Learning to Lead - Inspiring to Change
CAREER OBJECTIVES & KEY STRENGTHS
I am a dynamic, motivated educator with experience in teaching primary and junior levels. I am also an experienced International Bacheloreate - PYP Teacher. I am proficient in teaching within a challenging educational environment with solid understanding of urban families and the importance of developing key partnerships in the community, including intercultural competency. I have a strong commitment in promoting equitable inclusive education, along with instilling 21st century skills that will see students make a positive impact on their local and global community.
EDUCATION
University of Windsor, Masters of Education - Second Language Acquisition - Current Thesis candidate.
University of Windsor, Bachelor of Education, 2012, Urban Education.
Lakehead University, Honours Bachelor of Fine Arts - Visual, 1991.
Lakehead University, General Bachelor of Arts, 1990.
PROFESSIONAL TEACHING EXPERIENCE
Emirates National School 2012 - 2014 Al Ain Campus, Abu Dhabi, United Arab Emirates
Position: Grade 1
Key Contributions & Educational Outcomes:
• Maintained a student centred learning-focused with differentiated instruction using Common Core Standards.
• Planned and implemented lessons in accordance with IB - PYP scope and sequence and Abu Dhabi Educational Council.
• Daily classroom management of 24 English Language Learners, monitoring student behaviour and individual student progress
• Math Expert for Grade 1 Team with EveryDay Math Program.
• Advanced Assessment Accreditation from Abu Dhabi Educational Council.
• Developed authentic intercultural competencey in learning based in experential and
reflective practices.
An Noor Islamic School 2012 Windsor, ON Canada
Substitute Teacher
Key Contributions & Educational Outcomes:
• Supervise and ensure the safety of children at all times.
• Interact with, initiate and encourage children in any activities.
• Help pupils control their behaviour using positive and appropriate techniques.
• Perform duties as requested by the Homeroom Teacher, other classroom staff or Administration.
• Reinforced skills such as independence, problem solving, and goal setting.
Marlborough Public School: March 2012 – April 2012 Windsor, ON Canada
Position: Grade 5
Key Contributions & Educational Outcomes:
• Maintained a student centred learning-focused, safe environment in the classroom.
• Planning and implemented lessons in accordance with provincial expectations.
• Daily classroom management, monitoring student behaviour and individual student progress.
• Worked to integrate technology into the classroom as an instructional tool.
Marlborough Public School: February 2012 Windsor, ON Canada
Position: Grade 6
Key Contributions & Educational Outcomes:
• Maintained a student centred learning-focused, safe environment in the classroom.
• Planning and implementing literacy lessons in accordance with curriculum overall and specific expectations.
• Daily classroom management, monitoring student behaviour and individual student progress.
• Literacy for Junior Kindergarten through Grade 6 focused on inclusive extensions to all readings.
• Worked to integrate technology into the classroom as an instructional tool.
• Supported and participated in student events and activities during and after school.
• Successfully used learning centres for literacy for child-based hands on learning
• Successfully incorporated equity issues and social justice in literacy program for K through 6
• Differentiated lessons for individual student needs.
• Demonstrated a commitment to excellence, equity, and high expectations.
Benson Public School October 2011 – November 2011 Windsor, ON Canada
Position: Grade 1
Key Contributions & Educational Outcomes:
• Maintained a student centred learning-focused, safe environment in the classroom.
• Planning and implementing math, science and art lessons in accordance with curriculum design and cooperative learning strategies.
• Implemented the curriculum through unit and daily lesson plans and learning tasks.
• Incorporated selected best practices in lesson design and instructional strategies.
• Developed and implemented interdisciplinary learning experiences.
• Worked to integrate technology into the classroom as an instructional tool.
• Differentiated lessons for individual student needs.
• Demonstrated a commitment to excellence, equity, and high expectations.
PROFESSIONAL LEARNING
• Making the PYP Happen - International Baccalaureate , Abu Dhabi, UAE, 2013
• School Community Days - Pilot Project - Brock Public School, 2011
• Federation Day - ETFO, OECA, and OTF, 2011
• Ministry of Education - ‘Building Futures,’ 2011
• Ontario Teachers’ Federation Workshop, 2011
• Continuing Education - The Web Based Teaching Tool Workshop (WBTT), 2012
• Continuing Education Program, 2012
• Social Justice in Education Workshops - Interactive workshops with the opportunity to share and reflect on social justice/equity issues relevant to education, 2012
The one constant in education is that children are always asking questions. A successful 21st century student is able to learn, unlearn and relearn seamlessly. This generation does this innately with technology. To see this in action hand a twelve month old an IPad or smartphone. The future demands we nurture students to embrace a love of learning – a place where students’ dreams and passions are developed. To achieve these demands a curriculum must foster students authentically. John Dewey said 'The real process of education should be the process of learning to think through the application of real problems.' My teaching experience as a Grade 1 teacher at one of the UAE’s flagship schools, Emirates National School - Al Ain Campus, IB World School owned by the Sheikh has been a privilege. The authentic, the relevant, the exclamation mark and of course the beloved full stop, have been a recurring theme on my learning journey. The white rabbit in Alice and Wonderland said to the king "Begin at the beginning," the King said gravely, "and go on till you come to the end: then stop."
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