Teaching & Learning
A teacher may replace assigned curriculum with personally preferred material, provided students are engaged and learning something valuable. Yes or no?
No. Teachers must diligently teach their assigned subjects and implement prescribed programs and courses. Teachers still have professional flexibility in how they teach that curriculum.
Education Act, s. 42(1)(b) and (w).
A teacher’s informal impressions of student understanding are sufficient, even if little assessment evidence has been documented. Yes or no?
No. Teachers must conduct the assessments and evaluations necessary to document student progress.
Education Act, s. 42(1)(i).
A classroom-management strategy is acceptable if it stops the behaviour, even when it publicly embarrasses the student. Yes or no?
No. Teachers must respect students’ rights and maintain concern for the dignity and welfare of every student. Effectiveness does not override dignity.
Education Act, s. 42(1)(a) and (m);
Inclusive Education Policy.
A teacher should report unacceptable student behaviour to the principal when it cannot be safely or appropriately resolved through ordinary classroom responses. Yes or no?
Yes. Teachers must maintain appropriate order and discipline and report unacceptable behaviour to the principal or person in charge. The Provincial School Code of Conduct provides more detailed guidance about appropriate responses.
Education Act, s. 42(1)(k) and (l); Provincial School Code of Conduct.
Once certified, a teacher has an ongoing responsibility to maintain their professional knowledge and competence. Yes or no?
Yes. Maintaining professional competence is an explicit teacher duty. The Teacher Growth and Evaluation Policy explains how ongoing growth and evaluation are supported throughout a teaching career.
Education Act, s. 42(1)(u); Teacher Growth and Evaluation Policy.
If most students perform poorly after a new instructional strategy, the teacher has a responsibility to examine whether the strategy was effective. Yes or no?
Yes. Teachers must implement strategies intended to help students achieve learning outcomes and monitor their effectiveness by analyzing the outcomes achieved.
Education Act, s. 42(1)(c) and (e).
A teacher must administer an assessment required by the Minister or education entity, even if the teacher already uses their own classroom assessments. Yes or no?
Yes. Teachers are required to administer evaluation and assessment instruments required by the education entity or Minister.
Education Act, s. 42(1)(j).
When a student has an individualized program plan, the classroom teacher shares responsibility for implementing it. Yes or no?
Yes. Teachers must participate in individual-program planning and implement individual program plans when required. This is not solely the responsibility of resource or student-support staff.
Education Act, s. 42(1)(g); Inclusive Education Policy.
A teacher may wait to report a potentially contagious illness or unsanitary school condition until they are certain that it presents a serious danger. Yes or no?
No. Teachers must immediately report the existence of infectious or contagious disease or unsanitary conditions to the principal.
Education Act, s. 42(1)(n) and (o).
A teacher’s formal responsibilities can reasonably include participating in school-improvement planning and committees related to student success. Yes or no?
Yes. Teachers must assist with school-improvement planning and, to a reasonable extent, serve on committees intended to improve student achievement and success.
Education Act, s. 42(1)(t) and (v).
If assignment instructions and outcomes are posted online, a teacher has fulfilled their responsibility to communicate learning expectations and progress to students. Yes or no?
No. Posting information may help, but teachers must regularly review learning expectations and progress with students. This implies an ongoing process rather than simply making information available.
Education Act, s. 42(1)(h).
Two students may demonstrate the same learning outcome in different ways while still being assessed fairly. Yes or no?
Yes. The Act requires teachers to reasonably accommodate differences in learning and assess student progress. The Student Assessment Policy further states that fair assessment can include multiple opportunities and ways to demonstrate learning.
Education Act, s. 42(1)(f) and (i); Student Assessment Policy.
Inclusive education requires every student to receive identical materials, timelines, and methods of assessment. Yes or no?
No. Equal treatment is not always equitable treatment. Teachers must acknowledge and reasonably accommodate differences in learning. Provincial inclusion and assessment policies give this responsibility more specific practical meaning.
Education Act, s. 42(1)(f); Inclusive Education Policy; Student Assessment Policy.
Enforcing the provincial cell-phone directive is merely an individual classroom-management preference. Yes or no?
No. The phone-specific expectations come from a provincial directive, while the Act establishes teachers’ broader responsibilities to foster positive learning environments, maintain order and safety, and respond to unacceptable behaviour.
Education Act, s. 42(1)(c), (k), and (l); Provincial Directive on Personal Cell Phone Use in Schools.
Professional autonomy means a teacher’s required records and fulfilment of professional responsibilities cannot be reviewed by the principal or education entity. Yes or no?
No. Teachers must maintain required records, permit authorized inspection, and remain accountable to the education entity through their principal. Professional autonomy exists alongside professional accountability.
Education Act, s. 42(1)(s) and s. 42(2).