EngageAs educators, we all understand that when our students are engaged, they take ownership for their learning, develop a sense of agency, and are more likely to succeed, even in the face of challenge. So how can we engage a learner? Give learners the opportunity to inquire, to ask questions about things that interest them. Invite students to navigate curriculum and learning in partnership with their teacher and peers. In our 21st century learning environments, innovate with the skilful use of technology to engage young minds to connect to others, and develop and share understanding in creative and new ways. Find opportunities for kids to collaborate, have hands-on authentic learning engagements, and build core competencies that take them beyond our school hallways, to strengthen their desire to fully engage in learning. When we find ways to engage our students, we help build a foundation for learning and thriving! |
GritPassion + Perseverance = GRIT When thinking about attributes we want to develop in our learners, research clearly highlights the correlation between grit and success. As an educator, I want to foster opportunities to find one's passion, and support our children and educators to pursue it with relentless determination. If we want our learners to understand what it means to persevere, we must create safe learning environments to fail. Research reveals four psychological assets to gritty people: interest, practice, purpose, and hope. Building learning environments that foster these assets helps us 'grow grit' from the inside out. We need to foster a belief system that rests on the expectation that our own efforts can improve our own future. (Duckworth, 2016) |
PathwayWe are all on a learning journey, every day, every year. We are the sum of the experiences we've had, the people in our life, the choices we've made, and the opportunities we've taken. For our learners, we as educators are given the ultimate privilege; we can shape their pathway. Sometimes, we can see the difference we make. A differentiated lesson that meets the learner's needs perfectly. A Math engagement that allows a student to look at a concept in a new light, bridging understanding. However sometimes, we never know the impact we have on a child. The care we show when they are sick or feeling sad, the patience we display when they are struggling, the honesty we cultivated in a moment when it may feel easier to lie. As teachers, we shape the journey our learners take; we must embrace this privilege, continually reflecting on the difference between, doing the right thing and doing what's right. |
About Me. |
"Fall seven, rise eight."
- Japanese proverb |
Education.Learn
I have a Master of Education, Curriculum, from the University of Victoria, Canada. My thesis discussed the importance of metacognition for struggling readers: "Running records for assessment 'as' learning: examining student metacognition through retrospective miscue analysis".
I have a Bachelor of Education (with distinction) from the University of Winnipeg, Canada. I loved being in school and I continue to pursue learning in every possible opportunity! Whether it's from a professional development session, conference, journal article, great book, or a conversation with a colleague or student, I sincerely thrive when I'm engaged as a learner myself. I believe some of my richest learning opportunities have come from walking along side such culturally diverse students and educators. To truly be a learner, we must recognise that others, with their perspectives and differences, can also be right. Click here to read my thesis. |
Expereince.Apply
I began teaching in 2000. My first position was in a grade one class - I loved the curiosity and energy of the younger students! I continued to teach in lower primary for several years within the Canadian public school system. In 2003, I had the opportunity to lecture in the faculty of Education at the University of Southern Queensland in Australia. The courses I taught focused on literacy practices in primary education. I moved into the private sector of education in 2006, teaching at an all girls school in Victoria, BC. I continued on this pathway with a move to Toronto, and another all girls school, which offered the IB PYP programme. Pursuing my love for concept-based inquiry teaching, I moved to NZ as an IB educator to work with an IB PYP candidate school. In 2014, I once again travelled internationally to begin a leadership role at an International PYP school in Singapore. The school had a focus on bilingual education, ELL, one-to-world iPad learning and community action through outreach programmes. For the last several years my teaching and leadership have been in Upper Primary and Intermediate. I am particularly interested in equitable curriculum practices, emerging adolescences and how we can best cater for the needs of our learners.
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Leadership.Build
Early in my professional career I was given the opportunity to lead as the, 'Programme Implementation Assistant' for Language Arts and Social Studies. This role connected the school assistant with the district curriculum leaders. Working together, we offered professional development, curriculum and planning review, and mentoring to teachers. In 2004, I accepted the role of 'Principal Designate' at a public school in Manitoba. This opportunity was my first glance into the role of Administration in a public school. Throughout my career, I continued to embrace leadership opportunities such as lead teacher, PD presenter, curriculum coordinator, IB PYP Coordinator, Deputy Principal and Educational Consultant. I am without a doubt, a 'people person' and feel honoured to be a part of building future leaders and school communities. I possess articulate communication skills, and over the years have honed my ability to have tough conversations to ensure the integrity of the schools and programmes I am involved in. I believe strongly in a model of collaboration and value open-mindedness and diversity when building a thriving learning culture.
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