As a Queen’s-Trent Concurrent Education teacher candidate, I took education classes through Queen’s while completing my undergraduate degree at Trent University. In my first, second, and third year I fulfilled program requirements by completing undergraduate practica in a variety of host schools.

September 2010-April 2014.

Project title: The Pedagogical and Critical Potential of Teaching Science Fiction

Undertook an independent research project through the Cultural Studies Department under the supervision of Dr. Veronica Hollinger. This project involved researching science fiction (SF) and how it can be used to promote critical thinking skills, engaged citizenship, and interdisciplinary approaches to education in Ontario secondary English classrooms. Informed the development of curricular resources.

September 2013-April 2014

University of Regina, Faculty of Education.
Regina, Saskatchewan. Fall 2021-present.

ELNG 300: Curriculum in Secondary English

• A required course for teaching certification for pre-interns with English majors and minors; provides a comprehensive overview of the secondary English Language Arts curriculum in Saskatchewan and pedagogies, assessment practices, and planning approaches related to teaching secondary English Language Arts.

ELNG 350: Secondary English Methodology Literature

• A required course for teacher certification for English major pre-interns and an elective for English minor pre-interns; presents methods for teaching literature, drama, and film at the high school level.

ELNG 351: Secondary English Methodology Composition, Language, and Media

• A required course for teacher certification for English major pre-interns and an elective for English minor pre-interns; presents methods for teaching English composition, language, and media at the high school level.

ELNG 310: Language and Literacy Practices: Elementary

• A required course for teacher certification for elementary pre-interns; focuses on language and literacy theories and instruction in K-8 contexts.

York University, Faculty of Education.
Toronto, Ontario. Fall 2019.

• Taught EDIS 3610: New Media Literacies and Culture (50 students).
• Collaboratively designed the syllabus and assignments with another course director in line with required course content.
• EDIS 3610 is a required course for all intermediate/secondary students and takes both a theoretical and practice-based approach to new media and educational technology.
• Coordinated student engagement with a wide range of new media tools (i.e. video creation, wiki creation and storytelling, interactive story/game design through twine), with an emphasis on in-school implementation possibilities across subject areas.

York University, Faculty of Education.
Toronto, Ontario. Fall 2017 to Winter 2021.

• EDFE 1100: Child Health and Development (Fall 2017, Fall 2018, Fall 2020)
• A Year 1 B.Ed. course that attends to the emotional development of the child through relationships in the context of family/peers/school.
• EDFE 4200: Research into Practice (Winter 2017, Winter 2019, Winter 2020)
• A Year 2 B.Ed. course that facilitates teacher candidates’ use of action research methodologies in their practica, including guiding them through the process of developing a research question, completing a literature review, and planning in-school research.
• Leading tutorials (25 students) and supporting teacher candidates’ learning/thinking as they engage with course content.

Production pedagogies for language learning in mobile digital environments. (York University) 2019-2021

• Supporting a SSHRC Insight Grant (co-PIs: Heather Lotherington and Kurt Thumlert) on mobile language learning, digitally mediated language use, and technological innovation (chatbots, artificial intelligence).
• Literature review, study design, qualitative coding using NVivo.

The networked atelier: A study of AMPD’s online & blended studio-based learning program (York University) 2020

• Qualitative coding of student and instructor data as a part of an Academic Innovation Fund (AIF) study on blended studio-based courses in York University’s School of Arts, Media, Performance & Design (AMPD).
• Consolidating findings into a report on blended learning models and best practices for AMPD under the supervision of Kurt Thumlert (research lead) and Michael Longford (AIF primary investigator).

Upskilling for the 21^st century: Teaching with digital games. (York University) 2019

• Organizing scheduling and coordination for a full-day professional development workshop on teaching with digital games for approximately 20 teachers from a large district school board.
• Scheduling research team visits to schools for in-school observations and post-study interviews with participating teachers.
• Fieldwork/In-school observations.

Re/Map. (York University) 2019

• Conducting interviews with students about their experience using digital tools to critically explore and interrogate dominant narratives of space and place through re/mapping (altering official maps).
• Data consolidation and analysis of interviews and student artifacts.

‘Parents Reaching Out’: #DigitalParents. (York University) 2017-2018

• Data analysis (student/parent artifacts and interviews) for an Ontario Ministry of Education-funded project on engaging parents and their children in digital storytelling practices (using ComicLife) as a catalyst for deepening parents’ understanding of new media and digital culture(s).

Think, Design, Play. (York University) 2016

• Fieldwork, observations, and curriculum consolidation for an in-school study exploring makerspaces and the creation of wearable technology in schools (including Grade 6 Science unit development)

Shifting Ground: Relocating Pedagogical Innovation from Schools to Communities. (York University) 2017-2018

• Supporting a SSHRC Connection Grant (PI: Jennifer Jenson), including literature review and symposium planning and execution.

ReFiG Curriculum Development. (York University) 2015-2016

• Collaborating with the team at Feminist Frequency (a not-for-profit educational organization that creates video and media content critically engaging with mass media, including video games) to develop curricular resources for their series Tropes vs. Women in Video Games (2015) and Ordinary Women: Daring to Defy History (2016).
• This work was completed as part of the SSHRC Partnership Grant Refiguring Innovation in Games (PI: Jennifer Jenson).

Toronto, ON. March 2017 to Present

• Secondary (grades 9-12) occasional teacher across all subjects, working in a diverse range of areas throughout the city.
  
• Coordinating with teachers, building community within frequented schools, lesson and unit planning during extended teaching placements.
• On the preferred supply list for an urban alternative school specializing in arts and social justice, including a month-long teacher coverage for Grades 11-12 split English (ENG3/4/C/U), Learning Strategies (GLS/E1/2), and Credit Recovery (April 2018).
• Supporting a reading intervention program as part of a semester-long co-teaching coverage position of Grade 11 University English (ENG3U).

Toronto, ON.  April 2017-September 2017

• Camps Supervisor for General Camps, Inclusion, Healthcare
• Designed and implemented staff training for counsellors, camp directors, and other camp staff (approx.150 staff) at the largest day camp operation in Ontario, including redesigning training sessions on inclusion of campers with exceptionalities towards camper empowerment and a holistic, community-care approach to the inclusion program.
• Oversaw camps operations and logistics, including a reorganization of the healthcare and inclusion portfolios, and collaboratively established goals and action plans for individual growth with directors, and conducted regular evaluations as a part of my supervisory role.

Toronto, ON. January 2017-June 2017

• Run by the Toronto Foundation for Student Success, the charitable arm of the Toronto District School Board.
• Provided academic programming during the after-school program Beyond 3:30, supporting 18 high risk schools in Toronto. Included individualized academic support for identified students in the program based on grade-level curricular goals.

Toronto, ON. March 2016-March 2017

• Trained all staff on inclusive practices in camp settings, trained and supervised 1:1 co-counsellors, and processed intake information and other administrative duties connecting campers with exceptionalities to 1:1 support.
• When provided, adapted school-based individual education plans (IEPs) to camps programming on an individualized basis, liaising with guardians and stakeholders.

Waterfront Explorations Educator
Toronto, ON. March 2016-June 2016

• Taught classes in visual arts, urban studies, and science for visiting classes ranging from Kindergarten through Grade 12, with an emphasis on place-based learning, urban storytelling, and wildlife habitats/ecosystems exploration.

Learning Disabilities Association. Toronto, ON. September 2016-June 2017.

Managed volunteer tutors in an academic tutoring program for children and youth with learning disabilities, provided and distributed curricular resources, and interacted with participants and families in a customer service-oriented position. Wrote progress reports and processed IEPs and other school-provided materials to support students’ program needs.

Toronto, ON. Summer 2015.

Camp counsellor at the Harbourfront Centre Camps. Major responsibilities include providing one-on-one assistance to campers with exceptionalities through Reach for the Rainbow, with an emphasis on integration and camper agency. Individual needs and exceptionalities are considered in the context of contemporary research, and success is facilitated through teamwork between staff and campers. Additional responsibilities include a resource position which involves attendance coverage and informal one-on-one pairings for camps with a wide variety of focuses (senior fine arts camp, senior multi-sport, canoe camp etc.), with campers from 5-15 years of age.

Peterborough, ON. 2012-2014.

• Peer mentor for a new program aimed at assisting first year students who are the first in their families to attend university through peer mentorship by upper year first generation students.