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BCTF Education Policy Development

BCTF Education Policy Development. BCTF Education Policy Process:. F ive types of education policy: examples follow 1 . Principles—broad areas that reflect values and frame the specific recommendations 2. Programs—criteria for deciding on what and how

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BCTF Education Policy Development

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  1. BCTF Education Policy Development BC Teachers’ Federation

  2. BCTF Education Policy Process: Five types of education policy: examples follow 1. Principles—broad areas that reflect values and frame the specific recommendations 2. Programs—criteria for deciding on what and how 3. Programs—specific provisions (e.g., primary program) 4. Pedagogy—nature of learning and teaching 5. Curriculum—general concepts and specific application BC Teachers’ Federation

  3. Principles—broad areas that reflect values and provide a frame for decisions 9.A.01 The mandate The broad prime aim of the public school system should be to foster the growth and development of every individual, to the end that she/he will become and be a self-reliant, self-disciplined, participating member with a sense of social and environmental responsibility within a democratic, pluralistic society. (1994 AGM) BC Teachers’ Federation

  4. Programs—criteria for deciding on what and how –an example: 9.A.05—Public Education Alternatives That the BCTF continue to support alternatives within the public education system to meet the diverse circumstances of students, subject to the following principles: 1. That they be based on sound education pedagogy. 2. The full provincial curriculum will be in place. 3. There is equal access of all students to the benefits of public education. 4. All schools will have an equitable share of educational resources. More…p. 56 BC Teachers’ Federation

  5. Decisions about specific programs 9.A.13—Primary Program 1. The BCTF supports the principles and school system organization of the revised Primary Program: A Framework forTeaching. (01 AGM, p. 35) (08 AGM, p. 11) BC Teachers’ Federation

  6. Curriculum—an example of a policy related to a specific situation—easily outdated G. Consumer Education POLICIES 9.G.01—That the BCTF supports maintaining and/or introducing the teaching of essential consumer education skills within existing required courses. (Feb. 82 RA, p. 16) 9.G.03—That the BCTF opposes separate compulsory courses in consumer education in the secondary school program.(Feb. 82 RA, p. 6 BC Teachers’ Federation

  7. Pedagogy—broad policy to influence specifics 9.A.15—Intermediate/Graduation Programs 1. The BCTF supports the Ministry of Education’s three Principles of Learning: a. Learning requires the active participation of the student. b. People learn in a variety of ways and at different rates. c. Learning is both an individual and a group process. (June 06 RA, p. 7) BC Teachers’ Federation

  8. Engage in developing BCTF education policy Where to start? A. Review existing policy—pull out what is still valid B. Build on broad statements of principles with their implications C. Identify small enough chunks for consideration and debate by members BC Teachers’ Federation

  9. More to the policy process Develop recommendations that can be made to the executive Word the recommendations in a way that makes them relevant for the longer term Engage members in the discussion Suggest the decision-making body that is most appropriate: AGM for broad values and application; executive for specifics BC Teachers’ Federation

  10. Why bother with education policy? A sense of philosophy and principles helps in developing and using sound teaching practices The opportunity for wide discussion of broad issues of education policy and practice only comes along every couple of decades Let’s not miss it BC Teachers’ Federation

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