2022 Recipient biographies – Teaching Excellence

Vicki Fernandez: Engagement in early literacy

Year: 2022 — Province: Alberta
Certificate of Excellence Recipient

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Ron Southern School
Grade 1 – ELA, Science, Social, Math, Health/PE, Art
Calgary, Alberta

"I know students excel under Vicki's instruction and unfailing support. She takes an individual approach with every student, seeing their strengths and skills and finding ways to leverage those skills to support growth in other areas."

As a grade one teacher, Vicki is a catalyst that sparks learning in every child. She is focussed on equitable access and optimal learning. She provides authentic learning experiences with high expectations, allowing all students to progress and become integrated in their community.

Teaching approach

Vicki is highly innovative in her practice. She remains current with the latest research and designs new methods to deliver classroom activities. This is driven by her unwavering commitment to excellence, and by her steadfast objective to bringing her students to the next level. The result is true engagement and excitement through the removal of obstacles to learning and inclusion of each student.

In the classroom

Vicki uses didactic tools that represent the cultural identities of her pupils – a key element in establishing strong communications and confidence. In a diverse classroom with learners from a variety of backgrounds and experiences, she teaches students that their stories are important and can teach others important lessons about life. She creates a safe space for students to share and connect with each other. This mindset allows her – for instance – to seamlessly teach Indigenous ways of knowing alongside western views.

Vicki has a deep understanding of learning assessment. Her approach is based in part on the fact that the assessment at the beginning of the year cannot be the same as the assessment at the end of the year because there is such a leap in the development of grade one students over that period. With this in mind she designed and uses a criterion that represent the progression of learning.

Not being able to see someone's mouth because of the mask during COVID can present difficulties for young learners. She responded by applying simple and effective learning strategies. As an example, she helps students "feel" the sound by putting their hands on their throat as they speak – a tangible experience that they can refer back to decide if they are sounding out a letter correctly.

Outstanding achievements

Literacy is a challenge in any school setting. Vicki has taken on the challenge of creating a new literacy program. The objective is to help students learn and decode sounds. In preparing these children develop their reading skills, she has created lessons based on engagement and step-by-step progress. The result is significant improvement in learning with very positive impacts on all other curricular activities.

Vicki's influence reaches classrooms and teachers across the province. She uses digital tools not only to support learning but also to create networks. Through social media she works to collaboratively to generate ideas and approaches. She engages with teachers from all over Alberta to design literacy intervention for small group targeted instruction.

Get in touch!

Ron Southern School
483 Silverado Boulevard SW
Calgary, AB T2X 2E2
403-817-3576
ronsouthern@cbe.ab.ca

Ashton Lutz: Leadership in new learning

Year: 2022 — Province: Alberta
Certificate of Excellence Recipient

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Glendale Sciences and Technology School
Grade 2, Language Arts, Math, Social Studies, Science, Art, P.E.
Red Deer, Alberta

"Ashton is a school leader. As an avid learner and implementer of new learning, Ashton's style is to lead by example. Her classroom stands as proof of concept of what is possible in education."

Ashton is passionately committed to her students' learning – academically, physically, socially, and emotionally. Her goal is success for all students in terms of curricular outcomes, preparation for citizenship, and life-long learning. She facilitates the connections between the Grade 2 curriculum and the daily lives of her students in order to fully engage each and every one of them.

Teaching approach

Ashton recognizes the importance of establishing a direct and relevant connection with the digital world, especially with her young students. By harnessing the power of educational technology, she engages her students, deepens their understanding, expands their creativity, and helps them solve problems.

In the classroom

For Ashton, technology in the classroom is a means – not an end. Through insightful use of technology, she is able to pace her instruction based on each student's needs so that a student who is having trouble with a concept can get remediation at the same time that her advanced students can move on to higher concepts. Her seamless and intentional integration of technology increases student engagement and allows them to take more control over their own learning.

Ashton uses an outcomes-based approach in her lessons to identify and communicate what students should know, understand, and be able to do at the end of instructional and learning activities. Her use of a variety of instructional strategies, resources, technologies, differentiated learning activities, and classroom assignments actively engages all students and accommodates all the learning styles.

Recognizing that her classroom is a community of learners, each with their own unique learning preferences, strengths, needs, and potential, Ashton starts the school year by finding out as much as possible about each of her students. She prepares individual learner profiles and she uses this living document to plan multiple pathways to learning so that all of her students are engaged and successful learners every school day.

Outstanding achievements

Ashton has developed her guided science fair research project called "The Insect Research Report" where she gives her students voice and choice. The Insect Research Report is a cross curricular activity that aligns objectives from the Language Arts, Science, and Social Studies curricula. She teaches a mini lesson on various concepts including habitat, predators, and adaptations, then students research and make notes of those components as they pertain to their chosen insect. They then create a book with their information they have gathered. Parents are then invited to the school science fair where they are presented the information. It is through projects such as these that Ashton builds a foundation of technology literacy that will grow with them over the remainder of their academic life and beyond.

Get in touch!

Glendale Sciences and Technology School
6375-77 Street
Red Deer, AB T4P 3E9
403-340-3100
glendale@rdpsd.ab.ca
Twitter: @GlendaleSchool
Facebook: @GSTSchool
Instagram:@ gstschool

Nerlap Kaur Sidhu: Building an inclusive world

Year: 2022 — Province: British Columbia
Certificate of Excellence Recipient

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Eugene Reimer Middle School
Grades 6 & 7 – Social Studies, Science Careers, PE, English, French
Abbotsford, British Colombia

"Not often do we come across educators who are as committed and passionate as Ms. Sidhu is about the learning experiences that her students are engaged in. Her commitment to creating equitable and inclusive learning opportunities is key in her daily interactions with students and colleagues. Her body of work is impacting every student she connects with and instilling the belief that diversity and equity are what makes our classroom communities stronger."

Nerlap is an innovator and an inspiration to the education profession. Inside Nerlap Kaur Sidhu's classroom, there's a giant sign that reads: "If it doesn't challenge you, it doesn't change you". Her work is designed to have an impact on people in the area of diversity, equity and inclusion. She is a real agent of change, not only in her classroom but in the community and the country.

Teaching approach

Nerlap stands out as someone who can take the 'seed' of an idea and make it into an educational experience that transforms students and the entire community. She uses experiential learning projects to enable her students to develop a concrete understanding of equity and social responsibility, and to encourage them to take action as members of their local, provincial, and national communities.

In the classroom

Nerlap's classroom is dynamic, to say the least. She always dreams big for her students' projects, getting them to reach out to schools across Canada celebrating diversity and investigating what it means to be Canadian. These projects incorporate opportunities for students to develop their communication and critical thinking skills through digital arts, photography, videography, poetry, painting, STEM and public speaking. The center of these projects focuses on crucial questions and values such as love, identity, and equity. The originality of her ideas and her endless drive and energy to make them happen is what generates so much success in her classroom.

Outstanding achievements

Nerlap is driven by key values that start with fairness and inclusion. One of the best illustrations of her dedication is her "Equity Backpack Project". The initiative has her students create personalized backpacks where they examine their identity, privilege, and cultural capital. The actual Backpacks are made as part of a class craft project using cardboard and other materials. This initiative builds bridges between cultures and people by honoring all learners' heritage and identity. The Equity Backpack Project has now reached five provinces and continues to grow.
Recently, Nerlap has co-authored a chapter published in Ellyn Lyle's Rehumanizing Education with 10,000 copies sold across Canada and is working on her next publication. This chapter reflects her passion and commitment to creating systemic change in education for generations to come. She wrote the chapter with a fresh lens on education that centers children as the living curriculum. The aim is to make classrooms safer spaces that honor each child's identity.

Get in touch!

Eugene Reimer Middle School
3433 Firhill Drive
Abbotsford, BC V2T 6X6
604-504-5343
eugenereimer@abbyschools.ca
Facebook: @ReimerRavens
Twitter: @ReimerRavens
Instagram: @reimerravens

Andrew Harris: Pedagogy for the 21st century

Year: 2022 — Province: New Brunswick
Certificate of Excellence Recipient

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Riverview East School
Grade 2 – Literacy, Math, Social Studies, Science
Riverview, New Brunswick

"Andrew Harris is a highly innovative teacher. His dedication and passion for innovation, and his ability to collaborate with his peers to influence them in joining the pedagogy of 21st century teaching and learning are truly admirable. He has a unique, innovative, learner-centered teaching style that stands out with students, parents, teachers, and administrators. His students do not learn for school but learn for life."

Andrew has established himself as a leader in teaching pedagogies and technologies. He is motivated to redefine what a typical classroom looks like. He has a style of teaching that students enjoy and prepares them for an ever-changing future. Not only do his students gain a strong understanding of the curriculum, they also develop 21st century skills and a lifelong passion for learning.

Teaching approach

Over the past few years there has been a shift in education to include more interactive, open-ended, student-driven, multi-disciplinary cross curricular project-based learning for students. This is a growing trend in education on a global scale. Andrew has developed a classroom structure that tears down the traditional silos of an elementary classroom. He is finding ways to effectively use this cross curricular approach and provide students with a large degree of autonomy in what they are learning.

In the classroom

The structure of Andrew's classroom routine is based on students demonstrating their understanding of outcomes through creating products. Students use the class Maker Space (a collaborative work space inside the school), Video editing, and iPads to create engaging and creative learning experiences. The space is filled with materials and tools for the students to express themselves. Students start out by learning to plan a design and then build their ideas with recycled materials. They learn to use a variety of tools, electronics, codable circuits, and 3-D print their ideas. By the end of the year students are able to 3-D print, build, and code amazing inventions and products.

Outstanding achievements

Andrew has developed an innovative method of tracking student progress. Using the principles of Triangulation of Data (a process by which a teacher collects evidence about student learning) Andrew took it upon himself to create a digital assessment binder using OneNote – allowing him to assess any student, on any outcome, with the touch of a button. He is able to use an iPad to capture evidence of learning through conversations, observations, and products. This innovation has been shared within his school and district as a best practice.

Andrew is a leader in implementing the New Pedagogies for Deeper Learning (NPDL) teaching model. NPDL is a global initiative to help teachers better prepare students for the future. Lessons are intended to promote 21st century skills and mindsets. His students view themselves as change makers as they tackle real world issues including the UN's Global Goals. He is considered an NPDL leader within the school district and province.

Get in touch!

Riverview East School
49 Chambers Street
Riverview, NB E1B 0P5
506-856-3416
RiverviewEast@nbed.nb.ca

Sabine Fels: Art beyond the classroom

Year: 2022 — Province: Nova Scotia
Certificate of Excellence Recipient

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Halifax Reginal Arts
Primary to 12, Visual Arts and Arts Integration
Halifax, Nova Scotia

"As a visual arts teacher Sabine endeavours to give students opportunities to make profound connections with there culture, their community and their environment through the artistic process. She always digs deep into the subjects with students so that they have the opportunity to use the art medium to express and reflect how they feel about themselves and the world around them."

Sabine is a fine art specialist for Halifax Regional Arts. Trained as an artist, educator and art administrator, she is a strong advocate for youth programming in the arts. She has served on the board of directors of numerous arts organizations and held the position as president of Youth Art Connection and the Art Teacher Association of Nova Scotia. In addition to teaching, she is involved in the development of the arts curriculum as well as mentorship programs for young artists.

Teaching approach

Sabine has dedicated her career to creating opportunities that embed the true richness the arts can offer in schools and communities. Lifelong curiosity, creativity, and a deep desire to learn through hands-on experiences typify Sabine's professional and personal drive. Her ethics are rooted in social justice, environmental protection, human rights, and a deep commitment to authentic artmaking for children and youth of all abilities.

In the classroom

Sabine has long recognized the power the arts have to engage students and tie learning across subject areas. This is reflected every day in the classroom. She expertly uses creative, innovative, interdisciplinary and collaborative approaches. She provides the setting for her students to build and showcase their creative skills – critical to learning success and the development of the person.

Her classroom is a space designed to foster unique learning opportunities for students through powerful inquiry, authentic dialogue, and hands-on learning experiences that explore diverse curricula and engage creatively with real world issues. Sabine leads through an exceptional ability to create meaningful connections for youth with community organizations, scientists, innovators, and artists where learning is brought to life.

Outstanding achievements

Sabine partnered with the Mi'kmaq Liaison Office, Todd Labrador, and Viewfinders Film Fest to create the "Building Legacy" and "Building Legends" Mawio'mi Canoe building and film projects. Indigenous youth and international students attending J.L Ilsley High School worked with Mr. Labrador to build a traditional seafaring Mi'kmaq canoe. Ten young filmmakers participated in the making of a documentary that followed the construction of the canoe, which happened in part at the Maritime Museum of the Atlantic during Mi'kmaq History Month.

While Sabine's position as a Fine Arts Specialist with Halifax Regional Arts anchors her teaching in classrooms, it also carries with it responsibilities to the wider community of the J.L. Ilsley school community. This work happens under the title "ArtsExpress". Its mandate drives a variety of community projects that rely on her expert guidance and teachings for success. Remarkable student leadership and a myriad of programs have been born out of this work.

Get in touch!

Halifax Regional Arts

Sheri Alcordo: Making every moment count

Year: 2022 — Province: Ontario
Certificate of Excellence Recipient

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Gulfstream Public School
Grades 7 & 8 – full curriculum
Toronto, Ontario

"Ms. Alcordo is an exemplary teacher who models love of learning to both students and staff. She has demonstrated her focus on inclusion and community building (…) Ms. Alcordo does not hesitate to take risks and challenges herself frequently to go beyond her comfort level. (…) She is a reflective practitioner who consistently engages in professional dialogue to improve her teaching practice with both her colleagues and the larger educator community."

Sheri's work is much more than teaching. She supports all students in the classroom by carefully providing individual education plans and using differentiated assessment and evaluation strategies. She strives to create a safe and inclusive learning environment for all learners. She builds constructive rapports with students through positive influence, professional judgment and empathy.

Teaching approach

When it comes to education – Sheri's premise – is based on care for the student, with a focus on integration and participation. In this spirit, she works hard to discover their strengths, interests and cultures of individuals. This is her point of entry in reaching everyone in her class. Allowing each student to express their skills and their identity builds confidence as well as a sense of belonging and affiliation.

In the classroom

Sheri is exceptionally successful in making technology work to help students who have specific needs. She provides support and accompaniment using digital tools such as "Read, Write, Gold" to help with reading and writing, as well as tools like "CBoard" for visual and auditory communication for non-verbal students. The objective is always to maintain interest while imparting knowledge.

Communication with students can be a challenge in the best of times but COVID has added a layer of difficulty. Putting her unique digital proficiency to work during this period, her quest has been to break down the barriers of the computer screen and the idea that online learning is isolating and not as impactful as in person. Through creative activities and some patience, Sheri maintains strong communications with her students who remain motivated and engaged.

Outstanding achievements

Sheri has designed workshops to provide new teachers with the opportunity to learn virtual teaching strategies. To accomplish this, she has created a resource sharing group. Under her mentorship, the group organized activities to celebrate the abilities and online achievements of her students in the Intensive Support Program. This is in line with Sheri's deep belief that collective activities bring significant benefits in terms of self-esteem to individuals who are not automatically included.

Community partnerships are a staple of Sheri's program. For example, she wrote to community partners and institutions to get discounts and free entry to events and expositions to increase engagement and help connect class learning with the real world. One year the class went on 21 trips. Sheri also found sponsors to replace an entire computer lab of 35 computers. Subsequently, she started a student tech team to take care of the equipment and teach younger grades how to use the technology. Then students went on to teach community members how to use the technology. Sheri's class also wrote letters to the city councillor about starting a community garden. He responded by donating funds to build planter boxes, get soil and seeds for vegetables and fund educational gardening and pollination programs. The class then wrote to the Home Depot and the store donated paint and gardening tools. Afterwards, the class made community soup with cultural vegetables and donated some vegetables to the food bank.

Get in touch!

Gulfstream Public School
20 Gulfstream Road
Toronto, ON M9M 1S3
416-395-2520
Gulfstream@tdsb.on.ca

Gerard Lewis: Igniting the love of learning

Year: 2022 — Province: Ontario
Certificate of Excellence Recipient

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Toronto Catholic District School Board
Kindergarten - Grade 8 Mathematics Facilitator
Toronto, Ontario

"Gerry is primarily and above all else dedicated to student success and well-being. His pedagogy and approach to teaching is rooted in being a responsive educator and viewing students through an asset-based approach to teaching and learning. He is committed to engaging students in learning where they see themselves reflected in lesson content while building positive mindsets. Gerry is focused on reaching all learners in the classrooms he supports."

Gerry believes that leadership comes through service. In all of his roles, he does not believe in autocratic decision-making where the teachers teach and students are forced to follow. He believes in inclusion, empathy, and a culture of high expectations. Gerry adheres to the concept that creation of success can only be established if a relationship is based on trust, cooperation and innovative thinking.

Teaching approach

Gerry's digital and creative literacy in the classroom is off the charts, but his innovative and exemplary teaching practices do not end with apps, hardware, and art. While he will try out new techniques in the classroom, he has a very critical eye. If the new approach doesn't enhance student outcomes and learning, he will move on to another scientifically validated, well-researched approach. He is a scientist and researcher in addition to being a pedagogue.

In the classroom

Gerry is at the cutting edge of technology and pedagogy, using both together to advance student learning. He uses digital technologies tools in the classroom not only to replace old teaching tools, but to actually improve the learning process.

Gerry was one of the first teachers in Canada to really adopt the "flipped classroom" pedagogy" approach. He has produced well over 100 videos on his YouTube channel, MrGLewis, that has well over 1000 followers. This project specifically targets grade 7 and 8 math and science and explores the most current and relevant curriculum. It was revolutionary for students in Gerry's classroom to have access to videos of their very own teacher explaining the topics being covered in class. To this day, kids who need more time and explanation can get it from their home, and this allows Gerry to provide extra support during work-periods at school. It is a huge success, and the videos remain as relevant as ever.

Outstanding achievements

Gerry knows that global citizenship and social justice are key elements of any well-rounded education for children. While he enjoys teaching the details of Pythagorean theorem and prime factorization, he also connects classroom to current world affairs notably the United Nations Sustainable Development Goals. Using the 20time framework (an approach where class time is set aside to allow students to pursue their passions) he inspires students to develop term-long projects to address issues like local poverty and hunger; well-being, gender equality, and a healthy environment. Gerry prepares students to be citizens of the world.

Get in touch!

Toronto Catholic District School Board
80 Sheppard Avenue
Toronto, ON M2N 6E8
416-222-8282
Twitter: @TCDSB
Facebook: @Toronto.CatholicDSB
Instagram: @torontocatholicdsb

Butch Rickeard: Learning at the service of citizenship

Year: 2022 — Province: Ontario
Certificate of Excellence Recipient

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Public Alternative Secondary School
Grades 9-12, History, Law, Individual-Society, Physical Education
Leamington, Ontario

"Recently Butch has accepted a new challenge at the Public Alternative Secondary Schoolin Leamington. He works closely with young adults who have become disengaged and who need help to get back on track and obtain their Ontario Secondary School Diploma. (…) Butch Rickeard's dedication to improving education and empowering students to be contributing members of their communities has been unrelenting throughout his teaching career."

Butch has the eagerness and the passion to not only lead but to impart compassion and community-building to the school. Students learn to engage with various groups in the community, to find ways to help others and to bring their experience to the benefit of others. Butch is student centered. His every act, thought and suggestion are focussed on how he can support, enable and ensure the success of his students.

Teaching approach

Butch has been an advocate for student success from the beginning of his career. The key for him is character development. Too often students feel the need to thrive and succeed, but at the expense of learning. And teenagers sometimes have an approach to learning that is based on the path of least resistance. His goal is to bring his students to be the best that they can. He therefore expects effort and commitment. Some resist at first but over time his approach helps them gain respect for themselves and for their learning environment.

In the classroom

Butch's objective in class is to make subject matter real for his students by simulating events and situations in order to provide an actual sense of what is happening. For instance, he sets up mock trials to teach court proceedings and convoy simulations to explain military conflict dynamics. In this way, Butch gives students greater opportunities to learn through engagement and acquire critical thinking skills. His premise is simple – when students learn to think critically and find solutions to problems by themselves, they will come to a solution they will remember and use going forward.

Butch's classroom is a space that provides every student with the opportunity to meet, talk, reflect and gain personal insight into the subject matter. He empowers student voice and advocates for their needs and preferences, while maintaining the unequivocal structures that students understand, providing a clear path to learning discipline and eventually to academic success and strong citizenship.

Outstanding achievements

Recently, Butch created the Oak Street Social Justice Legacy Project to connect students to local leaders of social justice. Students will create documentary style videos that will link to Justice Douglas Phillips' stories of local legal history on exhibition at the Ontario Court of Justice by means of QR codes added to the static displays. The project has multiple curriculum and life skills connections while utilizing the technology to reach the community at large.

Butch's work extend way beyond the classroom. Aside from his involvement in a wide range of initiatives in the community, he was the Program Administrator for the Canada Hockey Skills Academy where he utilized video-taped skills analysis for student growth. Students had digital video portfolios where they could analyse their skills development over the duration of the course. This initiative led to his being selected as a model HCSA instructor at the national level and selected to be the voice of the 150 schools nationwide that run the program.

Get in touch!

Public Alternative Secondary School (P.A.S.S.)
215 Talbot Street East
Leamington, ON N8H 3X5
519-322-1688

Gail Bernstein: Bringing out the best in people

Year: 2022 — Province: Quebec
Certificate of Excellence Recipient

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L.I.N.K.S High School
Secondary 1 – 3, Special Needs
Montreal, Quebec

"My son flourished in Gail's classroom. He became independent, by the encouragement from Gail. He would book his adapted transportation, he would get dressed by himself, make his own lunch, he would read his books, get involved in discussions in class. (…) In a way, Gail gives hope to her special need students to pursue their dreams and not be judged by their special needs but to stand up for their rights!"

Parents of children with developmental disabilities appreciate when an exceptional teacher is assigned to their child. They and the student can sense the caring feelings, and the teacher's interest in furthering the students' path to reach their full potential. Gail Bernstein is such a teacher. She is entirely devoted to the success of her students.

Teaching approach

Gail's approach is all about development and integration of people with learning challenges. She ascribes to the philosophy that educating the public on how to interact with and include these special individuals in everyday community activities is paramount. She creates opportunities for social and vocational inclusion by working with community organizations, businesses, families and friends. Advocating for her students and teachers have always been the centrepiece of her personal mission.

In the classroom

Gail believes in putting students first. She allows students to have a voice and opinion in her classroom. This approach helps to build students' self-esteem and confidence. This has led to many peer project-based lessons, including many multicultural events and artistic productions in and around her school.

Gail is a proponent of experiential learning. In this spirit, she launched a project to grow plants using a hydroponic system. The students watch instructional videos and are supported by hydroponic company representatives. Then Gail expanded this project into an entrepreneurial one. She approached the Culinary School located in the same building and a partnership developed where the students provide produce to their chefs in training.

Outstanding achievements

Over the past ten years Gail has had visually impaired students integrated into her WOTP and DÉFIS classes (programs with a job placement component). She worked closely with the Montreal Association for the Blind to learn and use their specialized technology and equipment. This is an ongoing process. Gail was not trained in this area, but took on this challenge with enthusiasm and commitment – significantly contributing to the integration of her students.

Gail created an intercultural exchange program with colleagues from the Mohawk community in Kahnawake, Jewish Peoples School in Montreal and a school in Trinidad. The theme was to explore the cause, nature and impact of racism and stereotyping on society. Her own students' experience of being labelled, stereotyped and treated differently needed to be shared. This project can only be described as seminal. It drew media attention and helped develop a greater understanding and appreciation for different cultures and life experiences.

Get in touch!

L.I.N.K.S High School
9905 Avenue Papineau
Montreal, QC, H2B 1Z9
514-723-2845
links@emsb.qc.ca
Facebook: @linkshighschool
Twitter: @links_hs
Instagram: @linkshighschool

Véronic Proulx: Meeting children's needs

Year: 2022 – Province: Ontario
Certificate of Excellence Recipient

Watch the video on Youtube

Collège catholique Franco-Ouest
Grades 7 and 8 – Art
Nepean, Ontario

"Ms. Proulx understands that the student experience extends beyond the classroom. She coaches youth to help them develop their leadership skills. She prompts them to engage in activities to get the most out of school. She has touched the lives of many of her students throughout her career by providing them with a rich, creative and engaging experience."

The Collège catholique Franco-Ouest offers International Baccalaureate programs, which apply a set of approaches for student learning and skill/knowledge development. Véronic stays abreast of these principles, which allow students to fully develop and provide them with tools to become lifelong learners.

Educational approach

Véronic's educational approach focuses on one essential element—personal commitment. Through her involvement with the children and her one-on-one approach, she is able to foster exceptional growth in her pupils' knowledge and skills. Thanks to the diversity of classroom projects, combined with her efforts to carry them out, the children enjoy a wide range of learning opportunities while staying motivated and eager to further develop their knowledge.

In the classroom

While classroom activities are designed for the group, Véronic also remains attentive to the uniqueness of each child and his or her individual learning needs. Her challenge is to adapt her teaching to meet the specific needs of each student. Véronic does everything in her power to pinpoint problem areas and use cutting-edge educational tools in the service of each student's cognitive and social development needs. Needless to say, Véronic's classroom is a place of learning. But it is also a place of inclusion where all students are given the opportunity to realize their potential.

Outstanding Achievements

Since 2005, Véronic has supported the continuing vitality of arts and culture at her school with the annual Franco-Fun show. She runs Franco-Fun year in and year out, proof of her tireless commitment to making sure her students get the most out of their time at CCFO. Through this activity, hundreds of students have come into their own, found their voice and made a place for themselves at the school. In short, Véronic prepares tomorrow's citizen leaders.

She has a knack for creating connections between her students and members of their community. She never misses an opportunity to connect her students with other young people throughout the world to heighten their cultural awareness. For example, Véronic was part of a group of teachers responsible for hosting a delegation of 23 Chinese students aged 15 to 16. It was a golden opportunity to delve into the wealth of Chinese culture, but also to build bridges to bring together different peoples that are not so different after all. Initiatives like this help students become citizens of the world.

Get in touch!

Collège catholique Franco-Ouest
411 Seyton Drive
Nepean, ON K2H 8X1
613-820-2920

Karen Hanson: Matching science to life skills

Year: 2022 — Province: Alberta
Certificate of Achievement Recipient

Our Lady of the Evergreens School
Grades 4 and 5, Science, Math, LA, Social Studies, Religion, P.E., Art, Health, and Career and Technology Foundation
Calgary, Alberta

"Mrs. Hanson's digital and creative literacy program helped my son become an independent learner at home. He is very much interested in his studies, notably the Minecraft method she uses to teach math. She puts an extra hand in academic and extracurricular activities to the benefit of the students. She continually strives to engage him in the classroom by being fun and innovative."

Karen has taught for over 23 years, mostly as a classroom teacher and as a Diverse Learning Teacher. In that role, she assisted homeroom teachers to support students requiring individualized learning attention. Karen has a thirst for knowledge and uses her talents to help and accompany colleagues and teachers within the school, district, and province.

Teaching approach

Karen consistently works to provide meaningful learning opportunities. For instance, in Math she makes sure to give her students ample opportunities to become comfortable with the subject matter. It is not enough for kids to memorize a skill or a concept. She works to ensure that students understand what they are doing. Math can be a subject that seems removed from everyday experience. She provides students with projects that are meaningful and relevant. She creates projects that allow students to learn the outcomes while using math with real world situations, bringing math down to real life.

In the classroom

It is said that nothing is more practical than a good theory. Karen's classroom is designed to illustrate the application of scientific concepts. She connects the content she is teaching with meaningful, real-world experiences. She also demonstrates that there are many ways to find the answers to questions – and not just one right way. Learning in Karen's class takes on many forms, much of it experiential. With this approach, students actually identify with otherwise theoretical concepts.

Innovation and creativity are the cornerstones of Karen's teaching practice. The experiential learning opportunities she provides to the students spark further questions that drive deeper learning. She creates a classroom atmosphere that not only allows for mistakes but encourages them as a means of learning and show students that there are many ways to solve problems. Karen is more than a teacher who provides students with concepts. She teaches life skills.

Outstanding achievements

Karen's work extends beyond her classroom. She is involved in projects that support teachers and students in the entire region. For example, she collaborated with the Google Learn Leadership Program. This is a group that explores ways Google tools can be used to support development of choice boards, digital games, and escape rooms. They developed grade specific activities that are directly related to curriculum. This unique information was shared through the school district's website to the benefit of colleagues. Karen is herself a dedicated learner who is not afraid to try new teaching strategies. Most of all she shares her knowledge and experience widely. Karen is an influencer in the world of education.

Get in touch!

Our Lady of the Evergreens School
322 Everridge Drive S.W.
Calgary, AB T2Y 0L5
403-500-2120

Esther Hokanson, Myles Hokanson, Dylan Williams: Breakthrough for first nations education

Year: 2022 — Province: Alberta
Certificate of Achievement Recipient

Kapawe'no First Nation School
All grades
Grouard, Alberta

"The dedication that our teachers have shown in the first year of our school start up is providing a model of education for other First Nations to follow. Our Nation's strong belief in First Nation control of First Nation education has truly been observed by the staff and has resulted in incredible outcomes for the students of our Nations and the students attending the school from our surrounding community."

Kapawe'no First Nation School is a new school offering Cree language instruction, land-based teaching, and Alberta Education's Program of Studies for kindergarten to Grade 12. Working closely with Elders and community members, the team of Alberta certified teachers deliver the provincial curriculum that is embedded in First Nations Education. They are creating an entirely new educational approach for First Nations.

Teaching approach

Esther Hokanson, Myles Hokanson, and Dylan Williams bring a specific perspective to education with a program relevant to the unique needs of youth in their community – a program that prepares students for the demands of the 21st century while offering the traditional land-based teachings that reconnects them with their ancestors, ensures their sense of belonging, and begins to heal the wounds passed down through generational trauma. Kapawe'no First Nation School is one of Alberta's newest school programs – one that embeds First Nation Education into all aspects of the school's curriculum. It provides "real world" experiences that are meaningful for the Nation's students. And it creates a sense of belonging and purpose.

In the classroom

Building relationships with students is at the core of the school's classroom management. Every member of the teaching team embodies the three principles of KFN: Kindness, Fairness, and Nurturing excellence. They emphasize this with their students, and, while holding them accountable for their actions, understand that some of their behaviors are products of generational trauma and First Nations' history with the education system. For instance, a student says something ill-suited for the classroom setting or demonstrates inappropriate behavior, the teachers all approach the student from a place of understanding, deflecting the behavior or bringing attention back to the lesson using humor. Laughs abound in the classrooms.

The outdoors are used to build on what they have learned in the classroom or introduce a new concepts. For example, students were taken outside to draw inspiration from the scenery surrounding their Nation for their haiku poems, saw the water cycle and changes of states of matter in action through making a fire in the snow, and shared short stories orally in tipis.

Outstanding achievements

It is fair to say that a teacher taking a job at this school is in itself evidence of one's global citizenship. By taking on this role, members of this team are engaging in Truth and Reconciliation, helping to strengthen the youth of Kapawe'no First Nation, and, therefore, the future of the Nation. It is proof that an innovative land-based program inspired by Indigenous tradition can be combined with a highly technical learning component. Pedagogical innovation at Kapawe'no is not only yielding great learning outcomes for students. It is strengthening First Nations' culture for the future.

Get in touch!

Kapawe'no First Nation School
PO Box 10
Grouard, AB T0G 1C0
780-751-0008
Leana.richardson@kapaweno.ca
Facebook: @kapawenofirstnationschool

Amy Mathison: Leaving no child behind

Year: 2022 — Province: Alberta
Certificate of Achievement Recipient

Glendale Sciences and Technology School
Grade 7, Mathematics, Physical Education and Foods
Red Deer, Alberta

"Amy is driven, passionate and hardworking. I believe that her keen interest and talent in teaching mathematics has led many students to succeed in areas that they never felt they could. (…) Her love for math goes hand in hand with her desire for all students to learn it at the deepest level possible."

Amy is a grade seven and eight math teacher who is entirely devoted to the success of her students, both as learners but also as members of the community. She instills a sense of confidence by being present to the individual needs and the particular circumstances of every one of her students. The spirit in her classroom is one of inclusion. Her dedication is not unnoticed. She is recognized as a unique educator by parents, former students, colleagues, and the community.

Teaching approach

Amy has implemented a universal approach to student success. But universal strategies don't always work with the most challenging students. In these instances, Amy uses her strong personal connection with the students to determine their needs and propose potential supports. She has detailed learner profiles for every one of her students, and she ensures that the students' identities are front and center. Amy embraces the philosophy of differentiation according to students' academic and emotional needs, and exemplifies the mindset of "no child left behind". She accomplishes this by committing countless hours to creating engaging learning opportunities, connecting students to their community, and planning careful assessments and supports.

In the classroom

Amy's classroom is a space where all of her students are mathematicians. By applying her unique approach of engagement and curiosity, her students become excited about the content and are able to perform at high levels. Her classroom activities range from pencil and paper problem-solving to designing a tower on an (in)stability platform, growing and harvesting a variety of leaf vegetables to make salads with the students, inviting Indigenous Knowledge Guides to participate in her classroom instruction and field studies all while prioritizing curricular goals.

Her students know that she is always there for them. Her growth mindset is infectious and promotes authentic learning, leading to opportunities for students to positively connect with their peers and their school. But Amy also understands that "it takes a village to raise a child", and ensures that she provides parents with clear and consistent communication about their child's needs and growth. She initiates Behaviour Support Plans for her most challenging students and successfully leads staff and parents through interventions with her high expectations and caring approach.

Outstanding achievements

Amy's strength in building relationships with students naturally brought her to lead the school's Positive Behaviour Intervention and Supports committee. During her time in this position, she ushered in the school's new 'Character Education' program which focuses on our students' Gladiator ARMOUR (Achievement, Respect, Mindfulness, Openness, Unity and Resilience) and organized the school's first and subsequent School Pep/Spirit assemblies that teach ARMOUR traits and celebrate them with the students. Amy's achievements as a teacher far exceed the activities of the classroom. While she is exceptional at imparting knowledge and skills, she prepares students to be strong community members and citizens of the world.

Get in touch!

Glendale Sciences and Technology School
6375-77 Street
Red Deer, AB T4P 3E9
403-340-3100
glendale@rdpsd.ab.ca
Twitter: @GlendaleSchool
Facebook: @GSTSchool
Instagram:@ gstschool

Melissa McQueen: Changing lives, changing beliefs

Year: 2022 — Province: Alberta
Certificate of Achievement Recipient

Frank Maddock High School
Grades 10, 11 & 12, social studies and drama
Drayton Valley, Alberta

"Melissa is constantly looking for ways to ensure her students understand the world around them, her lessons are innovative and engaging, she differentiates for individual student needs, she is involved in the local and global community, and she is an exceptional leader, as she chooses to lead by example. The time, effort and commitment that Miss McQueen invests into the betterment of her students and the educational field is inspiring."

As an educator at Frank Maddock High School, Melissa provides her students with the learning freedom that allows them to progress using their own strengths and abilities. She also monitors the progress and challenges of each student so that no one is left behind.

Teaching approach

Melissa's priority is to ensure that all students succeed. One way that she applies this is by utilizing "thought books". It is a pedagogical tool where students can build upon what they might have read, heard, or learned by musing critically and creatively, in words, sketches, or recordings, about their emerging ideas and plans. It has two purposes: to encourage students to think back by reviewing, critiquing, and testing what they have already proposed and thought, and also to invite them to think forward by imagining and extending their ideas and plans. At the beginning of the week, Melissa poses a thought-provoking question for students to answer. She asks them to "show the answer". She then works with each student to find their area of growth to focus on when answering their question. She follows this up by encouraging students to share their writing with each other, so students can also grow by learn from peers.

In the classroom

Melissa 's strength lies in her ability to adapt her teaching to the timely needs of her students. She structures her class based on students navigating the course material with a balanced use of technology that is specific to the subject at hand, prompting students to engage in research topics that they are interested in, while at the same time supporting multiple forms of digital literacy.

Outstanding achievements

Melissa finds it easy to establish a comfortable rapport with students and their families. She uses that familiarity and comfort to push students beyond their initial emotional barriers toward uncomfortable ideas (e.g., how what they say or do can perpetuate racism). Through what she has learned from social psychology, she teaches her students about the defenses that might arise when they talk about difficult subjects and then works with them to persevere through their discomfort (e.g., through more helpful coping mechanisms). Some of this is accomplished as a class, but she also takes great pains to provide one-on-one support for students who need to work through their emotions. It is this kind of socially-conscious emotional learning that contributes to making Canada a better place for everyone.

Get in touch!

Frank Maddock High School
4801 43 Street
Drayton Valley, AB T7A 1P4
780-542-4401
Frank-Maddock-Contacts@wrsd.ca
Facebook: @ FrankMaddockHighSchool

Samantha Ritchie: The success of every student

Year: 2022 — Province: Alberta
Certificate of Achievement Recipient

Parkdale School
Grade 1, Art, English LA, Health, Math, Music, PE, Science
Wetaskiwin, Alberta

"Samantha is an excellent teacher who works diligently, everyday, to serve her students and their families. She is aware of the importance of relationships, while ensuring strong pedagogy within the classroom. She is a school leader, who collaborates well with others, and has a strong desire to learn and develop her skills as a teacher."

Samantha began her teaching career at Parkdale in 2013. She consistently demonstrates to her students what it means to be a lifelong learner and what it means to think critically. In the classroom, Samantha ensures that all students receive what they need in order to be successful and creates a classroom environment that fosters curiosity and collaboration.

Teaching approach

It is no secret that the acquisition of reading skills is an essential part of learning success. And data shows that literacy is an issue with almost fifty percent of Canadians. Samantha's approach is based on generating engagement with interesting and relevant material that brings students to see the significant benefits of reading – not only in the academic setting, but also as basic life skill in their social context.

In the classroom

Samantha's work with students extends well beyond the classroom. Her commitment to her students is unwavering. She gets to know each and every student, their likes and dislikes, their family life, and their learning styles. She advocates for families with specific efforts to put them in touch with community resources of support. With this in mind, Samantha always leads by example by being attentive to the needs of each, and by showing respect and care in and out of her classroom. She reaches students at their level with reinforcing conversations, always pointing out and praising the positives in her students.

Samantha's classroom is designed to support her students' strengths. She works tirelessly to ensure that her students are provided with learning materials and activities that challenge them as well as reinforce concepts that students have previously learned. The intention is to embed their learning and understanding of subject matter into their lives as successful students and as well integrated individuals into their class and community.

Outstanding achievements

With a high Indigenous population and a history of trauma at her school, Samantha wanted to do something that would excite and intrigue the students while still focusing on learning the curriculum. She has put a lot of time and effort into learning about Nature School programs and has made that a focus of her classroom. For instance, a couple times a week, she takes her grade ones outside with the grade 4's and they learn through an explorative way. The students have become very engaged in this activity which is actually a motivation to come to school. Samantha brings a unique contribution not only to the academic success of her students but more importantly to their well being as individuals and as members of the community.

Get in touch!

Parkdale School
4107-54 Street
Wetaskiwin, AB T9A 1S8
780-352-4594
pd@wrps11.ca

Brandon Bell: Dynamic and innovative learning

Year: 2022 — Province: British Columbia
Certificate of Achievement Recipient

Marion Schilling Elementary School

Grade 6 and 7, all subjects
Kamloops, British Columbia

"I have had the great pleasure of working alongside Brandon Bell for all of my teaching career. Since the beginning I looked up to him as a positive example in pedagogy, consistency, and innovation. I have always been inspired by his work with his students; he engages them in exciting ways; pushing them and himself to know themselves and one another, to connect with one another, and to have unique opportunities to build new skills."

Brandon is a grade six and seven teacher in Kamloops. He has taught in both the English and French programs over the past 24 years. His generosity in sharing his knowledge and experience – both in the classroom and with his colleagues – makes him a leader in the education community.

Teaching approach

Traditional education was based on a deficit model of knowledge where the teacher stands at the front of class with the formal "I talk, you learn" teaching method, which assumes students are do not have the knowledge and that learning is transactional. For Brandon learning is an exchange. His approach to teaching is based on engaging his students, even the most challenging ones. He employs a variety of teaching delivery methods using technology, online quizzes, peer work groups, modeling and presentation opportunities for his students. Students are drawn in to their own learning process.

In the classroom

It would be an understatement to qualify Brandon's classroom as dynamic. He continuously varies his class activities and his methods – employing many software programs, getting students up on their feet voting on answers, going outside for "real life" math, or simply having a class discussion. These different approaches capture students' imagination and keep the classroom a fun and lively learning environment.

Brandon appreciates the need to build his students' self advocacy skills and confidence. He also understands that personal wellness is vital to successful learning. Through daily online check-ins he connects with his students to see how they feel both on a personal level and in regard to their academic progress. Brandon is aware that his students need to recognize areas of struggle and know they can seek help, avoiding the possible stigma of asking in class. This check-in allows them to reflect on their learning and helps them to develop techniques to problem solve and deal with conflict.

Outstanding achievements

Brandon is a leader in the teaching community. His commitment is reflected in his diligence to ensure all his students have an opportunity to apply their unique strengths, and learn to take risks. Within Marion Schilling Elementary School his initiatives have supported his students not only as learners but also as leaders. He shares his experiences and projects in order to support his colleagues in their work. Brandon is committed to improving his practice and skills. His influence will carry forward. He is a true influencer in the education profession.

Get in touch!

Marion Schilling Elementary School
2200 Park Drive
Kamloops, BC V2C 4P6
250-372-2027

Lynn Calimbas: Empowering students in their learning

Year: 2022 — Province: British Columbia
Certificate of Achievement Recipient

Walnut Road Elementary School
Grades 5, all subjects
Surrey, British Columbia

"Lynn Calimbas is a highly engaging and student-centered educator. Her philosophy of education focuses on student engagement, self-reflection and a commitment to the community of learners. Students in Lynn's class are treated to a safe and motivating environment in which their unique abilities are welcomed and supported and their individual needs are met. (…) Her colleagues are learning from her exemplary teaching and I am a better educator for having worked with Lynn."

Lynn teaches grades 5 and 6 at Walnut Road Elementary in Surrey, BC. Over her 17-year career as an educator she has provided a student-centred approach to her classroom and contributed to the future of hundreds of students.

Teaching approach

Student ownership of their learning is a key component of Lynn's philosophy of teaching. While students are accountable for the tasks they complete, the order in which they complete them or the method for demonstrating their understanding is left to them. For instance, they work through story modules to engage in real-life math applications that integrate different strands of math in each task. In Language Arts, students are given a choice over which books to study. They are given the opportunity for self-reflection in the editing process and they get to showcase their progress through presentations and in their digital portfolios.

In the classroom

Lynn uses the principles of Science Technology Engineering and Math (STEM) across the curriculum to promote creativity and deeper thinking. Students in Lynn's classroom are exposed to a vast array of technology learning tools not only for the sake of learning how to utilize these tools but also to present their thinking and show their learning. But her pedagogical premise is that technology remains a learning tool – not an end in itself. Her cross-curricular integration of technology underscores how students are able to express their thinking while developing their problem-solving skills.

Lynn prioritizes the social and emotional well-being of her students. Upon arrival in class, children are welcomed with toys and games for a "soft start". This allows her to connect with her students and gives them a chance to connect with one another. In this way she softens the transition to school and engages those students who may have challenges at home. Lynn's classroom is a place for the development of the individual, where students are provided with the space to grow at their own pace.

Outstanding achievements

Lynn's students are empowered and believe they can positively impact others and the world around them. They develop confidence and they become role models to younger students through such activities as guiding their Little Buddies during outdoor education projects and reading in front of primary classes. Her team-oriented approach in the classroom allows students to be themselves and develop both academically and socially. Beyond the transmission of knowledge and skills, Lynn instills confidence, leadership, and self-worth in her students. Lynn's pedagogy is about her students' future as individuals and as citizens.

Get in touch!

Walnut Road Elementary School
16152 82nd Avenue
Surrey, BC V4N 0N5
604-572-6617
walnutroad@surreyschools.ca

Christi Ogg: Classroom innovation in a changing world

Year: 2022 — Province: British Columbia
Certificate of Achievement Recipient

Peachland Elementary School
Kindergarten/grade one, all subjects
Peachland, British Columbia

"Christi Ogg believes that each of her students, no matter what their challenges are, can succeed and make the world a better place. (…) Her exemplary pedagogical skills are key to a highly successful foundation for further learning. She engages each child in the joy of learning."

While Christi teaches at Peachland Elementary School, a school located in a small community, she opens news horizons for her students by introducing them to the issues that shape the world today. She also brings an open perspective to the cultures that makes up demographic composition of Canada, and she connects her students to other cultural outlooks including Indigenous history and ways of knowing. In doing so she transmits the values of inclusion and fairness.

Teaching approach

Innovation in education happens in changing environments. The ability to integrate new ideas and technology into the learning process is the gateway to strong communications and effective transmission of concepts at this stage of development. Over her career, Christi has continued to adapt and refine her methods to meet the challenges of a fast-moving world. She has kept current not only with technology as a learning tool, but also with the ever-changing teaching approaches. The result is much enhanced attention in the classroom, as well as academic success.

In the classroom

Art and movement are combined with literacy lessons in Christi's classroom. This is a space where students are provided with the tools and the guidance to learn to read and write. She assigns tasks with the careful use of technology, providing her the time to work with students individually or in small groups. The way that she scaffolds and varies the learning tasks helps each one to be successful and feel confident in themselves as learners and as contributors.

We can never underestimate the power of fun for young learners. Christi's approach is based on hard work but through the medium of fun activities that students can relate to. As an exemplary teacher, Christi possesses the unique ability to make learning seem possible and attainable. She has integrated the Play is the Way approach in her classroom activities – a hands-on method to teach personal and social competencies. Christi understands the central role of social skills and values in determining educational outcomes. Her strength resides in her ability to transmit those skills and values.

Outstanding achievements

The school community at Peachland is not as culturally diverse as one might see in larger urban centers. For this reason, Christi makes it a point to introduce her students to diversity through literature and experiences. For instance, she introduces Indigenous ways of knowing and doing into her curriculum. She provides real-life experiences to her students including meeting with Elders who introduce and engage the students to Indigenous ways of knowing, history, culture, as well as some the more difficult current issues. Christi's objective is to opens minds and make her students citizens of the world.

Get in touch!

Peachland Elementary School
5486 Clements Crescent
Peachland, BC V0H 1X5
250-870-5122
ple@sd23.bc.ca

Shannon Schinkel: From measuring success with grades to honoring learning growth

Year: 2022 — Province: British Columbia
Certificate of Achievement Recipient

Prince George Secondary School
Grades 8 to 12, English, Social Studies, Drama
Prince George, British Columbia

"Shannon appreciates how gradeless assessment can shift a fixed mindset of students to a growth mindset. (…) All students know where they are as Shannon communicates pivotal learning points in each student's learning journey and shows them the path to the next level."

As a teacher for the past 25 years, Shannon's two passions are helping teachers to create student-centered learning and gradeless assessment – changing the culture in the classroom from measuring success in terms of grades to honoring progress and learning growth.

Teaching approach

Shannon is at the forefront of pedagogical philosophy – one that is centered on meeting the students where they are in their development. Gradeless assessment is replacing the traditional method that uses numerical rhetoric to measure intellectual capabilities. Students read requirements of an assignment, and then try to meet those standards. Their inquiry often leans towards how to get a good grade rather than the subject matter. In terms of knowledge acquisition, they take very little from it. Applying gradeless assessment requires new ways of thinking, as well as the courage to take on the challenge of change. Shannon has taken on this challenge and is now a leader in the profession.

In the classroom

Shannon's classroom is designed to bring attention to the individual. She creates a continuous two-way street in her learning space. She replaces reporting by collaboration, she guides and does not prescribe, and she focusses on learning quality as opposed to compliance. This is the backdrop to Shannon's classroom. As she explains it, students still "scream for grades because it's the carrot or stick they crave. When we learn progressive techniques that focus on learning rather that the grade, while still tracking growth, students are happier and more involved in their learning. They should be our partners in curricula and assessment, not simply the vessels we pour our ideas into." Shannon uses a tool called the sequence map allowing students to immediately see exactly where they are and where they are trying to go. This is a new mindset that brings confidence to learners who have objectives based on their current knowledge and abilities.

Outstanding achievements

Shannon has been committed to changing assessment in education for a number of years. Her passion for gradeless assessment is known throughout the province. This is not just another fad that will past once out of fashion. Gradeless assessments are an increasingly popular movement to shift classrooms away from a traditional percentage-and-letter-grade system in favor of a more holistic approach to assessment – using, for example, standards-based grading, competency-based models, or portfolios. British Columbia introduced a new curriculum a few years back. Shannon was ahead of that change. She launched a Facebook page on gradeless assessment and its implementation and relation to the BC curriculum. She now has a following of 1700 teachers and her assessment strategies have been featured on national and international platforms.

Get in touch!

Prince George Secondary School
2901 Griffiths Avenue
Prince George, BC V2M 2S7
250-562-6441

Teresa Boucher: Inclusion and innovation in learning

Year: 2022 — Province: Manitoba
Certificate of Achievement Recipient

Major Pratt School
Grades 10-12, English Language Art
Russell, Manitoba

"Teresa has an unmatched passion for course content. Mixing this passion with her brilliance in English Literature and Drama results in a classroom full of energy, curiosity, and academic rigour. Students know that when they enter Teresa's classroom that they are entering a learning space where their minds will be challenged and their abilities will be strengthened."

Over her 32-year career as a teacher, Teresa has learned that expecting the best from her students guides them to bring out the best of themselves, and results in a vibrant experience for students, and herself, throughout that journey. This is the principle that she applies every day in her classroom and this is the basis of her reputation as an educator.

Teaching approach

Teresa is focused on supporting existing abilities. Her approach is to not have too many rules and restrictions so that students develop confidence and feel comfortable. Teresa never starts with definitive truths, as it forms too rigid a structure of what answers are expected. Each response is read and thoughtfully critiqued. There is no formulaic marking. This is a learning environment where students feel supported and willing to take chances.

In the classroom

In the classroom, Teresa mixes the traditions of teaching Shakespeare with modern technology. She encourages appropriate student cell-phone use through selected online games. These games inject high energy into classes that could otherwise be text heavy and overly formal. She fosters healthy competitiveness among students, in a fun and supportive environment. She works from the principle that when students are given latitude wonderful results emerge.

Reflecting on her experience, Teresa finds that teaching isn't less fun today, but it is more challenging in some ways. The classes are now more diverse. She has adapted her program to ensure optimal learning success and integration of new cultures in the classroom. In other changes, literacy skills as students enter high school range much more than they did in the past. Regularly she teaches several students who have difficulty reading and writing. Teresa's assumption is that these students have the insight and the communications skills. They just need the support to get their ideas onto paper. This is central to Teresa's mission as an educator.

Outstanding achievements

A particular focus within Teresa's classes has been Missing and Murdered Indigenous Women and Girls. Teresa's school has a high percentage of Indigenous students, some who have been directly affected within their own families. As a very telling anecdote, Teresa has been quietly honoured by a local Indigenous parent, who made her a pair of Red Dress earrings, in thanks for integrating this regrettable part of Canada's history into her classroom. It is symbolic of Teresa's work and her contribution to making Canada the inclusive country that it aims to be. She is an example and a leader for all to follow.

Get in touch!

Major Pratt School
404 Russell St East
Russell, AB R0J 1W0
204-842-2812
mps@pwsd.ca
Facebook:@MajorPrattSchool

Angela D'Entremont: Guiding students to success

Year: 2022 — Province: New Brunswick
Certificate of Achievement Recipient

Park Street Elementary School
Kindergarten to Grade 5, Guidance Counsellor
Fredericton, New Brunswick

"Angela is a team player. Fostering school community and school spirit is very important to her. She transmits love, compassion and empathy. She inspires her peers and is a great asset to her school and to her community. Like a lighthouse, she quietly and brilliantly shines while guiding in a thoughtful and loving way. I am honored to work with Angela.""

Angela has worked as the guidance counsellor at Park Street Elementary school for 10 years, moving from her previous position as a guidance counsellor and vice-principal at Keswick Middle School. She brings endearing morals and a vast skillset that her students and colleagues are very grateful for.

Teaching approach

Her approach starts with the well-being of her students and the quality of the learning environment in her school. Students naturally go to her because she is a safe, warm, and caring person who is there to listen and support unconditionally. As a guidance counsellor she helps students gain self confidence through building their strengths, identifying and building on lagging skills, and accompanying to achieve personal goals. Angela celebrates the aspirations and accomplishment of all children.

In the classroom

Angela believes in being proactive and teaching children the social and emotional skills they need to be successful at school, at home, and in their community. Through whole-class, small group, or individual interventions, she employs such tools as Mindfulness, Yoga, Zones of Regulation, and We Thinkers. She supports children with managing their feelings, developing self-regulation strategies, as well as learning conflict resolution strategies. She takes the time to work 1-on-1 with students to write their personalized story, practice it, and share their progress with their family.

Angela is actively involved with students who have exhibited more challenging classroom behaviours. She identifies a child's strengths and uses that as a platform to bring positive change in the classroom and in the social environment. She follows the principle that a child does well, if they can do well. She puts endless effort into understanding a student's skills and she collaborates with the child's family, colleagues, to create intervention plans and individual behaviour support plans. She then ensures sustained communications and successful implementation of those plans with data collection, ongoing monitoring and interventions.

Outstanding achievements

Angela's action goes beyond the narrow transmission of knowledge and skills. One of her biggest strengths is her connection to others. She is actively involved with school families, and continuously communicates with them about their children's growth. She listens to families' concerns and offers empathy and guidance as to how to best help their children. She has on occasion visited families' homes, purchased winter clothing for children and provided supplies to help them succeed at school. Angela's achievement is taking generations of students on the road to success.

Get in touch!

Park Street Elementary School
111 Park Street
Fredericton, NB E3A 2J6
506-453-5423
Twittter: @psslearning

Shauna Kelly: Commitment to student success

Year: 2022 — Province: New Brunswick
Certificate of Achievement Recipient

Park Street School
Grade 2, all subjects
Fredericton, New Brunswick

"Shauna is a fantastic teacher and an example of what the profession should look like. She not only exemplifies excellence in her instruction; she also demonstrates this through her active involvement in our school community, and how she strives to foster active citizenship with her students, families and colleagues."

As an elementary school teacher for over 15 years, Shauna exemplifies excellence in teaching. The province of New Brunswick is known for its inclusionary practices and Shauna is a leader in this area. She will consistently seek out innovative ways to reach her students and is dedicated to using the most evidence-based methods to ensure her students are successful learners.

Teaching approach

Shauna is a remarkable advocate on behalf of her students, focused on a strength-based approach. With diligent and frequent formative assessments, she is always looking to improve her teaching to suit a student's needs. When met with a specific problem, she will invite a team of colleagues and experts to problem-solve around a need, focus on the student's strengths, and look for opportunities to build stamina and confidence while guiding her students on the path to success. Shauna has had great success by leading her students academically and socially, and embracing this philosophy of personal development in her practice.

In the classroom

Shauna sees to the needs of every student. She adapts her teaching practices to engage and personalize whatever is needed for each student in her class. When whole class gatherings aren't meeting the student's needs, or more reinforcement or explanation is needed, she arranges for small group or individual lessons to suit their needs. As always, the mental health and well-being of her students is paramount. She is always providing opportunities for personal check-ins online. Forming a connection with each student is a priority for her, even if it means adding several extra 1-on-1 virtual meetings to her daily schedule.

Shauna engages her students in meaningful experiential learning activities both inside and outside of the classroom environment that propel her students to be motivated and engaged. Watering the school garden or a walk in the adjacent woods, mixing and baking a batch of healthy cookies for another class, or co-writing a nice note for the custodian will often precede a discussion on giving-back. Shauna is a natural at creating lessons that are cross-curricular, tapping into opportunities to review and understand concepts.

Outstanding achievements

Shauna is the co-creator of the ARCC (awareness, resilience, community, and compassion) model used at Park Street School. ARCC encourages students to be contributing community and global citizens by providing authentic opportunities to learn by doing. Through this program, Shauna teaches her students, not only the curriculum, but to understand the significance of giving back, of being kind to others, of demonstrating empathy. This, in effect, is coaching them to grow as contributing citizens to their school community, their local community and their global community.

Get in touch!

Park Street School
111 Park Street
Fredericton, NB E3A 2J6
506-453-5423
Twitter: @psslearning

Kimberly Phillips: Reading is a basic life skill

Year: 2022 — Province: Newfoundland and Labrador
Certificate of Achievement Recipient

Cowan Heights Elementary
Grades K – 7 – Reading Specialist
St. John's, Newfoundland

"Without Kim our students would not succeed! Kim is a teacher who has skills in communication, listening, collaboration, adaptability, empathy and patience. Her other characteristics of effective teaching include an engaging classroom presence, value in real-world learning, exchange of best practices and a lifelong love of learning."

Kimberly is a school-based Reading Specialist, she teaches students from kindergarten to grade six the fundamentals of reading and reading instructions. She also is a primary leader in reading advocacy and professional learning for her colleagues at Cowan Heights Elementary.

Teaching approach

It is no secret that the acquisition of reading skills is an essential part of learning success. And data shows that literacy is an issue with almost fifty percent of Canadians. Kimberly's approach is based on generating engagement with interesting and relevant material that brings students to see the significant benefits or reading – not only in the academic setting, but also as a basic life skill.

In the classroom

Kimberly's innovative teaching practices are best expressed with the multitude and variety of activities designed to engage students and enrich the reading experience. She is keenly aware that learning to read should start at the earliest age – when the mind develops faster than at any other time in life. Among her projects is the Kinderstart initiative – a program for pre-kindergarten students where she hosts sessions that include the parents so they can be more involved in their children's learning. The objective is to ensure that parents have the opportunity to read to their children before starting Kindergarten and that the children are better prepared for the school setting.

Kimberly is a leader in introducing technology to the pursuit of reading abilities for her students. While digital literacy is important, she never looses sight of the fact that technology is a support to learning, not an end. With this in mind, she uses tools like Google Suite, Green Screen, Imovie, and Jamboard. Those are pedagogical vehicles that students identify with and contribute to successful acquisition of reading skills, notably during the extraordinary circumstances brought about by Covid.

Outstanding achievements

Kimberly's accomplishments are the difference that she makes with individual students and their families. At Cowan Heights Elementary – a K-7 school with streams in both English and French immersion – she has a responsibility and a mission that encompass much more than the simple acquisition of linguistic concepts. This is about bringing students to appreciate the immense benefits and pleasure of reading. Kimberly works collaboratively with the district and school personnel to support responsive teaching and learning in literacy with a focus on reading. As a person she is reflective, self-directed, a lifelong learner, who mentors teachers to improve efficacy in the transmitting reading skills. The results of her work are impressive. Over the past year there has been a 40% increase in reading in the school's primary grades.

Get in touch!

Cowan Heights Elementary
100 Canada Drive
St. John's, NL
709-745-1700

Elizabeth Dewey: Guiding students to success

Year: 2022 — Province: Ontario
Certificate of Achievement Recipient

Barrie North Collegiate Institute
Grades 9 to 12, Science, Biology, Learning Strategies, English Language Learners, Interdisciplinary Studies
Barrie, Ontario

"Beth has always been a very creative teacher and continues to try new approaches in her classes. She allows students to learn and meet curriculum expectations using a variety of methods. (…) Beth always allows students to reach their full potential by tapping into their interests and true passions, and by making learning a fun and rewarding experience."

Elizabeth brings over 20 years of experience in various capacities in the education system. Over this period, she has been willing to model the vulnerability and reflectiveness needed as teacher to change her practice in response to the changing needs of her students. Her experience and reflections are an influence not only on students, but also on other practitioners.

Teaching approach

Elizabeth allows students to take responsibility for their learning. She allows them to fail and learn from their failures. This is particularly powerful for students who sometimes equate their personal worth with their grades. She strongly believes in mastering their learning, providing students with multiple opportunity to receive feedback and resubmit their work. She takes the time to work individually with students to identify supports that are needed to help learn new skills and concepts, and gain confidence.

In the classroom

Elizabeth's classroom is a place where students are provided with the freedom to make the curriculum connections with the things they are interested in. She listens to their stories and follows their current circumstances. One year, Elizabeth had two students whose grandparents were supported by hospice. For a class project, the students planned and arranged a fieldtrip to the hospice and spent the day gardening, moving a memorial rock wall, and putting away groceries.

Many of Elizabeth's students, notably some with ADHD, don't see themselves as learners but rather see school as something they have to get through. To assist them in building confidence and achieving success, she uses a variety of online games such as Socrative, Gimbit, Blooket, Kahoot and Quizlit to teach and review simple concepts. As students gain confidence and assurance, they start to see themselves in a more positive light and recognize their ability to learn. Elizabeth has found that the pace of the activity and the immediate feedback are very beneficial for students in this group.

Outstanding achievements

When COVID hit, Elizabeth's class was learning to grow food. Not knowing when the students would be back in class, she loaded up the seedlings and planted them in a garden at the front of her house. It was so successful that Elizabeth has expanded the community garden and will be working on seed saving.

Elizabeth is a keen promoter of bringing inclusion, diversity and equity into the education system including the decolonization of teaching practices. Some examples include sharing expertise with people who represent other world views using Indigenous stories like that of Skywoman, and doing medicine walks with a First Nations Chief. Other initiatives include creating a space for students to share knowledge from their home culture, and a website dedicated to the scientific contributions of the Arab culture. Elizabeth sees the people of the world as one and works to instill this reality in the approaches we use to transmit the knowledge and the skills that young people will need in the future.

Get in touch!

Barrie North Collegiate Institute
110 Grove Street East
Barrie, ON L4M 2P3
705-726-6541
Twitter: ‎@BarrieNorth1

Lisa Levitan: The spirit of inclusion and equity

Year: 2022 — Province: Ontario
Certificate of Achievement Recipient

Vimy Ridge Public School
Grade 1/2, French, Reading, Writing, Science, Health, Phys. Ed. Art, Dance, Music, Drama, Learning Skills
Gloucester, Ontario

"Lisa's commitment and dedication to her students is unwavering and her love for teaching is evident in everything she does. Her students become her chosen family and in doing so, she builds relationships that last for a lifetime. (…) Lisa's impact on children cannot be measured. She continues to give children the confidence and the strength they need to push forward and always be the best version of themselves. She teaches students to be their own champion."

As a grade 2 teacher, Lisa embraces each opportunity to be an agent of change. She uses her equity-seeking lens in all that she does. The spirit in her classroom is one of inclusion and attention to the needs of each student. Her dedication is recognized by countless parents, former students, colleagues, and community members.

Teaching approach

Lisa goes the extra mile to help students succeed in all areas of development. She believes that love of learning is crucial to academic and personal success. She instills in her students a belief in themselves. She asserts that children thrive when armed with the confidence to assert their distinct identities within a safe and nurturing community, and that those communities are fortified through education.

In the classroom

Lisa is that teacher who students respect and adore, and to whom at-risk students respond with trust and admire. Colleagues wonder how she finds the time in the day to do all that she does for students. Her classroom is a safe and fun place to learn and she provides a stimulating and engaging learning environment for all.

Lisa's students know that she is always there for them. Her growth mindset is infectious and promotes authentic learning, leading to opportunities for students to positively connect with their peers and their school. Students often come to school on the first day of school filled with anxiety and trepidation. Upon entering Lisa's classroom, these 6-year-olds become excited to see their 'learning stations of fun'. Each desk dons an enormous, unique coloured frog and welcoming message, while Lisa's desk features a multi-coloured frog of all the colours. Students quickly learn that they are special, unique, and valued.

Outstanding achievements

Lisa views global citizenship through the leans of no matter where one lives, they're part of a worldwide community. Although her students' lives may not look exactly like the lives of children in other countries, they all like playing games and value family. She often says that the values we share must always unite rather than divide. Lisa teaches students to understand the difference between needs and wants and to be thankful for food, clothing, shelter, and family while understanding others aren't as lucky. Lisa teaches her students the difference between equality, equity, and justice. She works hard to find creative and inclusive ways to remove barriers wherever she can. She helps her students to understand the connection between their lives in the classroom and in the world.

Get in touch!

Vimy Ridge Public School
4180 Kelly Farm Drive
Gloucester, ON K1T 4J2
613-425-4400
Facebook: @VimyRidgePublicSchool.
Twitter: @VRPSocdsb

Anna Pearson: Preparing global citizens

Year: 2022 — Province: Ontario
Certificate of Achievement Recipient

Sunset Park Public School
Grade 6, all subjects
North Bay, Ontario

"Mme. Pearson demonstrates exceptional awareness of the need for students to connect history with the present. By providing opportunities to make those connections she enables them to develop a lasting understanding of how to become global citizens. She has made a significant contribution to the lives of all of her students, those who teach with her, and the community."

Anna is more than a teacher at Sunset Park Public School. She is committed to life-long learning which she models for her students and colleagues. Currently, she is a PhD student in Education at York University and teaches in the B. Ed program at Nipissing University. Outside the classroom, she is an active member of her community teaching dance, and martial arts to both children and adults.

Teaching approach

Anna's approach is wider than the simple transmission of concepts. Her programming encourages students to develop higher level thinking skills such as problem solving, creativity and innovation. She uses differentiated forms of assessment according to students' learning type. For example, she favours choice boards where students demonstrate their learning of the unit based on their own learning styles – visual, auditory-musical, verbal, kinesthetic, or logical (mathematical). This individual approach results not only in academic success but also in personal growth.

In the classroom

Anna provides her students with a stimulating and engaging learning environment where they learn through exploration and hands-on practice. They are encouraged to think critically and given access to a variety of experiences to develop such skills. She ensures that her classroom is a safe and collaborative space where students feel comfortable and empowered. She optimizes learning with the use of educational technologies like Scratch Coding, Kids Code Jeunesse, mPower, Prodigy Math, TFO Jeunesse, and assistive technology including speech to text and word predictive technology such as WordQ.

In her classroom, Anna encourages students to work both independently and collaboratively. Her teaching style is student-centered and focuses on engagement and inquiry. Employing cooperative learning, students work in small groups to complete project-based learning as well as inquiry-based projects. By enabling students to work in small groups, they develop academic skills as well as communication and learning skills that are invaluable for success whether in the classroom or in their everyday lives.

Outstanding achievements

Anna integrates various educational subjects across other disciplines. As Sunset Park PS is a dual-track school, Anna teaches literacy in both of Canada's official languages. As a French as a second language teacher, Anna uses various teaching methods to encourage and empower her students while learning in French. Critically, Anna's commitment to French language education extends beyond a focus on the Canadian experience. She is passionate about linking her student's experiences as French speakers to la Francophonie, through music, film, field trips and guest speakers. Anna promotes a classroom in which French language and culture is not simply another academic subject, but a way of life. Anna is providing young people with a full vision of Canada.

Get in touch!

Sunset Park Public School
1191 Lakeshore Drive
North Bay, ON P1B 8Z4
705-475-2330

Leah Russell: Bringing out the potential in each child

Year: 2022 — Province: Ontario
Certificate of Achievement Recipient

Cundles Heights Public School
Grades SK to 7, Language, Math, Social Studies, Art, Phys Ed., Health
Barrie, Ontario

"Leah cares about the whole student. Leah, as a great teacher, knows that some students struggle to focus and regulate, as home life and early traumatic childhood experiences often affect school life and learning. By creating a safe, supportive environment inside the classroom, she builds trusting relationships with her students."

Leah is more than just an exceptional teacher, she is the safe haven for many students, and she is the greatest resource for their parents. She has shown that underprivileged students can be successful when given the right tools, the right chance and the right adults in their corner cheering them on.

Teaching approach

Leah is constantly evolving her teaching practices to meet the needs of her students. In recent years, there has been a widening gap in reading abilities among early primary students. Leah is working to address this through a professional learning community looking at orthographic mapping, phonemic awareness and word families. Leah has shifted her practice from a focus on letter sound and sight word acquisition to phonological awareness. She responds to the needs of her students and recognizes the value in new learning opportunities. Leah's approach to teaching is based on inclusion and individual attention.

In the classroom

Leah has developed a comprehensive literacy program that enables her students to build on skills they already have. She uses reliable diagnostic assessment tools, interest inventories and orthographic mapping to determine where there are gaps in students' reading skills and abilities. She sees the potential in each child and finds unique ways to meet them where they are at.

Leah's teaching practice evolves with the needs of her students. She approaches each school year with fresh eyes. At the beginning of every school year, she focuses on developing a classroom community. Her classroom is a space where her students feel safe, valued and welcomed. It is also a place that is very scheduled and predictable so students know what to expect each day. She uses a growth mindset approach, teaches students about self-regulation and uses positive affirmations to create a positive learning environment for all.

Outstanding achievements

Leah teaches her students how to have a growth mindset and how to be resilient using positive affirmations such as "you are capable." She has modelled a growth mindset herself and it has carried through to her students. You will often hear her students saying, "I can't do this yet, but if I keep trying I will get it" or "mistakes are proof that I am trying".

To support character education at the school, Leah was part of a team that developed a school-wide approach to reinforcing positive behaviour, demonstration of positive character traits and grit through the "GOTCHA" tickets. Each teacher is given an unlimited supply of GOTCHA tickets and is encouraged to hand them out to students when they see them doing a good deed. At the end of the week, students put their tickets in a box and names are drawn to win a prize. This initiative has boosted morale and encouraged students to help one another.

Get in touch!

Cundles Heights Public School
60 Cundles Rd. E.
Barrie, ON L4M 2Z7
705-728-9658
Twitter: @CundlesHeights

Jordan Small & Jillian Strimas: Defying the status quo in education

Year: 2022 — Province: Ontario
Certificate of Achievement Recipient

Branksome Hall
Grades 11 & 12 – English and Theory of Knowledge/Philosophy
Toronto, Ontario

"The exceptional duo of Jillian Strimas and Jordan Small absolutely embodies the PMA's mandate to honour remarkable achievement in education, commitment to preparing students and developing a culture of innovation. The collaborative and visionary power of Jill's and Jordan's seven-year partnership within Branksome Hall's English department has had a positive, life-shaping impact on our students and more broadly on the global International Baccalaureate community."

In a world that has become characterized by isolation and fragmentation, Jordan and Jill form a professional partnership and friendship that defies the status quo. They remind us that meaningful change comes when we work together, and when we construct common visions that rest in the belief that things can be made better.

Teaching approach

Jill and Jordan are advocates of transparent course design. They begin classes by providing students with an overview of how the syllabus is created, and why choices have been made. Jordan and Jill create intentional blank spaces where students can help curate content, and engage themes that resonate at the current moment. By inviting students into the dialogue, and exploring the architecture of knowledge with them, students gain a deeper understanding into the elements that shape their understanding of the world.

In the classroom

Jordan and Jill are always looking for new ways to support student success, and place strong emphasis on helping young people confidently understand themselves as members of a wider community. Creating classroom spaces where students can feel both connected as a community and recognized for their individuality is core to their philosophy. With great intention, they help young people develop their skills of empathy, reflection, and trust.

As is the case for most teachers, student well-being is at the centre of educational approaches. Jill and Jordan do not rest in this notion alone. Their uncompromising focus on student leadership, agency and success cuts across every initiative and project they work on. Whether it be on the court, in the classroom or across leadership roles, Jill and Jordan establish authentic relationships with students that make them feel cared for and free to explore their unlimited potential.

Outstanding achievements

A crucial aspect of Jordan and Jill's leadership is their unwavering commitment fostering intercultural understanding. Jordan grew up in Kenora, Ontario, and has a background in Indigenous Studies. Jill grew up in Owen Sound, Ontario, and has a strong interest in Indigenous storytelling. They view the English and Theory of Knowledge disciplines as foundational spaces for building an understanding of Indigenous knowledge. Jordan and Jill have worked together with Indigenous thought leaders and creators to reshape curriculum design and integrate Indigenous knowledge frameworks. Bridging cultural divides is a fundamental challenge in Canadian society today. Jill and Jordan are leaders in this quest.

Get in touch!

Branksome Hall
10 Elm Avenue
Toronto, ON M4W 1N4
416-920-9741
communications@branksome.on.ca
Facebook: @BranksomeHallToronto
Twitter: @branksomehall
Instagram: @branksomehall

Jenn Talbot: Opportunity creator and equity champion

Year: 2022 — Province: Ontario
Certificate of Achievement Recipient

John McCrae Secondary School
Grades 9 to 12 – Physical Education and Health
Ottawa, Ontario

"Jenn's commitment to equity is the center of her culturally responsive practice. She creates a learning community that celebrates the unique identities of her students. She models positivity, inclusion and compassion. When a student experiences barriers to success, Jenn personalizes their learning through collaborative problem solving, goal setting, feedback and restorative practices."

Jenn teaches physical education at high school level, but she also has a deep passion for literacy development and programming, as well as a strong commitment to inclusion in the school setting. The programs that she develops help students to feel represented and open to the realities of others.

Teaching approach

Jenn instills a passion for learning. Students arrive in her class and know they matter. They see themselves represented in the content, the processes and the outcomes. Beyond the classroom, Jenn's leadership programs produce people who do not walk away with only basic leadership skills. As an opportunity creator, she mentors students to become opportunity creators for others. Through her words, her actions and her inspirational approach, she personifies teaching and leadership excellence.

In the classroom

Jenn provides a welcoming, positive and inclusive environment in her classroom. She believes that healthy and active living should be a basic part of life. She is passionate about identifying and removing the barriers that prevent students from participating in physical education classes. This drove her to petition for, and to implement gendered physical education classes at her school and throughout her school board. This is in line with her credo that citizenship starts with acceptance of others and inclusion.

Many might believe that athletics and literacy are an unusual mix. But as Head of Physical Education, Jenn has been the driving force of literacy initiatives at her school. Reading is an integral element of the curriculum in her department. Students in Jenn's class are always encouraged to become personally invested, to share their opinions, to make connections, and to identify what really speaks to them. And they are empowered to share their love of reading with others.

Outstanding achievements

Jenn's greatest contribution to student achievement is her absolute commitment and devotion to students. Time and time again she goes above and beyond the call of duty to support students, notably those who might be considered at risk. Many of those students can attribute their academic success to Jenn's unwavering, non-judgemental belief in their abilities.

Jenn is a leader in implementing programs and initiatives designed to include students of all origins and of all identities. Notably, she has created an anti-bullying and conflict resolution program and she is a leader in the Gay-Straight Alliance that aims to increase student's sense of belonging through equity-literacy programming. Jenn is transforming the way we have traditionally interpreted the curriculum so that it can be more accessible and more meaningful to all learners. She leaves no one behind.

Get in touch!

John McCrae Secondary School
103 Malvern Drive
Ottawa, ON K2J 4T2
613-823-0367
johnmccraess@ocdsb.ca

Mark Will: Connecting students to the world

Year: 2022 — Province: Ontario
Certificate of Achievement Recipient

St. Clement's School
Grades 7 to 12 – Accounting, Civics, Cooperative Education, Geography, History, Law, World Politics
Toronto, Ontario

"Mr. Will has always shown a love for his career, and is invested in giving his students the best education possible. He has set the example for me, and supported me in becoming a confident, well-educated person. (…) He is the best teacher I will ever have, and I feel lucky to have had such wonderful learning experiences."

Mark creates diverse opportunities in and beyond the classroom for students to gain a deeper understanding of not only themselves, but also the communities they are part of. He guides and supports students along their learning and personal journeys, showing genuine care and concern every step of the way.

Teaching approach

Mark believes in student-centered pedagogies that challenge students to move beyond simple retention. By embracing the flipped-lesson approach, his classroom becomes a space for students to take the lead in problem-based learning that is grounded in the principles of collaborative inquiry.

In the classroom

Whether teaching students in the classroom, or coaching them in the field, Mark is invested in teaching about more than just the subject or sport. The students in Mark's classes learn about their subjects, but they also learn about themselves. He achieves this by connecting students' learning to the world. Students are able to see the value and importance of what they learn even when they are outside the classroom. Mark has arranged and led dozens of field trips, locally and internationally, to museums, archives, university campuses, and houses of government. Mark matches theory with experience.

Mark's classroom is a learning environment that provides agency and interest for his students. His desire to do the best he can to engage students in their learning has brought him to integrate technology not only to enhance the learning experience, but also to foster agility and creativity. Beyond technology, Mark creates a learning ambiance that is both challenging and supportive, and ensures differentiation for his students through varied teaching approaches and assessment strategies. He is exemplary in his commitment to reach all learners.

Outstanding achievements

Mark has a passion for cultivating leadership in his students. He created the school's first-ever Leadership Framework. After a two-year process of research, consultation, striking a faculty committee, and feedback from students and families, the framework was introduced. It is predicated on the idea that leadership is not about titles but is a set of learnable skills and behaviours that anyone can acquire and practice. Mark believes that every student is a leader and can become a better one. The framework provides the school community with a structure and process for teaching and developing leaders.

Get in touch!

St. Clement's School
21 St. Clements Avenue
Toronto, ON M4R 1G8
416-483-4835

Jessica Larivière: Promoting growth

Year: 2022 – Province: Quebec
Certificate of Achievement Recipient

École de la Marconi
Grade 1, Regular
Drummondville, Quebec

"Jessica is a teacher who thrives on projects and challenges of all kinds. Every day, her enthusiasm is palpable and leads her on a constant quest for new activities to stimulate her pupils and pique their interest. She brings creativity and innovation to the classroom... she gives her pupils some leeway and empowers them by offering them the chance to make choices and become more independent."

Jessica's educational approach focuses on one essential element–personal commitment. Through her involvement with the children and her one-on-one approach, she is able to foster exceptional growth in her pupils' knowledge and skills. Thanks to the diversity of her classroom projects, combined with her efforts to secure the necessary funds to carry out her projects, the children enjoy a wide range of learning opportunities while staying motivated and eager to further develop their knowledge.

In the classroom

To encourage her pupils' independence, Jessica uses workshops in which they can work at their own pace and earn the reward of having time for free play when the last period of the week arrives. A quiet corner is provided for children who need to self-regulate, and Jessica always takes it upon herself to check in with her pupils who need to use this space and time to calm down.

In the classroom, Jessica uses digital technology to support her pupils' learning, chiefly by using the interactive whiteboard (IWB). She allows her pupils to come up to the IWB to interact with and explore this technology. She shows lively videos to give her pupils brain breaks and allow them to blow off steam. She also uses the IWB to seamlessly transition from one activity to another by playing music and displaying soothing imagery. Furthermore, in her virtual classrooms, she used a variety of digital resources such as Padlet to keep her pupils motivated and her teaching lively.

Outstanding Achievements

Jessica's work goes beyond the official curriculum. One example is her use of recycling as a basis for an educational project, asking the children to bring empty aluminum cans from home to class. She reinvests the deposit money in educational materials to further the development of her students. With this project, Jessica can teach respect for nature, the importance of the three R's (reduce, reuse and recycle) and of thrift and perseverance. She uses the project to teach arithmetic, too, as the pupils track how many cans have been collected. Jessica is more than just a teacher. She does of course guide the children along the path of academic success, but she also equips them to become active members of their community and citizens of the world.

Get in touch!

École de la Marconi
1205, rue des Tours
Drummondville, QC J2B 0Y4
819-850-1629
ecole.d@cssdeschenes.gouv.qc.ca

Lise Proulx: Technology for everyone

Year: 2022 – Province: Quebec
Certificate of Achievement Recipient

Philemon Wright High School
Grades 10 and 11 – French as a second language
Gatineau, Quebec

"Ms. Proulx is a guardian of Francophone and Quebecois culture. Through the study of novels, various audiovisual presentations and opportunities for her students to share their cultural knowledge, Ms. Proulx fulfills another one of her teacher roles by bringing the French language to life in her classroom."

It is impossible to reduce Lise's teaching approach to a single concept. First, she is an advocate of collaboration and peer teaching. She takes a transdisciplinary approach when the theme lends itself thereto, such as connecting French as a second language to subjects such as history, geography or even philosophy. Furthermore, she practises differentiated teaching by sometimes allowing students to choose the projects that they would like to work on. She also teaches flipped classes, meaning classes where students must first familiarize themselves with grammar rules and try to understand them on their own. Afterward, they ask their questions and she will then explain the rules, or she will ask them to give their own explanation so she can check what they understood of the material and find out which points she will need to spend more time on.

In the classroom

Lise is able to gear her teaching to the different ways the students learn by using curated methods and computer tools. She understands that everyone is different and that a particular approach that works for one student will not necessarily work for another. This is why she integrates several types of learning into each of her lessons. At the same time, she makes sure that she meets the framework for learning growth of each grade.

Information and communication technologies have had a positive impact on education, including second language learning. Lise avidly follows the latest developments in edtech. She is always on the lookout for new applications, and shares her discoveries with her fellow teachers. She also helps her students get started with edtech. She helps them use their laptop, tablet or cellphone by finding applications that help them better understand and use a new grammatical concept, watch videos or simply listen to podcasts or songs. While edtech is not an end in itself, it has improved the quality of learning and built motivation, which is so necessary to success.

Outstanding Achievements

Second language study is not only a tool to improve one's performance and job opportunities, nor does it simply reflect a personal effort to learn Canada's second official language. Knowing a second language enriches your general knowledge, which is its own reward. This is the tack taken by Lise, for whom French is truly a tool that can be used in everyday life: her goal is to have her students see it the same way. She is truly an ambassador for the French language, and her students reap the benefits.

Get in touch!

Philemon Wright High School
10, boulevard Daniel-Johnson
Gatineau, QC J8Z 1S3
819-776-3158
pwhs@wqsb.qc.ca

Samantha Adam: Literacy: the basis of learning

Year: 2022 — Province: Saskatchewan
Certificate of Achievement Recipient

Father Gamache Memorial School
Grades 6-9, Literacy Catalyst
Fond Du Lac, Saskatchewan

"The Dene language is a critical element of our culture. It is an essential part of our values here as Father Gamache Memorial School. Samantha is fluent in both Dene and English. She brings the Dene language and culture into her classroom. She is great model, not only as a teacher in our school but also in the entire community. She is a pleasure to work with and a motivation for students to become the best that they can."

Samantha has held a number of roles at Father Gamache Memorial School over the past ten years. She has been an elementary generalist teacher, and her tireless hard work and dedication to literacy in her classroom led to her working in her current role as Literacy Catalyst at the grade 6-9 level.

Teaching approach

Many students are not fully aware of the literacy skills that they use every day. Samantha has had great success in helping students discover and explore their linguistic skills and reach their full potential with respect to literacy. She enjoys using online tools to teach students how to build their literacy skills. Samantha's approach to learning encompasses more than acquisition of knowledge. It is about the discovery and development of oneself.

In the classroom

There is no doubt that academic success and skills acquisition are closely linked to literacy. But now, we need to add the link between the use of technology and the learning process. Samantha has embraced the many technologies related to classroom-based literacy. The use of iPad by many students has had a significant effect in improving literacy skills. Technology in itself does not create language skills. But it provides tools that guide and motivate students to push forward.

Samantha's work extends beyond her classroom. As Literacy Catalyst, she supports teachers with resources to ensure they can bring this knowledge to their students. If education is about sharing knowledge, Samantha is an exemplary model of this principle.

Outstanding achievements

The vulnerabilities of Indigenous languages are well known, but so is the renaissance of some languages through the efforts and perseverance of people who refuse to accept the disappearance of their linguistic heritage. Samantha began her career teaching at the grade two level, where she worked with her students to develop a routine around the Denesuline language. At the time, the principal was also the Dene Language Teacher. He created a bank of Dene language resources for the classrooms. Samantha implemented the resources to help revitalize the Dene language in the classroom and also in the community. Dene literacy has always been a key component to Samantha's classroom instruction. She is a key player in the maintenance and revival of this unique culture.

Get in touch!

Father Gamache Memorial School

Box 100
Fond Du Lac, SK S0J 0W0
306-686-2033

Tanya McCallum: Changing lives, changing beliefs

Year: 2022 — Province: Saskatchewan
Certificate of Achievement Recipient

Sturgeon Lake Central School
Grades K to 12, Land Based Education, Northern Lifestyles
Sturgeon lake, Saskatchewan

"Tanya McCallum is the epitome of land-based teaching in our community. She holds high standards for our children and never stops learning. I would also like to add that Tanya was the math and science teacher and the math catalyst for our school and therefore has integrated these teachings into her land-based teachings. Tanya goes above and beyond for students, teachers and community to promote this whole aspect."

Tanya has been teaching at Sturgeon Lake Central School for over 12 of years. She has acquired a Master's Degree with a focus on land-based education. She has the unique ability to connect with students, staff and families. She is a sought-after speaker on local, regional and national levels, having presented at Think Indigenous as well as involvement at national tables. She is regularly consulted by outside agencies to share expertise.

Teaching approach

Many First Nations schools today aspire to offer a culturally driven, land-based education program to provide children with traditional knowledge. However, it is often difficult to transfer good intentions from the drawing table to a living reality. In this regard, Tanya successfully bridges theory and practice with a teaching approach that utilizes the land and its resources. Students get hands on experience, whether it be for a science-based activity or simply to enjoy what the land has to offer.

In the classroom

Tanya provides land-based instruction to 400+ students from kindergarten to Grade 12. She makes her classroom come alive with a highly successful blend of traditional teachings and land-based knowledge. Her classroom houses local artifacts of the Nation and she creates ecology centers for student and staff enjoyment. She promotes knowledge in her discipline through a tactile, multi modal approach to which students respond favorably. The outcome is that students identify with their learning.

Tanya's classroom is much more that a space in the school where students learn concepts. Many days the physical classroom is empty as students are on the land – trapping, snaring, ice fishing, canoeing, boating, camping, hiking, skiing, and identifying wildlife and plant life. As land-based education continues to define itself, Tanya is a leader in implementing activities that students relate to. She strives to make every outing one that has purpose, clarity and real-world connections. Students learn in both languages, using Cree and English to describe their experiences.

Outstanding achievements

One of Sturgeon Lake Central School's accomplishments has been the abolition of a "behavior program" typically designed to work with students who display chronic behavior issues. There is a direct correlation between the decline in problem behaviors in the school and the development of the land-based program which was created by Tanya. The school has adopted a practice approach to behavior by creating engaging and safe places to learn. It has been largely Tanya's influence that has led this transition. Under her guidance, many of those at-risk youth have found skills, success and a sense of belonging.

Get in touch!

Sturgeon Lake Central School
717 White Buffalo Lane
Sturgeon Lake, SK S0J 2E1
306-764-5506
slcs@slfnedu.ca
Facebook: @SLCS

Gilbert Will: Surmounting challenges to learning

Year: 2022 — Province: Saskatchewan
Certificate of Achievement Recipient

Cornwall Alternative School
Grades 10 – English, Math, science, indigenous studies, food studies, visual art, wellness, mental health
Regina, Saskatchewan

"He doesn't have an easy job teaching teens, but also teens that are a bit more complicated to teach. My daughter is one of those students. She was a kid who hated school. She went from never thinking she could do a normal high school to pushing herself to overcome her fear of learning. He pushed her to become what he saw she could do. He did it."

Cornwall Alternative School's mission is to help Regina students between Grades 7 and 10 get their education path back on track. The students are referred by local school boards with extreme challenges in attendance, behavior, mental health, and academic performance. Gilbert is a key member of teaching personnel in achieving the goal of successful student transition back to mainstream schools.

Teaching approach

A safe and predictable environment is the basis for establishing trust with people with behavioural and integration issues. Gilbert not only meets the students where they are at, but accompanies them with support in their academic work or potential social situations creating internal stress. He stays in close communication with families, guardians, and students. They know he is there for them and there to help.

In the classroom

It is no secret that the classroom is only one element – albeit an important one – in the learning process. Gilbert takes great pride in developing the big picture and the development of student's global citizenship and community involvement. His students have a history of disconnect both locally and in the world. Gaining confidence in learning helps them find new interests and skills. Many families have an uneasy relationship with school. Knowing that the school is there to support them slowly brings them in. Gilbert's relationships with families bring direct benefits to the students.

Outstanding achievements

Gill's commitment to his students` success is what drives his own success as a teacher. He goes above and beyond for his students to create a positive and lasting impact. Constant communication and home visits with family and students create measurable classroom performance that exceeds the previous years of education. This impact is measurable and tracked using a data platform to provide individual information to measure social-emotional learning. Statistically, there is a massive shift after a 3-month placement in Gilbert's classroom. Taking the time to know his students, from home life to experiences, is a welcome change for the students who arrive at Cornwall with very little connection. He will not quit on a student until he has put in place the conditions for success. His key achievement is literally the reintegration of young people.

Get in touch!

Cornwall Alternative School
40 Dixon Crescent
Regina, SK S4N 1V4
306-522-0044
admin.cas@sasktel.net