Professional Experience
 

1. Learning Assistance Teacher 8-9, Senior Skills | St. Francis of Assisi Catholic Secondary School | Whitehorse, Yukon | August 2024 - Present 

• Transitions 8-9, Humanities and Scimatics

  •  The grade 8 and 9 level for Humanities and Scimatics Transitions
    class is intended to meet students where they are at in terms of their
    academics as well as their social/emotional needs.

  • The curriculum for Humanities includes English and Social Studies,
    Scimatics includes maths and sciences

  • Transitions and  is adapted and delivered at a pace to maximize student
    learning while enhancing confidence and work habits.

  • The purpose of this course is to prepare students for the Grade 10 graduation path while teaching them the tools to be successful in academic classes.

  • In Scimatics, students will explore how scientific principles and mathematical concepts are intertwined in daily life and across various fields. Key components include enhancing the ability to question, analyze, and interpret scientific and mathematical information, applying mathematical techniques to address and solve real-life problems in scientific contexts, understanding the impact of scientific and mathematical advancements on society and making responsible choices, and exploring the connections between scientific inquiry and mathematical reasoning to build a cohesive understanding of both fields

  • Through engaging experiments, problem-solving activities, and ethical discussions, students will develop the ability to think critically, analyze data, and make informed decisions. The course aims to cultivate a deep appreciation for both subjects by demonstrating their relevance to historical contexts and contemporary issues.

• Curated "Fire Fridays"

  • Fire Fridays are a special program designed to enrich students' education by offering them opportunities to grow beyond traditional academics. They focus on holistic development by addressing students' physical, emotional, and spiritual well-being. These activities are student-led, meaning students take an active role in planning and executing them, which helps develop essential life skills such as goal setting, resource management, collaboration, and financial literacy.

  • The program typically involves:

  • Skill Development: Students can explore and build new skills outside the regular curriculum, such as crafting, cooking, or other hands-on projects.

  • Alternative Education: Activities that provide experiential learning, like trips to local farms, museums, or cultural centers, where students connect learning to real-world applications.

  • Volunteer Opportunities: Students engage with their community by volunteering, for instance, at long-term care facilities or community events. These activities teach empathy, civic responsibility, and the value of contributing to society.

  • Student Empowerment: By handling responsibilities like budgeting for projects or managing logistics, students learn practical, transferable skills.

  • The overarching goal of Fire Fridays is to nurture the whole person, recognizing and celebrating diverse talents and intelligences. It’s a creative way to help students discover their strengths, build connections with their peers and community, and prepare for a meaningful role in society.

• 10-12 Yukon Learning Strategies

2. Sessional Instructor, YNTEP, Yukon University | Whitehorse, Yukon |
   January-April 2024

• ESPY 400: Working with Difference and Diversity

  • Design course outline, prepare course and course material

    • Learning outcomes related to diversity and its implication for
      educational contexts, approaches to educating students with
      exceptionalities, inclusion, intervention, and effective instructional
      strategies for meeting the individual needs of a wide range of
      learners

  • Teaching regarding outreach teaching and programming with equity
    deserving students; assessing students needs and strengths, connecting students to  community resources, employment training opportunities and appropriate programming

  • Delivering programming through Moodle, introducing current technology into lesson plans and having strong I.T. skills (adept in blended and virtual learning)

  • Maintain proper records of the subject to assessment

    • Conduct course in such a way to obtain evidence of student skills and work

    • Experience providing instructional leadership to teachers

    • Facilitated assessments around organizing and utilizing data to drive instruction and a whole school focus in mathematics and English  for diversity in classrooms

    • Facilitated assessments implementing and teaching regarding a trauma sensitive approach including assessing and responding to student needs in social/emotional domains, positive behaviour supports, threat assessment and crisis intervention

    • Discussions on the 21st Century Learning Commons learning model and participatory learning for inclusivity

    • Discussions and activities around teaching using First Nations ways of Knowing, Doing and Being to support and instruct students academically, socially, and behaviourally

    • Practice applying culturally responsive teaching theories and practices within an educational setting

  • Facilitated safe, welcoming and inclusive learning environments for students

3. Lead Learning Assistance Teacher, Jack Hulland Elementary School | Whitehorse, Yukon | August 2023 – June 2024

• Provided leadership, case management and instruction as part of a multi-disciplinary
  school-based team regarding programming for students with diverse learning needs and
  behavioural challenges 

• Responsible for file work ups, background data, synthesis of information related to literacy
  and numeracy

• Worked with Neurosequential Model of Education/Ready2Learn Schools

• Union representative for the Yukon Association for Educational Professionals

• Managed a team consisting of three other LATs, along with staff in counselling and EAs

• Experience organizing and utilizing data to drive instruction and a whole school focus in
  mathematics and English

• Identified and implemented targeted strength-based numeracy and English interventions in an elementary school setting

• Supporting success for INDIGENOUS learners such as  small pull out groups for First Nation cultural history with students, hand games, First Nations fact of the day

• Supported success for a wide variety of learners, including vulnerable and extending, with appropriate interventions and supports

• Facilitated safe, welcoming and inclusive learning environments for students

• Successful practice as school-based educational leadership

• Successful teaching experience with diverse learners

• Implemented a trauma sensitive approach including assessing and responding to student needs in social/emotional domains, positive behaviour supports, threat assessment and crisis intervention

• Assessed and responded to student needs in social/emotional domains, behaviour management, threat assessment and crisis intervention

• Learned from teacher-librarian how to implement a 21st Century Learning Commons learning model and participatory learning

• Worked in a self-paced, self-directed learning environment and implementing small group and individualized instructional teaching

• Adapted and modified curriculum, implemented assessment for learning and differentiating content, and created solutions to meet a wide range of learning abilities and styles

• Support to students: supporting student learning through direct support and/or intervention as required to maximize student achievement and well-being

  • Administer student assessments

  • Provide direct support for the implementation of targeted intervention

  • Provide direct support to students as required for implementation of Individual Education Plans, Student Learning Plans, Behaviour Support Plans, and Safety Plans

  • Coordinated the provision of health support services for students

  • Supported the implementation of assistive technology for individiuals, groups of students, and/or classroom (use and application to curriculum, teacher awareness, student progress)

  • Responded to urgent student needs as directed

• Program planning and coordination: ensured that resources and supports are implemented in a precise and personalized manner to maximize student achievement and well-being

  • Collaborated with administration and relevant partners in preparing individual student plans (e.g., Safety Plans, Behaviour Plans, Support Plans)

  • Facilitated parent consultation for the development of Individual Education Plans (as well as StLPs, BSPs, and SPs)

  • Completed and submit referrals

  • Completed applications for specialized transportation

  • Collaborated with and assist classroom teachers in preparing and implementing Plans,

  • Collaborated with classroom teachers to determine programming goals and teaching strategies to be outlined in the Plans and implemented in the classroom

  • Collaborated with administration  and staff in reviewing overall needs of students in the building and determining potential plans for meeting those needs

  • Supported transitions for Students with Special Education Needs

• Support to staff: support staff in understanding and responding to individual student strengths and needs for improved student achievement and well-being

  • Attended meetings and relevant system professional learning opportunities

  •  Update administration and staff with respect to Special Education issues, policies and procedures

  • Supported instructional capacity of school staff in understanding and following the tiered approach to prevention and intervention

  • Supported classroom teachers in applying universal design for learning to enhance the learning of all students

  • Collaborated with and support classroom teachers in identifying learning strategies based on assessment results and system/community support recommendations

  • Supported classroom teachers in understanding and incorporating instructional, environmental and assessment accommodations into their practice

  • Supported classroom teachers in the development and implementation of modified programming as outlined in the IEP (and other plans)

  • Supported the use of technological supports required by students in the classroom

  • Supported teachers in accessing resources

• Communication and collaboration: sharing information between all relevant partners to provide a coordinated and comprehensive approach to support student achievement and well-being

  • Engaged with parents and work collaboratively to provide the best possible educational opportunity for students

  • Participated as part of a multidisciplinary team in gathering and understanding information about students that will be used to determine and monitor intervention plans

  • Coordinated School Based Team meetings and ensure that all relevant partners are included

  • Completed SBT  summary and distribute to participants

  • Liaised with student support staff in coordinating support to students

  •  Liaised with community agencies in coordinating support (YFNED, KDFN)

4. Learning Assistance Teacher, Various Courses 10-12, Watson Lake Secondary School | Watson Lake, Yukon | August 2021 – June 2023

• Acting principal (Successful practice as school-based educational leadership)

• Taught English 10, New Media 11, Fashion and Interior Design 11,
  English First Peoples 11, English First Peoples 12, Law Studies 12, Photography
  12, Philosophy 12

• Helped pilot a Junior Advocate program with the Yukon First Nation Education
  directorate

• In-depth individual student assessment to identify needs, strengths and develop
  programs/interventions

• Union representative for the Yukon Association for Education Professionals

• Coach: martial arts club leader/coordinator, weight lifting club

• Experience organizing and utilizing data to drive instruction and a whole school
  focus in mathematics and English, where we had some of the highest literacy
  scores for our grade 10 and 12 literacy exams

• Supporting success for Kaska students: working with Liard First Nation language
  and education department, labeling school supplies, doors with Kaska, creation
  of Kaska word wall each month, Kaska days of the week and weather in the office
  , using Kaska legends in literacy, healing circles, MMIW walks, Orange Shirt Day,
  Arctic winter games

• Success supporting success for a wide variety of learners, including vulnerable
  and extending, with appropriate interventions and supports

• Facilitated safe, welcoming and inclusive learning environments for students

•  Successful teaching experience with diverse learners

• Supported success for English Language Learners (ELL)

• Experience implementing a trauma sensitive approach including assessing and
  responding to student needs in social/emotional domains, positive behaviour
  supports, threat assessment and crisis intervention

• Identified and implemented targeted strength-based literacy and numeracy interventions

• Experience assessing and responding to student needs in social/emotional domains, behaviour management, threat assessment and crisis intervention

• Experience in partnering with classroom teachers and working independently to design exciting inquiry-based projects involving reading, writing, oral presentations, media literacy

• Experience working with young parents and building flexible academic plans, connecting these students to health care providers and community agencies  as needed.

• Experience working in a self-paced, self-directed learning environment and implementing small group and individualized instructional teaching

• Developing individualized grad plans and understanding the “paths to graduation”

• Demonstrated leadership in collaborating with students,  families, the community and professional colleagues.

• Experience teaching groups of disengaged youth, who have fallen behind on their graduation pathway;

  • Providing tailored approaches that address individual needs (whether that is ensuring students have food or warm clothes during the winter, assistive technology, access to mental health services)

  • Putting trust and rapport as the top priority with students, showing genuine interest in their lives, listening to concerns, establishing supportive environments where they feel safe to express themselves

  • Take time to understand why students have become disengaged - personal struggles, learning difficulties, lack of motivation

  • Conducted one-on-one meetings to assess strengths, challenge areas, goals

  • Working with each student to set achievable short and long term goals; breaking down graduation requirements into manageable tasks and creating timelines for completion. Celebrating progress along the way

  • Designed lessons that catered to diverse learning styles and abilities, incorporation of kinesthetic activities, real-world examples, technology, collaborative learning to make education relevant

  • Offered personalized support to address specific academic and emotional needs such as tutoring, mentoring, counselling, and access to resources like educational software

  • Connected curriculum to interests, passions, and aspirations. Demonstrated real-world relevance eto what they learn and how it can help achieve their goals

  • Empowered students tot ake ownership of their learning journey

  • Fostered a sense of belonging and community within the classroom by collaboration, teamwork, and mutual support

  • Offered constructive feedback highlighting strengths

  • Involved parents, guardians,l counselors, social workers to collaborate to address any barriers and provide a holistic approach to student education

  • Regularly assessing progress and adjusting strategies

  • Instilling a sense of hope and resilience in students

• Program planning and coordination: ensured that resources and supports are implemented in a precise and personalized manner to maximize student achievement and well-being

  • Collaborated with administration and relevant partners in preparing individual student plans (e.g., Safety Plans, Behaviour Plans, Support Plans)

  • Facilitated parent consultation for the development of Individual Education Plans (as well as StLPs, BSPs, and SPs)

  • Completed and submit referrals

  • Completed applications for specialized transportation

  • Collaborated with and assist classroom teachers in preparing and implementing Plans,

  • Collaborated with classroom teachers to determine programming goals and teaching strategies to be outlined in the Plans and implemented in the classroom

  • Collaborated with administration  and staff in reviewing overall needs of students in the building and determining potential plans for meeting those needs

  • Supported transitions for Students with Special Education Needs

• Support to staff: support staff in understanding and responding to individual student strengths and needs for improved student achievement and well-being

  • Attended meetings and relevant system professional learning opportunities

  •  Update administration and staff with respect to Special Education issues, policies and procedures

  • Supported instructional capacity of school staff in understanding and following the tiered approach to prevention and intervention

  • Supported classroom teachers in applying universal design for learning to enhance the learning of all students

  • Collaborated with and support classroom teachers in identifying learning strategies based on assessment results and system/community support recommendations

  • Supported classroom teachers in understanding and incorporating instructional, environmental and assessment accommodations into their practice

  • Supported classroom teachers in the development and implementation of modified programming as outlined in the IEP (and other plans)

  • Supported the use of technological supports required by students in the classroom

  • Supported teachers in accessing resources

• Communication and collaboration: sharing information between all relevant partners to provide a coordinated and comprehensive approach to support student achievement and well-being

  • Engaged with parents and work collaboratively to provide the best possible educational opportunity for students

  • Participated as part of a multidisciplinary team in gathering and understanding information about students that will be used to determine and monitor intervention plans

  • Coordinated School Based Team meetings and ensure that all relevant partners are included

  • Completed SBT  summary and distribute to participants

  • Liaised with student support staff in coordinating support to students

  •  Liaised with community agencies in coordinating support (YFNED, LFN)

4. Junior High Generalist, 8/9, Attagoyuk Ilisavik | Pangnirtung, Nunavut | August 2020-June 2021

• Physical Education, Core Subjects

• Worked with multi-level students focusing on literacy and numeracy
  development in an ESL environment.

• Promoted literacy and reading through the use of Inuit legends – units were
  created around Inuit stories, legends, and histories to promote engagement and advancement in material

• Developed literacy skills using Inuktitut to form and build sentences

• Incorporated Inuit culture, language, and traditions into the curriculum

• Fostered a sense of pride and identity among Inuit students to help students
  engage more deeply with the material

• Involved Inuit elders, parents, and community leaders in the education process;
  their knowledge and experience provided valuable insights and support for
  students

• Used teaching methods that were sensitive to the cultural norms and learning
  styles of Inuit students, including collaborative learning, storytelling, and hands-on
  activities

• Supported the preservation and revitalization of Inuktitut by attending language
  classes and incorporated it into daily school activities

• Provided counseling and support services that were culturally sensitive and responsive to the needs of Inuit students by connecting with individuals who understand Inuit culture and traditions.

• Participated in professional development around trauma informed education. facilitated female empowerment and fitness club.

• Professional Development Coordinator/Liaison for Nunavut Teachers Association.

• Supporting success for Inuit learners

• success supporting success for a wide variety of learners, including vulnerable and extending, with appropriate interventions and supports

• Experience in developing and implementing diverse student programs to meet the needs of secondary students with Individual Education Plans, Student Support Plans, Behaviour Support Plans, and Safety Plans

• Facilitated safe, welcoming and inclusive learning environments for students

• Supported success for English Language Learners (ELL)

• Experience implementing a trauma sensitive approach including assessing and responding to student needs in social/emotional domains, positive behaviour supports, threat assessment and crisis intervention

5. Learning Assistance Teacher, Del Van Gorder School | Faro, Yukon | November 2019 - June 2020

• Responsible for creating, updating, and reviewing Individual
  Education Plans, Student Learning Plans, Behaviour Plans, and
  Safety Plans.

• Provided support services to students who needed extra help

• Worked with classroom teachers to facilitate programming as
  necessary.

• Developed a social-emotional learning and self-regulation program
  for grades 6 and 7.

• Coached Basketball and facilitated a yoga program.

• Supported success for INDIGENOUS learners: Kaska animals and
  word wall

• Success supporting success for a wide variety of learners, including
  vulnerable and extending, with appropriate interventions and
  supports

• Facilitated safe, welcoming and inclusive learning environments for students

• Supported success for English Language Learners (ELL)

• Experience implementing a trauma sensitive approach including assessing and responding to student needs in social/emotional domains, positive behaviour supports, threat assessment and crisis intervention

• Program planning and coordination: ensured that resources and supports are implemented in a precise and personalized manner to maximize student achievement and well-being

  • Collaborated with administration and relevant partners in preparing individual student plans (e.g., Safety Plans, Behaviour Plans, Support Plans)

  • Facilitated parent consultation for the development of Individual Education Plans (as well as StLPs, BSPs, and SPs)

  • Completed and submit referrals

  • Completed applications for specialized transportation

  • Collaborated with and assist classroom teachers in preparing and implementing Plans,

  • Collaborated with classroom teachers to determine programming goals and teaching strategies to be outlined in the Plans and implemented in the classroom

  • Collaborated with administration  and staff in reviewing overall needs of students in the building and determining potential plans for meeting those needs

  • Supported transitions for Students with Special Education Needs

• Support to staff: support staff in understanding and responding to individual student strengths and needs for improved student achievement and well-being

  • Attended meetings and relevant system professional learning opportunities

  •  Update administration and staff with respect to Special Education issues, policies and procedures

  • Supported instructional capacity of school staff in understanding and following the tiered approach to prevention and intervention

  • Supported classroom teachers in applying universal design for learning to enhance the learning of all students

  • Collaborated with and support classroom teachers in identifying learning strategies based on assessment results and system/community support recommendations

  • Supported classroom teachers in understanding and incorporating instructional, environmental and assessment accommodations into their practice

  • Supported classroom teachers in the development and implementation of modified programming as outlined in the IEP (and other plans)

  • Supported the use of technological supports required by students in the classroom

  • Supported teachers in accessing resources

• Communication and collaboration: sharing information between all relevant partners to provide a coordinated and comprehensive approach to support student achievement and well-being

  • Engaged with parents and work collaboratively to provide the best possible educational opportunity for students

  • Participated as part of a multidisciplinary team in gathering and understanding information about students that will be used to determine and monitor intervention plans

  • Coordinated School Based Team meetings and ensure that all relevant partners are included

  • Completed SBT  summary and distribute to participants

  • Liaised with student support staff in coordinating support to students

  •  Liaised with community agencies in coordinating support (YFNED, LFN)

• PROFESSIONAL DEVELOPMENT: Reading Remediation Plus System Government of Nunavut | 2021; Inuit Social Values Government of Nunavut | 2021

6. High School Generalist, 10-12, Jean Wetrade Gameti School | Gameti, Northwest Territories | May 2019 - November 2019

• Taught high school humanities including Northern Studies,
  Indigenous History, Experiential Science, Mathematics, and
  English Language Arts.

• Worked with grade 9 through 12 students, spanning varying
  levels of ability.

• Designed and created Individual Student Support Plans and
  differentiated instructional strategies

• Promoted literacy and reading through use of English and
  Tlicho studies, creating unit plans around Tlicho language,
  culture, and heritage and fitting the western curriculum in

• Promoted of health, wellness, and student support.

• Facilitated fitness workshops for community including yoga.

• Led Orange Shirt Day committee

• Facilitated weekly mental health discussions and workshops

• Coached Volleyball

• Supported success for INDIGENOUS learners: Arctic winter games, Dene games, Participated in Tlicho language learning, Drum Dance and Feeding of the Fire ceremonies, animal processing, on the land learning, integration of the Dene laws, Tlicho word of the day/date/weather, integrating Tlicho history, teaching Northern Studies, elder and community feasts

• Successfully supported success for a wide variety of learners, including vulnerable and extending, with appropriate interventions and supports

• Ensured that students had access to resources such as books, technology, and educational materials that reflect their Tlicho background and experiences

• Recognized and addressed the socioeconomic challenges that many Tlicho students face, such as poverty, housing insecurity, and limited access to healthcare by providing personal support and resources to address these challenges can help students focus on their education

• Ensured that the curriculum is inclusive and reflects the diversity of Tlicho experiences, histories, and perspectives to help students see themselves reflected in the material and feel valued and respected

• Used assessment methods that were culturally responsive and took into account the diverse backgrounds and experiences of Tlicho students (demonstrating their knowledge and skills in ways that are meaningful to them)

• Provided professional development opportunities for teachers and staff on culturally responsive teaching practices, Tlicho culture and history, and strategies for supporting Tlicho learners

• Attended Tlicho Language Classes

• PROFESSIONAL DEVELOPMENT: Mental Health First Aid
  Government of the Northwest Territories | 2019; Reading Apprenticeship Part II Government of the Northwest Territories | 2019; Fourth R Government of the Northwest Territories | 2018 ; Reading Apprenticeship Part I Government of the Northwest Territories | 2018; Special Education AQ | Ontario College of Teachers

7. Elementary Generalist, 4-6, Physical Education 4-12 upper elementary teacher with physical education duties, Alexis Arrowmaker School | Wekweeti, Northwest Territories | February 2019 - November 2019

• Promoted self-regulation, culture-based education, and inquiry-based learning models.

• Promoted active living.

• Coached and prepared students for soccer and track and field.

• Acting Union representative

• Supported success for INDIGENOUS learners: Arctic winter games, Tlicho
  date/weather/prayer/word of the day

• Success in supporting success for a wide variety of learners, including vulnerable and
  extending, with appropriate interventions and supports

• Ensured that students had access to resources such as books, technology, and
  educational materials that reflect their Tlicho background and experiences

• Recognized and addressed the socioeconomic challenges that many Tlicho students
  face, such as poverty, housing insecurity, and limited access to healthcare by providing
  personal support and resources to address these challenges can help students focus on
  their education

• Ensured that the curriculum is inclusive and reflects the diversity of Tlicho experiences,
  histories, and perspectives to help students see themselves reflected in the material and feel valued and respected

• Used assessment methods that were culturally responsive and took into account the diverse backgrounds and experiences of Tlicho students (demonstrating their knowledge and skills in ways that are meaningful to them)

• Provided professional development opportunities for teachers and staff on culturally responsive teaching practices, Tlicho culture and history, and strategies for supporting Tlicho learners

• Attended Tlicho Language Classes

• Planned and prepared lessons and activities that align with curriculum standards and educational objectives: activities that promote physical fitness, skill development, and sportsmanship

• Led physical education classes and instructing students on proper exercise techniques, sports rules, and strategies

• Led activities such as team sports, fitness exercises, and individual skills development

• Evaluated student performance and progress in physical education through observation, assessments, and skill tests

• Educated students about the importance of physical activity, nutrition, and overall health and wellness

• Incorporated lessons on topics such as healthy eating habits, stress management, and injury prevention

• Ensured that equipment and facilities used for physical education classes are safe, functional, and well-maintained

• Responsible for inventory management, equipment repair, and facility upkeep.

8. Junior High Generalist, 8/9, Chief T'Selehye School| Fort Good Hope, Northwest Territories | August 2018 - February 2019

• Facilitated first use of Google Classroom and Remind App at school.

• Brought in local community members to discuss possible career options in the

• Sahtu. collaborated with language coordinator to post Dene names for object

• around classroom.

• Implemented Readers Apprenticeship in classroom including annotating and

• student-led reading workshops. created Spirit Wear for 8/9 classroom, Led the

• first 8/9 play for the Christmas Concert.

• Independently organized first school-wide Spirit Week and Suicide Prevention Week.

• Published in Union newsletter.

• Led yoga club and fitness club. Independently began yearbook committee

• Organized first movie night

• Assisted fundraising

• Counsellor for students

• Mental health workshops for students

• Supporting success for INDIGENOUS learners: integrated Dene language

• across the curriculum, used Dene legends to promote and build literacy skills, Elder talks, Tipi classroom

• Supported success for a wide variety of learners, including vulnerable and extending, with appropriate interventions and support

• Encouraged Dene students to pursue higher education and provided support and resources to help them navigate the college application process, access financial aid, and succeed academically.

Other

• Grade 6 (Student Teacher) - Centennial Public School| Ottawa, Ontario |2017

• Grade 10-12 (Student Teacher) - Immaculata High School| Ottawa, Ontario |2017

• Teaching Assistant - Memorial University | 2015-2016

• Teaching Assistant - U Waterloo | 2013-2014