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Planning

Dates:

Field trips dates should be confirmed at the beginning of the semester to allow over-all planning by department heads, the activities coordinator, and teaching staff. Trips should be planned at least two weeks in advance. In the event of trips being cancelled due to unforeseen circumstances, instructors may reschedule with three days notice. Field trips should not be scheduled to conflict with mid-term or final exams.

Expenses:

Before taking students on field trips, instructors must receive authorization and clearance of expenses from either their department head, the activities coordinator or the administration. Generally, the college does not charge fees to students for curricular field trips. Any fees for field trips must be paid through the office.

Medical insurance:

Current medical coverage is mandatory for all students who take part in any field trip. For the designated ES/HS Field Trip Day, students who do not have medical coverage must be encouraged to purchase insurance; otherwise, an assignment must be given to be completed in class on the day of the trip.

Waiver Forms:

All ES and SS students participating in curricular school activities which require them to leave Coquitlam College campus must sign a waiver form. Other activities considered to be of some risk have waiver forms which all participants must sign.

Notification:

During the week of the field trip, instructors must post a list of students attending on the bulletin board in the staff room, and may also send one by e-mail. Students should be encouraged to advise other instructors that they will be away so that they may receive missed work.

The instructor in charge of the field trip must leave details of the trip by completing a field trip form from the main office before leaving the college.

Instructors are required to cross-reference with the office any serious health issues related to students attending.

Class Coverage:

Instructors are required to arrange coverage of missed classes and to provide class work / lesson plans for time away. Instructors should not miss more than two sessions of the same class per semester for extra-curricular trips.

Curricular Trips:

Field trips should be designed to be an extension/practical application of what is being covered in class. Although participation in these field trips is important, it should not be the deciding factor in whether a student passes/fails a course.

For the designated ESL Field Trip Day each semester, ESL trips should be organized around the writing classes. All ESL instructors who are not organizing a trip for their own class should help another class on Field Trip Day. High school instructors may organize a field trip for their class on a separate day. Instructors who teach both high school and ESL classes would be planning/helping out with field trips for both programs.

All ES and SS students participating in curricular school activities which require them to leave Coquitlam College campus must sign a waiver form.

Risk Management

Before the trip:

Contact information:

Instructors should leave their cell phone number with the office, or use the college cell phone on the trip. Students should also be advised of emergency contact phone numbers, the Coquitlam College number, and calling 911. Instructors are strongly advised to get cell phone numbers of students attending and give their cell contact number to these students (to be used in emergencies / problem situations only).

Safety Assessment:

Instructors must assess any potential risks involved in the trip and review risk management procedures (avoidance / reduction of). Instructors must advise students of: responsibility, safety, contingency plans (if separated, lost, sick), student conduct and what to wear and bring. In the event of emergencies/bad weather, instructors should have a plan B.

A supervision ratio of 12:1 is recommended; however, the nature of the activity and age of the students should be taken into consideration.

Students should also be advised of public facilities (washrooms, food and drink).

If instructors have any safety concerns, they should discuss them with the activities coordinator, principal or vice-principal.

Transportation:

All students should take a chartered bus or public transit on any field trip unless it is not possible to do so. Students who drive a car on a field trip when they have been expressly told not to by their instructor/the trip organizer risk suspension or expulsion from their class or classes.

For extra-curricular trips: With the trip organizer’s permission, students who are 19 years of age and over (with an “N”) may drive themselves only to field trips. If they have a full licence, they may drive one other student 19 years or over. Nevertheless, student drivers of any category are not a preferred option. Instructors who wish to use this option should check with administration.

For curricular trips: All students should meet at the college or Lougheed Station for the start of the trip. Students 19 years and over may be dismissed at a designated meeting place and time at the end of the trip. Students should not be allowed to leave the trip early.

Instructors who drive students for any field trip or event must have at least $3 million liability insurance coverage for their vehicle.

On the trip:

Attendance:

Instructors must have a list of all students present on the field trip with them. At the end of a trip, staff must ensure that all students are accounted for before they are dismissed.

If students who have not been attending class show up unexpectedly for a curricular field trip, they should be allowed to participate in the trip provided there is enough space for them on the bus or at the venue. However, when it is an extra-curricular trip involving risk (eg. skiing, hiking, ice skating), they may not take part in the trip and should be sent home/ back to the college.

Only students who are registered at Coquitlam College may participate in curricular field trips.

In general, if a situation arises when instructors are not sure how to deal with the student(s), the office should be contacted.

Bus procedures:

Organizers should discuss bus safety and emergency exiting procedures with students. The following should be reviewed: remaining seated, no smoking, no hanging out of windows, emergency exits.

On-going assessment of the trip / students should be carried throughout the trip to reduce risks.

It is advisable that instructors carry a basic first-aid kit to deal with minor injuries (cuts, scrapes).

2.13.1 Bus Emergency Procedures on Field Trips

Field trip organizers will discuss bus exiting procedures before leaving on field trips. The bus driver and field trip organizers should advise the students of the emergency bus exiting procedures. The following procedures should be reviewed:

• What safety measures are in place?
• Advise of emergency exits
• Remain seated
• No smoking
• No hanging out of the windows
• No luggage in overhead bins

2.13.2 Field Trip Participation Report

Teachers escorting field trips are required to hand in a completed copy of this form to office prior to departure.

List below all students on the trip. Teachers taking a field trip with one specific class may alternately obtain a class list from the office and, just before departure, check off the names of student participants. Both family name and given name of student are required.

2.13.3 Standard Waiver Form    

All students participating in curricular school activities which require them to leave Coquitlam College campus must sign a waiver form (includes Senior Secondary and University Transfer students).

Standard Waiver Form

STUDENT 19 years of age & over

I, the undersigned student, ________________________________, agree to participate in this field trip and I release Coquitlam College from responsibility for any claims arising from participating in this field trip.

Standard Waiver Form

PARENT/LEGAL GUARDIAN of students under 19 years of age

I, the undersigned parent/legal guardian of student ______________________________ agree to let the above-named student participate in this field trip and I release Coquitlam College from responsibility for any claims arising from participating in this field trip.

2.13.4 Bus Safety

Coquitlam College staff is to undertake before-trip risk assessment as well as safety procedures during the trip. A first aid kit is provided to the bus driver and safety procedures are to be followed throughout the trip.

Once a semester, employees who drive a bus for the College will meet with the school’s safety committee to discuss any safety concerns or potential incidents that may arise. As well, an administrative representative will attend the safety meeting and will address any of the concerns expressed by drivers.

Each semester, safety and evacuation drills are to take place.

The ASTSBC Executive Summary of Mass Casualty Incident Best Practices and Recommendations will be used as an asset in the College’s policies and practices.

At least two committed staff members without other responsibilities should be on hand for all ski trips. No family members may accompany staff on weekend ski trips.

Helmets are mandatory for all snowboarders and skiers.

All staff members should check with the activity leader before heading home. Day trips require two supervisors.

Staff should be aware and be responsible with regard to alcohol.

A student count should always be taken. Hotel rooms on weekend trips require a staff member to be in charge of a number of rooms, which should be checked at the end of the day. All students and staff should be aware of the right meeting times and places.

For local mountains and group teaching, staff should stay with the students until they are ready to go into the lessons. The group leader is issued a pager by the ski school, but some way for all staff to be in touch is required. Cell phones do not work at all locations. All staff should have appropriate telephone numbers on hand.

On field trips where staff are driving, an itinerary and driving schedule must be submitted to the office.

Rationale

Parents, guardians and the public must have confidence that the school is doing everything possible to protect children. It is our responsibility to be aware of and alert to signs of child abuse or neglect, and to be familiar as to how to respond when concerns about abuse and neglect arise.

Anyone who suspects a child is being abused or neglected, has a legal obligation to report the concern to a local child protection social worker. Contact information is available on page 12 of The B.C. Handbook for Action on Child Abuse and Neglect. If it is after hours or in the case of indecision about whom to contact, call the Helpline for Children toll free at 310-1234 at any time, 24 hours a day. The caller’s name is not required. If the child is in immediate danger, call 9-1-1.

Guiding Principles

1. The safety and well-being of children are the most important factor.
2. Children are entitled to be protected from abuse, neglect, harm or threat of harm.
3. A family or guardian is preferred for the care and upbringing of children and the responsibility for the protection of children rests primarily with the parents or guardian.
4. The child’s point of view should be taken into account when decisions relating to a child are made.
5. Decisions relating to children should be made and implemented in a timely matter.

Policy Guidelines

Coquitlam College prohibits any form of child abuse, neglect violence. Anyone who suspects a student is suffering from or involved in abuse, or been informed directly/indirectly by someone, it is required by The Child, Family and Community Service Act to inform a child protection social worker, the police should the situation warrants this action and the principal and/or vice-principal.

1. Principal and/or Vice-Principal will inform all staff annually through the general staff meeting and as part of in-house professional development regarding information and procedures as outlined in the following:
   1. BC Handbook for Actions on Child Abuse and Neglect
   2. Responding to Child Welfare Concerns
   3. Supporting our Students: A Guide for Independent School Personnel Responding to Child Abuse
2. The Principal and/or Vice-Principal are designated as the “Appointed School Official” in accordance with Supporting Our Students: A Guide for Independent School Personnel Responding to Child Abuse, and as such may be required to:
   • investigate on behalf of the school authority;
   • ensure a safe school environment during investigations;
   • consult with the child welfare worker and/or police;
   • ensure that no school employee interferes with any investigations;
   • communicate with parents with respect to actions taken by the school authority;
   • report to the British Columbia College of Teachers and/or the Inspector of Independent Schools when the School Authority dismisses, suspends or otherwise disciplines a certified teacher
3. Confidentiality is of the utmost concern for all cases of abuse. All information will be kept in a file in the office – not in student personal files. Disclosure is strictly prohibited without clearance from the principal, vice-principal or in their absence, other designated personnel.
4. School personnel will immediately report suspected child abuse, neglect or violence. School personnel who are unsure about their responsibility to reporting the incidence, need to consult with a social worker who can discuss the options and course of action.
5. School personnel will inform the principal or vice-principal as soon as possible.
6. School personnel will assist with the resulting investigation.
7. School personnel will support students who have experience child abuse, neglect or violence.

Procedure Guidelines

Anyone who thinks a child is being abused or neglected, has the legal duty to report the concern to a local child welfare worker. There is contact information available on page 12 of The B.C.Handbook for Action on Child Abuse and Neglect. If it is after hours or in the case of uncertainly about who to contact, call the Helpline for Children toll free at 310-1234 (area code not required)at any time of the day or night. The caller’s name is not required. If the child is in immediate danger, call 9-1-1.

Anyone who has reason to believe a child may be at risk and the child’s parent is unwilling or unable to protect the child has a legal duty to report to a child welfare worker. The duty to report overrides any duty to protect the privacy of clients, patients, students or staff with the exception of solicitor-client privilege or confidentiality provisions of the federal Youth Criminal Justice Act.

Legislation Child, Family and Community Service Act

The Child, Family and Community Service Act is the legislative authority for child welfare in British Columbia. Its fundamental guiding principle is that the safety and well-being of children are the paramount considerations. The CFCSA is available online at www.qp.gov.bc.ca/statreg/stat/C/96046_01.htm Part 3, Section 13 of the “Child, Family and Community Service Act 1996” (amended 2002) clarifies when protection is needed and the duty to report child protection concerns. Section 13(1) A child needs protection in the following circumstances:

(a) if the child has been, or is likely to be, physically harmed by the child’s parent;

(b) if the child has been, or is likely to be, sexually abused or exploited by the child’s parent;

(c) if the child has been, or is likely to be, physically harmed, sexually abused or sexually exploited by another person and if the child’s parent is unwilling or unable to protect the child;

(d) if the child has been, or is likely to be, physically harmed because of neglect by the child’s parent;

(e) if the child is emotionally harmed by the parent’s conduct;

(f) if the child is deprived of necessary health care;

(g) if the child’s development is likely to be seriously impaired by a treatable condition and the child’s parent refuses to provide or consent to treatment;

(h) if the child’s parent is unable or unwilling to care for the child and has not made adequate provision for the child’s care;

(i) if the child is or has been absent from home in circumstances that endanger the child’s safety or well-being;

(j) if the child’s parent is dead and adequate provision has not been made for the child’s care;

(k) if the child has been abandoned and adequate provision has not been made for the child’s care;

(l) if the child is in the care of a director or another person by agreement and the child’s parent is unwilling or unable to resume care when the agreement is no longer in force.

(1.1) For the purpose of subsection (1) (b) and (c) and section 14 (1) (a) but without limiting the meaning of “sexually abused” or “sexually exploited”, a child has been or is likely to be sexually abused or sexually exploited if the child has been, or is likely to be,

(a) encouraged or helped to engage in prostitution, or

(b) coerced or inveigled into engaging in prostitution.

(2) For the purpose of subsection (1) (e), a child is emotionally harmed if the child demonstrates severe (a) anxiety, (b) depression, (c) withdrawal, or (d) self-destructive or aggressive behaviour.

Criminal Code of Canada

The Criminal Code provides the justice system with the legal authority to enforce criminal law as it applies to the abuse and neglect of children. It establishes criminal offences, procedures for investigation, and prosecution and sanctions for offenders. The Criminal Code is available online at http://laws.justice.gc.ca/en/C-46/

What is Child Abuse and Neglect?

Please refer to the BC Handbook for Action and Child Abuse and Neglect, pages 23 to 25 for definitions on physical abuse, sexual abuse, emotional abuse, neglect and sexual exploitation. (See Glossary below).

Glossary / Definitions

A number of the terms used in the publications have specific meanings in the context of the British Columbia child welfare system. These are defined below to help ensure clarity and support a collaborative response to suspected child abuse and neglect.

Appointed School Official: the College principal

Caregiver: a person who is legally responsible for a child’s day-to-day care, for example, a foster parent

Child: anyone under the age of 19 in British Columbia; cf. Child, Family and Community Service Act (CFCSA)

Child welfare worker: a person delegated under the CFCSA to provide child welfare services, including responses to suspected child abuse and neglect

Delegated Aboriginal Child and Family Services Agency: an organization that provides culturally-appropriate services to aboriginal children and families, and whose child welfare workers have delegated authority under CFCSA to provide child welfare services, including responses to suspected child abuse and neglect

Director: a person designated by the Minister of Children and Family Development under the CFCSA. The director may delegate any or all of his/her powers, duties and responsibilities under the Act.

Emotional Abuse: The most difficult type of abuse to define and recognize. It may include ignoring or habitually humiliating the child or withholding life-sustaining nurturing. It involves acts or omissions likely to have serious negative emotional impacts. Emotional abuse may occur separately from or with other forms of abuse and neglect. It includes the emotional harm caused by witnessing domestic violence.

Emotional harm: When emotional abuse is chronic and persistent, it can result in emotional harm to the child. Under the CFCSA a child is defined as emotionally harmed if they demonstrate severe: anxiety, depression, withdrawal, self-destructive or aggressive behaviour.

Neglect: Neglect is failure to provide for a child’s basic needs. It involves an act of omission by the parent or guardian, resulting in (or likely to result in) harm to the child. Neglect may include failure to provide food, shelter, basic health care, supervision or protection from risks, to the extent that the child’s physical health, development or safety is, or is likely to be, harmed.

Parent or Guardian: the mother or father of a child; a person to whom custody of the child has been granted by a court order or agreement; a person with whom the child resides and who stands in place of the child’s mother or father.

Physical Abuse: Physical abuse is a deliberate physical assault or action by a person that results in, or is likely to result in, physical harm to a child. It includes the use of unreasonable force to discipline a child or prevent a child from harming himself/herself or others.

Service provider: employees and volunteers of the CISVA

Sexual Abuse: Sexual abuse is when a child is used (or likely to be used) for the sexual gratification of another person.

Sexual Exploitation: Sexual exploitation is a form of sexual abuse that occurs when a child engages in a sexual activity, usually through manipulation or coercion, in exchange for money

2.7.1  Child Abuse

In the event of suspected child abuse, please refer to the Ministry Guide “Supporting Our Students: A Guide for Independent School Personnel Responding to Child Abuse”

If you suspect a student is suffering from or involved in abuse, or you’re told directly/indirectly by a student, the following steps should be taken:

1. Concerns should be reported to:
   1. A Child Protection Social Worker
   2. The Police – if the situation warrants this action
2. The Principal

A number of scenarios are presented to help staff members determine the correct procedures.

The following pages are useful, and staff is advised to become familiar with the various definitions and steps:

Page 1 Description of abuse

Page 2 Confidentiality (see also page 8/9 Step 5)

Page 4 How to report

Page 5 Role of the school and staff (Section 3 and 4)

Page 9 Alleged abuse by student

Page 12 Internet Safety

Please note in all cases of abuse, confidentiality is of the utmost concern. All information will be kept in a file in the office – not in student personal files. Disclosure is strictly prohibited without clearance from the principal or in his absence, other designated personnel.

2.7.2 Supporting Our Students: A Guide for Independent School Personnel Responding to Child Abuse

A copy of Supporting Our Students: A Guide for Independent School Personnel Responding to Child Abuse is available to view.

2.7.3 The B.C. Handbook for Action on Child Abuse and Neglect

A copy of The B.C. Handbook for Action on Child Abuse and Neglect is available to view.

2.7.4 Responding to Child Welfare Concerns

A copy of the Responding to Child Welfare Concerns guide is available to view.

Faculty is expected to maintain the Coquitlam College mission statement and goals. Faculty is required to remain current in their approach to all aspects of teaching in order to deliver, enhance and advance student learning.

Full time and part time faculty members are responsible for the delivery of instructional and related services associated with each individual course offered per semester. In addition, faculty is required to schedule a minimum of one hour of office time per week per class. Faculty must be present throughout their office hours. It is recommended that faculty be available to students outside their posted office hours as needed.

Instructors at Coquitlam College are required to perform all teaching duties and marking duties within each individual course. Instructors must not assign or appoint teaching assistants.

Employees will be called upon to perform related administrative duties, attend official college functions and participate in staff or general meetings regarding the ongoing operation of the college.

Academic and personal counseling are provided to both faculty and students through Student Services. Faculty is not scheduled to provide regular or on-going counseling to students. However, any assistance provided to students in need is always positive and sanctioned by the Senior Administrators.

Coquitlam College is committed to high quality professional teaching. Instructors should use feedback from student evaluations and professional development to help them improve the quality of their work. The College strives to create a working environment where faculty, department heads and senior administrators work closely together. As a result of these efforts, many opportunities for professional discussion are presented and taken advantage of.

To ensure that instructors receive feedback on effective and ineffective teaching, all instructors are required to collect anonymous student evaluations, which will be examined by the instructor after submission of final grades each semester. The purpose of these student evaluations is for instructor professional development. It is the responsibility of the instructor to be prepared to discuss their evaluations with their Department Head every semester.

Long term faculty is regularly evaluated through student evaluations, Department Head observation as well as feedback from students provided to the Counsellors. All of these indicators are initially used by the Department Head for discussion with their faculty members. Senior Administrators will utilize these methods to discuss the evaluation of instructional faculty and Department Heads. Suggestions for improvement will first be conducted by the Department Head; and should further attention be required, it will be addressed by the Department Head in conjunction with the Senior Administrators.

The evaluation process for Sessional Instructors will include student evaluations and classroom assessment performed by the Department Head within the first 3 months of their work and in subsequent semesters, if the contract continues.

Student Evaluations

To ensure that instructors receive feedback on effective and ineffective teaching techniques, all instructors are required to have formative student evaluations, which will be examined by the instructor after submission of final grades. The purpose of this evaluation is for instructor’s professional development, and the instructor will review the evaluations. At the beginning of the following semester, instructors should be prepared to discuss the evaluations with the department chair.

Growth Plans

Instructors are evaluated by ongoing discussion with the Principal or Vice-Principal through the use of professional Growth Plans. Growth Plans and other materials relating to teacher evaluation are kept on file.

Coquitlam College is committed to quality teaching. Instructors should use feedback from the principal and student evaluations to help them improve the quality of their work. Coquitlam College works hard to create a working environment where teachers and administration work closely together and as a result, many opportunities for professional discussion are presented and taken advantage of.

To Start With:

1. Get the appropriate tax/employment forms from Linda in the office, fill out and return to her.
2. Get a parking pass from Jocelyn to put in your car (if you have one).
3. Locate and identify your mailbox in the staff room.
4. Get a legal size folder and label it with your name for photocopying.

Daily/Weekly/Monthly Chores

1. Monday mornings you will receive attendance sheets. Check to see that all students are listed in the appropriate classes. If there is a problem, identify it and give the sheets to the program coordinator who will have the problem fixed on the office computer.
2. You may receive a small white paper concerning an individual student’s medical insurance coverage. If you do, file it with the others so it can be determined who can and who cannot go on the weekly field trips. Students 20 and over do not need insurance (but it’s a good idea). Those under 19 must have insurance.
3. Early in the last week of the month you will get a “grades” sheet. Please put “P” or “F” in the spot provided. The monthly program does not mark according to test or quiz performance. We mark on two things: attendance and participation. If a student’s attendance is better than 75% and her/his attitude has been good, they pass. If not then their failure can be discussed among the monthly program teachers.
4. During the regular school year you must attend staff meetings. All ESL department meetings are held in the ESL office. All general staff meetings are held in Room 12. There will be a notice on the white board in the staff room a few days in advance.
5. Photocopying should be handed in two days (48 hours) before it is needed. If possible keep grammar and writing class copying to a minimum, use the overhead or the chalkboard instead. Also there are a few small class sets for reading so please use these as much as possible.

About the Program

1. Please use the provided materials with care and return them ASAP. We run on a twelve week rotating thematic basis. Each student can attend our program for up to 3 months (12 weeks). In this way we assure each student that there will be no overlap or repetition of content or activities.
2. The grammar program is a modified independent study program. We provide books and answer keys as well as a list of the units and exercises the student should be working on. The amount of oral review/preview work required is up to you. Please remember that students will be at different points in the book, so do not attempt general class work.
3. The writing program has been laid out in 3 month (12 week) skill and practice lessons. There are optional, thematically related writing activities at the back of the writing binders. If you think of a great writing exercise that fits one of the skills or one of the themes, please feel free to add it to the binder.
4. The reading and conversation programs are all arranged according to the weekly themes. These themes must be followed in order to avoid repetition. However you are free to use any of your own materials which relate to those themes. Be sure to make an extra copy and put it in the binder for use by other teachers in the future. We love to get new stuff!!
5. Field trips are a big part of our program. You will be required to attend all trips as well as take turns planning and organizing them. We have a trip budget of $10 per student per week. The monthly program has a calendar so you can keep track of what trips have been done recently. After the trip you should report your expenditures to the program coordinator who will record it in the budget book. The last day of each month is usually a party day. You can plan movies, videos, bowling, amusement parks or whatever else that is primarily fun. The other 3 (or 4) trips should be fun but also educational. Think of Q & A’s you could do or fill in the blanks, anything to make it a learning experience as well as being fun.
6. In addition to these weekly trips feel free to take your students on class trips to nearby locations. Whole afternoons can be spent at libraries or malls or even in the field out back, anything which makes the day more enjoyable for all.
7. A key component of our program is to have fun. Our program is educational but the late spring/summer students also expect to have a good time. Some students are visiting, some are immigrants, and some are here on student visa’s. We want all of our students to learn and have fun. A big part of your job is to entertain as well as inform. There are no real tests or exams and even no quizzes if you choose. We just try to give them a well-rounded experience so they will come back again, or join the regular program or send their sisters or brothers or cousins. If they leave we want them to take good memories with them. It sounds corny but it is true.
8. Enjoy! This should be one of the most fun and strangely relaxing teaching jobs you will have. There is little pressure to “make-up” stuff, but you can certainly add to the program. We have the trips which are really enjoyable, and for the most part the students are open to anything.

By signing the following document, I grant Coquitlam College the right to use and publish my photographs and/or testimonial, for the purpose of promotion, without restriction.

Generally the administration will substitute in classrooms where teachers are absent. For the first day, the coverage will be limited to the taking of attendance and the introduction of the lesson plan which has been phoned or faxed in by the absent staff member.

Classes will only be cancelled under exceptional circumstances.

Administrative staff will endeavor to spend as much time as possible in ESL Beginner classes.

Teaching staff should have current emergency lesson plans ready to phone or fax in to the college when they are absent. Lesson plans should be simple and easily implemented.

When there is the likelihood of a prolonged absence, the college will hire a substitute.

No teaching faculty or staff are allowed to tutor Coquitlam College students outside of regular hours. It is acceptable to assist a student within class or office hours but time spent must be fair and consistent to benefit all students in the class.

Click here to view Policy.