Philosophy of Education

Recognizing your core 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 desirableMoralThe ability to distinguish between right and wrong

What are values?

List your core values With a partner determine your top 10 Share with the group

Think-Pair- Share

1. Promotion of welfare of consumers2. Maintenance of competence (level of skills

and knowledge)3. Protection of privacy and confidentiality4. Insurance of responsible actions5. Avoidance of exploitatiobn6. Promotion of the integrity of the integrity of

the profession through exemplary conduct

Common Components of Codes of Ethics

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 providerGiven this generality it is clear why1. It is important to develop decision making skills2. Access use of decision making models3. You need to be self aware and critically

conscious

By examining a professional code of ethics you will see:

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

Write your personal ‘Philosophy of Education’ seal in envelope provided with your name and date on the outside.

Based on your values and EA Code of Ethics :

… 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).

Mandate of the School System(per Lieutenant Gov.)

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

The School Act (1989)requires that:

1. Intellectual development2. Human and social development3. 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.

The goals under the Mandate involve three significant domains:

Minister of Education Elected member of the legislature Presides over Ministry of EducationMinistry of Education Authority and responsibility outlined in the

School Act and the Independent School Act Establishes funding levels for school

districts

System Structure and Accountabiltiy

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

Continued…

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.

District Superintendent Acts as CEO of district Appointed by the School Board Supervises educational staff and programs

and operation of schools within the districtPrincipal Responsible for overall operation of school Meets with PAC Disciplines students Member of the College of Teachers

Vice Principal Assist principal with administrative duties Frequently teaches Member of College of TeachersTeachers 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

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

Students Focus of the educational system Every position in the system exists to serve

studentsOmbudsman 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

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.

Advocacy

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

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

Where have we come from?The Historical Context

Inclusion Integration

Differentiate between:

In your groups discuss:Positive Aspects of Inclusion Negative Aspects of Inclusion

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.

Ministry Order 150/89This Ministry Order mandated the integration of students with special needs.

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.

This order was amended in 1995 as follows:

States:1. Boards may employ persons other than

teachers to assist teachers in carrying out their responsibilities and duties under this Act and in the Regulations.

2. Persons employed under subsection (1) shall work under the general supervision of a teacher or principal/vice-principal

Section 18 of the School Act(04 06 09)

BC Ministry of EducationSpecial EducationLevel 1 A Dependent Handicapped

B Deaf/ Blind

Level 2(Low Incidence)

C Moderate/profound Intellectual Disability

D Physical Disabilities or Chronic Health Impairment

E Visual Impairments

F Deaf or Hard of Hearing

G Autism

Level 3 H Intensive Behaviour Interventions/Serious Mental Illness

Within school base allocation

(High Incidence)

K Mild Intellectual Disability

Q Learning Disability

R Moderate Behaviour Support / Mental Illness

P Gifted

Service Delivery Models