IBEC-DP-Curriculum Processes: Module 1 "Knowledge and the Knower"

Module 1 learning objectives :

-demonstrate a critical understanding of the nature of international education and the IB’s mission, and how the IB philosophy promotes and develops it within schools

-demonstrate a critical understanding of the key areas of commonality and difference in the four IB programmes

-demonstrate a critical understanding of the role of collaborative working practices in supporting IB learning outcomes

-demonstrate a critical understanding of how the programme resource centre and other interactive technologies enable IB practitioners to professionally engage with each other to support student learning

Knowledge questions : 

What shapes my perspective as a knower?

-->Introductions, thinking critically about our educational philosophies, interests and gifts

How do we acquire knowledge?

-->IB Programme continuum, the nature of the Diploma Programme, the core (TOK, EE, CAS)

Are there responsibilities that necessarily come with knowing something or knowing how to do something?

-->The Learner Profile, international-mindedness, intercultural awareness, and integrity

How do we acquire knowledge ? 

• IB Programme continuum, the nature of the Diploma Programme, the CORE (TOK, EE, CAS)

While there are links to the following IB documents within the text, just in case you run into issues, here are some PDF versions as well. A reminder that it's very important to get used to using MyIB to access resources. 

You'll notice that there will be a lot of reading and watching in this section, however having a solid understanding of the foundations of the Programme continuum, as well as the nature and the core of the DP, is essential in understanding how to move forward in the course. Without a bigger picture idea of what the IB is, how the continuum impacts each programme (especially the DP) and how the core elements (Theory of Knowledge, the Extended Essay and CAS) are integrated into curriculum planning, it will be difficult to appropriate authentic planning. This initial exploration is just a basic overview, we'll be looking at each component much more thoroughly as we move through the course.

First, take a bit to explore what the IB Programme continuum is on MyIB : the PYP (including the Early Years), the MYP, the DP and the CP. It takes a little bit of exploring around to get your footing. However, it's fairly user-friendly, separated by programme, and includes many different kinds of resources. While I have included links and PDFs of many documents, you'll notice how much easier and efficient your life will be over the course of these next 10 weeks if you make a habit of referring to MyIB (the university will have provided you access information). Looking at all of the documents can make the programme (and learning) seem overwhelming. If you start to get comfortable with MyIB, you'll be able to retrieve information through the HTML sites (instead of sifting through a long PDF) and find other relevant resources and sharing forums. Some resources are also not available outside of the platform. 

Lastly, begin to familiarise yourself with the nature of the Diploma Programme. 

• You can find the main DP page HERE on MyIB. 
• Take a look at the DP From Principles to Practice document (especially pages 4 - 14)

• Explore the CORE : Theory of Knowledge, the Extended Essay, and CAS. You'll notice this course is modeled after TOK and aims to explore DP curriculum processes through knowledge questions. The core of the DP informs everything - it is integrated in all subjects and you'll have to demonstrate an understanding of each in planning and assessment elements. 

• • Theory of Knowledge
  • the EE
  • CAS

*Please note that these are preliminary explorations of programme documents and resources, you are not expected to know all of the information included in them during the first module of the course, we will be working through them and looking at specific sections. 

Are there responsibilities that necessarily come with knowing something or knowing how to do something?

• A brief introduction to the Learner Profile, international-mindedness, intercultural awareness, integrity

One of the wonderful aspects of the IB programmes is the way in which it encourages learning that goes beyond the scope of content - the IB's mission is one that we can all connect with - as educators, trying to help our students flourish and make a difference in the World. Ok ok, you might say, that sounds great 'on paper', of course that's what we want from our students. Are we being too idealistic in thinking it's possible ? I really don't believe so. When we give our students the opportunities to thrive, not just as students but as people, we really are living out the IB's mission statement. But don't take my word for it, there are so many alumni that share how their IB experiences helped them go out into the World and do just that. 

While at some point you might find yourself a little lost or overwhelmed by reading and content, remember this : you got into education for a reason. At some point, you made the choice to share your gifts with the World, you are here because you believe in life-long learning, you are open to new ways of seeing and doing things. At the heart of the Diploma Programme model, you'll find the Learner Profile, attributes that support the aim of all IB programmes : to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

In the cross-programme Standards and Practices (which are the requirements that must be implemented in order for a school to gain authorization of any of the IB programmes or receive a successful evaluation), the framework which of which is shown below, you'll notice 'learners' are always at the core of everything. When you consider what a 'learner' is in any IB programme, you have to include yourself - we are all learners, and just like our students and colleagues, continuously seeking to develop our own knowledge and skills. 

In terms of what 'international mindedness' means, we could have a long discussion about the general meaning, and most probably come to the conclusion that it means that we know what's going on in the World and we include global issues in our pedagogy (I know this because this was a question that was asked in previous iterations and that's the consistent, if not too obvious and simplistic, conclusion).

Let's think about this in a deeper and much more significant way. The IB supports research in a variety of areas of knowledge and pedagogy (you can read more about IB Research HERE). The paper 'Conceptualizing and assessing internationalmindedness (IM): An exploratory study' (Castro, Lundgren, Woodin, 2013) looks at the following research questions : 

• RQ1 How is international-mindedness conceptualized in the IB curricular context? How is IM addressed in the educational philosophy of the IB and the curriculum framework of its programmes? How are multilingualism, intercultural understanding and global engagement associated with IM? How are attitudes, knowledge, skills and action associated with aspects of multilingualism, intercultural understanding and global engagement?
• RQ2 How are constructs related to IM defined and theorized in the research field of international and intercultural education? What are the theories, models, dimensions and core elements of IM and other related constructs? How are multilingualism, intercultural understanding and global engagement defined?
• RQ3 How are international-mindedness and some related constructs assessed within and outside of the IB context? What skills and competencies are being assessed? What models and instruments are being used for assessing the intercultural dimension in different educational contexts?

After having read through the paper, hopefully you can better understand how true international mindedness and intercultural awareness also includes multilinguism and global engagement, making it a much more complex and nuanced concept that needs to be integrated in our pedagogy. It means appreciating human commonality, diversity, and interconnection. It means taking an active, engaged role in global citizenship and participating in the collective responsibility towards making the World a better place. We are facilitators of that engagement, and at the same time, authentic models for our students. 

This brings us to the notion of responsibility and integrity - as facilitators of knowledge, what is our responsibility in ensuring the development of the learner profile attributes, true international mindedness, and at promoting global engagement ? You'll notice the word 'reflection' comes up often in IB pedagogy - in the learner profile, in the curriculum, in the approaches to teaching and learning (which we'll get to in the next module). In order to be models of integrity, we need to reflect on our own biases, our own perspectives, our worldviews, our practice. 

Integrity, especially academic integrity, is a quick evolving topic in education and one that the IB is currently figuring out how to adapt to (regarding AI especially). We'll get back to that beast later on in the course, but let's talk for a second about integrity in pedagogical approach. Integrity, for example, is explicitly reflected in our choice of resources. From experience, in seeing thousands of PYP, MYP and DP planners, teachers almost see the resource section as an afterthought, a place to copy-paste a YouTube link, or a bibliographical reference to a book, or a general 'computer lab' type learning environment. I'd like you to reflect for a second on something. In order to promote authentic inquiry, you're going to need some sort of content as a vehicle, right ? You can't only talk about vague concepts without actually referring to specific examples. In order to have students apply conceptual understanding, you're going to have to have them develop skills such as being able to retrieve information via research using specific technologies, yes ? To have them live authentic learning experiences and connect concepts to 'real life', they might want to interact with a member of the community, or visit a local park maybe ? These reflections all relate to principled action. 

https://ib-innovate.com/2019/05/19/principled-action/

These are all examples of resources : print, digital, technologies, human, environments. The IB considers each and every one of these equally important in order to support the integration of concepts, the delivery of content, the development of skills, and the transfer of understanding. Before we can even think about lesson or unit planning, it would make sense to plan out our learning experiences (how we're going to bring students to be able to show us what they know), and before we can plan out those learning experiences, we kind of need to prepare ourselves in terms of resources (for us, as facilitators of knowledge, and as prompts or exploratory elements for our students). Does this make sense ? The IB standards explicitly support the integration of authentic resources and it's our responsibility to seek those out (and also determine their value, validity, and ethics). Throughout this course, we'll be taking a closer look at all of this, and you'll hopefully start to feel confident in understanding how integrity is essential in informing your own curriculum planning within the DP and start to develop a toolbox of resources that can help you. 

Regardless of whether you are in the PYP, the MYP or the DP, the approach is the same : more is not better, meaningful is better. If resources weren't an integral part of a unit (or lesson) plan, the IB would not have specific references to them, nor would there be publishing or media services that exist specifically to create IB materials. 

Resources, whether they be print, media, spaces, technology or media, should : 

• represent a range of entry points and learning environments that creatively achieve the unit’s purpose
• promote student inquiry through learning support and extension;
• represent diverse and culturally responsive points of view;
• use students’ life experience and multi-literacies to inspire learning;
  
• create opportunities for action and real-world learning;
• include meaningful opportunities for interaction with people, organizations and facilities in the community.

It's hard to give one, clear, blanket answer on what makes a resource 'authentic'. What would seem like an authentic resource about Indigenous peoples would obviously be one resource here in Canada (and even then, it would look different depending on local context) and would be an entirely different one if you were exploring Indigenous peoples of China (for a variety of reasons). And this is why reflecting on integrity in resource choice is so important. For those of you who have/are/will be taking the Teaching and Learning course, you'll see that a lot of the feedback on your lesson plans regarding this will overlap because you're being asked in that class to start planning from some kind of prompt (so, a resource). If your prompt isn't authentic, whatever comes from that (learning experiences, lines of inquiry, etc) won't be either. I'm also not the resource police, so while I will provide feedback during the course (as will your peers), ultimately, it's up to you to use your common sense and professional judgement and reflexivity in your choice of resources. 

One thing I find exceptionally important to keep in mind : check your own biases, especially when you are considering what 'diverse and culturally responsive' points of view means. You do not need (and should not be, in any IB programme) to be working on this alone - planning is a collaborative effort. An absolutely FANTASTIC resource that I use in my DP psychology class, but was actually developed for librarians is PROJECT READY. PLEASE !!! go check it out, it is amazing (the sections on checking implicit and explicit bias, as well as microagressions, specifically). Everything is literally ready - videos, stories, animations, definitions...

• Take a look at the Continuum Standards and Practices (MyIB link, Standard 0202 : Student Support)

While you're at it, take a moment to also appreciate the IMMENSE amount of support that librarians, teacher-librarians, library technicians (etc, there are many different titles associated) often offer us as educators with so little credit. The IB also recognizes their important place in the sharing of knowledge and offers workshops to support and train them specifically in the context of conceptual learning through an internationally-minded and interculturally-sensitive lens. 

• Ideal Libraries : A Guide for Schools (MyIB)
• Learning Stories : The Role of Librarians in Multilingual Learning Communities (MyIB)
• Technology and the Design of Learning Spaces in the Library (MyIB)
• Learning, Teaching and Leading with Technologies (MyIB)

Discussion board post for MODULE 1 tasks (please answer the following prompts in the same post) : 

• List some differences and similarities between the nature of IB's approach to teaching and learning and the educational system with which you are familiar (for example, the Ontario school system). For many of you, this course is your first initiation to the IB - what are you excited about ? what do you want to learn more about ? what could you see as potential obstacles ?

With regards to the Ontario Secondary School Diploma and the system in place that students participate in to achieve it differs on levels of rigour, evaluation and content. When consider the statements of the IB in regards to their course length through their website, for students to complete a course whether it is the Standard Level (150 hours of suggested instructional time) or Higher Level (240 hours of suggested instructional time) (DP Curriculum, 2025). The IBDP involves more required instructional time than that of the OSSD program courses (110 hours minimum). The types of evaluations that occur in the diploma programme are not unheard of in Ontario’s evaluation process of learners, but has long since been a curriculum that allows for learners of all pathways to hace access to the educational resources they need to be successful, where it doesn’t, it is amended over time. Where the DP in IB has 6 core subject areas, Ontario follows a similar model. A large difference between the subject specific courses and the OSSD subject specific courses lies in the content delivery, where Ontario focuses on more Canadian versus Global content the higher up the grades go in each subject (depending on courses selected), the MYP in IB is (from observations in regards to outlines shared through the Teaching and Learning course) includes interdisciplinary unit planning opportunities, this is mandatory. Furthermore, the MYP program (which includes equivalents of grades 9 and 10 level coursework) inlcudes expected collaborative meeting time where teachers of different subjects collectively develop an articulation document where they perform the base for their interdisciplinary study as required for at least one unit each year as outlined through the ibo.org website (Interdisciplinary learning, 2025).

In regards to similarities, there are interdisciplinary courses available for students through the OSSD; the Ontario program requires students to participate in Culminating Tasks and/or Exams in order to summatively assess students by the end of the course for evaluation; and lastly, there is set time for professional development to occur as required by Ontario’s Ministry of Education.

This is my first course with regards to the attainment of an IBEC, I am very excited about a lot of things, meeting professionals, being in a learning environment online, studying something “new” and most of, starting a new adventure in my career.

I want to literally learn everything. Anything I can absorb, I’ll take, my goal is to take the IB certification as far as I can. Obstacles are literally, time, life as a parent and husband, day-job, the need to sleep. I love getting this information, these experiences and weighing them against what I have and know, identifying what’s missing and applying it where possible-its just not easy to have the quiet time to concentrate the way I would like to sometimes.

Source:

n.a, International Baccalarueate: “DP Curriculum”. IBO.org. 08 January 2025 https://www.ibo.org/programmes/diploma-programme/curriculum/

n.a, International Baccalarueate: “Interdisciplinary learning”. IBO.org. 18 October 2025

https://www.ibo.org/programmes/middle-years-programme/curriculum/interdisciplinary/#:~:text=In%20each%20year%20of%20the,schools%2C%20collaborative%20planning%20is%20vital.

• While not all do, many students follow one or multiple of the IB continuum programmes. Assuming a DP student has done so, what do you think a potential entry profile for that student could look like ? What could/should their competencies be ? What personal qualities or attributes would be beneficial to that student being successful in the DP ?

I have read their the learner profiles, however already being familiar with them, it was interesting to observe the continuum as a whole rather than just the Diploma Programme, and it makes sense to believe that a student beginning in PYP and continuing into high school graduation would or could accumulate a great deal of strong characteristics that promote global mindedness (The IB learner profile, 2024). Based on my understanding of the question, I see that students would be submitting an entry profile that is well written, proofread as well as impressively detailed in regards to relevant experience and extra-curricular activities. Along with details described by the student, their academic performance outlined in their educational background could be ready to provide the student with anywhere under 24 credits (given that they have scored a 4 or higher on their Higher Level and Standard Level subject exams (Getting IB diploma credit at US colleges and universities, 2018). This being a great point of reference when trying to envision how or why IB learners may perform better (Benefits for students, 2024).
n.a, International Baccalarueate: “The IB learner profile”. IBO.org. 02 September 2024. https://www.ibo.org/benefits/learner-profile/
n.a, International Baccalarueate: “Benefits for students”. IBO.org. 06 June 2023. https://www.ibo.org/benefits/benefits-for-students/
n.a “The IB Community Blog: Getting IB diploma credit at US colleges and universities“. Blogs.ibo.org May 5, 2018. https://blogs.ibo.org/2018/05/05/getting-ib-credit-at-university/#:~:text=A%20student%20would%20receive%206,SL%20courses)%20to%20be%20applied.

• Having reflected on your own educational philosophy, experiences and gifts, what support (in terms of your skills, your knowledge/expertise) do you think you could bring to the table in order to help them succeed in the core elements : TOK, the EE and CAS ? 

In way of supporting students through their IB education and learning journey, as a teacher, and a human, my experiences will go a long way in supporting students. Having taught for 10 years, I have the ability to not only identify issues students have and initiate a plan of action ot support, but I can identify and critical reflect on issues that might exist within my own practice. Through my experience and educational philosophy, it is in that where my growth mindset carries foremost the needs of students as people and myself as a human that allows me to know where my classrooom’s humanity begins, and where the potential could potentially be at the graduation of that student. To sum up, my expertise in the way of essay writing, assessment and evaluation, reading skills and teaching English language learners, that my knowledge couples with my emotional intelligence to allow me the tools I need to support and work with students.

IBEC--DP-Curriculum Processes: Module "UDL and Student Choice Matrix"

Greetings,

I have been working on my IBEC through the University of Windsor (one of the only places that still has online learning taking place for students abroad who wish to participate in IB certification through distance learning). For this opportunity I am very grateful to the Three Fires Confederacy of First Nations, which includes the Ojibwa, the Odawa, and the Potawatomi for allowing the unveristy to host their learning through the land in order to better allow learning and education to occur more equitably on an international scale. I do hope to have the chance to visit the campus itself and learn more about the land as well as its people in the future. 

The University of Windsor has a Land Acknowledgment of its own that can be observed through the following link, chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.uwindsor.ca/orientation/sites/uwindsor.ca.orientation/files/uwin101_1.pdf

In this blog post, I observe resources shared through my online learning module under the instruction of Laurie Crawford. Specifically, in this post, I observe the fundamental components to inquiry-based learning.

This has been an interesting experience thus far, 

Highlighted Resource:

https://digitalpromise.org/ask_a_researcher/offering-students-choice-assignments-lead-greater-engagement/#:~:text=While%20choice%20is%20a%20key,choice%20they%20think%20is%20best

https://udlguidelines.cast.org/engagement/interests-identities/choice-autonomy/

https://www.alfiekohn.org/article/choices-children/ 

https://whatedsaid.wordpress.com/category/pyp/

 https://www.youtube.com/watch?v=GQMN8icZq3Q

IBEC-DP-Curriculum Processes: Module "Artificial Intelligence"

Greetings,

I have been working on my IBEC through the University of Windsor (one of the only places that still has online learning taking place for students abroad who wish to participate in IB certification through distance learning). For this opportunity I am very grateful to the Three Fires Confederacy of First Nations, which includes the Ojibwa, the Odawa, and the Potawatomi for allowing the unveristy to host their learning through the land in order to better allow learning and education to occur more equitably on an international scale. I do hope to have the chance to visit the campus itself and learn more about the land as well as its people in the future. 

The University of Windsor has a Land Acknowledgment of its own that can be observed through the following link, chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.uwindsor.ca/orientation/sites/uwindsor.ca.orientation/files/uwin101_1.pdf

In this blog post, I observe resources shared through my online learning module under the instruction of Laurie Crawford. Specifically, in this post, I delve into the opportunities for educators to make their practice and classrooms more progressive in regards to technology and online media literacy. 

Highlighted Resources:

https://www.ibo.org/programmes/artificial-intelligence-ai-in-learning-teaching-and-assessment/

https://blogs.ibo.org/2023/02/27/artificial-intelligence-ai-in-ib-assessment-and-education-a-crisis-or-an-opportunity/

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.ibo.org/globalassets/new-structure/programmes/shared-resources/pdfs/academic-integrity-policy-en.pdf

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.ibo.org/globalassets/new-structure/programmes/shared-resources/pdfs/tok-activity-using-ai-generated-content-as-a-tok-object-en.pdf

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.ibo.org/globalassets/new-structure/programmes/shared-resources/pdfs/tok-activity-interactive-feedback-exercise-en.pdf

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.ibo.org/globalassets/new-structure/programmes/shared-resources/pdfs/artificial-intelligence-questions-and-concerns-en.pdf

IBEC-DP: Curriculum Processes "Course Outline and Unit Planner Design Resources"

Greetings,

I have been working on my IBEC through the University of Windsor (one of the only places that still has online learning taking place for students abroad who wish to participate in IB certification through distance learning). For this opportunity I am very grateful to the Three Fires Confederacy of First Nations, which includes the Ojibwa, the Odawa, and the Potawatomi for allowing the unveristy to host their learning through the land in order to better allow learning and education to occur more equitably on an international scale. I do hope to have the chance to visit the campus itself and learn more about the land as well as its people in the future. 

The University of Windsor has a Land Acknowledgment of its own that can be observed through the following link, chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.uwindsor.ca/orientation/sites/uwindsor.ca.orientation/files/uwin101_1.pdf

In this blog post, I observe resources shared through my online learning module under the instruction of Laurie Crawford. Specifically, in this post, I observe the fundamental components to inquiry-based learning.

 Highlighted Resource:

Course Outlines and Unit of Inquiry Plans to reference

DP

https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_g_mypxx_tsm_1412_1_e&part=5&chapter=1 

PYP 

https://ibpublishing.ibo.org/live-exist/rest/app/sui.xql?doc=p_0_pypxx_mon_1309_1_e&part=1&chapter=2

https://makinggoodhumans.wordpress.com/2016/03/11/pyp-day-plan-template/

Huamei Bond International School (Contracts 2024-2025 and Now Anew with regards to 2025 onward)

REPOST: ATA Website For the Teachers! (Teacher's Rights in the Workplace)

Introduction

All teachers have a legal and a professional liability and are governed by the Canadian Criminal Code and the law of torts or civil law in relation to their duty of care for students. Teachers’ professional liability occurs because their profession is governed by the Teaching Profession Act and the Education Act, and their conduct is subject to the Code of Professional Conduct and the general bylaws of the Alberta Teachers’ Association. For a detailed analysis of this liability, teachers are referred to the Association’s Monograph No 7, Teachers’ Rights, Responsibilities and Legal Liabilities. A copy of this monograph is available in every Alberta school.

In Loco Parentis

Traditionally, the teacher was considered to be acting in loco parentis. This means that in relation to the student, the teacher stands in the position of a caring, responsible parent and unofficial guardian. This concept allows the teacher some of the privileges of a parent but also brings with it added responsibilities for the protection of pupils. Thus, a teacher could be liable for injury or damages to a pupil if the teacher’s conduct falls below the standard of care deemed to be necessary under the given circumstances. In some instances, the duty of care owed by the teacher may exceed that of the parent if special knowledge makes the teacher aware of dangers that the parent might not appreciate.

In Parens Patriae

More recently, the teacher has been judged to be acting as an agent of the state or in parens patriae. The duties of teachers outlined in section 196 of the Education Act emphasize this role. (See also Teachers’ Rights, Responsibilities and Legal Liabilities.) Thus, the actions of teachers are often compared to those of law enforcement personnel, social workers and other public employees. The actions of a teacher must comply with the Child, Youth and Family Enhancement Act, the Youth Justice Act and legislation in the area of human rights.

Monograph No 7 provides further details in this regard.

The duty of care to individual students and the need to serve the best interests of the state has further complicated the already demanding role of the teacher.

Negligence

Negligence comes under the broader heading of tort law. The word tort means crooked or twisted. Generally speaking, a tort is a wrong committed by one person against another. Examples of wrongs are assault, harassment, defamation and negligence.

Negligence means not doing something a prudent and reasonable person would do or doing something a prudent and reasonable person would not do in a particular situation. It can be the subject of a lawsuit between persons whenever there is a duty upon one person not to be negligent and when a breach of that duty occurs and causes damage to another person. Negligence exists where the activity or conduct on the part of the teacher creates an unreasonable chance of danger. When teachers ignore danger or do not respond properly to danger when they should, they may be found negligent if someone is injured as a result.

Four elements must be present before negligence is established:

The plaintiff has suffered some damage.

The damage was caused by some act or omission of the defendant.

The act or omission was one that a reasonable person behaving with ordinary prudence would not have committed.

The defendant has a duty of care to the plaintiff with regard to that act or omission.

The extent to which the injured party contributed to his own damage would also be an issue in determining the amount of damages to be awarded.

Often, because they are expected to have expert knowledge about certain matters, teachers are held to a higher standard of care than parents. This is especially true in school situations that may be inherently dangerous (for example, the use of chemicals, machinery, appliances or apparatus, as well as student participation in complex activities).

Substitute teachers must be certain they have knowledge of the necessary skills and safety precautions associated with teaching a particular lesson that has inherently dangerous components. If substitute teachers do not have this knowledge, they are advised to use other relevant activities instead. The regular teacher and the school administration should be informed as to why the change in the lesson plan was made. The regular classroom teacher and the school administrators should be aware that they would very likely be named in a lawsuit brought on behalf of a student if injuries were suffered while a substitute teacher was implementing elements of a lesson plan he or she was not adequately trained to teach.

Insurance

Section 54 of the Education Act deals with powers of school boards. Among other matters, this section requires that every board carry liability insurance or make equivalent arrangements to cover its exposure, including the exposure of its employees.

54(1) A board shall, in respect of its operations, keep in force adequate and appropriate policies of insurance for the purpose of, at a minimum, indemnifying the board and its employees and school councils in respect of claims for

(a) damages for death or personal injury,(b) damage to property and . . .

Any claims, including lawsuits, against the board and/or any of its employees would be dealt with by the insurance company (or equivalent agency), providing the coverage required by this section of the act and the regulations developed pursuant to it.

Supervision

Substitute teachers are often expected to fulfill supervisory functions as part of their assignment. Substitute teachers should be certain that a system of supervision is established in the classroom or wherever an activity takes place to ensure that the instructions given to the pupils are obeyed. There is no expectation of having one supervisor for each pupil except in extremely dangerous activities. Teachers’ own experiences will normally give them a good idea of what level of supervision is required to ensure an adequate degree of safety.

The extent of supervision required depends upon the age, mental ability and emotional stability of the students being supervised. If there is a lack of supervision, it would have to be shown that the failure to supervise caused or contributed to the injury. Negligence will be determined by a judgment of what was reasonable in a particular set of circumstances. In any event, if the teacher is performing assigned duties, the school board’s liability insurance will provide the necessary protection in the event of a lawsuit, to the extent of the limits provided in the policy. Teachers providing service in high-risk situations should check the adequacy of coverage.

The substitute teacher might supervise students on a field trip. In this case, substitute teachers should check with the principal to be certain that the activity is school sponsored, in which case the school board’s liability insurance will cover normal liabilities. A number of schools require parents to sign a permission slip, which serves as a useful communication device but does not eliminate the possibility of liability arising out of untoward events occurring during the field trip. A permission slip does not give the teacher the right to commit a negligent act. Students must be instructed in advance on all aspects of safety during the field trip and all foreseeable dangers should be brought to the students’ attention.

It is important that the substitute teacher review both school and school board policies as they relate to field trips. Because a substitute teacher works in many different schools and sometimes in more than one jurisdiction, these policies may vary; therefore, it would be dangerous to make assumptions about what is an appropriate or accepted procedure. Substitute teachers must review all school policies and procedures before taking students on a field trip.

Student Discipline

One of the first steps taken by a substitute teacher when going to work in a new situation should be to become familiar with the discipline policy of the school and the school board.

Even though section 43 of the Canadian Criminal Code permits the use of reasonable force by teachers on students under their care, many school boards have banned the use of corporal punishment.

43. Every school teacher, parent or person standing in the place of a parent is justified in using force by way of correction toward a pupil or child, as the case may be, who is under his care, if the force does not exceed what is reasonable under the circumstances.

Teachers must use approved procedures when disciplining students under their care.

All teachers should be aware of section 31 of the Education Act, which outlines the student responsibilities, and section 36(1), which provides legislative support for appropriate discipline policies and procedures related to section 31.

Assaults

Common Assault

There has been an enormous increase in the number of teachers accused of assault, both common and sexual, in recent years. The common assault allegations generally result from disciplinary action taken by a teacher. Section 43 of the Criminal Code notwithstanding, it is becoming more and more unacceptable for teachers to use force in disciplining students. Recent court decisions would indicate that corporal punishment may well become a thing of the past. In order for an action to constitute common assault, three elements must be satisfied: (a) lack of consent by the victim, (b) intent and (c) an application of force to the victim (or the threat of force that the victim believes will be carried out).

Sexual Assault

Sexual assault is defined as conduct that includes all of the elements of common assault plus one additional element: the assault is committed in circumstances of a sexual nature, such that the sexual integrity of the victim is violated and/or the accused gained some sexual gratification from the act. The sexual nature of the assault must be detectable by an objective standard. It is not necessary that contact be made with the victim’s sexual organs or that the assaulting party’s sexual organs be involved. Even a pat on the behind can be a sexual assault if it is done to obtain sexual gratification or to violate the sexual integrity of the victim.

These offences are very broadly defined. It is easy to see how false allegations could be made in a wide variety of innocent student–teacher interactions. However, innocence may not save one from accusations, or even conviction.

Advice

What can teachers do to avoid these sorts of problems? Obviously, they should studiously avoid behaviour that would give rise to legitimate charges.

Many authorities, particularly those who deal with cases of this nature on a frequent basis, suggest that teachers should refrain from all physical contact with students. This runs counter to the beliefs of many teachers and to some educational theorists who believe that hugs and pats are important, positive acts. Each individual teacher will have to decide what is the best course of action. However, consistent behaviour with all students is good advice.

Here are some other prudent and useful tips:

1.    Be completely familiar with the school board’s and the school’s policies with respect to corporal punishment, and if you decide to use corporal punishment at all, do so in strict compliance with those policies.

2.    Document your discipline of students and any accidents that occur while you are on supervision. Such documentation should be retained in your permanent personal files; there have been many cases of accusations being made years later.

3.    Avoid being alone with students, particularly those in the early years of puberty. If you must be alone with a student, ensure that the door is open, that the window blinds or drapes are open and that the time is kept to a minimum. Let someone else know where you are and who you are with.

4.    Unless you have special training or an assignment in counselling, avoid counselling students who display signs of sexual, emotional or mental instability. At the very least, consult regularly with the teacher counsellor in the school or with someone else with expertise in this area and keep a record of such consultations.

If Accused

The primary rule in dealing with allegations of assault or sexual assault is remain silent. You have the right to do this under the Canadian Charter of Rights and Freedoms. This right is the best available protection. Do not waive this right until after you have seen a lawyer. You are required to identify yourself (name, address and birthdate) to the police. Beyond that, you should not volunteer any information or respond to any questions until you have sought and received legal advice.

As a teacher, you have access to legal advice on matters relating to your work. Contact the Association as soon as possible. In the meantime avoid discussing the situation with anyone else (other than your legal spouse). Discussing it with others may put them in the position of being called to testify against you.

Do not panic. While this may be a terrible experience, staying calm, listening to advice and taking the situation one step at a time will, at least, avoid making it worse.

Assaults Against a Teacher

An area of growing concern is the increased number of assaults on teachers. These assaults are most often perpetrated by students, but teachers have also been assaulted by parents, former students or others. The significance of these assaults must not be minimized, and teachers are advised to report all assaults and ensure that charges are brought against those responsible. The Association will advise and assist members who have been the victims of assault while performing their professional duties.

Professional Liability

As professionals, teachers are held to a higher standard of conduct than the general public. All teacher members of the Association are obliged to maintain professional conduct and to assist the Association in its duty to provide protection to the public and to the profession. The Code of Professional Conduct provides general guidelines for teachers to follow, but the scope of professional-conduct expectations goes far beyond the code. Teachers should be familiar with the code and with the responsibilities placed on them by the Teaching Profession Act. These responsibilities are contained in Appendix B and Appendix D. Substitute teachers should become familiar with these responsibilities and govern themselves accordingly. Note that adhering to the provisions of the Code of Professional Conduct is a 24-hour-a-day responsibility. Even when acting as a parent or a community member, all teachers must respect the standards of the profession. These provisions also apply to other teachers in their relationships with substitute teachers. The Members’ Handbook and the publication Teachers’ Rights, Responsibilities and Legal Liabilities include details about the steps to be taken if a teacher believes that another teacher has been guilty of unprofessional conduct. However, before taking any action, consult with the Association.

E-Liability

Teachers are expected to model ethical and appropriate conduct in their use of school computers, laptops, Internet connections and cellphones. This expectation extends to use of their own computers when posting on social networking sites.

Teachers are in a position of trust with students and can be held accountable if their actions expose students to inappropriate material or communications. The following cybertips for teachers should be kept in mind at all times.

Be Prudent

At work, do maintain exemplary professional standards when sending e-mail messages to students, parents, colleagues and administrators; always keep a copy of your e-mail messages; and

use a signature that includes your name, assignment title and school name.

At work, don’t share your password with other colleagues or students or leave your computer on and unattended when students are around.

At home, don’t use your home/personal computer to contact students or parents;

permit images of yourself to be taken and posted on any site without appropriate privacy safeguards;

post criticism of colleagues, students or administrators on social networking sites; or

share confidential information about students, colleagues or administrators on social networking sites.

Be Prepared

If you find yourself the target of cyberbullying, take the following steps:

Make copies of all questionable messages/web postings/information and other related materials and data, including the URL.

Demand that the sender stop transmitting or posting the material and state that the conduct is inappropriate and unacceptable.

Avoid engaging with the person who is targeting you, because this may escalate the situation.

Advise your school administration of the inappropriate communication if the situation requires immediate action and/or if the communication continues.

Access appropriate support/guidance through the school district’s cyberconduct policy or manual.

If the person who is cyberbullying you is a student, contact the student’s parents.

Inform and involve your school-based occupational health and safety committee.

Contact your ATA local if the actions taken to address the inappropriate communication are ineffective and/or if you need further support/advice.

Remember

Nothing is truly private when you use digital communication. When you are using board equipment and communication links, the board can access all your messages and online sites visited if any of the communication went through board servers or was accessed using board equipment.

These forms of cyberbullying are considered criminal acts:

Communicating repeatedly with someone if the communication causes someone to fear for their own or others’ safety

Publishing a defamatory libel—something that is designed to insult a person or likely to hurt a person’s reputation by exposing him or her to hatred, contempt or ridicule

Spreading hate or discrimination based on race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status, or disability may be a violation of the Canadian Human Rights Act and/or provincial/territorial human rights legislation.

If there is a question as to whether the inappropriate communication is criminal, call the police. It may also be necessary to involve internet service providers (ISPs) and mobile telecommunications service providers in addressing the inappropriate communication to the point of deleting the offending material from temporary/permanent sites and archives.

Know Your Rights and Your Responsibilities

These activities can result in disciplinary action against a teacher:

Visiting inappropriate websites, eg, adult content, racist, pornographic

Sending or forwarding offensive jokes and pictures via e-mail

Online gambling using school district equipment

Downloading audio, video or text-based materials in violation of copyright laws

Using board/employer equipment to engage in activities relating to a second occupation

Constant text messaging, instant messaging and/or e-mailing during school time

Posting pictures of yourself and sharing them over the Internet, especially if they are suggestive or inappropriate.

(Editor’s note: The material in this section on e-liability is adapted from the Canadian Teachers’ Federation; more information is available at www.ctf-fce.ca.)

EDAQ-A4333E-W-2-2024AQ1-WEB Guidance and Careers Part 1 (M4)

Introduction - Every Kid Needs a Champion

The following quote looks to the future of our students and the challenges that await them.

“The landscape of the workplace is changing rapidly. Future Ready students will need strong leadership and global competencies to be competitive as they meet the expectations of this new environment. Share how you are engaging students in their future pathways with knowledge of labour market information, innovation, creativity and entrepreneurship.” (~ Sourced from the The Ontario School Counsellors’ Association, www.osca.ca)

Rita Pierson engages her students. She believes in her students. She is a champion of kids, all kids. Reflect on how, as a Guidance Counsellor, her 'talk' resonates with you in your responsibilities as a Guidance Counsellor, and educator.

YouTube URL: http://www.youtube.com/watch?v=SFnMTHhKdkw

Task 1: Guidance Curriculum (Discussion Board)

Are you familiar with the Guidance Curriculum? The Guidance Curriculum can be found online on the Ministry website. Flip through the curriculum document to familiarize yourself with the pedagogy of guidance.

Task for I/S qualified teachers:

In order to further familiarize yourself with the Guidance curriculum;

Ask a Question related to the curriculum document

Respond to a Classmate's Question

Share a Learning Activity that supports the curriculum  

Submit your responses to the Discussion Board.

Task for P/J qualified teachers:

Guidance counsellors are not always available in elementary schools.  Think about the role that you would play as a teacher providing guidance to a P/J class. 

What question might you ask to P/J colleagues about how to support P/J student needs?

Answer the question posted by another student in the course.

Share an activity/lesson that you would use in a P/J class to address/promote a guidance related topic - something that a classroom teacher could execute within their practice.

Submit your responses to the Discussion Board.

J/I qualified teachers may choose either task.

As per discussion, 

"Greetings, 

After reviewing the curriculum document, one question I have is, why doesn't the curriculum expect the student to interview or make an appointment to meet with the guidance counsellor at least once-consider it a mandatory check-in, an opportunity to see where the place is and what it is about, it might feel like that ol'BC reading expection "read in a quie environment for 20 minutes" but realistically, I mean, why wouldn't it be an expectation that the student is meeting with a guidance counsellor if they are expected to identify the information about pathways and OSAP. I mean, ya technically they could meet with their teacher or their teacher might be the guidance counsellor, but there is a difference that is given when it is straightforwardly worded and when it is implied. Especially for a private school where there are many others who teach GLC2O, not solely a guidance counsellor and who may not know about OSAP or other varying aspects that the curriculum entails.

I have included a link to a learning activity from my sellers page on TpT, its free, ties into a larger task, SMART Goal Setting

Rudy_Film Viewing_Goal Setting DEMO (CHV;GLC;GLS;Careers;ENG;HPE)

This is a LITE version of a lesson from GLS class, the teacher introduces SMART Goals and an assignment wherein students are creating SMART Goals. The teacher (in this demo) introduces the film Rudy; see the full assignment for all assignment parts.this assignment demo includes-Lesson Plan-Film View...

TPT

Feel free to comb through and grab whatever you you're interested in, 

Cheers"

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Task 2: Guidance & Special Education (Discussion Board)

What is a Guidance Counsellor’s role with respect to IEPs and supporting students with exceptionalities? For this task, we are going to build on one another's ideas in order to gain insight into the role and expectations of a Guidance Counsellor. Review 'the Case Study of Anna' below and choose the scenario that best aligns with your qualification level.  If you wish to challenge yourself, you may choose a scenario from an area in which you are not qualified.  How and what do you think the Guidance Counsellor should be doing to support Anna?

Before sharing your own response to the Discussion Board, be sure to review your classmates' ideas so that together we are collaboratively building on, and adding on to a success plan for Anna.  Note: your instructor may not comment in this discussion thread until all participants have had a chance to add their ideas.

Consider the following when responding:

What are Anna's social and/or emotional needs?

What issues that Anna may be dealing with?

What art the interventions that would support or benefit Anna?

What are Anna’s academic strengths/weaknesses?

What are Anna’s interests/sports?

What communication strategies would you use for Anna and her parents (if applicable)?

What are the available programs in schools or communities that may support Anna?

The Case Study of Anna (choose only ONE scenario based on your current teaching position)

Primary/Junior: Anna is a grade 4 student. She has an IEP which she indicates she is LD and struggles with comprehension. She is unable to read or write full sentences and still mixes up some of her letters.  Her stepmother and father arrive at the school to meet with someone who could help their daughter. Stepmother is considerably younger than Dad. Anna's parents indicate that she has been stealing items from them and friends. They also indicate that her friends are considerably younger than her and she is still playing with baby toys. They also indicate that she has been taking their cell phones and tablets, using them without supervision.  Due to her low comprehension abilities, Anna has navigated to some dangerous websites, and used the camera on two occasions to broadcast her picture to others on-line.  Anna's grade 4 teacher has noticed that Anna spends a lot of time drawing when she should be doing her other work. The parents are asking for your help and advice. What do you do?

Junior/Intermediate: Anna is a grade 8 student. She has an IEP which she indicates she is LD and struggles with comprehension. Her stepmother and father arrive at the school to meet with someone who could help their daughter. Stepmother is considerably younger than Dad. Anna's parents indicate that she has been stealing money from them and friends. They also indicate that her friends are considerably younger than her and she is still playing with Barbies. They also indicate that she has been taking their cell phones and using the computers at school to access chat rooms. Anna's grade 8 teacher has not noticed her on the computer recently but has noticed that Anna spends a lot of time drawing when she should be doing her other work. The parents are asking for your help and advice. What do you do?

Intermediate/Senior: Anna is a grade 10 student. She has an IEP which she indicates she is LD and struggles with comprehension. Her stepmother and father arrive at the school to meet with someone who could help their daughter. Stepmother is considerably younger than Dad. Anna's parents indicate that she has been stealing money from them and friends. They also indicate that she has few friends who are considerably younger than her and are not yet in high school.  Anna is an attractive young woman who garners the attention of the opposite sex wherever she goes (wanted or unwanted). They also indicate that she has been using her cell phone and home laptop to access chat rooms and Tinder. Anna's teachers have noticed that Anna spends a lot of time drawing when she should be doing her other work. The parents are asking for your help and advice. What do you do?

Adult: Anna is 26-year-old woman with 3 children under 7 years of age - each with a different birth father. Anna did not do well in school - she states she struggles with reading and can't understand 'things with a lot of words'.  She states that she didn't have an IEP because her mother didn't want her in the 'stupid class'. She is on Ontario Works and must come to school as part of the Ontario Works support plan.  Anna does not have contact with any of the birth fathers or her own parents.  Her father is in jail, and her mother has been in and out of rehab many times.  Anna admits that she uses drugs and alcohol and often parties at her apartment when the children are in bed.  In the initial evaluation of Anna's records, you find a notation that "Anna spends a lot of time drawing when she should be doing her other work".  Anna is in your office asking to register for adult day school because she is required to in order to satisfy Ontario Works.  Anna admits that she doesn't see herself finishing high school because she isn't smart enough.  What do you do?

As per discussion

"What are Anna's social and/or emotional needs?

-Anna's social and/or emotional needs seem to be related to attention and family issues.

What issues that Anna may be dealing with?

-Anna seems to have a step mother who is quite young in relation to her father, there are many different (potentially) family issues that may be rooted in social/emotional needs.

What are the interventions that would support or benefit Anna?

-Peer-tutoring would be a beneficial support that might allow her to feel she can be social and also get support in her needs (socially-emotionally); Development of a personal portfolio

What are Anna’s academic strengths/weaknesses?

-Arts

-Socializing with Others

What are Anna’s interests/sports?

-Socializing

-Drawing/Arts

What communication strategies would you use for Anna and her parents (if applicable)?

-Meet with the student first in a safe space, complete a deeper understanding of the student, if a portfolio does not alreayd exist.

-Offer insights into productive ways to socialize or meet people on a more social and professional level

-Offer to bring the parents in to meet and discuss the positive successes; during the sit-down, parents and student will only use single sentence communication around-table as 6 worded statements (max) with regards to responses regarding whether or not the various ideas introduced to the student seem acceptable or intersting enough to try.

What are the available programs in schools or communities that may support Anna?

-Peer-Mentoring

-Cheer-Leading

-Various Art Clubs

-Volunteering Opportunities with Children and Visual Literacy; soup kitchen

The Case Study of Anna (choose only ONE scenario based on your current teaching position)

-->Intermediate/Senior

This "success plan" is focused on a generic case study where in a student is expressing themselves through maldaptive behaviours and rather than progressing forwardly through their student career academically, they are socially digressing as they are making friends with a significantly younger audience and are disengaged in academic/constructive activities.

A case for exploration into puberty and decision-making processes specifically could be made here, however for the simplicity of "initial introductions", as there is no clear indication that the student is sexually active or at risk physically-yet, there in lies the rub.

The student is on an IEP, as counsellors, we don't seem to have this information, but all the same, there seems to be a lot of details missing, which might imply that this student has not formally worked with a guidance counsellor before or that the previous guidance counsellor was rather absent for the student and thus this case comes to your desk. Hypothetically."

find a copy of the success plan PDF here,

https://www.teacherspayteachers.com/Product/Guidance-and-Careers-Resource-Success-Plan-Case-Study-11325681

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Task 3: Guidance Counsellor's Knowledge (Review Resources)

There is an expectation that Guidance Counsellors have all the answers and will be able to provide students, parents and teachers in their school communities with the resources they require to succeed/help them make informed decisions.

In previous modules, we have discussed the Counsellor’s role with respect to social and emotional issues. In this module we are focusing on career pathways. Most teachers have followed a career path, which included university, so in order to assist today’s youth a Guidance Counsellor may need to explore all avenues available to students:

Secondary Topics

Co-operative Education

Alternative Education

Dual Credit Programs

Apprenticeships/OYAP

Gap Years

College

University

Alternate pathways to get to a goal i.e., Bridge programs from diplomas to degrees or from an entry level position to specialization (i.e., RPN to RN or Vet Assistant to Vet Tech to Vet)

College programs for students with IEPs that include significant learning challenges

Transition Planning - to post-secondary

Community Living

Workplace options

Post-secondary study options in other countries

 Elementary Topics

Transition planning - grade 8 to 9, junior to intermediate, primary to junior

Enrichment opportunities for elementary students

Reach-ahead opportunities for elementary students

Career Exploration/Experiential Learning at the elementary level

Unique educational summer opportunities for elementary students (music camp, math camp, robotics camp, coding camp, etc.) - create a repository of information about these opportunities within Ontario

Check out the "What’s Next" guide for information on the various education pathways for students.

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Task 4: Creating Pathways for Students Case Study AssignmentTask 4: Creating Pathways for Students Case Study Assignment

Guidance Counsellors help students plan for their academic futures, but also support students in so many ways!

For this assignment, you will review the case studies below and choose one student to 'support'. As a Guidance Counsellor, how will you support your student? What is your plan?  

Depending on the Case Study you choose, below are some guiding questions that will help you develop a plan for your student's success. They are guiding questions only. You may present and submit your student plan in a format of your own choosing however, an organizer format is highly recommended.

Below you will find some things that you may want to consider as part of your case study.  Remember to deal with the 'whole' student - not just the student you see at school.  

What issues is your student dealing with ...? (e.g., academic, social, emotional)

In what area does your student require support or what supports does your student need?

What career or education pathway options would you suggest for your student? (e.g., apprenticeship, college, university, other)

How would you involve your student in the process?

What strategies would you implement to engage, communicate, and include your student?

Are there specific courses or programs, which your student would benefit from participating in? Use of the Ontario curriculum may be referenced here.

Given your student's background, experiences and/or interests, are there specific supports you would recommend?

What Ministry documents would you reference?

What interventions, if any, need to be put in place for your student?

Are there any programs/activities in the school and community that would help to support your student? Are there part-time jobs or volunteer activities that would help your student?

Is there an outside agency, with specific resources and tools, to address and support your student's specific issues?

For assessment details, review the Assignment Assessment Rubric -  Assignment Assessment.docx Assignment Assessment.docx - Alternative Formats  

Submit your assignment to the Dropbox when completed. Be sure it is in a file format your instructor is able to access/open.

The following case studies are intentionally vague in nature to encourage you to think of the possibilities.  If you make assumptions to ground your response - please list those assumptions at the onset so your instructor has an understanding of your student from your perspective.

Student Case Studies

Student #1: Afrim has exhibited significant difficulties with most of his classes except his automotive course. His behaviour in class can be disruptive but he loves his technology classes. His family believes that graduating high school may not be a possibility. His teachers are frustrated with his behaviour and see him struggle maintaining focus in class. He is not identified but struggles with writing. Afrim arrives in your office and asks you to help him decide what to do after high school. Afrim is first generation Canadian and his parents do not have a full understanding of what the skilled trades entail.

 --

Student #2: Ellicia is 17 years old with a 14-month-old child. The father of the child is not in the picture to support her, or the child.  Ellicia is committed to finishing school.  She hopes that she can continue on to post-secondary studies.  Ellicia mentions that she likes working with both kids and animals.  She struggles with math but excels in her biology class. Ellicia has never had a part-time job and is currently supported by the Children’s Aid Society but since she is 17 – she is considered an emancipated minor (she can make her own decisions without approval from CAS or parents). Ellicia has not had contact with her family since she announced to them that she was pregnant.  Ellicia hopes to make a better life for herself and her child. Ellicia walks into your office and asks you to help her decide what to do now and to help her decide on her future. 

 --

Student #3: Amanpreet is a headstrong and at times confrontational student. When teachers describe her, the word angry is always mentioned. She has been removed from class several times by her teachers and administration because of confrontations with  teachers and support staff.  She believes that she is going to university but is currently failing her grade 10 academic math class.  Her teacher recommends that she take grade 11 college math but she wants to take math in the university pathway in grade 12. She states that she has to go to university to study physics. Her parents do not believe that she should take the grade 11 college math class, but they cannot stand the anger and frustration she exhibits when she is working on her math homework - they simply don't think she is trying hard enough.  Amanpreet and her parents arrive in your office asking what they should do regarding math and how she will make it to university to study physics. 

 --

Student #4: Oliver is a shy grade 9 student who does not want to bother anyone. He prefers to sit quietly alone in the library at lunch and read. Oliver is determined to be a teacher. He loves science and math but worries that he lacks the confidence to stand in front of a class. He is committed to improving his confidence in front of people. Oliver arrives in your office and wants help planning his future and to work towards improving his public speaking. 

 (Selected)

Student #5: Patrick (Pat) struggles in school and knows that attending university and college is out of the question. Pat is creative with a talent for painting. Pat wants to work in a hair salon but worries that without attending college or university success will be difficult. Pat has begun to experiment with marijuana and has begun to distance himself from his peer group.  You are aware that Pat has been questioning his gender orientation recently, but it is not something that Pat feels he can discuss at home due to his parents' strong religious beliefs.  Pat has indicated that he have his pronouns changed to “they/them” while he figures out where he is on the gender spectrum.   Pat arrives in your office and says “Help me. Who am I? What will I do for the rest of my life? If I don’t go to college or university, am I limiting myself?” 

 --

Student #6: Jonah was a Crown Ward and up to 18 years of age had been in 8 different foster homes. He is now living in a one-room basement apartment near the school and is supported by Ontario Disability Support Program (ODSP). Jonah has had a string of bad relationships throughout high school, but ODSP has supported him remaining in school in attempt to obtain his high school diploma. Jonah is 20 years old and is about to age out of the traditional high school system. He is unsure of his future goals. He has a criminal record, but all offences were committed as a youth (under 18 years of age).  He has mentioned that he would like to either work as a youth counsellor or in construction. Jonah arrives at your door on the verge of tears. He utters a few words; “he feels alone, and he needs to have a plan for next year”. What would you do to help Jonah? 

 --

Student #7: Santos is a lively grade 11 student. Many teachers are annoyed by his lack of motivation but are charmed by his personality.  He is a solid college pathway student. Santos has been moody lately and appears to have a swollen cheek. Santos’ dad arrives to meet with you smelling of alcohol and mentions he has been actively trying to keep Santos in line lately. Santos demonstrates a talent in Phys-ed and is thinking of a career that keeps him active. Santos and his father sit down at your desk to talk. Santos' body language is very guarded when his father moves or starts talking.  What issues - academic, social, emotional, and physical do you address? What is the plan? 

 --

Student #8: Gabriella (never ‘Gabby’ as she reminds people often) is a very talented dancer. Her evenings and weekends are spent in the dance studio or at dance competitions. Her academic life has suffered because of her commitment to the craft. She is a grade 10 student who is consistent in the applied pathway when she prioritizes her academics. Her dream is to be a high school dance teacher.  She excels in science but struggles in everything else because of her commitments. Gabriella pirouettes into your office and tells you if she can’t become a dance teacher, she is going to kill herself. Can Gabriella reach her goal?  What alternatives might be out there for her to consider?

 --

Student #9: Malik is a grade 7 student in a senior public school (grade 7 – 9 only). He is frequently absent and as a result, has fallen significantly behind in his classes. He has missed an entire strand in math. His father is a single parent and a note in the OSR indicates that mom is to have no access to Malik's records or information. Malik's grandmother arrives and demands to talk to someone who can help Malik. As the teacher with a period of guidance in the school, you are called to this meeting. A quick examination of school records indicate that grandma is not listed as a guardian. She reveals that dad is facing charges of impaired driving and mom has reappeared after having not contact with Malik for two years. How can you help Malik?

 (Selected)

Responding to Parental/Caregiver Concerns

1) The guidance counsellor will ask the grandmother to wait a moment while the documents are provided for request to access the requested documents.

+Protocol and Procedures of School Record Keeping

2) The guidance counsellor will inform the principal of the situation and seek legal representation from the school board to get details on legal actions/responses as needed.

+MFIPPA

+Education Act

3) With regards to liability, first and Foremost, the courts need to provide documentation as recognized by school board in order to release said documents to anyone not listed as “caregiver”

4) Provide family request documents as needed, offer them a scheduled follow-up a week later “to allow for communications to take place”

Providing Student with Academic Supports and Guidance

Addressing the emphasized concerns of Mathematics literacy in the case, 

1) The guidance counsellor will ask the the math teacher (or general classroom teacher if applicable) to provide insights into Malik’s performance prior to the current math strand, giving an idea of Malik’s performance of the last strand for a better picture of Malik’s abilities.

+Accommodation

+Modification

2) The guidance counsellor will meet with the principal based on the evidence from the Math teacher’s anecdotal notes/triangulation and brainstorm any potential assistance that the administration can offer him in regards to planning math classes for the upcoming year, a 7/8 Mathematics split class versus an 8^th grade Mathematics class.

+Student pressure offloaded

 

As for other courses,

3) The guidance will touch base with the teacher(s) and opt to provide the teacher resources that might promote safe classrooms and discussions wherein ask that teachers keep anecdotal notes on Malik regarding absences and his mood/behaviour prior to leaving as well as when he returns in hopes that we can better gauge the direction Malik is developing in.

4) The guidance counsellor will set a meeting with Malik’s mother once the paperwork for access to the OSR has gone through.

+The guidance counsellor will seek to get the whole picture from the mother with regards to dates and implications of the father’s charges (will he be away or still present as a guardian) from her perspective

5) The guidance counsellor will ask teachers to observe and document Malik’s emotional states periodically, if the guidance counsellor is privy to dates from the mother regarding court appearances, the counsellor can schedule meetings with Malik around those times to have a sit down or chat with him in the form of a Check-in prior to heading out.

6) If Malik is willing, follow-up check-in’s would be an opportunity for the student to debrief and share their perspective on things with an unbiased set of ears.

7) If his time at home with his mother is something that is seemingly bothering him, the guidance counsellor can open a discussion with the parent and get more insight in regards to what might be going on at home that makes him seem uneasy about going home. Likewise, with a student like Malik he will likely be going into court and this would have a huge negative impact on his emotional states, it might be worth keeping teachers aware of dates that Malik may be missing moving forward to get assessments prior to the absence as well as maybe planning more lessons on social emotional learning based subject matter during those times (where possible).

8) Following-Up with the Father and Mother together may be requested by the guidance counsellor if/when things have been settled in order to establish a fluid recuperation of Malik’s academics moving forward.

9) On-going observations and meetings with Malik will be arranged as needed.

Reference:

https://www.edcan.ca/magazine/pandemic-aftermath/?gad_source=1&gclid=Cj0KCQjwq86wBhDiARIsAJhuphlqqYz_ajK-ntJa7FYfXe6DzQtAZRwwZKSgXSh-fNBpZeJBiWV4I40aAipSEALw_wcB 

Student #10: Hope is a grade 4 student who has lived what seems like a lifetime already.  Hope was diagnosed with cancer in her eye at birth.  She subsequently lost that eye to the cancer.  Even with treatment, the cancer and the vision loss never hindered Hope.  She met all developmental milestones, excelled in her schoolwork, made friends easily and kept an upbeat and positive attitude throughout her first years at school.  Hope also lost her father in a car crash when she was an infant.  Recently, she has become withdrawn and complacent.  Her schoolwork has suffered, and she is not the hopeful, positive child of the past.  Another teacher has mentioned that she seems to avoid any male staff and any of the boys in her class or in the school.  You do know that Mom has a boyfriend living at the house.  How do you proceed to figure out what is causing Hope's change of attitude and what actions do you take?  

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Task 5: Role of Guidance in Test Administration and Interpretation (Journal)

Read through the Leadership and Peer Support Programs and Measurement and Evaluation sections (to the end of page 43) of the 2022 OSCA Ethical Guidelines.

Choose ONE of the following tasks for your journal response.

Task A: The ethical guidelines identify a number of essential topics for which peer assistants should receive as much training as possible prior to being placed in a helping situation.  Choose one of the topics and provide a detailed outline on how you would provide training for students on that topic.

OR

Task B: Choose one test, assessment or evaluation method. Describe the test and test purpose, how a counsellor may assist students in preparation for the test/assessment or evaluation, how to support students during the test/assessment or evaluation, and the role the counsellor may play in the debriefing of students and/or parents after the test/assessment or evaluation is complete and the results are available.

Examples:

Strong Interest Inventory/other formal interest inventories-aptitude tests

WISC (Weschler Intelligence Scale for Children)

SATs for entry to U.S. Colleges and Universities

My Blueprint or Xello career inventory tests

Woodcock Diagnostic Reading Battery

STAR Math or the Scholastic Math Inventory

General test taking skills/study skills

Assessments/diagnostics for IEP development/IPRC review

Early identification of learning difficulties in children

Literacy and numeracy assessment for elementary students

Complete your journal entry and submit it by clicking on the Journal tab on the left.

 As per journal, 

The OSCA Ethical Guidelines for Ontario School Counsellors 2022 introduces the need to address peer-mentoring training. Peer-mentors need to take on the skills and habits that we as teachers are expected to exhert on a regular basis. For a student, especially at the Grade 11 level, could prove to be challenging. As instructors we want to promote positive accumulation of said attributes and allow peer-mentors to develop their skills as leaders as well as focus on the needs of the mentee as well.

Through a "lecture, listen and let them do" approach, I seek to introduce in two days, the importance of the professional relationship they have as well as the appropriate communication skills needed to be successful in their position. 

This topic is important, especially with regards to the content of the 21st century learning because this is where education becomes hands on in applicability to diversity and acknowledgment of empathetic practices/inclusive listening. What that means, is where students are able to recognize what they have and what they can offer is half the battle, but the ability to listen to what they can understand better to offer their mentees more, this is the mist important part. For many mentors, there will be instances where they feel, like many teachers, in that, it doesn't matter how many times you express the content, the student doesn't get it, the difference between the mentor and the teacher though is that the mentor can choose what it is they want to focus on in a conversation without a great deal of pressure on themselves to reach any other audience for the duration of the time set aside. 

To begin the lesson I have prepared for students, the idea of introducing the Peer-mentors to communication skills would be best done in a group setting where they would be given inputs and then be applying these inputs in a practical setting.

Find the detailed plan for introducing Communication Skills to Peer-Mentors in GPP3O here on TPT as a free resource, 

https://www.teacherspayteachers.com/Product/GPP3O_Peer-Mentoring_Introducing-Communication-Skills-11394884