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Improve Physical or Digital Organization of Resources

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Improve Physical or Digital Organization of Resources

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Seussical!

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The ISNS Primary Musical Troupe (Grades 1-3) continues to nurture student performing arts skills, build confidence, and encourage artistic expression through developmentally appropriate storytelling using music, movement, and drama. This group provides opportunities for students to act, sing, play instruments, and dance with their peers, culminating in a performance on stage.

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Integrating Technology and the Arts (ISTE Collaborator: 2.4.b)

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Integrating Technology and the Arts (ISTE Collaborator: 2.4.b)

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Global Marty Challenge: Inspiring Creativity and Innovation

As part of a dynamic after-school program, I had the privilege of mentoring students for the 2nd Global Marty Challenge, a global robotics competition aimed at fostering programming skills, creativity, and interdisciplinary innovation. Participating teams designed and programmed performances using Marty the Robot, integrating elements like dance, drama, and interactive storytelling.

The students showcased both technical expertise and artistic vision, creating 1-1.5 minute performance videos and companion presentations explaining their programming logic. They explored advanced technologies such as AI cameras, sensors, and green screens, demonstrating STEAM principles while fostering teamwork and problem-solving skills.

Through this experience, students developed skills in coding (Scratch), creative design, and effective communication, while learning to collaborate under structured guidelines. Their dedication, originality, and technical growth were inspiring, as they brought their ideas to life through robotic interaction. This activity exemplified the power of hands-on learning to inspire curiosity and innovation.

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Using Story Baskets to Develop Language in the Early Years

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Using Story Baskets to Develop Language in the Early Years

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Stress Management: Leveraging the Use of AI to Better Manage Workloads and Reduce Stress

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Amplifying Literacy in Play-Based Environments

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Amplifying Literacy in Play-Based Environments

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Using Technology for Storytelling (ISTE Citizen: 2.3.a)

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Using Technology for Storytelling (ISTE Citizen: 2.3.a)

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Students are using technology to create stories, reflecting on settings, characters, props, and plots.

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2024-2025 PLC Goal: Continue to promote global citizenship through varied use of the NB Global Competencies in and outside of the classroom.

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2024-2025 PLC Goal: Continue to promote global citizenship through varied use of the NB Global Competencies in and outside of the classroom.

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Pedagogical documentation is a process that is central to early learning. Through documenting children's learning, growth, and questions, we are able to plan experiences that are tailored to children's interests and developmental needs. Many forms of documentation can be used, including photos, videos, children's work, conversations and observations. Using technology, our documentation provides insights into learning processes and allows us to reflect on how to scaffold learning. It also communicates children's learning journeys to families and the community. When shared with children, documentation encourages self-reflection and enhances motivation. It shows that children's ideas and theories are valued. Overall, pedagogical documentation is a powerful tool that supports holistic development by making the learning process visible and providing guidance for future learning experiences.

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Students using technology to explore the Earth. 

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Teachers at the early years level can effectively integrate technology like iPads to support student learning. Foundational skills like turning devices on and off, managing apps, and proper care of equipment are initially taught. Students can then begin taking photos and videos to document their work and investigations. This allows them to express their ideas and findings using different modes of communication. Apps that enable creative content creation, such as Chatterpix, give students opportunity to engage in self-expression. Students may also use collaborative apps and the Seesaw platform to work together on projects from different locations. With guidance, they can learn to be responsible digital citizens through safe handling of devices and appropriate use of technologies. Overall, when integrated strategically into units of inquiry, age-appropriate technology tools have the potential to boost student engagement, foster self-directed learning, and promote cooperation and global connections at the early years level.

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AI as a Creative and Planning Tool (ISTE Leader: 2.2.c)

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AI as a Creative and Planning Tool (ISTE Leader: 2.2.c)

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Artificial intelligence and machine learning tools hold potential benefits when used appropriately to support early years educators. One such tool is conversational agents or chatbots that are being designed to assist educators in their planning and facilitation of learning experiences. Chatbots can provide just-in-time suggestions for lessons, units, or activities that align with curriculum goals and developmentally appropriate practices. By accessing databases of effective approaches and evidence-based strategies, they may recommend integrated learning opportunities that promote children's wellbeing, identity development, creativity, and conceptual understandings across multiple subject areas.

Chatbots can also guide educators in selecting age-appropriate technologies and digital resources to enhance instruction. When treated as collaborators rather than replacements, AI tools have the potential to complement human judgment and savvy by providing diverse, globally informed perspectives to consider. They may help reduce educator workload by automating certain administrative tasks like documentation of learning, allowing for more one-on-one interactions and customized guidance for every child.

Overall, artificial intelligence shows promise as a support system for early years professionals if applied prudently and paired with careful human oversight, judgment, and care for the holistic needs of young learners.

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The ISNS Primary Musical Troupe (Grades 1-5) continues to nurture student performing arts skills, build confidence, and encourage artistic expression through developmentally appropriate storytelling using music, movement, and drama. This group provides opportunities for students to act, sing, play instruments, and dance with their peers, culminating in a performance on stage.

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Storytelling workshop at the 2023 Learning & Teaching Expo, Hong Kong.

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教育工作者可以使用講故事的方式與學生建立真實而有意義的聯繫。他們將學習使用藝術的簡單策略，幫助小學生學習如何識別自己和他人的感受，使他們能夠從不同的角度辯證的看問題。這些策略將鼓勵學生冒險、合作，並讓他們明白犯錯誤對個人和學業的成長至關重要。

通過這個實踐性、互動性研討會，參與者們將親身體驗如何輕鬆地將故事融入生活，與各種主題相結合，並探索每個課堂上都會出現的想法和感受。在以藝術為基礎的情境中，人際交往意識和衝突解決策略將得到確認和提升。不論是在家庭活動室，還是作為專業教師和 / 或特殊教育支持人員開展課程，不論教師的藝術能力水準如何，都能提高他們的實踐能力。

參與者可在此研討會中了解：

1. 如何成為一名有效的講故事者，以支援學生的社會情感發展，激發學生的成長心態；

2. 如何利用藝術（用音樂、戲劇、動作和視覺藝術講故事）增強學生的自信心，培養同理心，塑造品格；及

3. 將講故事與整個課程的主題、概念理解和重要思想相結合的策略。

作者簡介

關鍵字詞： 戲劇、藝術融入教育 | 成長思維及品格塑造 | 身心靈健康及社交情緒教育

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well-being and social emotional learning

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通過這個實踐性、互動性研討會，參與者們將親身體驗如何輕鬆地將故事融入生活，與各種主題相結合，並探索每個課堂上都會出現的想法和感受。在以藝術為基礎的情境中，人際交往意識和衝突解決策略將得到確認和提升。不...

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PYP Celebration of Musical Learning Program

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2023-2024 PLC Goal: Promote and organize an event that includes parent participation.

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2023-2024 PLC Goal: Promote and organize an event that includes parent participation.

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Master of Arts in Counselling Psychology

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Master of Arts in Counselling Psychology

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I have recently completed the Yorkville University MACP program, and I am a Registered Psychotherapist (Qualifying) with the College of Registered Psychotherapists of Ontario (CRPO).

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Canada's leading online Counselling Psychology Degree

The Master of Arts in Counselling Psychology (MACP) at Yorkville University is designed for empathetic change-makers who want to make a difference in people's lives.

The comprehensive curriculum covers a variety of topics, including theories of personality, counselling methodologies and psychotherapeutic interventions, crisis and trauma in counselling, addiction counselling, guidance and counselling in schools, and assessment.

The online nature of our program allows you to make the progress you want without putting your life on pause.

Become a registered counsellor or psychotherapist with a nationally and provincially recognized program that offers a robust practicum and 53 weeks of skills learning.

Delivery

100 percent Online*

Start Dates

January, May, September

Flexibility

Flexible Learning

Find the perfect work-life-learn balance with our online and asynchronous program offering.

Accelerated Degrees

Graduate faster with a full course load and approved transfer credits compared to a traditional on-campus program.

Year-Round Start Dates

Start your program as soon as you are ready with various start dates throughout the year.

Resources & Support

Practicum Portal

Our practicum website offers step-by-step instructions for applications, videos to facilitate professionalism and practicum timelines.

Skills Learning Lab

A collection of skill-based visual media that gives new counsellors the chance to see theory, ethics, intervention and more in action.

Student Assistance

Our program advisors assist you every step of the way, from finding the right program to graduation, and beyond.

Enhanced Learning

Skills Practice

Skills practice is part of 23 weeks of curriculum. Add the 30 weeks of practicum and it gives our students an impressive 53 weeks of practical application of skills-based practice or learning activities.

Practical Focus

The rigorous program provides invaluable experience with a practicum placement under the supervision of a faculty member.

Experienced Faculty

Our world-class professional faculty are recognized clinical experts and are dedicated to helping you achieve your career goals.

The school was beyond supportive, the professors were great, and the support at YU was wonderful.

Mandy Smith-Haber
Master of Arts in Counselling '19

I can't speak enough about the professors, the students, the faculty, the admin, everyone. I have nothing but respect and gratitude for Yorkville.

Ola Abugharbiyeh
Master of Arts in Counselling Psychology '21

I am now a qualified registered psychotherapist and I have a great job that has given me so much - I am completely satisfied with making this decision to take the MACP program.

Nilu Kulatunga
Master of Arts in Counselling Psychology '18

Professional Designations

The Master of Arts in Counselling Psychology is recognized by provincial and national associations and regulatory bodies, allowing our graduates to practice as recognized mental health professionals and become members of some of the following associations.

Practicum

Practicum is a cornerstone of skill development for every student aspiring to become a counsellor.

The 400-hour practicum we offer is one of the most robust practicum courses in the country. It equips our students with hands-on counselling experience through direct, supervised contact with clients.

In fact, 91% of our students agree that the practicum helped them gain clinical counselling competencies required to be successful at working with clients. A further 76% even discussed possible employment opportunities with their practicum site supervisors.

Course Description

The rigorous curriculum of the Master of Arts in Counselling Psychology includes the following courses:

PSYC 6233 Assessment in Counselling

This course provides students with an understanding of the concepts and principles involved in psychological assessment and the use of both standardized and non-standardized instruments. Students will learn the concepts involved in psychological assessment, educational testing, and evaluation. The course will also examine the effects of clinical assessment on clients. Counsellors must become knowledgeable users of assessment data in the clinical decision-making process. Students will develop their skills for selecting, administering, scoring, interpreting, and analyzing test data in a clinical setting. Also, they will familiarize themselves with psychometric instruments, their philosophical and statistical properties, and the pros and cons of various assessment approaches. The course will also address cultural diversity issues and teach students how to approach social and ethical issues in assessment.

(3 credits) (required)
Prerequisite: PSYC6246 Counselling Skills and Competencies required.

Admission Requirements

Yorkville University's Master of Arts in Counselling Psychology program is 100 percent online except the required practicum placement, which is completed towards the end of the program.

The MACP Online degree is administratively offered by our Fredericton campus.

Applicants to the MACP program are required to provide the following:

Completed online application (link to application form )

Application fee of $75 (CAD)

Official undergraduate transcript and proof of obtainment of a bachelor's degree*

Resume and statement of interest

Two letters of reference from professional or academic sources (see form )

Detailed course descriptions if applying for transfer credit consideration

Completed relevant work/volunteer experience attestation form if applicable (see form )

*All official transcripts need to be sealed, stamped and sent directly from the issuing institution to our Admissions Services Department for evaluation.

Yorkville University prides itself on attracting students to the MACP program from diverse backgrounds. Accordingly, we are pleased to accept applications from prospective students that meet the criteria in one of the following admissions pathways. These pathways ensure prospective students are prepared for graduate courses in the MACP program and subsequent practicum.

Pathway I

Undergraduate Study with a transferrable major (psychology, nursing, social work, sociology, human development, education).

Expected to include:

Biological bases of behavior (e.g., physiological psychology, comparative psychology, neuropsychology, psychopharmacology).

Cognitive-affective bases of behavior (e.g., learning, sensation, perception, cognition, thinking, motivation, emotion).

Social basis of behavior (e.g., social psychology; cultural, ethnic, and group processes; sex roles; organizational and systems theory).

Individual behavior (e.g., personality theory, human development, individual differences, abnormal psychology).

Pathway II

Non-transferrable major with a transferrable minor.

Pathway III

Non-transferrable major or minor, with some (at least 2 courses with C grade or higher) transferrable post-secondary university courses/credits completed.

Pathway IV

Non-transferable undergraduate degree with appropriate hours of training/certification: minimum of 1-year, post-graduate certificate (or diploma) program at a university or college.

Appropriate areas: psychology, sociology, social work, neuroscience, counseling, mental health, drug/alcohol treatment, mediation, organizational behavior/psychology, criminal justice, human resources, children/youth/families, community services, nursing/elder care.

Pathway V

Non-transferable undergraduate degree with a minimum of 150 hours of relevant work/volunteer experience. Applicants who may need to apply through this pathway can access the MACP relevant work/volunteer attestation form here: ( see link )

Examples of acceptable relevant work/volunteer experience: crisis phone, youth behavioral support, homeless shelter, domestic violence support, drug/alcohol treatment, mediation, organizational behavior/psychology, human resources, criminal/justice, children/youth/families, community services, nursing/elder care.

Have questions about our admissions pathways? Please complete this form and an admissions advisor will be happy to assist.

In addition, applicants are required to have:

A cumulative grade point average (CGPA) in undergraduate study of at least 3.0 on a 4.0 or 4.3 scale, or a GPA of at least 3.0 in the final two years of study. Applicants may be conditionally admitted with a GPA between 2.5 and 2.99 if strength of overall application is sufficient.

Preference will be given to students who have successfully completed undergraduate courses amounting to either a major or minor in psychology, related social sciences, or allied health professions such as social work.

Yorkville University reserves the right to refuse admission and ask admitted students to withdraw from the program in special circumstances.

For full details of admissions requirements, please see the Academic Calendar.

Please have your references for admission to our Master of Arts in Counselling Psychology degree, use our Reference Submission form here .

English Language Requirements

English is the primary language of instruction at Yorkville University.

Applicants who have obtained a bachelor's or first professional degree in a language other than English are required to submit confirmation of an official test of ability to work and study in English:

Proof of obtaining a bachelor's or first professional degree where English is the language of instruction.

Confirmation of a Canadian Academic English Language - Computer edition (CAEL-CE) with a score of at least 70.

Confirmation of an official Test of English as a Foreign Language (TOEFL) score of 92 (Internet-based version).

Confirmation of a Canadian Language Benchmark (CLB) overall score of 8 with no component below 8.

Confirmation of an International English Language Test System (IELTS) overall band score of at least 7.0 with no band below 6.5.

Confirmation of a Canadian Test of English for Scholars and Trainees (CanTest) with a minimum overall bandwidth of 4.5.

Confirmation of a score on any other test of English language proficiency that equates to Level C1 or higher of the Common European Framework of Reference for Languages (CEFR).

Confirmation of a score equivalent to these scores on another test of English language proficiency recognized by and acceptable to the University.

Confirmation of a Duolingo minimum score of 115.

Confirmation of Pearson Test of English (PTE) Academic score of 65

Canadian applicants who completed their qualifying bachelor's degree in French, but completed another post-secondary degree, certificate, or diploma or their secondary education in English, are exempted from the requirement to provide tested confirmation of English language proficiency.

The University reserves the right to refuse admission to any student whose proficiency of English does not meet the program standards and to ask any student whose written work is below acceptable standards to withdraw from the program.

Any questions? Please contact an Admissions Advisor.

Tuition & Fees

The total cost for the Master of Arts in Counselling Psychology degree program effective September 2022 is $40,670.*

The MACP program runs throughout the year, which is divided into three academic terms, starting in September, January and May. Students must complete 49 study credits, including 43 study credits obtained through academic courses and six study credits obtained through a supervised practicum. A typical course is three study credits.

Total program tuition may vary based on actual credit transfers and course equivalencies. Below are sample calculations depending on the number of courses taken per term.

Tuition effective September 2022

*Tuition and fees are subject to change.
Tuition Payment
Arrangements for payment of tuition must be made at least two weeks prior to the start of each term (please see the Academic Schedule for deadlines). Monthly payment arrangements can also be made. Please contact our Bursar's Office for more details at 1-888-886-1882.

Other Fees

Please note that costs do not include other fees such as textbooks, expendable supplies, equipment and resource fees. All fees and charges are quoted in Canadian dollars (CAD). Yorkville University also accepts equivalent payment in other currencies.

For further information about tuition, fees and payment methods, please contact Yorkville University's Bursar's Office. Tuition rates are confirmed three months prior to the start of each term. Changes to tuition rates will be announced at least three months prior to the start of the term to which they apply. Current tuition rates are available on the Yorkville University website or from the Bursar's Office at 1-888-886-1882.

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Master of Arts in Counselling Psychology | Online Degree | Yorkville University

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Canada's leading online Counselling Psychology Degree The Master of Arts in Counselling Psychology (MACP) at Yorkville University is designed for empathetic change-makers who want to make a difference in people's lives. The comprehensive curriculum covers a variety of topics, including theories of personality, counselling methodologies and psychotherapeutic interventions, crisis and trauma in counselling, addiction counselling, guidance and counselling in schools, and assessment.

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Students are engaged in the visible thinking routine SEE-THINK-WONDER. They describe what they SEE when looking at an artwork, share what they THINK is happening in the picture, and WONDER about what the artist wanted to communicate. They can express their ideas in orally and with drawings.

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Alice in Wonderland at OCT O-Power Theatre

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The Primary Musical Troupe showing off their talents at the inaugural International Youth Arts Festival (IYAF) at a performing arts centre in Shenzhen.

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Primary Musical Troupe Director - SPRING 2023

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Primary Musical Troupe Director - SPRING 2023

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Students are doing role plays with puppets, showing a variety of emotions. They are supported with feelings cards that have images and text. They also rotate often to experience dialogues with different classmates, using different puppets.

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- Vice President Education: July - December 2022
- Facilitating workshops on effective listening, storytelling, and speech writing skills
- Supporting fellow members with their listening, speaking, and role-taking skills

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Skip to main content

What is Toastmasters?

Toastmasters International is a nonprofit educational organization that teaches public speaking and leadership skills through a worldwide network of clubs. Headquartered in Englewood, Colorado, the organization's membership is approximately 280,000 in more than 14,700 clubs in 144 countries. Since 1924, Toastmasters International has helped people from diverse backgrounds become more confident speakers, communicators, and leaders.

See Toastmasters International featured in articles and more in the Media Center

Break Barriers, Not Your Budget

Members pay international dues of &dollar;45 USD every six months, plus a new member fee of &dollar;20 USD. With Toastmasters, the learning never stops. Join Toastmasters and you will:

Improve your public speaking skills

Build leadership skills

Maximize your potential

Enjoy unlimited personal growth

Work on networking in a small and supportive environment

Practice writing speeches and presenting in a group setting

Gain a competitive advantage in the workplace

Build self-confidence and self-awareness

How Does Toastmasters Work?

Everything in Toastmasters revolves around the club. With a global network of clubs, you are sure to find one near you! Most clubs have around 20 members and meet once a week for an hour. For a preview of what the club experience is like, watch the video below:

Each club features a unique culture, so there's no pressure to join the first club you visit! Attending club meetings as a guest is free, so visit as many as you like until you find a club that fits your personality.

What is Pathways?

The Pathways learning experience is Toastmasters' education program. This multi-language online learning tool allows you to leverage over 300 practical workplace skills, including:

Online Meeting Management

Are You Ready to Join?

After you find a club that you like, joining is easy. When you join, you will be assigned a mentor, who will be there to answer any questions you have and help guide you on your journey to personal and professional growth.

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Skip to main content Toastmasters International is a nonprofit educational organization that teaches public speaking and leadership skills through a worldwide network of clubs. Headquartered in Englewood, Colorado, the organization's membership is approximately 280,000 in more than 14,700 clubs in 144 countries.

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Future Projects

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Future projects

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Marc Sommerville Classroom Observation by Thomas Tucker

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Alice in Wonderland Music Director - 18/19

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Alice in Wonderland Music Director - 18/19

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Inclusion via Diversity, Equity, and Anti-Racism (I-DEA) Foundation Workshop

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Inclusion via Diversity, Equity, and Anti-Racism (I-DEA) Foundation Workshop

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Workshop Certificate DPS - Marc Sommerville

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Junior Choir aims to nurture student musicianship, build confidence, and encourage artistic expression through developmentally appropriate vocal instruction. The Children's Choir (Grades 1-2) provides an ensemble experience that allows students to develop musically as individuals while contributing to the joy and artistry of singing together with their peers.

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Primary Musical Troupe Director - FALL 2022

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Primary Musical Troupe Director - FALL 2022

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2022-2023 Goal #2: Improved skills in differentiation strategies to support student success.

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2022-2023 Goal #2: Improved skills in differentiation strategies to support student success.

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2022-2023 Goal #1: Increase community partnerships and learning opportunities in the community (e.g., performances, field trips, art shows).

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2022-2023 Goal #1: Increase community partnerships and learning opportunities in the community (e.g., performances, field trips, art shows).

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- network with other local organizations (e.g., Bao'an Performing Arts Centre, local hospital, seniors' homes) for performances, field trips, and potential collaboration
- make art for local businesses (auction?)
- video streaming
- connect with orgs re: contests, art opportunities
- website?
- LEGO

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- Facilitating workshops and seminars on mental health, addiction recovery, healing from trauma, and grief work
- Organizing events
- Serving on various committees in many roles (e.g., chairperson, secretary, treasurer)
- Guiding individuals on their healing / recovery journeys

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- Serving our local condo community by attending regular board and committee meetings, general meetings, and advocating for local residents

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- Singing and performing with a community choir and musical performance group

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- Joining in song with the oldest male chorus in Korea, performing in community centers, hospitals, and performing arts centers

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- Teaching phonics and basic EAL skills to Korean orphans

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Biidabaan Community Service Learning Program

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Biidabaan Community Service Learning Program

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- Supporting elementary school student with literacy development programs

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PAST EVENTS
Incorporating Community Service-Learning (CSL) into your courses this Fall 2020. Click here to view the recorded webinar Description
When: Wednesday, July 22nd, 2020 /12-1pm EDT

As we gear up to offer online courses this Fall, we consider the challenges our students and community partners have been facing since the start of the pandemic. Students on CSL placements greatly enhance capacity for non-profits and other social service organisations to do their work. However, with pandemic imposed restrictions, students will not have access to the same opportunities normally presented to them.

How do we convert in-person placements to virtual placements or project-based CSL? This webinar will explore examples of project-based CSL by some of our very own faculty and CSL supports available on campus for faculty leading up to this Fall and beyond.

This webinar is for all faculty, from folks who just want to learn more about CSL, to those who regularly incorporate CSL into their course. We look forward to working with you to offer students a wide range of opportunities to engage with community and gain valuable work experience during these times.

Moderator: Christine Benoit, Community Service-Learning Officer
Panelists: Dr. Manuel Litalien, Dr. Denyse Lafrance Horning, Dr. Jonathan Pitt

Lunch and Learn webinar hosted by Biidaaban Community Service-Learning and the Office of Indigenous Initiatives

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Pronounced bee-daw-bun, Biidaaban is an Ojibwe (Anishinaabe) term, meaning: 'the point at which the light touches the earth at the break of dawn.' BCSL symbolizes the beginning of new partnerships designed to enhance the lives of our students and communities.

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- Supporting elementary school students with reading and writing strategies

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2. Programs

3. By Location

4. Ontario

In North Bay, Frontier College runs programs for children. We also regularly offer workshops and learning opportunities for parents, educators, and children of all ages. For more information or to volunteer with Frontier College in North Bay, please call 705-471-3474 or email northbay@frontiercollege.ca.

Get Involved

You can be part of Frontier College's network of volunteers, supporters and partners. Visit Programs Near You for more information about our activities or to volunteer

Volunteer Donate

From Our Facebook Page:

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Frontier College is a national charitable literacy organization. Founded in 1899, we offer programs for children, youth, and adults in Canada. Find out about our programs and volunteering in your area.

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- Organizing events (e.g., dinner dances, flea markets)
- Fundraising
- Office administration

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Smart Start Music Summer Camps

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International School of Nanshan Shenzhen

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International School of Nanshan Shenzhen

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Early Years Creative Arts Teacher

Junior Choir Director

JEDI Committee Co-Chair (Justice, Equity, Diversity, Inclusion)

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Education & Community Partnership Program - TDSB, Toronto, Canada

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Education & Community Partnership Program - TDSB, Toronto, Canada

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Special Education Teacher - Grades 3~8

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Primary Music, Drama, & Dance
Core French
Special Education
Tech Support
Music / Choir Director
Community Liaison

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Grade 1 Teacher / Grade 4 Teacher

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Young Hoon Elementary School, Seoul, Korea

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Young Hoon Elementary School, Seoul, Korea

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Grade 4 Teacher and Team Leader
After-school Programs
Summer Camps

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Using a student-friendly goal achievement chart.

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Using a student-friendly goal achievement chart.

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Co-creating success criteria and goal achievement charts. 

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Co-creating success criteria and goal achievement charts. 

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I want to ensure that I am gathering sufficient assessment data to inform my teaching and support students.

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2021-2022 Goal #2: Improved skills in formative assessment strategies to monitor student learning and inform teaching.

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2021-2022 Goal #2: Improved skills in formative assessment strategies to monitor student learning and inform teaching.

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- Greater collaboration with TA when doing assessments.
- Building capacity in students to do peer and self-assessment.
- Co-creating success criteria and learning goals in student-friendly, visually accessible language.

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It is important to establish and nurture relationships with members of the community, as well as to give students opportunities to explore their communities. 

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2021-2022 Goal #1: Increase community partnerships and learning opportunities in the community (e.g., EY charity concert in local hospital).

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2021-2022 Goal #1: Increase community partnerships and learning opportunities in the community (e.g., EY charity concert in local hospital).

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- Reached out to the parent community through the PA to connect with people who have connections with arts-related organizations and venues.
- Began a collaborating with a local performing arts school.
- In process of building networks with other local organizations (e.g., Bao'an Opera Hall).

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- Elementary Racism: A Deeper Understanding (2020/2021)
- Indigenous Truth & Reconciliation Workshops (2018/2019)
- Relationship-based Learning: Safety, Regulation, Belonging, Positivity (2018-2019)
- The Third Path: Caring, Intentional, & Responsive Relationships (2018-2019)

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Royal Conservatory of Music / Orff Canada

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Royal Conservatory of Music / Orff Canada

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- Orff Music Education Workshops & Seminars (2016-2020)

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- EdTechGZ (2024)

- LTE HK - Learning & Teaching Expo (2023)

- Assessment Teaching & Learning (2017-2019)

- Google Camps (2014-2019)

- Mental Health & Wellbeing (2018)

- Cascade - Orff Canada Conference (2018)

- DLL (Digital Lead Learner) Marketplace (2014-2018)

- Exploring ICT (2013)

- IT Symposium (2012)

- Restores! Restorative Practices (2012)

- Cambridge Day X (2011)

- KOTESOL (2009/2010)

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- Lego Serious Play Facilitator Training (2025)

- Using Story Baskets to Develop Language in the Early Years (2025)

- Amplifying Literacy in Play-Based Environments (2024)

- Orff Training Taiwan (2024)

- Playful Literacies (2023)

- Play-Based Therapy (2023)

- Making Thinking Visible - Project Zero Course (2023)

- I-DEA: Inclusion via Diversity, Equity, and Anti-Racism (2023)

- Doable Differentiation (2022)

- Evidencing Learning in PYP (2021)

- Orff Pedagogy (2018)

- Equity PD (2018)

- A.I.M. (Accelerated Integrative Methodology) F.S.L. Training (2013-2014)

- M.A.R.T. Workshops (2014)

- Running Records (2013)

- School Accreditation - Committee Leader Strand 4:

Resources Management and Distribution (2013)

- Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (2013)

- Six +1 Writing Traits (2012)

- Behaviour Management (2011)

- Student Portfolios (2011)

- Caring for Learner Differences (2011)

- Guided Reading (2010)

- PYP Learner Traits and Unit Design (2009/2010)

- First Steps Writing (2007)

- Math Strands Workshops (2007)

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As a trusted educator and role model for children, I have a responsibility to reach out to parents, other staff members, and people in the community to build collaborative relationships and strengthen networks in our increasingly disconnected and impersonal society. I invite parents or guardians to be active members of the school community, to participate in their children’s education, and to communicate with reciprocal honesty, openness and frequency with regard to their child’s progress. I work collaboratively with my colleagues and administrators to ensure that students receive the best possible education, devoting time to my duties, team planning, field trips, and extra-curricular activities.

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- English as a Second Language (ESL) I
- French as a Second Language (FSL) I
- Kindergarten I
- Special Education I
- Guidance & Career Counseling I
- Drama I
- Music Specialist (+ Orff Level II)

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Widely accessible and quality education is one of the cornerstones of society in which members are knowledgeable and empowered critical thinkers and problem solvers. We teach our children with the hopes that they will fulfill their deepest desires for self-actualization, develop a love of learning, and learn to be of service to others. As we guide them on their journeys of self-discovery, we have a responsibility to raise their awareness of the many different perspectives, values, belief systems, and ways of being in the world, while teaching them how to utilize their skills and access available resources enabling them to be productive and successful members of their communities.

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Bachelor of Arts:
Psychology and Sociology

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Bachelor of Education:
Primary / Junior Divisions

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In addition to the implementation of a balanced literacy program, my goal is to ensure that all students are able to make connections between the curriculum and real-life experiences. I achieve this by presenting a content-rich, dynamic, and student-centered academic milieu in which individual interests and abilities are considered. My passion for reading, writing, speaking, music, and technology, combined with my enthusiasm for teaching, enables me to develop a program that individually guides students as they actively construct meaning and understanding of their world. When possible, I use technology in the classroom to assist with the learning process, enlarging the collection of available resources for instruction, application, assessment, and evaluation.

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In our classroom, you can see a collaborative community of active learners, treating each other with respect and dignity in a positive, caring, and inclusive environment. Focusing on global concepts and enduring understandings across the curriculum, students develop the necessary skills and abilities they need to create possibilities for themselves which will maximize their opportunities for learning. Using established and consistent routines and instructional strategies, my goal is to enable all students to reach high levels of achievement and to acquire the knowledge, skills, and values they need to become responsible members of society. Patiently and persistently, I have as my professional objective to provide the structure and framework which is required for each student in my class to best capitalize on these learning opportunities and in doing so, develop to their fullest potential.

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It is my goal as a professional educator to establish a safe and inspiring classroom environment, where children are actively engaged in the learning process. Using a variety of teaching strategies, resources, tools, and methodologies, I address the needs of the diverse student population, and am responsive to the various levels of ability, special needs, and ethnic and cultural diversity in the school community. I also ensure that each and every child has a voice, has the opportunity to contribute, and is challenged and motivated to become a life-long learner. Using information from diagnostic, ongoing formative, as well as summative assessment strategies, I plan lessons that are meaningful, broad in scope and depth, and appropriately modified and accommodated for individualized student needs.