Teacher: Years 6-8 Reading Recovery / Year 8 English Language Arts, Reading / Year 7 Social Studies

• Set and communicated ground rules for expectations based on PBIS Team; built a culture and community based on diversity, respect, and personal achievement as well as group expectations for success

• Implemented Project Based Learning to differentiate instruction, provide real life skills and experiences and encourage engagement, including student input and choice, many paths to same learning outcomes

• Collaborated with different grade level teachers to provide mentoring and positive recognition and foster relationships based on learning and leadership

• Reading strategies, decoding skills, were taught to the middle school students who would then in turn teach the skills and strategies to younger students with direct teacher supervision and training, extension and remediation activities were also included to ensure emphasis on student strengths and provide differentiation

• Host after school clubs twice a week

Relief Teacher (High school and Junior Level English) 

• Established rapport with students who were struggling with the abrupt departure of a deeply valued and respected teacher

• Engaged in active listening and communication to assist students with the unexpected transition and motivate them to continue to learn and finish the year strong

• Earned trust and respect of students, guardians/parents, and co-workers by focusing on student success and achievement and creating a positive climate

• Employed project-based learning units to increase engagement, cultivate interest and motivation

Teacher: English Language Arts/Reading Teacher: Years 6-7, Advisory Teacher for year 6 - 8

• Designed and created Scope andSequence and Curriculum Map aligned with Common Core Learning Standards in conjunction with Department Head

• Developed assessments aligned with learning outcomes and conducted small group and individual classroom learning as well as whole group instruction based on individual, differentiated learning needs

• Established and maintained classroom procedures for learning activities and behaviour expectations

• Created a classroom culture based on diverse experiences, cultures, needs, and positive responsiveness

• Co-taught with fellow SpecialEducators and other grade level teachers, creating multi-disciplinary project-based learning units

• Employed NWEA, STAR 360, LEXIA, assessments and drilled down data to determine areas of achievement and implemented research-based interventions to increase student achievement

• Utilised the Why Try? OLWEUS Bullying Intervention Program and Training, and 7 Habits of Highly Effective Kids to assist in social/emotional growth and awareness of students

• Advisory Teacher for Year 9 students identified as needing extra support with skills to help them transition to and acclimate to the Charter School environment by setting individual and group goals for academics, personal life, monitoring assignments, grades, and school discipline goals to help them achieve their positive potential

• Volunteered planning time to teach and mentor a group of  Year 7  students in the “School Within A School” for ten weeks to assist in developing, monitoring, and achieving behavioural and academic goals to help transition back into the regular classroom setting before facing the school board for potential removal from the charter school setting

• Earned positive feedback from parents/guardians and students regarding classroom instruction and student experiences