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About Gwenny
As a young child, I was dazzled by my mother’s stories of working across the North. As a young adult, my interest became my passion, directing my studies to the people and their history of the territories. Through teaching, I have been given a gift of exploring and discovering the unique cultural experiences and perspectives that my students bring everyday. I remain dazzled.
I am currently a PhD student (dissertation on perspectives of YFN high school students on their education, the positionality of southern-taught educators within the system, and the ongoing impacts of colonial structures on YFN youth). My educational background further includes a Master’s Degree in Education in curriculum development and policy (thesis comparing the Indigenous Educational Policy within Canada’s Territories), a Master’s of Arts (thesis on the testimonials of Dene First Nation Groups that participated in the 1975 Berger Inquiry), as well as both a Bachelor’s of Arts (Conflict Studies and History) and Bachelor of Education specializing in Junior, Intermediate, and Senior education. My education has provided me with a solid foundation in education, social sciences, conflict resolution and mediation. I additionally possess a number of certifications related to special education, behaviour supports, crisis intervention, and trauma-related incidents including counseling, mental health, and educational psychology, including Mental Health First Aid and ASIST.
I have worked across all three territories in seven schools, with roles spanning from classroom teacher to acting principal. I also have the privilege of being a sessional lecturer at Yukon University for the YNTEP program. In my current role as Learning Assistance Teacher, I have successfully managed programs and projects, demonstrating my ability to plan, organize, implement, and direct initiatives aligned with organizational goals. As LAT, I have demonstrated a strong commitment to inclusivity by effectively teaching a diverse range of students, including those with learning challenges and special education designations. I have knowledge of current flexible strategies and practices that allow students to progress academically, personally, and culturally. I continue to support the success with diverse learners, developing and implementing School Based Team Meetings, Individual Education Plans, Student Support Plans, Behaviour Support Plans, safety plans, and differentiated pedagogy based on class and student profiles. I have incorporated the appropriate interventions and inclusive learning particularly related to the social/emotional domain including threat assessment and crisis intervention.I have further training in the area of literacy, numeracy, and certifications related to mental health and wellness. My goal is always to have fostered student engagement and encouraged critical thinking skills essential for lifelong learning.
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I possess the abilities to establish and maintain relationships with all stakeholders in education, from the department level to the community and classroom. I work alongside outside agencies from EdPsych evaluations to dentistry and optometry. I currently sit on a number of boards and committees (Teacher Qualification Service, Educational Tribunal, ProDev Committee) related to the Yukon education system as a representative of various educational stakeholders, demonstrating my passion for education and initiative relating to the progress of the educational system for First Nation students. My collaborative nature, relationship building, and experience as a member of school-based teams have equipped me with the skills necessary to work harmoniously within a team environment. I thrive on collaborating with colleagues, parents, and other stakeholders to implement comprehensive support plans that prioritize student well-being and academic success. I am adept at strategic planning and budget management, ensuring the efficient allocation of resources to achieve desired outcomes. My ability to work independently while maintaining productive partnerships has been instrumental in driving the success of initiatives and programs I have been a part of.
My experiences in the North allow me to participate in various Indigenous programing and experience, including culture camps. I incorporate place-based education programming through animal processing on the land, map making on the land, as well as participating in language revitalization which is strongly tied to place and location. In addition, I have experience organizing, planning, and delivering culturally related events such as the organization of Indigenous Remembrance Day ceremonies, Orange Shirt Day ceremonies, and events relating to the health and well-being of Indigenous students. Being a part of the community I serve is a great honour and in each community I work in, I strive to learn my students’ language so I can privilege their ways of knowing and doing.I have personal and educational experience which demonstrate my belief in prioritizing culturally responsive teaching practices, the decolonization of pedagogy, and enacting Indigenous educational priorities. Along with holding curriculum and outcomes to a high standard, I believe in wholistic education and developing learners in all avenues of their lives. I am dedicated to fostering a culturally sensitive and inclusive learning environment, with a deep respect for the culture and aspirations of Indigenous individuals. It is my primary driver to help be part of a team which fosters individual, collective, and community success and strength for our learners. I have experience implementing community-based, land-based, and inquiry-focused programming which meets the needs and desires of the voices that matter most.
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