) A board must provide a student with special needs with an educational program where that student is integrated with other students who do not have special needs, unless the education needs of the student with special needs or other students indicate that the educational program for the student with special needs be provided otherwise.

  25. Section 18 of the School Act(04 06 09) States: • Boards may employ persons other than teachers to assist teachers in carrying out their responsibilities and duties under this Act and in the Regulations. • Persons employed under subsection (1) shall work under the general supervision of a teacher or principal/vice-principal

  26. BC Ministry of EducationSpecial Education

  27. Service Delivery Models

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