The BC Teachers' Council is currently reviewing the Standards for the Education, Competence and Professional Conduct of Educators in BC. To support the review, the Teacher Regulation Branch asked for feedback from certificate holders, teacher candidates, education partners, students, parents, and the public. Read more about the review process.
Established by the British Columbia Teachers' Council for individuals who hold a certificate of qualification.
Educators value and care for all students and act in their best interests.
Educators are responsible for fostering the emotional, esthetic, intellectual, physical,
social and vocational development of students. They are responsible for the emotional
and physical safety of students. Educators treat students with respect and dignity.
Educators respect the diversity in their classrooms, schools and communities. Educators
have a privileged position of power and trust. They respect confidentiality unless
disclosure is required by law. Educators do not abuse or exploit students or minors
for personal, sexual, ideological, material or other advantage.
Educators are role models who act ethically and honestly.
Educators act with integrity, maintaining the dignity and credibility of the profession.
They understand that their individual conduct contributes to the perception of the
profession as a whole. Educators are accountable for their conduct while on duty,
as well as off duty, where that conduct has an effect on the education system. Educators
have an understanding of the education system in BC and the law as it relates to
their duties.
Educators understand and apply knowledge of student growth and development.
Educators are knowledgeable about how children develop as learners and as social
beings, and demonstrate an understanding of individual learning differences and
special needs. This knowledge is used to assist educators in making decisions about
curriculum, instruction, assessment and classroom management.
Educators value the involvement and support of parents, guardians, families
and communities in schools.
Educators understand, respect and support the role of parents and the community
in the education of students. Educators communicate effectively and in a timely
manner with parents and consider their advice on matters pertaining to their children.
Educators implement effective practices in areas of classroom management, planning,
instruction, assessment, evaluation and reporting.
Educators have the knowledge and skills to facilitate learning for all students
and know when to seek additional support for their practice. Educators thoughtfully
consider all aspects of teaching, from planning through reporting, and understand
the relationships among them. Educators employ a variety of instructional and assessment
strategies.
Educators have a broad knowledge base and understand the subject areas they
teach.
Educators understand the curricular, conceptual and methodological foundations of
education and of the subject areas they teach. Educators must be able to communicate
effectively in English or French. Educators teach students to understand relevant
curricula in a Canadian, Aboriginal, and global context. Educators convey the values,
beliefs and knowledge of our democratic society.
Educators engage in career-long learning.
Educators engage in professional development and reflective practice, understanding
that a hallmark of professionalism is the concept of professional growth over time.
Educators develop and refine personal philosophies of education, teaching and learning
that are informed by theory and practice. Educators identify their professional
needs and work to meet those needs individually and collaboratively.
Educators contribute to the profession.
Educators support, mentor or encourage other educators and those preparing to enter
the profession. Educators contribute their expertise to activities offered by their
schools, districts, professional organizations, post-secondary institutions or contribute
in other ways.
Aboriginal: includes all Aboriginal peoples, especially First Nations, Inuit and Métis
Authority:
Board: a board of school trustees constituted under the School Act
Community: all those who live in an area served by a school or school district
Competence: having the knowledge and skills to carry out the duties of an educator
Conduct: the actions or omissions of an educator including such actions or omissions both within and outside of an educator's professional role
Educator: a person who holds a certificate of qualification from the BC Ministry of Education
Minor: a child or youth under the age of 19
Parent (in respect of a student or of a child):
Student: a person enrolled in a K-12 educational program provided by a board of education, authority or First Nations School and for whom an educator has responsibility