Education
Vancouver Island University 2013-2016
Bachelor of Education Dean's Advisory Council 2013-2016 Club Ed (Education Student Association) Technology & Social Media 2014-2015 |
Technology Certifications
Google Certified Educator Level 1 Fresh Grade Champion Microsoft Innovative Educator |
Camosun College 2011-2013
University Transfer Program |
Technology Experiences
Dash Robots; Edison Robots; 3D Printing; iPads (4:1); Twitter Connections; Skype in the Classroom (Nigeria, Sweden, China, Mongolia); Minecraft Classoom; Kidblog; |
Educator Highlights |
Core Beliefs |
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Professional Experience
YouLearn.ca SD53 Sept 2017-June 2018
Teacher- I have worked with 40+ students this year including 16 from the Yukon. I have developed a grade 7-9 online classroom & learning plan cohort. I have also co created (with my students, EA, & Principal) a divergent education program The Hyphen Project.
RCOA August 2016-June 207
Teacher- I work in 3 cities, teaching a variety of face to face, home learning, and online learning programs. I developed and teach in the School's Minecraft Server- creating weekly challenges and learning opportunities for students to explore current events, Canadian history, and digital citizenship skills. Additionally I plan, prep, teach, and assess 2 cohorts of the PIE (hybrid classroom/home learning) program ranging from grades 2-7. I also teach an ADST survey for grade 8-10 in the High School. (Read more about my weekly schedule of classes at the bottom of this page)
RCOA June 2016-June 2017
Educational Technologist I have supported the school by developing online resources, subscriptions, ADST materials and workshops, and supported a school wide Fresh Grade deployment and integration. Additionally I support parent info sessions and facilitate student robotics workshops.
RCOA December 2016-June 2016
Transition Team Leader: I helped organize and develop a strategy to effectively bring the school into the new curriculum by supporting teams of innovative educators who worked together to test and develop best strategies and practices for 1100 students in a variety of face to face and home-learning programs.
I also had three powerful and transformative practicum experiences.
In 2014-2015 I had a generous and helpful cooperating teacher (Rebecca Thompson) who allowed me to explore pedagogy that was shifting under our feet. Grades, assessment strategies, instruction methods, and even curriculum were open playgrounds for me to try new things, make mistakes, fix them, and try again. She allowed me to teach above and beyond the requirements of my program, and by the end of the year I had been in the classroom at least once a week in 35 out of 40 weeks of school, and full time for 18 weeks of the school year. This was a phenomenal experience and you can read more about it on my blog.
In fall of 2015 I was fortunate enough to be placed with Jake Main. It was a period of transition in my personal life, and his care-filled and dedicated mentorship led me to not only appreciate the value of inclusiveness and to build better technology practices, it also helped me to get a better understanding of teaching as a Profession, and the ways to manage 'the job' when life is upending you. I believe that I will have a sustainable lifelong career because of his understanding and compassionate teaching to me and to his students. Additionally I was able to teach in a middle school setting (H.D. Stafford in Langley) and experience team teaching, planning, and the powerful transitionary procedures and purposes of the middle years programs.
In the spring of 2016 I could not have been better matched for my final practicum- Jeremy Inscho is a teacher I've looked up to and learned from both in person (when he kindly let me come observe!) and via Twitter for several years. During my final 8 weeks as a student teacher I got to learn so much about the bigger structures of teaching and how it can affect a community. The school had a great community and culture, and there were so many opportunities to get out of our individual classroom and develop leadership, collaboration, and team building skills. This experience helped me discover so much value in a collaborative and sharing staff and the ways that could empower a student body to excel and find their passions. I also found tremendous value in the power of inquiry in the classroom. I was able to facilitate a Mars unit that was integrated, inquiry based, and gave students a tremendous amount of voice and choice in their learning.
Teacher- I have worked with 40+ students this year including 16 from the Yukon. I have developed a grade 7-9 online classroom & learning plan cohort. I have also co created (with my students, EA, & Principal) a divergent education program The Hyphen Project.
RCOA August 2016-June 207
Teacher- I work in 3 cities, teaching a variety of face to face, home learning, and online learning programs. I developed and teach in the School's Minecraft Server- creating weekly challenges and learning opportunities for students to explore current events, Canadian history, and digital citizenship skills. Additionally I plan, prep, teach, and assess 2 cohorts of the PIE (hybrid classroom/home learning) program ranging from grades 2-7. I also teach an ADST survey for grade 8-10 in the High School. (Read more about my weekly schedule of classes at the bottom of this page)
RCOA June 2016-June 2017
Educational Technologist I have supported the school by developing online resources, subscriptions, ADST materials and workshops, and supported a school wide Fresh Grade deployment and integration. Additionally I support parent info sessions and facilitate student robotics workshops.
RCOA December 2016-June 2016
Transition Team Leader: I helped organize and develop a strategy to effectively bring the school into the new curriculum by supporting teams of innovative educators who worked together to test and develop best strategies and practices for 1100 students in a variety of face to face and home-learning programs.
I also had three powerful and transformative practicum experiences.
In 2014-2015 I had a generous and helpful cooperating teacher (Rebecca Thompson) who allowed me to explore pedagogy that was shifting under our feet. Grades, assessment strategies, instruction methods, and even curriculum were open playgrounds for me to try new things, make mistakes, fix them, and try again. She allowed me to teach above and beyond the requirements of my program, and by the end of the year I had been in the classroom at least once a week in 35 out of 40 weeks of school, and full time for 18 weeks of the school year. This was a phenomenal experience and you can read more about it on my blog.
In fall of 2015 I was fortunate enough to be placed with Jake Main. It was a period of transition in my personal life, and his care-filled and dedicated mentorship led me to not only appreciate the value of inclusiveness and to build better technology practices, it also helped me to get a better understanding of teaching as a Profession, and the ways to manage 'the job' when life is upending you. I believe that I will have a sustainable lifelong career because of his understanding and compassionate teaching to me and to his students. Additionally I was able to teach in a middle school setting (H.D. Stafford in Langley) and experience team teaching, planning, and the powerful transitionary procedures and purposes of the middle years programs.
In the spring of 2016 I could not have been better matched for my final practicum- Jeremy Inscho is a teacher I've looked up to and learned from both in person (when he kindly let me come observe!) and via Twitter for several years. During my final 8 weeks as a student teacher I got to learn so much about the bigger structures of teaching and how it can affect a community. The school had a great community and culture, and there were so many opportunities to get out of our individual classroom and develop leadership, collaboration, and team building skills. This experience helped me discover so much value in a collaborative and sharing staff and the ways that could empower a student body to excel and find their passions. I also found tremendous value in the power of inquiry in the classroom. I was able to facilitate a Mars unit that was integrated, inquiry based, and gave students a tremendous amount of voice and choice in their learning.