TRY ME!
Transportation And Safety Concerns
Summary
In British Columbia, teachers must adhere to professional standards ensuring student safety and well-being. Concerns include a teacher recommending public transit for a student with a neurological condition, pressuring the student to share a traumatic experience, and aggressive behavior towards a parent. These actions may violate the BC Teachers Council Standards, including maintaining professional conduct, respecting student dignity, and effective communication. Schools are required to provide reasonable accommodations under the BC Human Rights Code and the School Act. If you believe these standards were not met, consider filing a complaint with the BC Teachers Council or seeking legal advice.Full Conversation
Bc canada
Your situation raises serious concerns regarding the safety and well-being of your daughter, and it appears there may be a lack of appropriate accommodations and risk management by the school staff. In British Columbia, Canada, educational institutions are required to provide appropriate support and accommodations for students with disabilities under the BC Human Rights Code and the School Act.
Key Points:
- Schools must provide reasonable accommodations for students with disabilities.
- The BC Human Rights Code prohibits discrimination based on disability.
- The School Act mandates the safety and well-being of all students.
One relevant question: Have you documented any communication with the school staff regarding your concerns and their responses?
If you need further assistance, you might consider contacting the BC Human Rights Tribunal or an education advocate.
Key Points:
- Schools must provide reasonable accommodations for students with disabilities.
- The BC Human Rights Code prohibits discrimination based on disability.
- The School Act mandates the safety and well-being of all students.
One relevant question: Have you documented any communication with the school staff regarding your concerns and their responses?
If you need further assistance, you might consider contacting the BC Human Rights Tribunal or an education advocate.
Yes
It's good that you have documented communications with the school staff. This documentation can be crucial if you decide to pursue a formal complaint or legal action. Here are your next steps:
- Contact the BC Human Rights Tribunal: They handle complaints related to discrimination.
- Consider speaking with an education advocate: They can help you navigate the system and ensure your daughter's needs are met.
Would you like information on how to contact the BC Human Rights Tribunal?
- Contact the BC Human Rights Tribunal: They handle complaints related to discrimination.
- Consider speaking with an education advocate: They can help you navigate the system and ensure your daughter's needs are met.
Would you like information on how to contact the BC Human Rights Tribunal?
I am doing an official complaint against the teacher. Can you write a short statement for me and this complaint?
Sure, here's a concise statement for your complaint:
---
To Whom It May Concern,
In September, I was informed by Chris Van Berkesy that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk.
Sincerely,
[Your Name]
---
This statement highlights the key points and concerns for your formal complaint. Would you like additional guidance on next steps?
---
To Whom It May Concern,
In September, I was informed by Chris Van Berkesy that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk.
Sincerely,
[Your Name]
---
This statement highlights the key points and concerns for your formal complaint. Would you like additional guidance on next steps?
What are the legal requirements for the teacher
In British Columbia, Canada, teachers are subject to several legal requirements, especially when it comes to the safety and well-being of students:
- Duty of Care: Teachers have a legal obligation to ensure the safety and well-being of their students.
- Reasonable Accommodation: Under the BC Human Rights Code, teachers must provide reasonable accommodations for students with disabilities.
- Professional Standards: Teachers must adhere to the standards set by the BC Teachers' Council, which includes advocating for the safety and rights of students.
Would you like more detailed information on any of these points?
- Duty of Care: Teachers have a legal obligation to ensure the safety and well-being of their students.
- Reasonable Accommodation: Under the BC Human Rights Code, teachers must provide reasonable accommodations for students with disabilities.
- Professional Standards: Teachers must adhere to the standards set by the BC Teachers' Council, which includes advocating for the safety and rights of students.
Would you like more detailed information on any of these points?
Professional standards for this complaint
In British Columbia, teachers are held to high professional standards. Here are some key points relevant to your complaint:
- Duty of Care: Teachers must ensure the safety and well-being of students.
- Professional Conduct: Teachers must adhere to the BC Teachers' Council Standards, including advocating for student safety.
- Communication: Teachers must communicate effectively and responsibly with parents and guardians.
Would you like more detailed information on any of these standards?
- Duty of Care: Teachers must ensure the safety and well-being of students.
- Professional Conduct: Teachers must adhere to the BC Teachers' Council Standards, including advocating for student safety.
- Communication: Teachers must communicate effectively and responsibly with parents and guardians.
Would you like more detailed information on any of these standards?
Include these and write a complaint paragraph for the file
---
To Whom It May Concern,
In September, I was informed by Chris Van Berkesy that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Mrs. Goessman’s actions also demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
To Whom It May Concern,
In September, I was informed by Chris Van Berkesy that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Mrs. Goessman’s actions also demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
Include that they had overlooked transportation for my daughter from the old location to the new school location as context for the complaint
---
To Whom It May Concern,
In September, I was informed by Chris Van Berkesy that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Moreover, the school overlooked providing transportation from the old location to the new school location for my daughter. Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
To Whom It May Concern,
In September, I was informed by Chris Van Berkesy that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Moreover, the school overlooked providing transportation from the old location to the new school location for my daughter. Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
include September it came to my attention that there was no transportation from the old location to the new location for my daughter, but was assured by Mrs. Goessman that when she agreed to the new location, transportation would be handled for all students also input that I was told by Mrs. Goessman there may be no other option then public trans
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter, but I was assured by Mrs. Goessman that transportation would be handled for all students. Later, Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Moreover, I was told by Mrs. Goessman there may be no other option other than public transit, which is unacceptable considering my daughter's condition.
Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk. Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or anyother steps?
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter, but I was assured by Mrs. Goessman that transportation would be handled for all students. Later, Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Moreover, I was told by Mrs. Goessman there may be no other option other than public transit, which is unacceptable considering my daughter's condition.
Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk. Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or anyother steps?
Again professional
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Moreover, I was told by Mrs. Goessman there may be no other option other than public transit, which is unacceptable considering my daughter's condition.
Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk. Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other stepsWould you like additional guidance on filing the complaint or any other steps?
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Moreover, I was told by Mrs. Goessman there may be no other option other than public transit, which is unacceptable considering my daughter's condition.
Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk. Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other stepsWould you like additional guidance on filing the complaint or any other steps?
Shorten for form
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Moreover, I was told by Mrs. Goessman that public transit might be the only option, which is unacceptable considering my daughter's condition.
Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk. Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Moreover, I was told by Mrs. Goessman that public transit might be the only option, which is unacceptable considering my daughter's condition.
Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk. Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Moreover, I was told by Mrs. Goessman that public transit might be the only option, which is unacceptable considering my daughter's condition.
Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk. Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness. Moreover, I was told by Mrs. Goessman that public transit might be the only option, which is unacceptable considering my daughter's condition.
Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk. Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
One of the key points is that Mrs. Goessman said this to the principal and the principal said to me that Mrs. Goessman said she would do fine on public transit
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk. Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
Mrs. Goessman’s actions demonstrate a failure to communicate effectively and advocate for my daughter, putting her at significant risk. Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. Mrs. Goessman’s recommendation and lack of proper communication violate these legal requirements. Additionally, as per the BC Teachers' Council Standards, teachers are obligated to advocate for the safety and rights of students, which was not upheld in this instance.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
I dropped my daughter off at *:* in the morning to school. It started at *:* and she chose to go get a drink with her friend beforehand. Well I did not approve this behavior. She insured me she was back by *:* and I can verify this by text as I had shown up in the parking lot at *:* to give my daughter medicine she had forgotten to take. as my daughter was going in with the medication, the teacher said where were you and she answered something I couldn’t hear and my daughter proceeded to class. However, the teacher came to my car window and said I just emailed you your daughter left campus as I began to respond I said I know and before I could finish my sentence, she was walking away going oh so this is OK with you. It’s just fine to which are Replied from my van as she was by the school entrance no no no you’re not hearing me. She came back to my vehicle and I explained I was there to drop off medication and had been in contact about Belle and her actions. The teacher looked at my 16 year old with neurological disability in the backseat, and then looked at me and goes well. I guess it was exercise and walked away , this was very unprofessional and she attacked me while sitting in my car in my parking parking lot as opposed to having a meeting where we could’ve addressed the issues formally legal paragraph for my complaint
---
To Whom It May Concern,
On the morning in question, I dropped my daughter off at school at *:* AM. Though the school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class.
During this time, a teacher confronted my daughter about her whereabouts. As my daughter entered the school, the teacher approached my car window, informing me that she had emailed me regarding my daughter's absence from campus. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away.
This encounter was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot,failing to provide a respectful and constructive dialogue.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
To Whom It May Concern,
On the morning in question, I dropped my daughter off at school at *:* AM. Though the school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class.
During this time, a teacher confronted my daughter about her whereabouts. As my daughter entered the school, the teacher approached my car window, informing me that she had emailed me regarding my daughter's absence from campus. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away.
This encounter was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot,failing to provide a respectful and constructive dialogue.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
The teacher was aggressive and dismissive. This needs to coincide with BC laws for reference of a complaint.
---
To Whom It May Concern,
On the morning in question, I dropped my daughter off at school at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class.
During this time, a teacher confronted my daughter about her whereabouts. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campus. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s aggressive and dismissive behavior was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot, failing to provide a respectful and constructive dialogue.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
To Whom It May Concern,
On the morning in question, I dropped my daughter off at school at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class.
During this time, a teacher confronted my daughter about her whereabouts. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campus. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s aggressive and dismissive behavior was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot, failing to provide a respectful and constructive dialogue.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
if a teacher decides to recommend a parent in the parking lot will the parent sat in their car with no prior communication I want to know what laws under BC teachers have been broken
In British Columbia, Canada, teachers are subject to several legal and professional standards. Here are some key points relevant to your situation:
- Duty of Care: Teachers must ensure the safety and well-being of students.
- Professional Conduct: Teachers must adhere to the BC Teachers' Council Standards, including maintaining professional boundaries and respectful communication.
- Reasonable Accommodation: Teachers must provide reasonable accommodations for students with disabilities under the BC Human Rights Code.
The teacher's aggressive behavior and failure to communicate effectively may violate these standards. Would you like more detailed information on these points or assistance with your complaint?
- Duty of Care: Teachers must ensure the safety and well-being of students.
- Professional Conduct: Teachers must adhere to the BC Teachers' Council Standards, including maintaining professional boundaries and respectful communication.
- Reasonable Accommodation: Teachers must provide reasonable accommodations for students with disabilities under the BC Human Rights Code.
The teacher's aggressive behavior and failure to communicate effectively may violate these standards. Would you like more detailed information on these points or assistance with your complaint?
Include that she didn’t give the other student any reprimand, but only my daughter
---
To Whom It May Concern,
On the morning in question, I dropped my daughter off at school at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class.
During this time, a teacher confronted my daughter about her whereabouts. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campus. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensuretheir safety. The teacher’s aggressive and dismissive behavior was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot, failing to provide a respectful and constructive dialogue. Additionally, the lack of reprimand for the other student involved further demonstrates a failure to uphold equitable and fair treatment.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
To Whom It May Concern,
On the morning in question, I dropped my daughter off at school at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class.
During this time, a teacher confronted my daughter about her whereabouts. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campus. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensuretheir safety. The teacher’s aggressive and dismissive behavior was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot, failing to provide a respectful and constructive dialogue. Additionally, the lack of reprimand for the other student involved further demonstrates a failure to uphold equitable and fair treatment.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
Bc teacher law
In British Columbia, Canada, teachers are subject to several legal and professional standards:
- Duty of Care: Ensure the safety and well-being of students.
- Professional Conduct: Maintain professional boundaries and respectful communication, per BC Teachers' Council Standards.
- Reasonable Accommodation: Provide accommodations for students with disabilities under the BC Human Rights Code.
Would you like more detailed information on these points or additional assistance with your complaint?
- Duty of Care: Ensure the safety and well-being of students.
- Professional Conduct: Maintain professional boundaries and respectful communication, per BC Teachers' Council Standards.
- Reasonable Accommodation: Provide accommodations for students with disabilities under the BC Human Rights Code.
Would you like more detailed information on these points or additional assistance with your complaint?
Rewrite legal short complaint
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, a teacher confronted my daughter about her whereabouts. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campus. Before I could fully respond, the teacher walked away,implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s aggressive and dismissive behavior was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot, failing to provide a respectful and constructive dialogue. Additionally, the lack of reprimand for the other student involved further demonstrates a failure to uphold equitable and fair treatment.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, a teacher confronted my daughter about her whereabouts. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campus. Before I could fully respond, the teacher walked away,implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s aggressive and dismissive behavior was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot, failing to provide a respectful and constructive dialogue. Additionally, the lack of reprimand for the other student involved further demonstrates a failure to uphold equitable and fair treatment.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
Professional Conduct: Maintain professional boundaries and respectful communication, per BC Teachers' Council Standards.Witnessed by my 16 year old who was in vehicle with me.On the morning in question, I dropped my daughter off at school at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behaviour, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class.
During this time, Mrs.Goesman confronted my daughter about her whereabouts.My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campus before class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation by saying “ oh it’s ok with you” as I had only had the chance to respond I know before the aggression began. . I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only me and my daughter and not the other student involved. This was explained to me by my daughter who was in class.The teacher’s aggressive and dismissive behaviour was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot, failing to provide a respectful and constructive dialogue. Additionally, the lack of reprimand for the other student involved further demonstrates a failure to uphold equitable and fair treatment.
---
To Whom It May Concern,
On the morning in question, I dropped my daughter off at school at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class.
During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campus before class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
The teacher’s aggressive and dismissive behavior was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot, failing to provide a respectful and constructive dialogue. Additionally, the lack of reprimand for the other student involved further demonstrates a failure to uphold equitable and fair treatment.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
To Whom It May Concern,
On the morning in question, I dropped my daughter off at school at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class.
During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campus before class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
The teacher’s aggressive and dismissive behavior was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot, failing to provide a respectful and constructive dialogue. Additionally, the lack of reprimand for the other student involved further demonstrates a failure to uphold equitable and fair treatment.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
Write a complaint to teacher commission over this
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
The teacher’s aggressive and dismissive behavior was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot, failing to provide a respectful and constructive dialogue. Additionally, the lack of reprimand for the other student involved further demonstrates a failure to uphold equitable and fair treatment.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
The teacher’s aggressive and dismissive behavior was highly unprofessional and inappropriate, especially considering my daughter's neurological disability. Instead of addressing the issue formally through a meeting, the teacher approached me in the parking lot, failing to provide a respectful and constructive dialogue. Additionally, the lack of reprimand for the other student involved further demonstrates a failure to uphold equitable and fair treatment.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
What standards. BC Teachers' Council.
The BC Teachers' Council sets professional standards that guide teachers in their practice. Here are the relevant standards that may apply to your situation:
- Standard *: Educators value and care for all students and act in their best interests.
- Standard *: Educators are role models who act ethically and honestly.
- Standard *: Educators understand and apply knowledge of student growth and development.
- Standard *: Educators contribute to the profession by participating in collegial and collaborative relationships.
Would you like assistance in drafting a complaint referencing these standards?
- Standard *: Educators value and care for all students and act in their best interests.
- Standard *: Educators are role models who act ethically and honestly.
- Standard *: Educators understand and apply knowledge of student growth and development.
- Standard *: Educators contribute to the profession by participating in collegial and collaborative relationships.
Would you like assistance in drafting a complaint referencing these standards?
Bc teachers standards with both this complaint and the transportation complaint
---
Complaint to BC Teachers' Council
To Whom It May Concern,
Transportation Issue:
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
Morning Incident:
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressivelyapproached my car window, informing me that she had emailed me regarding my daughter's absence from campus before class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Standards Violated:
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Standard *: Educators are role models who act ethically and honestly.
- Standard *: Educators understand and apply knowledge of student growth and development.
- Standard *: Educators contribute to the profession by participating in collegial and collaborative relationships.
The teacher’s aggressive and dismissive behavior was highly
To Whom It May Concern,
Transportation Issue:
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
Morning Incident:
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressivelyapproached my car window, informing me that she had emailed me regarding my daughter's absence from campus before class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Standards Violated:
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Standard *: Educators are role models who act ethically and honestly.
- Standard *: Educators understand and apply knowledge of student growth and development.
- Standard *: Educators contribute to the profession by participating in collegial and collaborative relationships.
The teacher’s aggressive and dismissive behavior was highly
The teacher suggested that my daughter take public transit, even though she had FND to the principal and that she could do it, and the teacher approached me aggressively in the parking lot, and the teacher asked my daughter not once but twice to share a traumatic incident that happened over the summer And my daughter said no the first time it was asked again the second day to my daughter shared and students laughed. It was a traumatic incident involving a vehicle.
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Standard *: Educators are role models who act ethically and honestly.
- Standard *: Educators understand and apply knowledge of student growth and development
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Standard *: Educators are role models who act ethically and honestly.
- Standard *: Educators understand and apply knowledge of student growth and development
List all BC teacher standards
Here are the British Columbia (BC) teacher standards set by the BC Teachers' Council:
*. Educators value and care for all students and act in their best interests.
*. Educators are role models who act ethically and honestly.
*. Educators understand and apply knowledge of student growth and development.
*. Educators value the involvement and support of parents, guardians, families, and communities in schools.
*. Educators implement effective planning, instruction, assessment, and reporting practices to create respectful, inclusive environments for student learning and development.
*. Educators demonstrate a broad knowledge base and an understanding of areas they teach.
*. Educators engage in professional learning.
*. Educators contribute to the profession by participating in collegial and collaborative relationships.
*. Educators contribute to the development and growth of the profession.
Would you like assistance in drafting another complaint or more information on any of these standards?
*. Educators value and care for all students and act in their best interests.
*. Educators are role models who act ethically and honestly.
*. Educators understand and apply knowledge of student growth and development.
*. Educators value the involvement and support of parents, guardians, families, and communities in schools.
*. Educators implement effective planning, instruction, assessment, and reporting practices to create respectful, inclusive environments for student learning and development.
*. Educators demonstrate a broad knowledge base and an understanding of areas they teach.
*. Educators engage in professional learning.
*. Educators contribute to the profession by participating in collegial and collaborative relationships.
*. Educators contribute to the development and growth of the profession.
Would you like assistance in drafting another complaint or more information on any of these standards?
Which standards were not met and include examples
In your situation, several BC teacher standards appear to have been violated. Here are the relevant standards along with examples from your case:
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested your daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *: Educators are role models who act ethically and honestly.
- Example: The teacher's dismissive and aggressive behavior towards you and your daughter was unprofessional and unethical.
- Standard *: Educators understand and apply knowledge of student growth and development.
- Example: Pressuring your daughter to share a traumatic incident in front of other students shows a lack of understanding of her emotional and psychological needs.
- Standard *: Educators implement effective planning, instruction, assessment, and reporting practices to create respectful, inclusive environments for student learning and development.
- Example: The teacher's failure to reprimand the other student involved, and her dismissive handling of your daughter's situation, did not foster a respectful and inclusive environment.
Would you like assistance in drafting another complaint or more information on any of these standards?In your situation, several BC teacher standards appear to have been violated. Here are the relevant standards along with examples from your case:
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested your daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *: Educators are role models who act ethically and honestly.
- Example: The teacher's dismissive and aggressive behavior towards you and your daughter was unprofessional and unethical.
- Standard *: Educators understand and apply knowledge of student growth and development.
- Example: Pressuring your daughter to share a traumatic incident in front of other students shows a lack of understanding of her emotional and psychological needs.
- Standard *: Educators implement effective planning, instruction, assessment, and reporting practices to create respectful, inclusive environments for student learning and development.
- Example: The teacher's failure to reprimand the other student involved, and her dismissive handling of your daughter's situation, did not foster a respectful and inclusive environment.
Would you like assistance in drafting another complaint or more information on any of these standards?
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested your daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *: Educators are role models who act ethically and honestly.
- Example: The teacher's dismissive and aggressive behavior towards you and your daughter was unprofessional and unethical.
- Standard *: Educators understand and apply knowledge of student growth and development.
- Example: Pressuring your daughter to share a traumatic incident in front of other students shows a lack of understanding of her emotional and psychological needs.
- Standard *: Educators implement effective planning, instruction, assessment, and reporting practices to create respectful, inclusive environments for student learning and development.
- Example: The teacher's failure to reprimand the other student involved, and her dismissive handling of your daughter's situation, did not foster a respectful and inclusive environment.
Would you like assistance in drafting another complaint or more information on any of these standards?In your situation, several BC teacher standards appear to have been violated. Here are the relevant standards along with examples from your case:
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested your daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *: Educators are role models who act ethically and honestly.
- Example: The teacher's dismissive and aggressive behavior towards you and your daughter was unprofessional and unethical.
- Standard *: Educators understand and apply knowledge of student growth and development.
- Example: Pressuring your daughter to share a traumatic incident in front of other students shows a lack of understanding of her emotional and psychological needs.
- Standard *: Educators implement effective planning, instruction, assessment, and reporting practices to create respectful, inclusive environments for student learning and development.
- Example: The teacher's failure to reprimand the other student involved, and her dismissive handling of your daughter's situation, did not foster a respectful and inclusive environment.
Would you like assistance in drafting another complaint or more information on any of these standards?
Yes
Sure, here is a concise draft for your complaint, incorporating the violated BC teacher standards and examples from your case:
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered theschool, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campus before class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested my daughter use
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered theschool, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campus before class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested my daughter use
Continue
public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *: Educators are role models who act ethically and honestly.
- Example: The teacher's dismissive and aggressive behavior towards me and my daughter was unprofessional and unethical.
- Standard *: Educators understand and apply knowledge of student growth and development.
- Example: Pressuring my daughter to share a traumatic incident in front of other students shows a lack of understanding of her emotional and psychological needs.
- Standard *: Educators implement effective planning, instruction, assessment, and reporting practices to create respectful, inclusive environments for student learning and development.
- Example: The teacher's failure to reprimand the other student involved, and her dismissive handling of my daughter's situation, did not foster a respectful and inclusive environment.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
- Standard *: Educators are role models who act ethically and honestly.
- Example: The teacher's dismissive and aggressive behavior towards me and my daughter was unprofessional and unethical.
- Standard *: Educators understand and apply knowledge of student growth and development.
- Example: Pressuring my daughter to share a traumatic incident in front of other students shows a lack of understanding of her emotional and psychological needs.
- Standard *: Educators implement effective planning, instruction, assessment, and reporting practices to create respectful, inclusive environments for student learning and development.
- Example: The teacher's failure to reprimand the other student involved, and her dismissive handling of my daughter's situation, did not foster a respectful and inclusive environment.
Sincerely,
[Your Name]
---
Would you like additional guidance on filing the complaint or any other steps?
do a complete message now
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested my daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *: Educ
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested my daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *: Educ
What specific behaviours are of concern to you? Please explain what happened, when it happened, and who was involved.
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested my daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *: Educ
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested my daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *: Educ
Finish
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested my daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *: Educ
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- Example: Mrs. Goessman suggested my daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *: Educ
Here’s the revised breakdown, including the relevant BC Teachers’ Council Standards for each specific behavior of concern:
Specific Behaviors of Concern:
*. Public Transportation Recommendation:
• What Happened: In September, Mrs. Goessman informed the principal that my daughter would do fine on public transportation, despite knowing she has Functional Neurological Disorder (FND).
• When It Happened: This occurred when the school transitioned to a new location and no transportation was provided from the old location.
• Who Was Involved: Mrs. Goessman and the principal were involved in this decision-making process.
• BC Teachers’ Council Standards Violated:
• Duty of Care: Teachers must ensure the safety and well-being of students, which Mrs. Goessman failed to uphold by recommending public transit for a student with FND.
• Professional Conduct: Teachers are expected to make decisions that prioritize student safety, which was not evident in this recommendation.
*. Pressure to Share Traumatic Experience:
• What Happened: My daughter was pressured by Mrs. Goessman to share a traumatic incident involving a vehicle that occurred over the summer with her classmates. After initially refusing, she was approached again the next day and chose to share, which led to classmates giggling about her experience.
• When It Happened: This incident occurred during the first week of school when students were sharing personal stories.
• Who Was Involved: Mrs. Goessman and my daughter were directly involved, along with other students in the class.
• BC Teachers’ Council Standards Violated:
• Respect for Student Dignity: Teachers must respect the privacy and emotional well-being of students, which Mrs. Goessman neglected by pressuring my daughter to share her traumatic experience.
• Professional Conduct: Teachers are expected to create a safe learning environment, which was compromised by this incident.
*. Confrontation in the Parking Lot:
• What Happened: On a day when my daughter briefly left school to get a drink with a classmate, Mrs. Goessman confronted me aggressively in the parking lot as I arrived to deliver my daughter’s forgotten medication, in front of my daughter.
• When It Happened: This occurred on the morning of the school day when my daughter returned just before *:* AM.
• Who Was Involved: Mrs. Goessman confronted me, and my daughter was present during this interaction.
• BC Teachers’ Council Standards Violated:
• Professional Conduct: Teachers must maintain professional boundaries and communicate respectfully, which Mrs. Goessman failed to do during this confrontation.
• Communication: Teachers are required to communicate effectively with parents, which was not upheld in this aggressive approach.
Let me know if you need further modifications or additional details!
---
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- *Example*: Mrs. Goessman suggested my daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *:
To Whom It May Concern,
In September, it came to my attention that there was no transportation from the old location to the new location for my daughter. I was assured by Mrs. Goessman that transportation would be handled for all students. Later, I was informed by the principal that Mrs. Goessman suggested my daughter use public transit despite her neurological condition, which includes fainting and non-epileptic seizures. This recommendation disregards her safety and well-being, showcasing a lack of risk management and awareness.
On another occasion, I dropped my daughter off at *:* AM. Though school starts at *:* AM, she went to get a drink with a friend beforehand. While I did not approve of this behavior, I can verify through text that she was back by *:* AM. At *:* AM, I returned to the school parking lot to give her forgotten medication, coinciding with her return to class. During this time, Mrs. Goessman confronted my daughter about her whereabouts. My daughter avoided answering and went into class. As my daughter entered the school, the teacher aggressively approached my car window, informing me that she had emailed me regarding my daughter's absence from campusbefore class had begun. Before I could fully respond, the teacher walked away, implying my acceptance of the situation. I clarified from my van that she misunderstood me. The teacher returned to my vehicle and listened as I explained my presence and my prior communication with my daughter. She then made an unprofessional comment, "Well, I guess it was exercise," and walked away. This teacher reprimanded only my daughter and not the other student involved.
Additionally, Mrs. Goessman asked my daughter not once but twice to share a traumatic incident involving a vehicle that happened over the summer. My daughter initially refused but felt pressured to share the next day, leading to other students laughing at her. This was highly inappropriate and exacerbated her trauma.
Under the BC Human Rights Code and the School Act, schools must provide reasonable accommodations for students with disabilities and ensure their safety. The teacher’s behavior did not align with these legal requirements or the professional standards set by the BC Teachers' Council, including:
- Standard *: Educators value and care for all students and act in their best interests.
- *Example*: Mrs. Goessman suggested my daughter use public transit despite her neurological condition, neglecting her safety and well-being.
- Standard *:
Start a new chat