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Sep 2010Apr 2011

Bachelor of Education

Nipissing University

  • Enrolled in the iTeach Laptop Learning program
  • Education of Native Canadians option course
Sep 2006Apr 2010

Bachelor of Applied Science

University of Guelph

  • Qualified for registration with the College of Early Childhood Educators

Work experience

Mar 2010Present

Developer and Coordinator

Yellowknife Montessori Summer Camp
  • Developed an improved eight week long program for children ages three to ten
  • Actively participated in the interview and hiring process, supervised and coordinated implementation of program by summer camp staff
  • Meticulously performed preparatory work for program including craft prep, special guest and outing scheduling and activity prep
Feb 2011Mar 2011

Pre-Service Teacher

Queen Street Public School

  • Regularly developed, implemented, and reflected on differentiated lesson plans for grade five mathematics, science, language arts, and visual art.
  • Evaluated student progress and achievement using a variety of recording devices, including rubrics, checklists, and anecdotal records.
  • Attended and participated in monthly staff meetings
  • Assisted with Boys’ Club Valentine’s Day fundraiser and weekly Girls’ Club baking and coffee cart activities.
Oct 2010Dec 2010

Pre-Service Teacher

Agnes Taylor

  • Thoroughly developed, implemented, and analyzed differentiated lesson plans for grade two mathematics, social studies, and health
  • Effectively assessed and evaluated student progress in mathematics and social studies
  • Introduced new Daily Physical Activity routines using dance and music
  • Attended and participated in IPRC and staff meetings
  • Implemented lessons using SMART Board technology
Jan 2010Apr 2010

Practicum Student

Holy Trinity Catholic School

  • Worked in collaboration with classroom teacher to implement curriculum based lesson plans
  • Taught and assisted with physical education, music, Fully Alive, math, science, French, and social studies regularly in large group, small group, remedial, and one-on-one scenarios 
Sep 2004Dec 2008

Skating Instructor

Cities of Guelph and Brampton

  • Actively managed and taught groups of skaters through the use of formal instruction and games, developing to fine-tuned leadership and organizational skills
Apr 2008Jul 2008


Mono Cliffs Outdoor Education Centre

  • Enthusiastically assisted with and taught select curriculum-relevant outdoor education programs to intermediate level student groups
  • Responsibly supervised meals and night shifts to oversee dormitories, assisted permanent staff in program implementation, created lesson plans, and carried out pre-existing programs

Ongoing Professional Development

Practice Teaching Evaluations

Commitment to Students

Professional Knowledge

Documentation of Qualifications


Studied piano through the Royal Conservatory from 1993 to 2003 Studied flute from 2001 to 2006 
Computer Skills
    Working knowledge of Microsoft Word, PowerPoint, Publisher, Pages, and Keynote Familiar with Comic Life, iMovie, GarageBand, Math Trek, GeoGebra, Finale, Adobe Photoshop, and SMART Notebook software programs    

Leadership in Learning Communiti

Professional Practice

Philosophy of Education

“What the teacher is, is more important than what he teaches.” (Karl Menninger)

My philosophy towards teaching has been influenced by my personal experiences as a student and by the many interactions I have had with children in both professional and volunteer positions.  These personal experiences have brought into focus one strong idea: teachers do not simply teach material.  Rather, teachers are role models who inspire.  This perspective forms the foundation of my personal philosophy of education.

As an educator, I am a role model.  It is my job to encourage children to become caring and contributing members of society.  This goes beyond simply teaching them literacy and numeracy; reciting lessons verbatim year after year.  Being a role model means maintaining a high degree of professionalism by ensuring that mannerisms, behaviours, conduct, and attire all serve to convey a certain persona.  Maintaining professionalism means embracing a lifestyle that is a strong model from which students may choose to pattern their own lives.  Because teachers so often live in the communities in which they teach, this persona is not “left at the door” when the school day is done.  Instead, it is one to adhere to in all walks of life - community events, weekend activities, extra-curriculars, and during day-to-day errands.  I believe in living up to your word.  As a teacher, that means I believe in being the person I want all of my students to become – someone who is responsible, honest, kind, and a productive member of society.

Beyond modeling for my students, I also feel that it is a teachers’ job to go beyond covering curriculum expectations.  A successful teacher is one who can inspire his or her students to want to learn, explore, and grow as people.  Acting as a facilitator, or “guide on the side”, is an ideal way to promote hands-on, interactive, experiential, and engaging learning - learning that students can jump into with both feet and truly experience.  I believe in connecting curriculum content to the students’ real lives and personal interests.  In my experience, students are more engaged and more inspired to participate and succeed when their own interests and strengths are incorporated into a lesson or assessment.  As a teacher, I believe in inspiring my students.  That is, giving them the tools to question, investigate, explore, and discuss critically.  After all, these skills fuel learning and understanding both inside and outside the classroom.

Assessing student success should be done through a variety of strategies, including formative and summative assessments using a range of recording devices that best suit a given curricular expectation and the students’ learning styles. 

My philosophical statement on education, then, is that as a teacher, I believe in maintaining professionalism, leading by example, catering to each student’s unique learning style, and striving to inspire students.  I make these claims based on conclusions made from personal experiences, which suggest that students who respect their teachers, are comfortable with their teachers, believe in their own abilities, and are driven to succeed are well on their way to academic achievement as well as personal fulfillment.  


Mrs. Tracy Sutherland, Associate Teacher

Agnes Taylor Public School

80 Beech Street

Brampton, ON L6Z 1V6

Phone: (905) 451-2531 (work), (647) 296-1032 (cellular), (905) 846-1401 (home)

Email: [email protected]

Mrs. Kathy Brophy, Practicum Supervisor

University of Guelph – Child, Youth, and Family

50 Stone Road East

Guelph, ON N1G 2W1

Phone: (519) 824 – 4120, ext. 52412 (work)

Email: [email protected]

Mrs. Wendy Messier, Associate Teacher

Queen Street Public School

50 Academic Drive

Brampton, ON

Phone: (905) 455-6144 (work), (416) 592-0759 (cellular), (289) 891-9373 (home)

Email: [email protected]

Miss. Tanya Murphy, Executive Director

Yellowknife Montessori School

5212 52nd Street

Yellowknife, NT X1A 2T9

Phone: (867) 669-7987 (work)

Email: [email protected]

I, Kate Gilbert, grant permission for my references

to be contacted