Frequently Asked Questions

The working group is made up of education assistants, parents, post-secondary institutions, inclusion organizations, and Teamsters Union Local No. 31. See who we are!

We believe Standards of Practice should be collaboratively determined by EAs and other stakeholders, and overseen by the provincial government. 

We believe:

• current education assistants will be legacied in their positions.
• professional development opportunities will be enhanced.
• WorkSafe BC claims may go down.
• there will be an increase in the quality of support.
• the role will gain more respect and recognition.

When we talk about Standards of Practice, we are talking about two pieces: the standards themselves and the competencies one must be able to perform to meet the standards set out.

‘Competency’ refers to behaviour; ‘standard’ refers to a level of service or outcome.

In other words, competency describes an activity performed in to meet a standard or standards.

Standards and competencies are a framework for planning and achieving
“best practice.” At the same time, standards provide a baseline measure for providing an essential, or basic, level of service.

For example: 

Standard: Maintain professional boundaries.

Competencies:

• Demonstrate confidentiality at all times - in the school, community, and online
• Explain the legal responsibility to report abuse and neglect
• Differentiate between the roles and responsibilities of the EA and the teacher

Standards guide job duties and practices but employers are responsible for outlining specific job duties.

Please contact your local and provincial union representatives to discuss working conditions/wages/hours. These are not within the scope of the Working Group.

Here is a sample from the 2015 DRAFT document of a standard:

3.1 Work within a team to support academic and cognitive development: 

• Employ a range of systematic instructional strategies
• Be aware of provincial learning outcomes and resources
• Work with teachers to adapt or modify learning activities and support differentiated instruction
• Demonstrate an understanding of the role and use of technology, including adapted and assistive technology, and software programs to support student learning

See our Resources section for more information.