Premier’s Awards for Excellence in Education

The nominations period is now closed.

Thank you to everyone who submitted a nomination for the 2020 Premier’s Awards for Excellence in Education.

All nominations that have been submitted will be held for consideration in the next Premier’s Awards for Excellence in Education. However, if you submitted a nomination and prefer to have it removed, please send your request to excellenceineducation@gov.bc.ca before July 31, 2020.

Student Photo Contest: We will be moving forward shortly with the adjudication process for the Student Photo Contest. Check back for an update when we announce the winner.

Premier's Awards for Excellence in Education

Excellence in EducationThe Premier’s Awards for Excellence in Education were created to recognize the enormous contributions of B.C.'s exceptional teachers, administrators and support staff that are vital to the cultural, economic and social well-being of the province. The Premier’s Awards provide students, parents, teachers and other members of the community with an opportunity to celebrate those who make a real difference in B.C. schools.

The Awards are presented annually to exceptional education professionals in British Columbia's school system working within the public, independent or First Nations school systems.

Winners will receive a $3,000 taxable personal bursary for professional learning, and a $2,000 contribution to their school community for professional learning.

Runners up will receive a $1,000 taxable personal bursary for professional learning, and a $1,000 contribution to their school community for professional learning. 

This year there were 10 categories that you could choose from to nominate an individual.       

Categories for the Premier's Awards for Excellence in Education

Eligibility

B.C. Teaching Certificate holder

Criteria

  1. Increased students’ understanding of good citizenship by integrating school and civic community involvement within the classroom
  2. Through innovative and meaningful ways, improved civic community life by linking students, parents and the community or sought opportunities to address civic community issues within the classroom
  3. Coordinated community services to be accessible to students and their families
  4. Actively participates in their civic community

Eligibility

District educational leaders who hold a B.C. Teaching Certificate

Criteria

  1. Is known as a visionary leader who models integrity, passion and courage in a time of change and has created and encouraged an environment that nurtures innovation and equity across the system
  2. Has created a strong culture with a clear, collaborative vision and an ability to develop sustainable action plans that deliver on high expectations for student success and learning
  3. Uses available data and creates measurement tools to evaluate district needs and ensures that evidence-based, collaborative decisions are made to support those needs
  4. Has built distributed leadership, and collaborative district, school and community support networks that created an inclusive, trusting environment focused on success for all

Eligibility

B.C. Teaching Certificate holder

Criteria

  1. Through participation in extra-curricular activities and/or sponsoring of student activities has:
    1. Fostered a positive learning environment where students have continued to learn and develop a variety of skills and abilities outside of the typical classroom
    2. Provided a safe, inclusive and encouraging environment
    3. Developed connections for students that translated to the classroom experience and facilitated a positive experience for the students, school and community

Eligibility

B.C. Teaching Certificate holder

Criteria

  1. Promoted Indigenous languages, cultures, histories and reconciliation within the classroom, school and community
  2. Created an approach to Indigenous education by encouraging students to become active participants in traditional teachings. Such practices include Indigenous languages and oral histories  
  3. Created respectful relationships between local Indigenous communities and schools to increase meaningful involvement and understanding
  4. Increased Indigenous voices in the education system

Eligibility

B.C. Teaching Certificate holder

Criteria

  1. In his/her initial years of service, has shown promise and dedication to:
    1. Foster the intellectual, social and physical growth of students
    2. Use innovative methods to create an exciting and engaging learning
    3. environment for individual students or a group of students
    4. Focus on developing the educated citizen throughout their teachings
    5. Encourage students to achieve their best and recognizing student success
  2.  Demonstrated a commitment to lifelong learning

Eligibility

Support Staff 
(i.e. bus drivers, crossing guards, student supervisors, aboriginal cultural facilitators, custodians, maintenance/trades, and clerical)

*This category is intended for those individuals who provide support in a broader school setting rather than within a classroom

Criteria

  1. Has contributed to a healthy, safe and productive school community by creating inclusive, connected and engaging experiences for students, parents and the community
  2. Created an exciting and engaging environment for individual students or a group of students through innovative techniques
  3. Has built strong collaborative relationships with other education professionals to support a student or group of students, in the school or community
  4. Supported students in their own intellectual, human and social, or career development through individualized support and encouragement

Eligibility

Educational Assistants (including Aboriginal Education Support Workers & Indigenous Youth Workers)

This category is intended for those individuals who provide support within a classroom setting

Criteria

  1. Has contributed to a healthy, safe and productive school community by creating inclusive, connected and engaging experiences for students, parents and the community
  2. Created an exciting and engaging environment for individual students or a group of students through innovative techniques in the classroom
  3. Has built strong collaborative relationships with other education professionals to support a student or group of students, in the school or community
  4. Supported students in their own intellectual, human and social, or career development through individualized support and encouragement

Eligibility

At least one of the nominees must be a B.C. Teaching Certificate holder

Criteria

  1. The team consists of no more than 3 team members
  2. Teams have demonstrated a remarkable collaboration effort while spearheading an exceptional initiative that has positively impacted student learning
  3. Accomplishments reflect a true collaboration, not simply a collection of individual accomplishments, as collaboration was essential to ensure the initiative’s success, which would not have been possible as an individual effort
  4. The initiative addresses student needs, and endeavors undertaken go above and beyond regular work or involve innovative approaches to curricular programming
  5. The collaboration has occurred within the past 2 years

Eligibility

School-based leaders who hold a B.C. Teaching Certificate

Criteria

  1. Through innovative leadership, has gone beyond surface level change at the school level to lead significantly improved student success and achievement
  2. Has created a strong school culture with a clear, based on a shared vision, inclusivity and positive learning conditions that have led to high expectations for student success
  3. Uses all available data and creates measurement tools to evaluate student needs and ensures that evidence-based, collaborative decisions are made to support those needs
  4. Has built collaborative teaching, school and community support networks that created an inclusive, trusting environment focused on success for all

Eligibility

B.C. Teaching Certificate holder

Criteria

  1. Provided experiential learning opportunities for students (related to curricular outcomes) to build understanding of the diverse society we live in and assessed the students on demonstrating the importance of treating all with dignity and compassion
  2. Developed in students a sense of social responsibility, and tolerance and respect for the ideas and beliefs of others
  3. Engaged students beyond the classroom on complex social or environmental issues such as racism, environmental stewardship and poverty
  4. Supported students to take action that results in positive, sustainable change within their community