I completed my teacher education in Canada at the Nipissing University Schulich School of Education with concentration in the Primary and Junior divisions in June 2012. Proudly, this certification includes the iTeach Laptop Learning Program component for technology integration into the 21st century classroom. In July 2012, I obtained the Special Education Part I additional qualification through the University of Western Ontario and have recently qualified for Part II after having logged over two hundred teaching hours. It is my intention to complete this qualification upon the next available intersession in September 2014.
I had the distinct honour to nurture my own Year 1 classroom in London, England for the 2012-2013 school year. My fiancee and I moved to the United Kingdom in September 2012 and were blessed with full-time teaching work for the duration of our stay. From parent-teacher interviews to professional development workshops into the wee hours of the evening, and everything in between, I was solely responsible and enjoyed the challenges of my own classroom each step of the way.
Commencing in September 2013, I moved to a seaside location in the United Kingdom where I worked full-time as a supply teacher across Early Years Foundation Stage and Keystage 1 and 2 to implement differentiated instruction for students aged 3-11 in publicly-funded independent academies and public schools that meet the first-class education standards of Britain.
Most recently in Queensland, Australia, I maintain a caseload of approximately fifteen children across Years 3, 5 and 7 for whom I provide a Special Education Program tailored for their specific and diverse needs from learning difficulties to physical impairments. I provide diagnostic and progress assessments, individual education plans and support to these children within their inclusive classrooms to ensure they have the tools necessary to access their learning. I run an intensive "Words Their Way" intervention program on a daily basis to boost literacy across our Special Education Unit and broader school community. This role has afforded me the esteemed opportunity to participate in the Functional Behaviour Assessment Training and Research with Bond University's Centre for Autism Spectrum Disorders.
Compliments of my TRIBES Learning Community certification, I continually strive to cultivate and support my students to be compassionate citizens capable of creating, leading and contributing to the kind of democratic communities in which we all long to be part of. My initiative is to nurture an atmosphere of mutual care, respect and growth, where we cooperatively cover the curriculum with inquisitiveness and best efforts.
I aspire to experience the Early Years, Primary and/or Special Education divisions in your school. I am a resourceful team player with positive and effective teaching strategies to successfully differentiate content, process, and product based on each student’s readiness, interests and learning profile in my classroom. Desire to inspire!
Ontario College of Teachers 631302
Queensland College of Teachers 871838