I believe this statement is true in every sense, and as an educator I am dedicated to imparting this message to every student through engaging, accessible, and inclusive curricula that is based on best practices and industry standards, and rooted in sound pedagogical principles. Every person is entitled to the best education they can receive, and as a result, I am committed to treating every student with the care and equity they deserve, to respecting culturally embedded identities that exist within every learning environment, and to making appropriate adjustments in order to respond to the learning needs of all students. I align my practice both as a teacher and as an education developer with principles from frameworks that include Universal Design for Learning, Differentiated Instruction, and models such as Response to Intervention and tiered approaches to instruction, ADDIE for instructional design, Bloom's Taxonomy and ICE (Ideas, Connections, Extensions). I also strive to incorporate the 6 education imperatives for teaching and learning in higher education - the process of learning, assessment and learning outcomes alignment, active learning, globalization of learning, course design best-practices, and ethics and professionalism - outlined by the Centre for Teaching & Learning at Queen's University.

 

 

 

As a teacher, my successes have stemmed from my belief, grounded in theory, that making a connection with students and learning alongside of them is essential in planning activities that will enhance their learning. In questioning students about their backgrounds, interests, and learning styles, I am able to develop a class profile which informs me as to what types of activities will be successful in engaging each class. In sharing these same details about myself, I encourage the development of community and common ground in the classroom. I have a thorough knowledge of subject curriculum expectations, and plan units in accordance with the principles of backwards design; I also use formative, diagnostic, and summative assessment to determine what students already know, want or need to know, and have learned about the topics we cover. I attempt to differentiate every lesson in order to meet as many of the needs of my students as I can, as not every student learns in a similar manner. I have thorough knowledge of accommodating and modifying curriculum and have incorporated them into my planning effectively to promote student success. I also believe that technology can greatly enhance and reinforce learning, and as a result, utilize various types of media and EdTech in my lesson delivery - some that I am comfortable with and some that I am using for the first time. In addition, I am cognizant of other factors that influence student learning, such as providing appropriate pacing and timing, flexibility and adaptability, and clarity when giving expectations and instructions; designing purposeful learning activities with end-results in mind; and giving constructive and timely feedback in order to support student progress. 

​

​

​

Grounding my practice in theory and evidence-based strategies, I strive to use consistent, fair, and positive methods of behaviour modification, coupled with a determination to allow for the learning of all students; I maintain an even temper when dealing with discipline issues, explaining that every student has the right to learn, and no one has the right to inhibit such learning. The classroom settings I have spent the last ten years teaching in have all presented individual profiles, each with a wide range of student "personalities", challenging and sometimes difficult student-teacher interactions, and learning needs as diverse as they are unique. As a result, I have developed a unique skill set that includes conflict management and negotiation skills, flexibility and open-mindedness. I attempt to keep students on-task and safe at all times, as fostering a democratic, collaborative, and inclusive classroom atmosphere greatly improves student performance, learning, and success. Learning needs to be equitable, not equal, and in order to achieve this equity, I start with each student. Culturally responsive teaching is a necessity for promoting equity in education, so it is also vitally important that we see the student as whole by including their cultural references in learning activities, and decreasing stereotypes and misunderstandings that stereotypes perpetuate.

​

​

​

As an education developer, harnessing the power of EdTech has become a priority for me. In all of my educational endeavors, from designing brand new courses to revising existing curriculum (and teaching in between), I incorporate technology as a means to increase student engagement and to leverage student success. My incorporation of EdTech in curriculum design and delivery includes tech tools, websites, software, and applications, and I have an insatiable appetite for technology innovations as they relate to increasing our reach and decreasing barriers to learning. Never before has learning been so accessible, and the possibilities so endless; I feel so grateful to be in the educational field at such an invigorating time. Countless studies have shown over many years that if you increase student engagement and decrease the barriers they face to learning, achievement abounds, and it is my strong belief that technology is the pivot point that enables this to happen.

 

 

 

How do I know I've made an impact? I know because I am results-oriented. I care deeply about the successes....or failures....of my students. I am invested in the outcomes of the courses I've designed, redesigned, or delivered. I want to know what worked, what didn't, and what could be done better next time. I am constantly striving for improvement in my professional and personal life, and I believe that feedback and self-reflection are invaluable tools that one can use drive their desired outcomes forward. This deep-seated belief in metacognition began taking shape in my earliest experiences teaching and leading, becoming grounded in learning theory and pedagogy during my academic years, and has accompanied me through all of my professional pursuits since I entered the education field. It is also something that I passionately teach and incorporate in my course designs. I actively seek out feedback - from my students, from the subject matter experts I work with, from my supervisors, and even from my colleagues. I have joined professional organizations like the Ontario College of Teachers, Quality Matters, and the Society for Teaching and Learning in Higher Education that have taught me how to connect learning and design theory with quality assurance and evaluation best practices. Tangible results of my impact both as a teacher and an education developer come from course completions, pass/fails, averages, and other course retention data, which I monitor routinely. Qualitative data comes from the quality of the rapport and subsequent relationships I carefully nurture in my professional roles, and have provided snapshots of in the "Impact" section of this portfolio. We lead by learning, and we learn by leading, and so by virtue of both my nature and my chosen profession, I am inherently both, and boy am I excited about it! 

​

​

​

​