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The focus includes improving assessment and reporting practices aligned with the revised K–12 curriculum, strengthening curriculum and resource implementation supports, and advancing inclusive education through adequate policy and funding. It also calls for a coherent action plan to implement the UN Declaration on the Rights of Indigenous Peoples across K–12, and for concrete measures to address chronic teacher shortages, with urgency heightened during and after the pandemic.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bctf-brief-to-the-minister-of-education-the-honourable-jennifer-whiteside-january-15-2021/582585/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bctf-brief-to-the-minister-of-education-the-honourable-jennifer-whiteside-january-15-2021/582585.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What five areas does the brief say require a recommitted effort in BC public education?","Question",{"text":112,"@type":113},"The brief identifies assessment and reporting, curriculum and resources, inclusive education, implementing the UN Declaration on the Rights of Indigenous Peoples in K–12, and teacher recruitment and retention.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the brief argue assessment and reporting practices need to shift?",{"text":117,"@type":113},"It states that revised curriculum changes require a long overdue shift so student assessment is formative, aligns with curriculum pedagogy, and supports clearer, equitable reporting for districts and teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the brief recommend regarding Graduation Assessments and student transcripts?",{"text":121,"@type":113},"It recommends removing BC Literacy 10, Literacy 12, and Numeracy 10 Graduation Assessments scores from final official student transcripts to reduce high-stakes impacts and better fit formative assessment principles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582585,1792192645,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","BCTF Brief to the Minister of Education, the Honourable Jennifer Whiteside  \nJanuary 15, 2021  \nBC Teachers’ Federation  \n[bctf.ca/BriefsAndPositionPapers](bctf.ca/BriefsAndPositionPapers)  \nPreamble  \nThis Education Brief outlines five areas where a recommitted effort is needed to meaningfully and adequately address longstanding challenges and concerns in the BC public education system:  \nassessment and reporting, curriculum and resources, inclusive education, the application of the United Nations Declaration on the Rights of Indigenous Peoples in the K–12 sector, and teacher recruitment and retention. BC has experienced a significant teacher shortage for years. While every region of the province is impacted, rural and remote communities have experienced a worsening shortage especially during the pandemic. Additionally, there is a critical shortage of specialist teachers across the province. The BC Teachers’ Federation (BCTF) appreciates the opportunity to provide context and recommendations for action on these key issues of concern, many of which have been neglected for quite some time.  \nThere is an urgent need to develop and provide BC’s teachers the resources and curriculum implementation supports needed for the revised curriculum. Accompanying the new curriculum is the requirement for a long-overdue shift in K–12 reporting practices, so that student assessment is formative and aligns with the pedagogy imbedded in the revised curriculum. Renewed commitment to inclusive education is urgently needed. Policies and funding to adequately support inclusion must be top Ministry priorities. A coherent plan of action is needed to move forward on meaningfully implementing the principles of the United Nations Declaration on the Rights of Indigenous Peoples to all facets of the BC public education system. Finally, a concrete plan of action must be developed and implemented to address the longstanding teacher shortage in BC. Not addressing the shortage makes implementing many of the recommendations presented in this brief more challenging.  \nWe look forward to ongoing discussion with the Minister and other Ministry education officials to work toward addressing and resolving these longstanding issues facing BC public education with the urgency they require.  \nSECTION 1  \nAssessment and Reporting  \nTo align with the changes in BC’s revised curriculum, there needs to be a long overdue shift in K–12 reporting practices to enable greater emphasis on students demonstrating their knowledge. Districts and teachers need a clear reporting order that addresses key features of the curriculum. There continues to be a need for clear guidance on student self-assessment of the core competencies and the responsible and equitable use of digital reporting tools, including privacy obligations and responsibilities.  \nRecommendation 1  \nThe Ministry K–12 Reporting Order and related reporting procedures need to be updated, based on educational stakeholder consultation, to reflect current pedagogy and assessment practicesand to align with the last round of curriculum revision. In addition, there needs to be consideration to ensure that reporting workload is equitable at all grade levels and in all school districts.  \nSince the beginning of the revision of BC’s K–12 curriculum in 2013, there has been a clear need to update student assessment and reporting procedures to match the formative assessment pedagogy that is an integral part of the revised curriculum.  \nAn Interim Reporting Order was released in August 2016, leaving many teachers and districts scrambling to meet the requirements as outlined in the order. Although two options were provided, a traditional model or a locally established model, both options required districts and teachers to engage with new features of the curriculum, including a student-self assessment of the core competencies.  \nBetween September 2017 and June 2020, the Ministry ran a reporting pilot, formally involving several district","cbCaid4tFWZj0RXp","https://ap.wps.com/l/cbCaid4tFWZj0RXp","pdf",282358,18,"English","# Preamble\n# SECTION 1 Assessment and Reporting\n## Recommendation 1\n## Recommendation 2\n## Recommendation 3","[{\"question\":\"What five areas does the brief say require a recommitted effort in BC public education?\",\"answer\":\"The brief identifies assessment and reporting, curriculum and resources, inclusive education, implementing the UN Declaration on the Rights of Indigenous Peoples in K–12, and teacher recruitment and retention.\"},{\"question\":\"Why does the brief argue assessment and reporting practices need to shift?\",\"answer\":\"It states that revised curriculum changes require a long overdue shift so student assessment is formative, aligns with curriculum pedagogy, and supports clearer, equitable reporting for districts and teachers.\"},{\"question\":\"What does the brief recommend regarding Graduation Assessments and student transcripts?\",\"answer\":\"It recommends removing BC Literacy 10, Literacy 12, and Numeracy 10 Graduation Assessments scores from final official student transcripts to reduce high-stakes impacts and better fit formative assessment principles.\"}]","BCTF Brief to the Minister of Education, the Honourable Jennifer Whiteside - January 15, 2021 | PDF",1792043964,45]