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Notes

Standard #9

“Educators critically examine their own biases, attitudes, beliefs, values and practices to facilitate change.”

(June 19, 2019) New teaching standard strengthens Truth and Reconciliation in the classroom
https://news.gov.bc.ca/releases/2019EDUC0053-001275

Under the new standard, all educators are expected to commit to respect and value the history of First Nations, Inuit and Métis in Canada, and to foster a deeper understanding of Indigenous histories, cultures and perspectives, integrating these worldviews into the classroom. Teachers will also bring an understanding of how all people are connected to family, community and the natural world.

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Professional Standards for BC Educators (June, 2019)
https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teacher-regulation/standards-for-educators/edu_standards.pdf

Standard #9:

Educators respect and value the history of First Nations, Inuit and Métis in Canada and the impact of the past on the present and the future. Educators contribute towards truth, reconciliation and healing. Educators foster a deeper understanding of ways of knowing and being, histories, and cultures of First Nations, Inuit and Métis.

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Questions:

  • Could a teacher be found in breach of Standard #9 without also being in breach of one or more of the other Standards?
  • Are only “active” breaches considered or could a case be made for a teacher to be “passively” breaching Standard #9?

Issues:
As of April 2026, there are 8 cases on file; detailed below in chronological order.
However, searching for “#9” in the database returns only 5 results.

  • Cases 4, 5, 6 below are not returned, even though the text is machine readable and seems to be formatted and filed in the same way.
  • Case 2 has not named the teacher but the use of gendered language reveals them to be male
    • Of the teachers in the other cases, three are female, two are male, and two are referred to with gender-neutral text throughout.

⬇ First Case on record

{1} (March 21, 2023) Deborah Laurie Croft [1] [9]
https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/CROFT_CRA_20230306.pdf

  • Employed at an independent school

ﻼF: Teaching certificate issued in 2019, so they would not likely not have encountered Standard #9 during their teacher training program.

(a.) Student A was an Indigenous student in Grade 11. Student A’s homeroom was Croft’s classroom. On November 5, 2029, Student A and a friend went to Croft’s classroom to check their phones and decided to stay in the classroom as their next block was study break. Croft was required to attend a meeting at that time and needed the students to vacate the classroom in order to secure the room. She asked the students to leave, but they refused. Croft became frustrated, shut the classroom blinds, and locked the door from the inside so that other students could not enter. Croft then pulled Student A’s arm and grabbed Student A’s phone from Student A’s hands, in an attempt to force them to leave the room.

(b.) Student B, who is Indigenous, was a Grade 10 student in Croft’s Social Studies class. On February 20, 2020, Student B was being disruptive in class, an one point noisily slamming a book shut at least once. Croft responded by asking Student B to leave the classroom. As Student B was leaving, Croft took Student B’s book and hit Student B on the rear end with it. Student B was visibly upset and reported feeling humiliated afterwards.

  • “The school terminated Croft’s employment, effective immediately” [no BCTF]
  • “Croft admits that the conduct described in Paragraph 4 of this agreement constitutes professional misconduct and is contrary to Standards #1 and #9 of the Professional Standards for BC Educators, June 2019″
  • Two-day suspension of teaching certificate
  • “She will successfully complete the course Systematic Racism in Canada in Partnership with Dr. Carl James offered by the Canadian Race Relations Foundation.”

In determining that a two-day suspension of the course requirement and appropriate, the Commissioner considered the following factors:

(a.) Croft failed to treat students with dignity and respect

(b.) Croft acted in a manner inconsistent with an educator’s responsibility to contribute to truth, reconciliation, and healing.

Media (interesting range of headlines):

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{2} (December 5, 2023) T-AL-2023 [1] [3] [9]
https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/T-AL-2023.pdf

  • Employed as a teacher at a school (the “School”) in a school district (the “District”).

(a.) In the 2020-2021 school year, Student A was an Indigenous student in the Teacher’s class.

(b.) One day, the students were instructed to line up before entering the School. Student A did not follow these instructions. The Teacher instructed Student A to go back and line up properly. Student A continued to walk towards the classroom.

(c.) Student A had previously behaved in a similar way. On those occasions, the Teacher verbally communicated with Student A and asked Student A to try again.

(d.) On this day, the Teacher decided to speak to Student A before Student A went into the classroom. The Teacher stood in front of Student A and made physical contact with Student A, which caused Student A to fall onto the floor.

(e.) Student A stood up and moved towards the Teacher, who did not move. A physical interaction occurred, and as a result, both the Teacher and Student A fell to the floor.The Teacher was right over top of Student A and restrained Student A on the floor. The Teacher repeatedly said “stop” to Student A.

(f.) Others in the room perceived the Teacher to be sitting or kneeling on Student A while Student A was lying on the floor.

(g.) An educational assistant, who saw the interaction between the Teacher and Student A in the hallway, came into the classroom and told the Teacher to “get off” Student A.

  • “…suspending the Teacher for two days without pay…”
  • The Teacher also voluntarily took the following remedial steps:
    • a. apologized to the parents and to Student A;
    • b. completed a series of counselling sessions through EFAP;
    • c. received guidance from a mentor;
    • d. completed several courses through Queen’s University Continuing Teacher Education program, education to improve understanding of the experiences and learning needs of First Nation, Métis and Inuit Peoples;
    • e. completed “MindUP for Educators: The Science and Practice of Self-care and Mindful Teaching”; and
    • f. completed the Tribes Learning Communities Tribes TLC 24 Hour Basic Course
  • In the Teacher entered into a consent resolution agreement with the Commissioner, in which The Teacher admitted that the conduct set out in paragraph 4 constitutes professional misconduct under section 63 of the Teachers Act and is contrary to Standard #1, 3 and 9 of the Professional Standards for BC Educators (June 2019). The Teacher agreed to a five-day suspension of his certificate of qualification under sections 53 and 64(b) of the Teachers Act.

In determining that a one-day suspension and course requirement are appropriate consequences, the Commissioner considered the following factors:

(a.) The Teacher engaged in an inappropriate physical interaction with Student A.

(b.) The Teacher’s conduct was inconsistent with Standard #9, because the Teacher’s actions reflected the harmful legacy of physical abuse in Indian Residential Schools.The actions harmed Student A, negatively impacted the community’s feelings of trustand safety in the education system, and did not contribute towards truth,reconciliation and healing.

(c.) It is a mitigating factor that the Teacher has taken proactive steps to complete courses to better understand Indigenous students’ cultural and learning needs and to learn more strategies to meet the individual learning needs of students.

Media:

  • n/a
  • ﻼF: Presumably anonymous to protect the student. How is it determined which cases to keep anonymous? Cf. case above.
    • Gendered language reveals the teacher to be male “Teacher agreed to a five-day suspension of his certificate”

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{3} (August 6, 2024) T-AH-2024 [1] [9]
https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/T-AH-2024.pdf

  • Employed as a teacher by a School District in B.C. (the “District”).

The following events occurred when the Teacher was teaching vulnerable students in a specialized program (the “Program”) in the District:

(a.) The Teacher used inappropriate discipline methods with students; failed to take appropriate steps to address student conduct; and in one class, made inappropriate gender-based comments to students about two teachers who were making a presentation.

(b.) The Teacher made insensitive comments to an indigenous [sic] student in the Teacher’s class about their indigeneity [sic].

  • “On the Teacher entered into a consent resolution agreement with the Commissioner, in which the Teacher admitted that the conduct set out in paragraph 4 constitutes professional misconduct and is contrary to Standards #1 and #9 of the Professional Standards for BC Educators (June 2019).”
  • “…one-day suspension of their certificate of qualification…”
  • Teacher will complete the course, Diversity Through Trauma, through the Justice Institute of B.C
  • “The District issued the Teacher a letter of discipline and suspended them without pay for three days. In addition, the District removed the Teacher from their position with the Program and placed the Teacher on the District’s Teacher Teaching On Call list.”

In determining that a one-day suspension and course requirement are appropriate consequences, the Commissioner considered the following factors:

(a.) The Teacher failed to treat students with dignity and respect, and in a manner which fostered their mental and physical well-being.

(b.) The Teacher failed to contribute to reconciliation and healing with First Nation students.

(c.) The Teacher did not role model non-biased communication in front of their students.

Media:

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{4} (Mar 25, 2025) T-BC-2025 [1] [9]
https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/T-BC-2025.pdf

  • A school district in British Columbia (the “District”) at a District school (the “School”)
  • [open link above for specifics]
  • Teacher will complete the course, Diversity Through Trauma, through the Justice Institute of B.C
  • Teacher admitted that their conduct described in paragraph 6 above constitutes professional misconduct under section 63 of the Teachers Act and is contrary to Standards #1 and #9

In determining that a two-day suspension of the course requirement and appropriate, the Commissioner considered the following factors:

a. The Teacher’s email to Student A did not contribute towards truth, reconciliation and healing.

b. The Teacher’s exchange with a District employee did not role model appropriate and respectful behaviour for students at the School.

Media:

  • n/a???

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{5} (June 17, 2025) Pehgee Agnes Boholst Aranas [1] [9]
https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/ARANAS_CRA_20250530.pdf

  • Aranas was employed as an elementary school principal by a First Nation (the “First Nation”) at a certified band school in B.C. (the “School”).

a. Aranas spanked Student A, a First Nations student who was in Grade 1…

7. Aranas had been previously disciplined for making inappropriate comments about the First Nations community…

  • Aranas admitted that the conduct set out in paragraph 5 constitutes professional misconduct and is contrary to Standards #1 and #9

In determining that a two-day suspension of the course requirement and appropriate, the Commissioner considered the following factors

a. Aranas did not act in Student A’s best interests, did not treat Student A with dignity and respect and did not create a safe and inclusive learning environment for Student A.

b. Aranas’ conduct was inconsistent with Standard #9. Her actions perpetuated the harmful legacy of physical abuse in Indian Residential Schools and reflected a belief in harmful stereotypes. Her actions harmed Student A, negatively impacted the community’s feelings of trust and safety in the education system and did not contribute towards truth, reconciliation and healing.

Media:

(June 17, 2025) B.C. principal who spanked student, made anti-Indigenous comments receives suspension
https://www.cbc.ca/news/canada/british-columbia/bc-teacher-spank-anti-indigenous-comment-1.7563994

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{6} (July 8, 2025) Todd Erin Graham [1] [9]
https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/GRAHAM_CRA_20250619.pdf

  • a School District in the interior of B.C. (the “District”).

Singling Out

  • a. Graham singled out Student A, a diverse learner, in front of Student A’s classmates, describing Student A using an unflattering term.
  • b. Graham singled out Student B, an Indigenous student, in front of Student B’s classmates, in a manner which was demeaning to Student B specifically and to Indigenous peoples generally.
    • [District] required him to complete the following courses online: Four Seasons of Reconciliation through the First Nations University of Canada and the San’Yas Indigenous Cultural Safety Training Program.

Touching

  • Graham told the girls that he was “not a pedophile” but that he might have to “grab them” to show them proper form or to spot them. Graham then told them that he had no attraction to them as he was 52 and they were 15.
  • Graham would periodically touch students to help them with their form or identify muscle groups they were working.
  • One day, as Student C was using the leg press machine, Graham gave a compliment about her legs. Student C reported feeling uncomfortable with Graham’s remark

In determining that a one-day suspension and course requirement are appropriate consequences, the Commissioner considered the following factors:

a. Graham failed to create a positive learning environment or to model appropriate behaviour.

b. Graham’s conduct adversely impacted students.

c. Graham’s word choices and comments were contrary to Standard #9 which requires teachers to respect and value the history of First Nations, Inuit and Metis in Canada and to contribute toward truth, reconciliation and healing. Graham’s actions harmed the First Nations students in his class and did not contribute towards truth, reconciliation and healing.

d. Graham failed to respect appropriate boundaries, making students feeluncomfortable.

  • Graham admitted that the conduct set out in paragraphs 4 and 7 constitutes professional misconduct under section 63 of the Teachers Act and is contrary to Standards #1 and #9

Media:

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{7} (Nov 11, 2025) Adam Richard Macdonald [1] [9]
https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/MACDONALD_CRA_20251111.pdf

  • Employed as a teacher by a school district in B.C. (the “District”), at a District school.
  • Adam Richard Macdonald was a teacher at an unnamed B.C. school district when he met a student in January 2016 while on a two-day field trip.
  • The student, who was not named in the agreement and referred to as “Student A,” is a member of a local Indigenous community and was in Grade 11 when on the field trip.
  • Around five months later, the student and Macdonald connected on Grindr — with the 17-year-old student claiming to be 18 in order to access the app, the commissioner found.
  • “At one point, Macdonald told Student A that the District could not say anything about their relationship as they were at different District schools.”
  • “In the summer of 2017, after Student A graduated from high school, Student A and Macdonald met in person at Macdonald’s home and engaged in sexualized physical contact.
    • At this time, Student A was 18 years old. Over the course of the next year, Student A and Macdonald continued to periodically engage in physical contact, including kissing, cuddling and, on at least one occasion, oral sex”

In determining that cancellation of his certificate and an eight-year ban on reapplication are appropriate consequences, the Commissioner considered the following factors:

a. Macdonald engaged with a person he knew to be a current District student, on an adult website over several weeks.

b. Macdonald engaged in inappropriate physical contact of a sexual nature with a person he knew had recently graduated from a District school.

c. Macdonald’s behaviour was a serious breach of his position of power and trust as a teacher.

d. Macdonald signed an undertaking not to practice in February 2024, and has not been authorized to teach since that time.

Media:

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{8} (Mar 24, 2026) Margaret Rose Lewick [2] [9]
https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/LEWICK_CRA_20260310.pdf

  • Employed as a secondary school teacher by School District No. 49 (Central Coast) (the “District”) at a District school (the “School”).
  • ﻼF: Letter of expectation concerning Standard #9 previously issued Oct 19, 2022

November 27, 2023

a. Student A was a First Nations student in Lewick’s class.

b. During the class, Lewick introduced the students to a cutting tool. When Lewick removed the tool from Student A, Student A asked: “Is this because I am brown?” Lewick responded by saying sarcastically “yes, exactly”.

c. The students in the class then began discussing the racist nature of Lewick’s comment. Lewick’s response was to say: “You can’t take a joke”, “I have the right to joke about anything I want”, “It’s a joke, people need to be able to take a joke” and“I have heard these comments about being brown for years”. During this discussion, Lewick appeared angry and upset. Students reported feeling shocked and surprised.

d. After the class, Lewick attempted to apologize to Student A, telling Student A that she was sorry if Student A was offended. Student A reiterated that Lewick had made a racist joke, to which Lewick responded: “The whole class heard you accuse me of being racist.”

  • Separate subsequent events: January 24, 2024 [inappropriate video]; December 2, 2024 [belittling an EA]
  • Separate previous events:
    • October 6, 2023: letter of discipline, directing her to continue with her current counselling sessions and to take an alternative anger management program
    • October 19, 2022, the District issued Lewick a letter of expectation reminding her that professional educators are held to a higher standard of conduct in and out of the school system. The District reminded her specifically of Standards #2 and #9 of the Professional Standards for BC Educators.
    • October 19, 2022: letter of discipline after concluding that Lewick had made unnecessary physical contact with a student.

In determining that a one-day suspension and course requirement are appropriate consequences, the Commissioner considered the following factors:
a. Lewick did not create a positive classroom environment.
b. Lewick was previously warned regarding similar conduct on more than one occasion

  • ﻼF: no specific mention of #9 criteria (as in all previous cases) apart from reference to similar previous conduct
    • FOI previous letter of discipline?

Media:(interesting range of headlines cf {1} above)

∞

Servatius v. Alberni School District No. 70