April 2017

Plans are underway for CONVENTION 2017!

2017 ACSI & InspirED Convention October 5 & 6, 2017 Pacific Academy in Surrey, BC. Speaker: James K. A. Smith (author of many books including "You Are What You Love." He will be discussing cultivating our heavenly citizenship to contribute to the renewal of the earthly city (Phil 3:20).

We are also excited and grateful for the wonderful presentations provided by many talented educators in our ACSI & InspirED Community. We would like to invite you to submit Workshop and Learning Lab Applications for the 2017 Convention.

Workshops Three workshop slots available, 75 minutes in length. Discussion time during this session is encouraged. WORKSHOP SUBMISSION LINK

Learning Labs Highlight and expose teachers to practical, kinesthetic-based teaching practices and project based learning during a 30 min, 60 min or 90 min session on Thursday, October 5. Specific areas of interest are: new BC curriculum positive behaviour intervention strategies socio-emotional learning supporting Special Education students First Peoples education and resources Early childhood education learning commons and library LEARNING LAB SUBMISSION LINK

Thank you for prayerfully considering the Workshop or Learning Lab you can present to the InspirEd & ACSI community of Christian Educators.

InspirED Convention Exhibitors Needed

InspirED convention wants to bring exhibitors to Convention that you find valuable! Convention is worshipful, professional, and communal.

Do you know somebody or a business that has a product, service, or material that would help fulfill the vision of educating children in the light of Scripture and in the service of God?

Please direct them to the Applications link on the InspirED website. Or email your ideas to and we’ll follow up with them. Thanks for all your ideas!

BC Professional Teaching Standards Under Review

Please provide your feedback before April 21.

Standards SURVEY

The BC Teachers' Council has drafted a set of proposed revised Standards for the Education, Competence and Professional Conduct of Educators in BC. Standards should convey an overall sense of the work that teachers do (competencies), the ways in which they behave (conduct), and serve to guide a teachers’ practice as they carry out their work. New educators are also required to sign a commitment that their practice will be governed by the ethics and principles as outlined in the Standards. The Council has drafted a proposed new Standard that speaks to the history of First Nations, Métis and Inuit peoples in Canada. The concept behind this proposed new Standard is to recognize educators’ commitment to reconciliation, and the role that educators play in contributing towards truth, reconciliation and healing.

FORMER STANDARD #1 Educators value and care for all students and act in their best interests.

PROPOSED NEW STANDARD #1 Educators believe in the success of all students. Educators value and care for students and act in their best interests.

FORMER STANDARD #2 Educators are role models who act ethically and honestly.

PROPOSED NEW STANDARD #2 Educators act with integrity and maintain the dignity and credibility of the profession.

FORMER STANDARD #3 Educators understand and apply knowledge of student growth and development.

PROPOSED NEW STANDARD #3 Educators understand and apply knowledge of student growth and development.

FORMER STANDARD #4 Educators value the involvement and support of parents, guardians, families and communities in schools.

PROPOSED NEW STANDARD #4 Educators value the involvement and support of parents, guardians, families and communities in schools.

FORMER STANDARD #5 Educators implement effective practices in areas of classroom management, planning, instruction, assessment, evaluation and reporting.

PROPOSED NEW STANDARD #5 Educators implement effective planning, instruction, assessment and reporting practices to create inclusive environments for student learning and development.

FORMER STANDARD #6 Educators have a broad knowledge base and understand the subject areas they teach.

PROPOSED NEW STANDARD #6 Educators have a broad knowledge base and understand the areas they teach.

FORMER STANDARD #7 Educators engage in career-long learning.

PROPOSED NEW STANDARD #7 Educators engage in professional learning.

FORMER STANDARD #8 Educators contribute to the profession.

PROPOSED NEW STANDARD #8 Educators contribute to the profession.

FORMER STANDARD #9 Educators respect and value the history of Aboriginal, First Nations, Métis, and Inuit peoples in Canada and the impact of the past on the present and the future. Educators contribute towards truth, reconciliation and healing.

PROPOSED NEW STANDARD #9 Educators foster a deeper understanding of Aboriginal ways of knowing and being, history, and culture.

*The complete description of standards

The atrocities faced by First Nations, Metis, and Inuit peoples is egregious. Sadly, these acts do not stand alone in our history. These and other social and cultural injustices are peppered throughout Canada and British Columbia’s past. These include, in part:

• Eastern European immigrants labelled ‘enemy aliens’ and placed in internment camps during World War I

• Japanese placed in internment camps under Canada’s War Measure Act in 1942

• Chinese Immigration ‘Head Tax’ beginning in 1885

(see Injustices for more)

Should the overall sense of what we do (competencies) and ways that we behave (conduct) address these injustices here, through the Professional Standards, or, via curriculum? Should one injustice be addressed over others, or, should they be addressed as a whole? Jesus began the work of restoring his broken world when he died on the cross for our sins. He now calls us to work toward reconciliation in all that we do, until He comes again and completes this work. Ultimately, as educators, we must acknowledge historical redress and daily, work toward reconciliation with compassion and care in accordance with our faith.

Please consider these questions as you provide your feedback on the proposed new Standards to the BC Teachers Council.

Teacher Feature: Martin Rekers, John Calvin School

The idea for a bulletin board size Periodic Table of the Elements was the result of brainstorming about how the periodic table could be meaningful for my students. I knew that just giving a single lesson about the periodic table would likely go in one ear and out the other, and so I decided to have each student focus on a few elements to make it more manageable. Under the guise of needing to replace the periodic table of the elements poster for the high school lab after an unfortunate demonstration went horribly wrong, each student in my grade 6 and 7 science class is assigned 2 or 3 elements to research in terms of its common uses, technical information (atomic mass, number, etc.) and any other interesting information about it, and then they create a tile for the table about their element. Once the tiles are complete, the tile is placed onto the bulletin board and become part of the table.

Not only do the students enjoy finding out about the various elements (especially the nuclear/radioactive ones), they also love pointing out “their” elements to anyone who stops by to look at the table. As students are doing their research, the “Periodic Table Song” is looped continually and soon becomes the first thing they ask for when coming to science class. Some ambitious students even manage to memorize the entire song by the time the unit is finished! This assignment helps them understand some of the building blocks that make up the world around them, and gets them excited about being able to understand “high school stuff.” Of course, they’re also excited to finally figure out the confusing table in the back of their agenda.

INNOVATION - March CACE Newsletter “What is Project-Based Learning?”

by Trent DeJong, Abbotsford Christian School

What is Project-Based Learning? “Project-Based Learning is a pedagogy of teaching and learning where students engage in complex questions, often collaboratively, and share their learning with an audience. It’s much more than an activity tacked on to the end of a unit. These projects drive the learning.” How does your school use Project-Based Learning?