2023 Recipient biographies – Teaching Excellence

Amarah Ishaque Math and Science Equal Creativity

Year: 2023 — Province: Alberta
Certificate of Excellence Recipient

Ignite Centre for eLearning
Edmonton, Alberta
Grades 9-12, Math and Science

"She consistently demonstrates mastery as she successfully moves students through the phase of "learning to use technology" to the phase of "using technology to learn." Her passion for teaching math is infectious and students respond to this enthusiasm with a new sense of personal wonder about how math can play a role in their lives."

As a math and science teacher Amarah understands how to integrate technology into the classroom to foster creativity and improve the learning experience. Her teaching not only engages students with technology but also instills the digital skills and competencies – essential tools to navigate today's world.

Teaching Approach

Amarah's classes are designed with questioning and debate in mind, allowing students to engage in critical thinking and confidence in speaking in front of a group. Her questioning technique is often based on the Socratic method. This allows her to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we do not know, to follow out logical consequences of thought or to lead discussions, and most of all to allow underlying thoughts to be questioned. But more than just guiding students through problem resolution, Amarah creates trust and provides a safe and inclusive learning environment.

In the classroom

Amarah shares her background in STEAM education and incorporates hands-on activities and project-based learning into to her classes. She encourages team building by giving students projects that they complete collaboratively and then share with classmates – providing self-assurance and team spirit. These activities also lead to group discussion about STEAM concepts and build a deeper understanding of the subject matter. For instance, she grouped students across grade levels who showed interest in engineering into the "Ignite Design Team, Igniting in the Third Dimension." Students were tasked with assignments in which they had to apply their creativity to the 3D environment, all while they implemented the lessons from math class. Amarah knows how to bring students just beyond their level of comfort into their field of passion.

Amarah always makes it a point to celebrate student success with certificates and funny poems to underscore achievement and recognize accomplishment at the end of a project. She is known for her ability to connect with students on a personal level and for her dedication to supporting their mental health and emotional well-being. One of the core elements of her teaching practice is her ability to meet students where they are and to adjust the curriculum to the diverse group of learners in her classroom.

Exceptional Achievements

Amarah is always curious about what makes a teacher effective and what teaching practices and policies are most successful in terms of student achievement. Along with two research students, she wrote a paper on the reasons Canadian students score so low on math tests, taking a look at Finland that has a much higher success rate in the field of STEAM. Her research, which provided unique insight into the matter, won first prize at the Uwill Discover Conference at the University of Windsor. Amarah is not only a teacher. She remains a life-long student, to the benefit of her school and her profession.

Get in touch!
Ignite Centre for eLearning
PO Box 95013
Edmonton RPO Whyte, AB, T6E 0E5
825-436-1788
info@ignitecentre.ca

Isaac Ward Integrating STEM with Traditional Knowledge

Year: 2023 — Province: Alberta
Certificate of Excellence Recipient

Siksika Nation High School
Siksika, Alberta
Senior High, Science, Biology and Chemistry

"Indigenous learning uses all senses of the body, mind, emotions, and spirit to comprehend how the world works. [Isaac Ward] is a teacher of discovery, which is transmitted to [their] students. [Their] excitement for learning translates into success and academic achievement for [their] students."

After four years as a teacher at Siksika Nation High School, Isaac has transformed the learning experience of students. The introduction of a stronger STEM approach, as well as land-based and inquiry-based learning have significantly enhanced not only how students perceive education, but also how they perform in the school environment.

Teaching Approach

Isaac's approach to education, and in particular to teaching STEM, encompasses much more that the subject matter contained in the curriculum. They integrate ideology, beliefs, culture as well as the spiritual system of the Siksika (Blackfoot). Their curriculum, programming and activities are all student-based and student-centered. Their initiatives are created with the participation of their students.

In the classroom

For Isaac, Indigenous ways of knowing and wisdom are not just concepts – they are part of everyday life. Isaac transmits that knowledge to their students through practical activities. They are able to establish bridges between Indigenous tradition and STEM. This ability is best illustrated by a project they conducted in their class. Some of their students took on the initiative of integrating Arduino-driven LED lights on traditional Siksika bustles, which are the regalia worn by Pow Wow dancers in many Indigenous communities. This project became popular in the school and demonstrates how STEM and Indigenous knowledge can fit together harmoniously and bring people together in the classroom. Isaac's work and dedication in integrating Indigenous STEM to academic programs are appreciated and valued in the community.

Exceptional Achievements

Isaac's courses exemplify authentic knowledge acquisitions and skills development. Their projects not only inspire and engage students, but also inspire staff to take on larger projects, and make education always more connected to the realities of society and the challenges of the professional world. They actively seek to connect with outside agencies with the objective of removing barriers to STEM learning and to future opportunities for their students.

They have been organizing STEAM summer camps for students to learn about Arduino, drone technology and space science. Participants have already been to a number of competitions – all this under their mentorship.

Isaac's initiatives have really enhanced Siksika Nation High School's reputation and identity. For instance, they launched a robotics club with senior students. The students had the idea to sequester CO2 using a robotically monitored algae bioreactor that could be built in the classroom. The students won two awards for their remarkable bioreactor at a Mindfuel sponsored prototype competition. They are now considering how to build a bioreactor kit that they could sell to other schools. Mindfuel has become a valuable collaborator with the school because of Isaac's efforts to engage them.

Get in touch!
Siksika Nation High School
PO Box 1099
Siksika Nation, AB T0J 3W0
403-734-5400
shawnasw@sboe.ca

Cari Wilson Innovation in Digital and Creative Literacy

Year: 2023 — Province: British Columbia
Certificate of Excellence Recipient

West Vancouver Secondary School
Vancouver, British Columbia
Grades 6 – 12 – Applied Design Skills & Technology, Robotics, Digital Art, Design & Multimedia

"In this increasingly complex world, one of the roles of educators is to help students understand the myriad of global challenges by equipping them with the knowledge and skills to address difficult problems. Ms. Wilson is passionate about ensuring students learn and are proficient not only at STEM but also important life skills like teamwork, communication, and project-based learning."

As a highly knowledgeable, skilled, and enthusiastic robotics educator, Cari has been instrumental in promoting computational thinking and coding locally and across British Columbia. Her students have won top awards for the skills they have shown in a number of competitions.

Teaching Approach

Cari is a strong proponent of computational thinking and ensures that all her students are exposed to this way of approaching problems. She equips her students with methods to express problems and their solutions in ways that a computer could also execute. She gives students the conceptual tools to address not only STEM problems, but for all aspects of life. Nowhere is this more evident than with the Girls with Superpowers program, an extra-curricular program she founded to teach girls in elementary school how to code. Apple heard about her extra-curricular club dedicated to supporting girls in STEM, specifically in coding. As a result, her students were invited to the Apple Store Pacific Centre in Vancouver where they met experts who shared the experience of hands-on coding. She always goes the extra mile for her students.

In the classroom

Cari's work comes from a "students first" attitude. She knows how vital it is to ensure all students are educated with the tools to skillfully navigate a future that will be unlike anything we have seen before. Her classroom is a place of exploration, not only for her students, but for her as well. She continually explores new digital resources with her students and together they determine which has the most learning impact.

Early on, she recognized that many of her colleagues and many of the parents may also be interested in digital resources. So, she took her best lessons and formatted them in a way that would be accessible to anyone. She designed and implemented the West Vancouver Schools Digital Citizenship Hub – a web-based resource that includes the full scope of lessons to promote creative and digital literacy. This has been a game changer. Not only are the students in her class the beneficiaries of comprehensive academic support, but families and teachers are also benefitting from a powerful tool to accompany the children in their learning process.

Exceptional Achievements

Cari is the author of This and That: Tech Tips on Tuesdays, an renowned educational technology blog. She is an Apple Distinguished Educator and a Google Certified Trainer. She is Vice President of the Computer Using Educators of British Columbia (CUEBC) Association, a group dedicated to enhancing the student experience through innovative uses of technology at school. Notably, she is making sure that STEM is seen as a sector for everyone.

Get in touch!
West Vancouver Schools
1750 Mathers Avenue
West Vancouver, BC V7V 2G7
604-981-1100
info@wvschools.ca

Margaret Reha-Taylor & Jill Rose: Relationships First – Education for All

Year: 2023 — Province: Newfoundland and Labrador
Certificate of Excellence Recipient

Waterford Valley High
St. John's, Newfoundland and Labrador
Level I-III, grades 10-12, Math, Science, English, Social Studies, Process Courses

"Jill and Margie exemplify the best in what teaching is all about. Student engagement, student success, innovation and a supportive environment for all students are among the leading qualities and practices that describe them both. Their fundamental approach that all students can succeed has contributed to innovative ways that have increased inclusivity in teaching and learning at Waterford Valley High."

Margie and Jill are innovators in education, they are resolute in implementing a learning environment where all students feel capable and successful, where student identity is embraced, and where crucial life skills are acquired and nurtured.

Teaching Approach

Relationships first: This is the core of Margie's and Jill's teaching practice and philosophy. They created and launched the Deep Learning and Mentoring Initiative – a project that provides students with more opportunities to work on projects they are deeply passionate about. Passion projects promote curiosity and are inquiry-based, a chance to self-direct learning and develop life-long skills. The outcome is increased engagement by offering students choice in what they learn and how they express their learning.

In the classroom

Turning theory into practice remains a challenge in the world of education. Jill and Margie bring the lofty ideals of pedagogical design from the academic ether to the everyday practice of teaching with initiatives that make daily life better for the student. Furthermore, they are constantly evaluating the effectiveness of practices and scanning for opportunities to adapt, improve and redesign.

Within their classroom, Margie and Jill incorporate inventive strategies – in keeping with their relationships-first philosophy. Classes are structured with an emphasis on getting to know the students. For instance, assessments are conducted one-on-one allowing space for student-teacher discussions. This improves the level of comfort of the student in the classroom which in turn promotes inquiry and the quality of participation.

Exceptional Achievements

Margie and Jill are always attentive to the needs of those students who may find it challenging getting through the regular curriculum. They implemented the WINS program (Waterford Ignites and Nurtures Success) specifically to provide the tools to succeed in the school academic environment. Some of the targeted skills include conversation/conflict management strategies as well as organizational competencies – the elements that are necessary to interact successfully with teachers and fellow students. WINS principles and methods are now integral to the school's practices and philosophy.

Their passion and their work to make the world a better place has resulted in support for people in Haiti through Team Broken Earth, the Red Dress Campaign to recognize missing and murdered Indigenous women and girls, and closer to home, support for the school's breakfast club that aims at providing a healthy breakfast for every student in the school.

Get in touch!
Waterford Valley High
465 Topsail Road
St. John's, NL A1E 0E3
709-745-6264
wvhattendance@nlesd.ca

Paige Driscoll Giving Students Ownership of their Learning

Year: 2023 — Territory: Northwest Territories
Certificate of Excellence Recipient

Mangilaluk School
Tuktoyaktuk, Northwest Territories
Grades 1 – 9, Math and Science, ELA, ART, Social Studies

"Paige has made Tuktoyaktuk her home and has worked tirelessly in the community to connect teaching and learning to place, culture, and the land which is making learning relevant and meaningful to the students in Mangilaluk School."

Paige understands that integrating learning within the community is important and she regularly incorporates aspects of the Inuvialuit culture, touching on relevant themes such as the relationship to the land and animals, seasonal patterns, traditional knowledge, and animal migrations. Teaching through topics that are meaningful and relevant for her students has fostered stronger and healthier connections with education for all, empowering students' voice and agency.

Teaching Approach

Paige's approach to learning is based on making education a tool that enhances quality of life and brings benefits for the long term. She encourages students to pick projects to which they can relate. One of the pressing and ongoing themes in the Northwest Territories is the effect of climate change, notably coastal erosion and its impacts on water flow, ice fishing, and igloo building.

For instance, last year her grade four class used mathematics, science, and social studies to investigate rocks, minerals, and erosion. They invited local guest speakers such as community members whose houses had to be relocated due to coastal erosion, as well as elders and local knowledge keepers. Students created projects such as coded Micro: bit soil moisture readers, solar panel robots, Scratch stories, and Google Slides presentations. They held a class celebration where the community was welcome to view their projects and their learning wall. Students celebrated their learning and shared their messages of concern, researched mitigations and land stewardship to the school and community as a whole.

Paige's teaching approach is grounded in initiatives that support Truth and Reconciliation. Her teaching is guided by the community she serves and her students truly see themselves in the curriculum. She is committed to providing her students with the opportunities to excel and grow their cultural identities, talents, interests and gifts, particularly in STEAM. As an act towards Reconciliation, Paige's work in supporting other teachers in our district contributes to the collective knowledge base and best practices that empower Indigenous learners in a way that is authentic to them and supports them in being and becoming a NWT capable person.

In the classroom

Paige's classroom is organized to allow students to work together, work independently, and in whole groups. She encourages students to explore and share their thoughts to spark conversations and generate interest in topics that may be outside their normal realm. The objective is to foster curiosity and provide the conceptual tools for students to become independent learners.

Paige's classroom balances Western and Indigenous Principles, merging aspects of traditional knowledge and STEM, with modern-day technology such as Ozobots, Microbits, and Makey Makey. In another unit, students picked projects related to the Northern Lights and had the option to pick any format to present their understanding. They invited an elder to share some local stories about the northern lights. Some students created paintings and poems, some created their own stories and explored stories from other cultures, some students did presentations on the science of the northern lights and one student explored satellite data to study, measure, and analyze the impacts of solar storms.

Collaboration and support are among the key ingredients to Paige's class. Paige has built a community of learners where students get to celebrate, share, and grow their gifts and talents. Holistic learning is at the forefront of her classroom, where students' well-being is the top priority. All students are encouraged to work together and support one another. The intention is to build relationships that go beyond the classroom setting and the effective acquisition and understanding of subject matter.

She brings concepts to the real world. One of her initiatives consisted of organizing a whole-school inquiry fishnet pulling project, in collaboration with the Land Based Educator. Prior to the outing, teachers were provided with a range of activities, lessons, and project ideas across all subject areas and were encouraged to connect the classroom to the key cultural experience. Paige created a whole school learning wall where students were able to post their questions, wonders, and connections. There was also a bar graph, where each group of students could record the type and amount of fish caught. Students collected a range of data such as weights, heights, temperatures, distance, and moon illumination. Students explored trends in the data to find patterns and relationships. This project was not just a school activity. It was developed to support a whole unit plan full of fun and engaging activities through STEM.

Exceptional Achievements

Among her many initiatives, Paige did a whole school project on Cultural Art. Her students had an opportunity to showcase carvings, paintings, woodwork, storytelling, and more. Paige's project was great at embracing the Inuvialuit culture through different components of art and artifacts that students got to create. Paige was able to bring in local artists and work with amazing storytellers from the community. It was a unique way to allow students to connect with the community. Parents and friends were invited to take part in student presentations which were extremely well received by the community.

Most recently, Paige has completed a Masters in Professional Education in Mathematics through Western University. For her capstone project, she created a website of resources for our district consisting of place-based provocations and thinking routines, eight inquiry units that merge traditional knowledge and STEAM and a “Planning with Place First” framework.

Get in touch!

Mangilaluk School
477 Mangilaluk Loop, Bag Service 5000
Tuktoyaktuk, NT X0E 1C0
867-977-2255
Instagram (English only)

Godric Latimer-Kim: Imagination is a Life Skill

Year: 2023 — Province: Ontario
Certificate of Excellence Recipient

Crescent School
Toronto, Ontario
Grades 9-12, Drama

"One of the most important lessons I learned in Ms. Latimer-Kim class is how to use drama in any setting of life. To this day, my central ethos as an aspiring doctor is to combine the skills I have acquired in drama to patient care. I implement skills developed in her class of empathy, communication, and humanity every day."

As an educator in the Drama studio or on the stage, Godric strives to invite and challenge her students to recognize, appreciate and embrace their potential. Through every unit of study and dramatic production she creates, her primary mission is to grow, nurture and ignite the creative passion in each of her students. As a mentor, she champions her mentees as unique individuals. She endeavours to see them for who they are and walks beside them every step of their high school journey.

Teaching Approach

Godric's drama curriculum is designed to empower students to tap into their creative potential by digging deep into what makes them unique, teaching critical and creative thinking skills and, most importantly, the ability to imagine. For one assignment, students create an original dramatic performance piece integrating various media technologies and theatrical mediums, to recognize and appreciate themselves as individuals and challenges them to celebrate their authentic selves and unique characteristics. She believes that building confidence in one's ability to collaborate, problem solve, communicate, and listen to others compassionately are fundamental to being a fully functioning human in our complex world.

In the classroom

Godric's lessons invite and ignite students' imaginations by integrating practical and applicable life skills into performance-based learning. Students have opportunities to create in the "brave learning space" of the Drama Studio. Encouraging students to push beyond their comfort zones in a nurturing environment is fundamental to her teaching practice. Teenage students often underestimate their capabilities due to a fear of failure and developing self-esteem. By inviting students to embrace failure as a necessary step in learning, growth and personal development, students are more willing to try and put themselves out there in unique ways.

Godric chooses teaching materials, including scripts, that often expose students to circumstances beyond what they know in their daily lives. Environments, characters, and life circumstances featured in the materials that the students work with invite them to challenge their perspectives and inquire deeply to explore big questions. This is accomplished in the environment of the drama studio, which is free of judgment and ridicule.

Under Godric's guidance, senior drama students prepare workshops and performances for Grades 1-4 students at schools. The Drama students generate ideas with the younger children based on themes such as compassion, friendship, and perseverance. They co-create original scripts, rehearse, and perform with the children. This same framework is used by her students when working with senior groups in long-term care facilities. While the discussion topics and themes varied, the framework of collaboration, script writing, rehearsing, and performing remained the same. The follow-up discussions and reflections shared between the students and the young children and senior citizens with whom the students worked are the most rewarding parts of the process.

Exceptional Achievements

Godric continues to be successful at making drama a life skill and a tool that shapes a person as they evolve in the world. She stands out because her style of teaching is antithetical to simply following some checklist of objectives. She knows that the power of drama as a tool cannot be force fed – it has to come from the participant organically. She does not run an assembly line of memorization, blocking, performance but rather sees that acting, critiquing, and understanding drama is about superimposing a character unto yourself or someone else. It is about discovering oneself.

Godric has been involved with International Boys' Schools Coalition conferences and led a presentation at the 2017 IBSC conference in Montreal titled Fostering Empowerment, Identity and Authenticity Through Theater. She was the directing coach for all presenters at the TEDx conference that Crescent hosted in 2014. She organized the annual Canadian Independent Drama Festival in 2018 where she coordinated a three-day and evening Drama conference for senior school students from twelve different independent schools throughout the province. Her Outreach initiatives include Tokens 4 Change/Time 4 Change for eight consecutive years and Children's Theatre programs with various outreach partner schools in Toronto. She has served on several different Crescent committees and panels, and she is a faculty champion behind many student groups and clubs including the Pride initiatives at the School.
Get in touch!

Crescent School
2365 Bayview Avenue
Toronto, ON M2L 1A2
416-449-2556
info@crescentschool.org

Benjamin Smith: Engagement and Justice in Education

Year: 2023 — Province: Ontario
Certificate of Excellence Recipient

Chinguacousy Secondary School
Brampton, Ontario
Grades 9-12, Student Success, Physical Education, Social Sciences, English

"Ben is an exceptional educator who creates safe and rich learning experiences for students. He not only teaches about anti-oppression and equity but embodies it in his teaching and personal practices. He always goes above and beyond to support both staff and students and he leads with reflection and humility – always taking a co-learning stance no matter whom he is working with."

Ben has been the driving force in transforming the school's culture through deep involvement and dedication. He empowers students to take ownership and agency over their educational journeys while simultaneously building teacher capacity to create classroom environments that are culturally responsive and accessible to students of all backgrounds and abilities.

Teaching Approach

Ben is adamant about students taking charge of their learning experience. One assignment in a "Activist Art" class had students demonstrate their learning in any art form that they desired, and the result was a myriad of creative work in diverse forms from paintings to beats to spoken word poetry to dialogue-based dramatic scripts. Providing multiple approaches to learning encourages students to reflect on their strengths and challenges them to grow in a setting in which they feel supported. In his words, "write your story, tell your story, show you story."

In the classroom

The cornerstone of Ben's teaching practice is equity: he believes that all students should have access to the tools and training they need to deeply interact with course content and demonstrate their learning. This enables students to optimize the technology to its fullest as they demonstrate their understanding of content. So digital technology is a key element of Ben's engagement strategy for students. He frequently uses websites like "More Than One Story" for community building activities, and to generate class discussions. In his role as Student Success head, Ben has incorporated digital tools for delivering content and for students to demonstrate their learning. He is vigilant about connecting students with assistive technology that enables them to overcome barriers to learning. He has established Virtual Learning Environments to ensure students have a variety of methods to access course material. He also offers student assistance both in person and through virtual conferences – supporting engagement with the course content.

Ben has been at the forefront of his school's work towards decolonizing education. He has worked tirelessly over the past two years to support staff in developing lessons and assessments that focus on what students can do, instead of what they cannot, and in removing barriers to student success that are ingrained in traditional assessment structures. Due to his influence, it is now a frequent topic of discussion, and the staff is developing the confidence to examine culturally entrenched biases and make impactful changes to the teaching practice that will benefit traditionally underserved communities.

Exceptional Achievements

Ben's impact extend way beyond the school. For instance, he designed a summative assessment that empowers students to take action and effect change in their community. He asked the students to identify an equity issue in their community and take steps to activate voice for change. Students were tasked with collecting data from community stakeholders, especially the "street data" that is often missed when using traditional data collection methods. The objective is to gain not only quantitative insight into inequities but also qualitative information to discover what is wrong, why it is wrong, or how to fix it. With their data in hand, students created proposals that they share with governmental organizations to advocate for resources to address the identified inequities. Ben also encouraged the students to reach out to people who can make these changes, such as school administrators and local politicians.

Get in touch!
Chinguacousy Secondary School
1370 Williams Parkway
Brampton, ON L6S 1V3
905-791-2400
chinguacousy.ss@peelsb.com

Ann Marie Vanneste: Culturally Responsible Pedagogy

Year: 2023 — Province: Ontario
Certificate of Excellence Recipient

All Saints Catholic High School
Kanata, Ontario
Grades 9,10,11,12 – Civics, Careers, Religion Learning Strategies

"I have personally witnessed the intentional progress the All Saints community has made as a result of Ann Marie's continued interest, investment, and voice. I appreciate Ann Marie's perspective that with every opportunity we have as a community to continue the conversation about race, we must engage and learn."

Ann Marie is a promoter for the arts, and a transformative leader focussed on providing Black students with a voice and opportunities in a large suburban school with an increasingly diverse demographic composition. She has changed the student experience and built the capacity for the teaching staff to instill a climate that allows all students to connect with their school.

Teaching Approach

The operative word to describe Ann Marie's teaching approach is inclusion. People who are not fully part of their milieu cannot fully develop either as students or as contributing members of their community. Her work, therefore, far extends delivery of the curriculum, and touches individuals. When Ann Marie was teaching performance dance, she collaborated extensively with administration, custodial and resource staff to ensure that a student in a wheelchair could successfully achieve the course expectations of the senior dance class. Her pedagogical intention is to bring everyone on board.

She has made collaboration and communications the hallmark of her teaching practice. In this spirit, she builds meaningful relationships with all students – the basis of success if one is to successfully transmit the knowledge, and especially the life skills that will allow young people to adapt to a challenging world.

Ann Marie's unique teaching style allows students to open up, but she also instills critical thinking. She puts this into practice with her learning strategies classes and Best Buddie program which provides her students with the tools and behavioral guidance that will serve them in the real world.

In the classroom

Ann Marie's classroom is all about engaging her students. The objective is to support active participation, both in class and in extracurricular activities such as, coaching track and field. In her assignment "Something out of Nothing" Ann Marie will make twenty-seven brown paper bags with the same contents and students are given 45 minutes to create something. The results are mind boggling and often the students you least expect to create a masterpiece are the ones who do. This hands-on activity has impacted students in such a powerful way that they speak about this for years after. She wants students to feel that someone is rooting for them, and for their success. With this in mind, her priority is that everyone be included and be provided with the same opportunity to succeed. Culturally responsive pedagogy is critical to her teaching approach. She nurtures a sense of pride in all students, notably pride in the individual's cultural place in the world, and awareness of individual cultural strengths.

Exceptional Achievements

Ann Marie has worked tirelessly to create and foster a school environment centered on respect and equity for Black students. Her initiative to create a Black Students Association has given birth to a positive forum where over two hundred students share, learn and practice community building. Her efforts are evident from using communication channels to share Black Joy over the PA system, to larger events such as the schoolwide birthday celebration for George Floyd where the student body was able to connect to his humanity and his family connections or 'Walk Till Justice' where 900 students walked to view the film Till during Black History Month. The film is based on the true story of 14-year-old Emmett Till who was murdered in 1955 in Mississippi. Emmett Till's murder was a pivotal moment in the Civil Rights Movement. 

Her leadership has extended to supporting her school's administrators and faculty in providing practical ways to address racial inequities and minimize the harm of inequitable situations in her school environment and in the extended community. Ann Marie is a 2023 recipient of the Director of Education award in the Ottawa Catholic School Board.

Get in touch!
All Saints Catholic High School
5115 Kanata Avenue
Kanata, ON K2K 3K5
613-271-4254
AllSaints.High@ocsb.ca

Michèle White: Bringing out the Best in Young Children

Year: 2023 — Province: Ontario
Certificate of Excellence Recipient

Churchill Alternative School
Ottawa, Ontario
Junior Kindergarten and Senior Kindergarten, all subjects

"Michèle is a seasoned and passionate teacher who has been a constant at the Churchill Alternative School community for over 20 years. During her tenure, Michèle has had a positive impact on several generations of students. If 'first impressions last a lifetime' then as a kindergarten teacher, Michèle and her educator team certainly set students up for a lifelong love of learning."

Michèle's unique empathy, compassion and intuition is what ensures no child is left behind. Under her care, every child receives the individual support they need to nurture competencies and establish a solid foundation for learning that allows them to thrive today and prepares them to excel in the future.

Teaching Approach

Learning through artistic experimentation is a foundational teaching practice – the first premise to Michèle teaching approach. She integrates interdisciplinary learning goals through a child-centred, play-based approach to making art. She uses songs to teach content related to themes like primary colours, hibernation, and holidays around the world. She uses videos and books to teach about topics like diversity, International Women's Day, and Black History Month. She uses images and videos to foster art appreciation and highlight artists like Monet, Van Gogh, and Piet Mondrian. She uses materials the students collect in their outdoor classroom – called 'Back to Nature' – leaves, pinecones and the like, to grow a love of nature. Through immersing the students in multi-modalities, she is encouraging students to express themselves through a range of mediums that they feel most comfortable with.

STEM education does not start with the calculus class or the physics lab. It starts, or it should start, at the very earliest age. This is the second premise to Michèle's approach. Her lessons allow her kindergarten students to gain experience with subjects like science, technology, engineering, arts, and mathematics in a child-centred, play-based, exploratory way. In examining shells and fossils and rocks with a magnifying glass, in describing them, and in recording their findings in different ways, these kids are budding scientists. In watching videos, moving their bodies, and singing along with what they see and hear on-screen, Michèle's children are using technology. Building plastic toy structures strong enough to stand on, these children are engineers. In using cubes to form letters, to create patterns, and for counting, the students are mathematicians.

In the classroom

Michèle's class is a place of diversity. Her team uses a variety of teaching practices to ensure that all kids are well integrated. Michèle provides a comfortable, secure environment for her children to help them build confidence, feel empowered to take on learning challenges, transition from home or child care into the world of school citizenship, gain a sense of belonging in the larger school community and, perhaps most importantly, to laugh and be happy every day. Whether it is family volunteers in the class, whole school assemblies, Tree Families (students are grouped in 'families' with another Churchill educator and students from across grades), Reading Buddies or annual food bank drives where the class collected donations for a women's shelter and then went on a field trip to deliver them in person, Michèle is determined to collaborate and integrate her students into the rest of the school and the community.

Exceptional Achievements

Michèle's achievements can be seen running around the yard at Churchill School, in kindergarten and all the other grades, confidently themselves; they can be found in the families who have been changed by having a student in her class; they are community-minded adults out in the world. Michèle not only leaves no child behind, but she also raises each one up, including those who need extra support. She ensures students receive the support they need, advocating for students and families, and providing tools, coaching and resources to families to help them actively participate in the success of their student.

Get in touch!
Churchill Alternative School
345 Ravenhill Ave
Ottawa, ON K2A 0J5
613-722-4474
churchillalt@ocdsb.ca

David Crowell Sharing the Passion for Science

Year: 2023 — Province: Saskatchewan
Certificate of Excellence Recipient

Montgomery School
Saskatoon, Saskatchewan
Grades 4-8, Science, Practical and Applied Arts

"It is in David's nature to improve the lives of those around him. What makes his work so remarkable is the impact his passion has had, not just on his enrolled students, but in thousands of others' lives in, and around the City of Saskatoon over the past three decades."

David has been sharing his enthusiasm for science and technology as a teacher at Montgomery for almost three decades. His belief in students is infectious and his enthusiasm for practical, low-cost science experimentation is inspiring colleagues in hundreds of classrooms across Saskatoon to engage their students in the same manner.

Teaching Approach

Science education has evolved from one that encourages the hypothesis driven, trial and error methods of the past into a newer, top-down narrative that satisfies increasing time demands and shrinking budget lines. David is quick to point out that "It's a trend we need to correct if we want to empower a new generation of problem solvers and thinkers." For him, students want to know that they matter, and that their abilities make a difference in their community and with their peers – science needs to be practiced in an environment that celebrates "failing forward" as much as it meets a specific learning target.

In the classroom

Digital technology as a tool to address problems is at the heart of David's work with computers in his classroom. One of David's strongest beliefs is based on the understanding that all students can achieve any learning outcome, provided the goal is clear, and they have access to the appropriate tools and practice needed to master the content. He balances this concept with the absolute need to recognize the power that is at their disposal when using computer technology. They are taught the importance of safe and ethical practices while communicating and accessing information from online sources.

David incorporates Indigenous perspective in STEM whenever possible. One class about the principles of flight contains lessons centering on the Cree term pîsim, meaning moon. David draws the parallels between established Cree practices which name the different moons based on observations of bird migration and chick rearing stages, with more traditional calendar and moon phase observations; all in a way that reinforces the validity and commonality between differing cultures. Another example of his efforts is when David models authentic spiral technique construction of igloos during winter months in the school yard; comparing commonalities between cultures when using arch supports in buildings. David strives to have Indigenous and settler students see themselves and their community's worldview in his classroom activities.

Exceptional Achievements

David has formed partnerships with multiple organizations, linking classroom work to sustainability initiatives, and forming connections with industry. David's students repurpose and recycle donated materials solicited through school newsletter ads or spots on local news media. Over the past five years, students have diverted nearly 2000 kilograms of waste from local landfills.

It is always a challenge for science teachers to find creative, hands-on, and affordable science experiment opportunities for students, including the tools to complete these activities. David is the originator of the interSTELLAR science loaner kit – an initiative that provides teachers with all the materials, tools, and lessons to complete unique and practical learning activities, at no cost. While a success, the program is also a lesson in optimizing resources.

Get in touch!
Montgomery School
3220 Ortona Street
Saskatoon, SK S7M 3R6
306-683-7370
MontgomerySchool@spsd.sk.ca

Amelia Adamowicz Making Connections Between Cultures

Year: 2023 — Province: Alberta
Certificate of Achievement Recipient

Headway School
Edmonton, Alberta
Grades 7-12, Social Studies, Sikh History, Career Tech Studies

"In my decades of teaching, I have not seen a teacher who demonstrated more dedication to high standard, creativity, and leadership that she does. (…) She is a member of my profession who truly gives me hope for the future."

Amelia has been teaching at Headway School, a Sikh/Punjabi independent learning centre in Edmonton since 2013. Not only has she integrated into the school as a teacher, but she has also embraced the culture and its contribution to Canadian society.

Teaching Approach

Amelia inspires her students by showing them the possibilities and then "making learning fun." Her approach is rooted in direct instruction – the teaching of a skill set using demonstrations of the material to students. But she also employs project-based and constructivist approaches that allow students to explore, discover and share information, skills, and knowledge. The tangible results of this approach to teaching and learning are evident in the beautiful art creations that illustrate the more traditional learning that takes place.

Her students are taught to take pride in their heritage and that there are many positive role models among Sikh-Canadians who have made, and continue to make, Canada a great country with a global presence and influence. The identities of prominent Canadian politicians, entrepreneurs, and scientists are explored, along with the happiness that Gurdeep Pander, the Punjabi- Canadian Bhangra dancer and teacher from Yukon, brought to all of us with his "cross-country tour for joy, hope and positivity" in 2022. Amelia makes sure that her students see that they can contribute to Canadian and global wellness. She makes the connection between the Sikh concept of Seva (service to others) and the roles and aspirations of her students lives.

In the classroom

Amelia's classes are inclusive and acknowledge the neurodiversity (the unique ways people's brains work – for instance in sociability, learning, attention, mood, and other mental functions) of her students. This allows her to make accommodations for those students who learn and view the world in a unique way. For instance, some of her students speak little or no English so she uses technology to help them adapt and get over the linguistic barrier. This fosters integration, both academically and socially.

Engagement is the operative word in Amelia's classroom. Starting with direct instruction she provides clear information and direction, takes questions to clarify any concepts, and ensures that students have a solid grasp of the subject matter. Students are then encouraged to research and discover facts and create knowledge through projects and visual expression. This is done in an atmosphere of trust, supported with clear learning objectives. She not only directs learning activities – she engages in research and play with her students.

An example is her version of the New France "game" in which students role play life during the 17th Century. The students can translate their learning into responses on traditional quizzes and tests, but more than that, the subject has a life and meaning beyond mere facts and knowledge of social conditions. The insertion of student-discovered examples of corruption and social inequity/inequality, serve to make the experience genuine.

Exceptional Achievements

Amelia's unique contribution is about building bridges and understanding among cultures. Teaching in a Sikh/Punjabi institution as a non-Sikh person, she was first drawn to learning about Sikhs, their community and faith, as well as their place and history in Canadian society. Not only has she very successfully integrated into the school as a teacher, but she has also developed curriculum for grades 1 to 6 on the Sikh community in Canada. This was shared with all elementary level teachers and is to this day part of the Social Studies program for those grades. Her work expanded over the years to include development of courses on the History of Sikhism which are now accepted as high school credits as locally developed courses. A bona fide curriculum developer, she has gone on to collaborate on the production of a range of didactic material that has been accepted by Alberta Education.

Get in touch!
Headway School
10435-76 Street NW
Edmonton, AB T6A 3B1
780-466-7733
headwayoffice@headwayschool.org

Jocelyn Encinas Igniting the Scientific Spark

Year: 2023 — Province: Alberta
Certificate of Achievement Recipient

Ralston School
Ralston, Alberta
Grades 6,7,8,9, Science, Math, Music, Robotics, Foods, French

"In the classroom with Jocelyn, you can clearly see why the students are drawn to her. She is humble, approachable, and most of all she encourages students to think, read, question, discuss, and challenge themselves. All the qualities of a superior STEM educator."

Jocelyn is dedicated to the development of STEAM in her school and in her community. She ignites the scientific spark in students who did not consider science and math as academic possibilities.

Teaching Approach

Jocelyn's approach to teaching is to engage students by providing the opportunity to learn through real world experience. She puts the process of learning by doing into practice. By engaging her students in hands-on experiences and reflection, they are better able to connect theories and knowledge acquired in the classroom to real-world situations. She has, over her years of teaching, seen the benefits of experiential learning – like growing plants to learn about photosynthesis instead of watching a video, or seeing animals on the plain – instead of listening to a description of it.

Jocelyn uses technology in all areas of her teaching. She has taught many other teachers on the application of robotics in all spheres of learning including math and science. Her students are entirely engaged with engineering and computer programming concepts as they create new and complex Lego devices. And she makes use of many online resources to initiate students to real-world tools such as coding and video production.

In the classroom

Jocelyn has a passion for science that she transmits to her students. Not leaving anyone behind, she creates a rich and inclusive environment in her classroom, with attention to all learning styles and abilities. She is a STEM teacher, but she is also a STEAM teacher. Jocelyn brings the same energy and commitment to teaching students to perceive the world through the lens of art – a vector of emotion and reflection that opens new ways of seeing society and the world. Among her objectives is to help students demystify art and make it accessible to all.

Jocelyn understands the importance of having curriculum and people who have the appreciation and qualifications to deliver information about First Nations, Metis and Inuit. Her classroom is a place that embraces the values of Indigenous peoples like respect, bravery, honesty, humility and truth – the values that enable people to live in a way that promotes harmony and balance with everyone and everything in creation. Those are the values that she promotes for all of her students, regardless of their background, culture or religious beliefs – values we can all learn from.

Exceptional Achievements

Jocelyn has taken on the role of mentor and role model for the future scientists in her school. They are introduced to STEAM not only in class, but are provided with extracurricular opportunities like Operation Minerva from the Telus Sparks Science Center – a conference for grade 8 students, who identify as girls or gender diverse, to learn about careers in science, technology, engineering, art and mathematics from actual STEAM professionals. Very much in line with Jocelyn's objectives, participants get to meet people who work in STEAM, engage in conversations with mentors, celebrate diverse voices in science, and challenge themselves to find inspiration in a STEAM career.

Get in touch!
Ralston School
17 Dugway Road
Ralston, AB T0J 2N0
403-544-3535
ralstonsecretary@prrd8.ca

Leanne Jordison Inspiring Lifelong Learning in Kindergarten Students

Year: 2023 — Province: Alberta
Certificate of Achievement Recipient

Duclos School
Bonnyville, Alberta
Kindergarten, all subjects

"Leanne's drive and ability to reach each of her students and bring the best out of them is exemplary. Her efforts and leadership towards meeting division and school goals have been invaluable through the years of mentorship she has provided to teachers and support staff. We need more teachers like Leanne who put in everything it takes, each and every day, no matter what."

Leanne exemplifies unwavering passion for teaching, and inspires lifelong learning in her kindergarten students. Every lesson is delivered with love and enthusiasm, setting her students up for success far beyond her classroom.

Teaching Approach

Cross-curricular lessons within a Kindergarten classroom are essential to the success of young learners. While this teaching technique is common in Leanne's classroom, it is anything but easily executed. Leanne makes cross-curricular learning look effortless, but this style of education is only possible thanks to a combination of experience and talent. It is an incredible challenge to hold the attention of a room filled with five-year-old's, but Leanne does it with compassion, humour, grace, and enthusiasm for which she is adored by her students and respected by her peers.

In the classroom

The education Leanne provides in her classroom goes well above the school curriculum. It fosters a lifelong love of learning, developing self-esteem, promoting responsible citizenship, and encouraging social-emotional intelligence. Every student in her class learns these foundational skills, which are essential not only for later academic learning, but also for life outside the walls of a school.

Literacy is a basic life skill and Leanne uses creative methods to generate and sustain interest. For instance, she has a popcorn bag and pieces of popcorn with the "popcorn" words (high frequency words) written on them. She will point to a popcorn kernel and a student must "pop up" their hand. Once every popcorn word is read, the class has a popcorn party – very motivating for all learners!

Digital literacy is also an essential competency today. By incorporating innovative ways to build literacy, Leanne ensures that students remain engaged and motivated, inspiring them to continue their literacy journey. She prepares students for an ever changing digital and technological world. Leanne introduces students to digital media in a fun and, more importantly, safe manner.

Exceptional Achievements

Leanne's action goes well beyond the classroom. She is committed to collaboration and problem-solving with her colleagues. She promotes open discussion about the numerous issues that confront the profession and she views challenges as learning opportunities. She believes strongly in sharing experience and lessons among her peers so she takes the time to network with colleagues throughout the division on the best practices in the classroom and the successful approaches used by others in contexts like hers.

Leanne is aware that education in the classroom is only an element of development. One of her greatest strengths is fostering connections with families. She continuously engages with parents throughout the year and includes them in their child's learning. The objective, and achievement, is to provide a learning path that is harmonious from the classroom to the home.

Get in touch!
Duclos School
4801-52 Avenue
Bonnyville, AB T9N 2R4
780-826-3992
jody.centazzo@nlsd.ab.ca

Paige Kindopp: The Power of Kindness

Year: 2023 — Province: Alberta
Certificate of Achievement Recipient

Mother Teresa Early Childhood Education Center
Lloydminster, Alberta
All grades – Math, Science, Social Studies, Language Arts, Arts Education, Physical Education, Health, Religion

"The truly special thing about Paige is that not only does she use her talents, skills and creativity with her students, but she passes on and supports her colleagues in extending it to all students at Mother Teresa ECEC, and to her community. There is no detail left uncovered with Paige when she tackles a project with her Grade 1's."

Paige has spent her years in the teaching profession making every day count. Her effort is founded on kindness and what is best for others. Her work and her spirit have a significant impact on her entire school and on her community.

Teaching Approach

Paige provides her students with the confidence to inquire and is always finding experiential hands-on learning activities that reach the individuals in the class. Her ability to identify ways to support those struggling and enrich those who crave further attention is truly remarkable.

Each year Paige provides her students with the opportunity to build their own digital profiles, showcase their learning and connect to parents. For example, Seesaw offers an engaging way for parents to connect with their child's learning and for students to have an external audience to their learning. What is remarkable is how her grade 1's have such responsibility with computers and iPads, and the literacy they have in using the tools effectively.

In the classroom

Ensuring that students' learning objectives and social development are achieved is always a focus for Paige. She starts each lesson with objectives that have been re-written into student friendly terms that learners can easily use as support for understanding material and concepts. These are called learning targets in her classroom. This is about providing students with clarity with the learning path. Paige always makes sure students know what is expected of them and what the benchmark is for each lesson and day. While her pedagogical practices are technical and precise it is her methods and ways to bring those student targets to life that makes what she does especially innovative and exemplary. The backdrop to her teaching approach is kindness and understanding.

Exceptional Achievements

Paige is the instigator behind the "Do-nut Forget Kindness" Project – an initiative that truly reflects her values and her energy. The project was inspired by a children's book about jelly donuts. It began with children learning about their community and what people do – including baking. She prepared a virtual tour where students could see how a bakery worked, and how donuts were made. Students then started designing their own donuts with class themes and proposing organizations they would like to support with the proceeds of the sales. The donut creations were then taken to the baking department at Sobeys where their bakers brought the kids' visions to life. The result was remarkable. A total of 5,476 individual donuts sold and nearly $3,500 raised for local organizations including the Lloydminster Rescue Squad, the Lloydminster Public Library, the Lloydminster Interval Home Society, Furbabies Furever Homes, the SPCA, and Points West Living Lloydminster Inc. The community came together, morale was boosted and learners realized a little idea could make a big difference! Through her guidance, her 6-year-old students ignited new conversations in their homes, supported non-profits and showed the power of kindness.

Get in touch!
Mother Teresa Early Childhood Education Center
5216-44 Street
Lloydminster, AB T9V 1R6
780-871-5944
motherteresa@lcsd.ca

Shelley Sinclair Meeting Students Where They Are

Year: 2023 — Province: Alberta
Certificate of Achievement Recipient

Irma School
Irma, Alberta
Grades 7 – 12, Mathematics, Career and Life Management, Art and Home Economics

"Shelley strives to lead with competence and expertise while providing a learning environment that is reinforced with compassion, acceptance and unabated encouragement. (…) She is our unsung hero, always going above and beyond, ever the champion of our small but mighty Irma School."

A seasoned educator, Shelley has had an immense positive impact on generations of students. She is a vocal and stoic advocate for improving the educational and cultural opportunities for students in rural settings. She is committed to all students, regardless of their background and abilities.

Teaching Approach

Shelley is always motivating and engaging students to pursue their academic ambitions, and take action to achieve their potential. Every individual learns their own way, based of their personal realities and aspirations. Her approach is based on providing lessons that reflect the learning styles and needs of her students. She meets students where they are and guides in the direction they want to go.

For example, Irma School has recently had an increase of English as a second language students. Shelley has worked diligently to differentiate her instruction to ensure these students are set up for academic success. She is committed to seeing language barriers are overcome.

In the classroom

Shelley has been a leader in delivering synchronous and asynchronous teaching, both to students at Irma School as well as to students in other schools in the division. This reflects the assuredness she possesses as a seasoned educator, and of her will to provide students with the flexibility they often require to really have an optimal learning experience. This capability has been particularly appreciated during the pandemic, providing students the freedom to work at the pace that accommodates their constraints, but also fits their personalities and preferences.

Shelley is very in tune with where her students are in their development and in their academic objectives. She is an ardent advocate for all her students, but she also encourages them to be advocates for themselves. The proverb that says "teachers can open the door, but you must enter it yourself" really finds its application in Shelley's classroom. For students to function with confidence and conviction, they must feel safe and supported. Shelley does an amazing job at building positive relationships with each of her students so they feel they can take ownership of their learning and embark on the path to academic and social success.

Shelley does more than teach the curriculum as it relates to Home Economics. She brings to life world traditions as it relates to food and uses food as a unifying force to show cultures across the globe to her students. She teaches why certain foods are the hallmarks of various cultures which leads to a better understanding of people, an important skill for life after the students transition from Irma School.

Exceptional Achievements

When it was shown that students at Irma were not achieving at the required level in math, Shelley understood that part of the solution was greater exposure to math as part of the curriculum. Her approach is simple but effective. She weaves math into all the classes she teaches to demonstrate the value of math in every other discipline. By viewing math through a cross-curricular she provides real world and real time examples of the importance of math in our lives. The outcome has been not only improvement in math results, but also improvements in all other subjects. Math has gone from the abstract to the practical – to the benefit of all students at Irma School as the entire division.

Get in touch!
Irma School
Box 250, 5012 51 Avenue
Irma, AB T0B 2H0
780-754-3746
irma@btps.ca

Sarah Steinbach Instilling a Passion for Lifelong Learning

Year: 2023 — Province: Alberta
Certificate of Achievement Recipient

École H.J. Cody High School
Sylvan Lake, Alberta
Grades 9-12, Science, Biology, Forensic Science, Physical Education

"Sarah empowers her students to acquire, demonstrate, and value the knowledge and skills that will support them as life-long learners. She inspires them to participate in and contribute to the community and to the global world."

As a teacher, Sarah has a passion for accompanying students on their path to academic success by instilling a love for lifelong learning and creating the conditions for them to become the best version of themselves. She provides not only the tools for academic success but the wherewithal for the 21st century.

Teaching Approach

Sarah's pedagogy is based on putting in place the conditions for students to develop their analytical skills, their creative thinking, and their curiosity to learn about the world. As a science teacher, her focus is to inspire her students to become aware and literate not only in STEM but also with social and environmental issues, and preparing students to become responsible citizens. Understanding that learning is a personal journey, she allows students to choose the medium through which they present their learning while guiding and offering feedback that provide the conditions for academic success.

It is important for Sarah to engage her students with the issues that matter today and that they will need to contend with in the future. She makes it a point to expose them to subjects like human rights, gender equality, and climate change.

In the classroom

Sarah's classroom is about supporting her students in their learning journey. She monitors each student to ensure they understand the subject at hand. Among her many strategies, includes giving students Google Form quizzes and individual whiteboard work which allows her to know where they are in their learning and allows students to keep up with the evolving material.

She provides a safe and caring classroom environment and encourages interaction among peers to support each other by sharing ideas as they advance through the curriculum. In this regard, Sarah goes way beyond the normal scope of her work. She offers one-on-one support not only during class but also after school hours and even on weekends.

Furthermore, she shares all lessons with students and parents on Google Classroom. Students access Classroom for class resources, answers keys, and support material including videos. She has most of her lessons videotaped through Screencastify, allowing students to access lessons from home if they wish to hear the content again, and providing the opportunity to catch up on lessons following an absence.

Exceptional Achievements

Sarah's activity goes well beyond the educational activities and the acquisition of competencies in her classroom. She is currently completing a master's degree in psychology. One of her motivations for this pursuit is her desire to better support students' mental health. She knows that successful learning and academic success are linked to personal circumstances. As a teacher, she can transpose her university work directly into the classroom, to the immense benefit of her students. She provides students with support in areas like executive functioning, goal setting, ADHD, and anxiety reduction.

Get in touch!
École H.J. Cody High School
4520 50th Street
Sylvan Lake, AB T4S 1A4
403-887-2412
hjcody@cesd73.ca

Aaron Thacker Personal Well-being – the Condition for Academic Success

Year: 2023 — Province: Alberta
Certificate of Achievement Recipient

Dr. Donald Massey School
Edmonton, Alberta
Grades 6,7,8,9, Science, Math, Music, Robotics, Foods, French

"I am thankful that Mr. Thacker chose a career of service as an educator. He has changed lives and inspired kindness and confidence. After leaving his class students will be more prepared for the world ahead."

Aaron's journey to teaching junior high at Dr. Donald Massey School was a winding path. Despite years of graduate studies and teaching at the university level, he made the bold pivot to secondary education. Guiding students through the challenges of their formative years takes courage and heart, but Aaron has an abundance of both. Aaron sees teaching as a calling, and he is committed to positively impacting the lives of his students.

Teaching Approach

Learning can be daunting, especially when the conditions for success are not in place. Aaron starts with the premise that a student's mental health is first among those conditions, and he makes it his priority to ensure their well-being. His kind and compassionate personality creates a safe haven for everyone, and he is often the first person students turn to when struggling with school or personal issues. Students know he will always listen to, believe in, and accept them without judgment. With Aaron's support, they courageously embrace their identity and live their truth. His example inspires students to be authentic and true to themselves.

In the classroom

Aaron teaches primarily English Language Arts and Social Studies, but his impact as an educator transcends the boundaries of his subject area. His remarkable teaching knowledge and innovative practices are amplified by his ability to connect with his students and colleagues personally.

Aaron's dynamic teaching style and sense of humour keep students engaged in his daily lessons. He is also skilled at adapting plans to suit the needs and interests of his students, demonstrating his creativity and flexibility as a teacher. Aaron values diversity and chooses learning materials that reflect different cultures and lived experiences. His use of technology to engage students in real-world learning experiences and promote literacy cultivates a passion for education and a desire for learning that will stay with his students forever.

Exceptional Achievements

Aaron's unwavering dedication to his students has a transformative effect on their lives. He inspires them to change their outlook, gain confidence, and appreciate the value of learning, enabling them to take control of their future. In his online Strategies classes, many students started the year with low engagement and an irregular school attendance record. By June, his class attendance skyrocketed, with some students even inviting their siblings to sit in on the online sessions. When he returned to teaching face-to-face, his classroom quickly became a hub for students to gather and unleash their creative potential. Aaron's ability to connect with and inspire his students, regardless of where he is teaching, has a profound and life-changing impact.

Get in touch!
Dr. Donald Massey School
5435-162 Ave NW
Edmonton, AB T5Y 0E8
780-457-5435
donaldmassey@epsb.ca

Ashley Bodnar Supporting Students through Collaborative Learning

Year: 2023 — Province: British Columbia
Certificate of Achievement Recipient

John Henderson Elementary School
Vancouver, British Columbia
Grades 6 & 7, All subjects

"Ashley Bodnar is committed to supporting the students in her care and wants to see them succeed. She provides connections, builds relationships, and creates an engaging learning environment to ensure all students can build skills and confidence in themselves as she elevates their voices, making them see and heard."

Ashley's innovative teaching methods continue to leave a positive impact on her students and the school community. Using inquiry-based learning, the collaborative learning model, and focussing on the development of core competencies, her students thrive in her class and develop skills they take with them throughout their lives.

Teaching Approach

Ashley's two passions are the collaborative learning model and helping students strengthen their core competencies. In fact, she wrote her master's thesis on how to successfully combine the two. Realizing that the provincial core competencies were written for adults, she translated them into student-friendly language and developed resources for students to understand their competency learning and growth. Ashley created core competency portfolios for her students so they can self-assess their core competency skills, develop new ones or determine which competencies they can work on in the future.

She understands that education is not the same as it once was, where "the teacher knows best." Her ultimate goal is for her class to be a place where people learn with and from one another. She has shifted her role from teacher to student-centered facilitator. She guides the learning process, empowers, asks questions rather than gives answers, encourages dialogue, exploration, and curiosity. She understands that the best learning is achieved when students construct their understanding together. Her space is highly collaborative. Students take an active role in their own learning.

In the classroom

Learning can be a vulnerable experience. Ashley wants her students to feel safe and secure so they are willing to take risks. This is the environment she creates in her classroom. The seating is in the shape of a circle, implying that inclusiveness and collaboration are at the forefront of learning. Learning goals are displayed in the classroom, reminding students of what they are trying to achieve both as individuals and as a team.

Ashley has embraced the collaborative learning model and recognizes the personal, social, and academic benefits it can have for students. She makes collaboration the classroom culture, not just something that students do in projects. Not everyone has the skills to naturally collaborate and in order for it to be successful, these skills need to be taught as intentionally as other ones. She knows that for collaboration to work, students need to develop group processing and interpersonal skills, know how to make and revise goals within their group, and have individual accountability within their group. For instance, she organizes STEM activities such as making the longest tower with limited materials and has students take part in team building activities like nature scavenger hunts and improv classes. She also makes sure to teach students about goals/plans and knowing when it is okay to let go of certain ideas and how to revise and refine others.

Exceptional Achievements

Ashley believes that for students to collaborate, teachers need to be collaborators too. As a team, she developed a number of inquiry projects for students, including the "Days of ReconciliACTION." Based on the concept that all Canadians have a role to play in Reconciliation, students researched the devastation residential schools had on Indigenous culture and were encouraged to find a way to take action and make a difference. They did this by supporting Indigenous cultures and generating awareness through sharing language, music, games, and art of First Nation Peoples.

Get in touch!
John Henderson Elementary School
451 E 53rd Ave
Vancouver, BC V5X 1J3
604-713-4837
Henderson@vsb.bc.ca

Colin Brown Compassionate and Forward-Looking Pedagogy

Year: 2023 — Province: British Columbia
Certificate of Achievement Recipient

Bowen Island Community School
Bowen Island, British Columbia
Grade 3 – Math, Reading/Spelling/Writing, Health, Science, PE, Social Studies, Art

"Nobody wants to finish the year in Mr. Brown's class because it just doesn't get better than that! The time that Mr. Brown takes to build connections and relationships with his students has a lasting impact and he is a teacher that students take with them through their educational journey."

Twenty-two years as a compassionate and forward-looking educator have provided Colin with amazing pedagogical refinement and insight. But what makes him truly remarkable is his ability to win the trust of his students and to create an environment where students can take risks at trying new things and show kindness to themselves and others.

Teaching Approach

Part of the success of Colin's strategy is the balance between predictable structure and surprise. His students always know they will face new, unfamiliar problems, but they also know that Colin never leaves them in frustration. He helps them understand what they cannot grasp on their own, through a balancing act of supporting each child in their respective zones of development. This is only possible through carefully planned activities and exceptional intuition and instincts in "reading the room" and responding with wisdom, discernment, and humour.

In the classroom

Consideration for others is among the key elements of Colin's classroom environment. Complementing the group incentive for considerate behaviour are the "Good News Buckets." These buckets draw attention to individual acts of kindness that students witness by other students. There are five different buckets in which students may submit written observations: cooperation, respect, kindness, caring, and peacefulness. Examples include helping a classmate clean up, or complimenting a classmate's work, or comforting a classmate when they are upset. By having students notice each other's behaviour instead of having an adult point it out, Colin fosters greater awareness among the students of how their actions are perceived by others.

Students in Colin's class have the chance to feel what it is like to be part of a community where constructive resolution of conflict occurs. He invites the class to reflect on what is going well and what the class can improve on. By encouraging students to identify for themselves areas for improvement (for example, inconsiderate behaviour such as talking with friends while another classmate has the floor) and then brainstorming solutions, the students learn to solve problems in a constructive manner rather than waiting passively to address the problem in a reactive manner when it next occurs.

Another effective strategy with which Colin fosters awareness that actions impact others is the use of brightly coloured fish to earn "class points". The class may earn a fish by walking silently through the hall, or by packing up quietly at the end of the day, for example. Fish can only be earned through group action, but the actions of one or two students can prevent the group from earning a fish. This eliminates any incentive a student might have to be unruly for the sake of gaining attention or laughter from others. He makes peer dynamic work in a more positive, cohesive direction.

Exceptional Achievements

Colin has been and remains a mentor for colleagues and notably for new teachers. He welcomes them and ensures that they are supported at this sometimes vulnerable time in a teaching career. More importantly, he models what it means to be a professional: a person who believes in the success of all students and all teachers, while remaining inclusive and compassionate both in the classroom and in the community.

Get in touch!
Bowen Island Community School
1041 Mount Gardner Rd
Bowen Island, BC V0N 1G1
604-947-9337
cbrown@wvschools.ca

Andrée-Anne Rivard: Success Through Collaboration

Year: 2023 — Province: British Columbia
Certificate of Achievement Recipient

Chetwynd Secondary School
Chetwynd, British Columbia
Grades 8-12, Math, Science, Biology, Science and Tech, Basketball PE

"The reason Ms. Rivard is such an extraordinary teacher is that she finds true joy in teaching. With her passion for her job, she adds a unique touch to it. I look up to Ms. Rivard because I want to inspire and impact people the way she does. Her smile greets students every morning, and it is clear she was born to teach."

Andrée-Anne is a science and math teacher, a community builder, and a gifted coach. Not only does she design and deliver programs within her school, but she also inspires those who cross her path to continue their journeys in learning and leadership.

Teaching Approach

Collaboration is the key word to describe Andrée-Anne's approach to teaching. Learning is not only the acquisition of technical and academic skills. It is also the acquisition of the social skills that allow people to function in society. Andrée-Anne develops these skills through collaboration within the classroom and in the community. She encourages her students to work together and to reflect on their learning, developing collaborative skills for our connected world. She appreciates that students need exposure to open discussions and experiences so they feel comfortable communicating with others.

Andrée-Anne adapts her teaching strategies to meet the requirements of her students. Each unit is taught uniquely to consider each student's way of learning and to capitalize on their areas of strength. Not only does she vary her teaching, but she also keeps her students engaged when doing so.

In the classroom

Andrée-Anne never looses sight of the fact that all students arrive in her class with their own unique background. She meets her students where they are and creates an appetite for learning through hands-on experience, subject matter they can relate to, walks in nature to live science, and technology to acquire skills for the real world. She has a gift at tailoring curriculum to the individual students, by knowing which elements will appeal based on choice and preference.

Andrée-Anne's classroom is a place where there is a lot of doing and less lecturing. She leaves space for students to work out scientific problems and take ownership of their learning. She promotes exploration and discovery, guiding them when needed. She knows that learning involves interaction with others and encourages students in her class to help their peers and share their knowledge.

Exceptional Achievements

The school receives support from the community to the benefit of the students. Andrée-Anne wants this to be an exchange. She has had her athletes coach the minor sports teams to give back to their community. She volunteers with her students at other local community events in Chetwynd by supporting seniors, or the Legion. She builds community with all the other schools in Chetwynd as well. She brings her students from her basketball Physical Education class to run camps for the local kids at the primary level, building team and athletic skills, as well as enthusiasm as they prepare to enter high school. She knows that when students are giving back to their community, it creates a better place for all.

Get in touch!
Chetwynd Secondary School
5000-46 Street, PO Box 447
Chetwynd, BC V0C 1J0
250-788-2267
kclarke@sd59.bc.ca

Molly Young Education to Connect with the World

Year: 2023 — Province: British Columbia
Certificate of Achievement Recipient

Collingwood School – Wentworth Campus
West Vancouver, British Columbia
Grade 5, Social Studies, Math, English, Outdoor Learning, Social Emotional Leaning, Community and Connections

"As an educator and research scientist of four decades, I have the highest respect for Molly's exceptional educational vision and innovative pedagogical approaches that inspire and nurture the growth and development of our future generations."

Molly has inspired students and colleagues to engage in their local and global communities and to explore their natural environment, with the belief that being thoughtfully and compassionately involved with the world and the people around us is a key element in a meaningful education and life.

Teaching Approach

Molly is most proud of creating rich opportunities for learning, social awareness, environmental advocacy, and collaboration. She uses a cross-curricular, inquiry-based approach, where students develop an appreciation and respect for the natural world. Students have opportunities to think critically, to solve problems and to reflect creatively in the face of complex issues and engrained beliefs.

In the classroom

In class, Molly shares curiosity, warmth, kindness and genuine interest in the wellbeing and learning for all students. She inspires active, healthy living and learning which is grounded in her deep knowledge and passion for education. Recognizing that each student is unique, Molly delivers programs designed to meet each child. This is based on her own childhood experiences of learning, where school was difficult. This was actually her motivation to become a teacher – helping to ensure that all students in her classroom feel valued, intelligent and supported as they travel through their own learning journey toward the ultimate goal of engaging as lifelong learners.

Exceptional Achievements

One of Molly's contributions at her school is her inclusion of Indigenous knowledge and ways of thinking into her curriculum. She shares the Indigenous concepts of interconnectedness: everything in the environment is one and as humans we have a responsibility to care for them in the environment. In 2020, she became the Social Studies Learning Leader at Collingwood School. She identified an important goal around Indigenous learning – to bring students to understand that Indigenous knowledge and perspectives provide a rich outlook on how we view the world, and to get teachers to invest in authentically integrating First Peoples' ways of knowing into their curriculum. Students learn about how they can contribute to their community's story through Reconciliation. The initiative has generated a lot of awareness around past injustices and Reconciliation. It is also contributing to building relationships with members of local First Nations.

As the Service Director at West Point Grey Academy (Junior School), Molly spearheaded the yearly Terry Fox Run. Each year, the children learned about the contributions of Terry Fox. Students were given an opportunity to bring in an optional donation towards the Foundation. Between 2001- 2019, they raised $122,529.53 for the Foundation.

The annual Hamper Project is an initiative that is student curated where over 100 boxes are donated and compiled with items requested by families in need. Each classroom is responsible for ensuring that every requested item was included and carefully packed. Then, a team of students delivered these hampers to the families, another example of her engagement with the community.

Get in touch!
Collingwood School – Wentworth Campus
2605 Wentworth Avenue
West Vancouver, BC V7S 3H4
604-925-8375
admissions@collingwood.org

Kim Greening Fuelling the Passion for Learning

Year: 2023 — Province: Manitoba
Certificate of Achievement Recipient

West St. Paul School
Winnipeg, Manitoba
Grades 3 and 4, Math, ELA, Science, Social Studies, French, Art

"Kimberly Greening not only exemplifies the caring, nurturing and compassionate characteristics of an educator, she exceeds these qualities by caring for children's mental health, growth as human beings, and support as curious, lifelong learners to create a better world for tomorrow."

As a grade 3 and 4 teacher, Kim is dedicated to the ongoing development of students and sees the whole student, not just the academic needs. She leads by example as a learner, blending technology and innovation in the classroom, and using imagination and creativity to fuel the passion for learning.

Teaching Approach

Kim uses project-based learning which makes classes fun and engaging while students learn new content and develop skills like researching, working both independently and with others, and critical thinking. Students take charge of their own learning journey. She provides guidance and support, but leaves room for imagination.

Kim incorporates the students' interest to her class content. She embraces inquiry-based learning – active learning that encourages students to ask questions, conduct research, and explore innovative ideas. She helps students develop both as individuals, but also as members of a group. Kim is the facilitator but students take the lead in researching and communicating their findings. This is supported by "Expert Projects" in which students engage in independent projects of their choice. They research the matter and have the freedom of expressing their learning in their own way. Then they present it to the class, often with additional audience members they invite from both inside and outside the school.

In the classroom

Kim's classroom is about respect, inclusion, and support. The premise is that learning is compromised in an unstable setting. Her priority is to offer a learning environment where learners can feel safe to challenge themselves, make mistakes in a nurturing environment, and learn together. Students learn early in the school year that they have a voice. They gain confidence with the understanding that their opinion matters, their words matter and that everyone is respected as an individual.

Kim always makes the most of the technology to support learning. The use of Photoshop and Google Slides to have students create their own mixed media digital books which are then presented to the class using the SMARTboard allows students to explore technology. Students go through the stages of writing to create a story, create hand drawn illustrations that are photographed and photoshopped onto images to create a unique illustration for each page of their book.

Exceptional Achievements

Crossover teaching is an important element of Kim's pedagogical approach. The intention is to connect the experience of learning in the classroom to society and to the world. She creates opportunities to visit locations related to the subject matter or connect classroom lessons with experts and authorities in the field who can share their knowledge with students. For instance, one of her students shared that one of his aunts had passed away while attending residential school. She connected with the child's father who is an advocate for Indigenous children. What resulted is a powerful presentation with the child and his father on what it means to be an Indigenous citizen in Canada and to have relatives who attended residential schools. The presentation was extremely well received and repeated across the division.

Get in touch!
West St. Paul School
3740 Main Street
Winnipeg, MB R4A 1A4
304-339-1964
david.ingram@7oaks.org

Kelly Hiebert Bringing History into the Present

Year: 2023 — Province: Manitoba
Certificate of Achievement Recipient

Westwood Collegiate
Winnipeg, Manitoba
Grades 9 -12, Social Studies, Canadian History, IB History, American History

"Kelly Hiebert won the Manitoba Minister of Education Teaching Excellence Award last year. He has also won the Governor General's Award for Excellence in History Teaching recently. His passion for teaching and learning has been exceptional throughout his tenure. He is an outstanding educator who instills curiosity among his students and leaves a lasting impact on those who enter his learning space."

Kelly is a highly committed individual. He brings history into the present and imparts the lessons we must all learn from our past. His leadership and commitment to teaching excellence are evident every day in his work as a trailblazer, mentor, and collaborator.

Teaching Approach

Kelly's premise is that learning is much more than providing knowledge about facts and concepts to student through lectures. He employs a dialogic approach to teaching. He builds understanding and insight through questioning and discussion. He fosters creative expression by allowing students to think critically about relevant and current topics, and connects them to other historical and contemporary events. He consistently allows students to share their understanding and interpretation of a wide range of topics. True to his approach, he welcomes questions and ensures that complex topics are thoroughly discussed in class and documented.

For instance, to aid in understanding broader topics, he will provide specific classes for students to work in groups and create tables, essay outlines, diagrams, and mind maps. The study materials he recommends reflect his emphasis on conceptual understanding over memorization. During these classes, he listens to the conversations that take place, helping students work through complex concepts and asking guiding questions to lead students to the answer.

In the classroom

Kelly's class is a place of exchange where students feel comfortable in expressing their views and asking for explanations. His teaching practices are highly effective in fostering student engagement and ownership in learning about historical issues. Through a teaching method built on student-focused pedagogy, critical thinking, and experiential learning, he creates a learning environment that underscores the relevance of studying history in the 21st century.

Exceptional Achievements

Kelly's infectious passion for the relevance of history in today's world was the impetus for the formation of the Westwood Historical Society (WHS). The group was created to provide an opportunity for students to learn the importance of gaining a deeper understanding of the atrocities committed throughout the 20th century. By creating the WHS, he took the next step in empowering his students to become active global citizens. The motto of the WHS is "Turning History into Action."

One of the most significant projects that the WHS worked on was the creation of Truth Against Distortion, a documentary about the Holocaust and antisemitism. The film premiered in 2022 at Westwood Collegiate. Several other screenings have been held since then, with collaboration of community organizations such as the Jewish Heritage Centre of Western Canada and Bridges for Peace Canada. Newspapers, including CTV, the Winnipeg Free Press, and the Winnipeg Jewish Review, published pieces about the significance of the documentary in our community and the world today. The documentary has also been chosen as an official selection for the Winnipeg Real to Reel Film Festival this year. Kelly is also working on creating training resources to complement the documentary as more teachers begin incorporating it in their classes.

Get in touch!
Westwood Collegiate
360 Rouge Road
Winnipeg, MB R3K 1K3
204-888-7650
westwood@sjasd.ca

Lisa Watts Cobb & Roxanne Penney: Collaboration for the Success of each Student

Year: 2023 — Province: Newfoundland
Certificate of Achievement Recipient

Beachy Cove Elementary School
Portugal Cove – St. Philip's, Newfoundland
Grades K-4, Literacy, Numeracy, Technology

"Together, Lisa and Roxanne have facilitated cultural connections for all of our learners in our Library Learning Commons. Although they are future focused, they are careful to celebrate various cultural aspects of our history with everyone – this is skillfully done with all of the modern accoutrements that enhance the overall learning experience."

Roxanne and Lisa are a powerful and dynamic team at Beachy Cove Elementary. They work in tandem to create an enriching learning experience for all. The initiatives they have created at the school will have a lasting impact on, not only the students and staff, but on the community as a whole.

Teaching Approach

Roxanne and Lisa engage all learners, including those with challenges. Their premise is simple – all students are capable of learning in meaningful ways. The journey just looks different for each learner. They put diverse learning at the heart of projects to ensure that learning is significant and personalized. They feel strongly that it is the responsibility of educators to put their experience, skills and resources to make learning a positive experience for everyone. They promote cultural openness and inclusion – key ingredients in providing meaningful learning experiences.

In the classroom

As a teacher librarian, Roxanne's learning space ensures all learners are afforded opportunities for skills development and enhancement. She works closely with instructional resource teachers in support of students with learning exceptionalities. She schedules time for students on alternate curriculum to visit the school library and complete projects in a quiet, calmer setting. She schedules a daily free flow book exchange which allows learners to exchange their books when they are ready rather than waiting for their class session. This initiative allows learners greater access to reading material at the speed of their comfort and it fosters independence.

Rozanne begins coding at the K level with hands-on bots (BeeBots, Ozobots, Dash, Cubelets, Botley), then moves onto ScratchJr, Codeable Crafts, and Scratch. Hands-on tools, such as Legos, Wooden blocks, K'nex, and Stop Motion Animation, are used to promote problem solving, creativity, engineering skills and developing independent thinking.

As the School Based Reading Specialist Lisa spends a lot of time implementing good literacy practices and new research to help all learners flourish. She spends time facilitating writing workshops in all classes showing the limitless potential of creative writing. She also shares pedagogical insight with her colleagues, modeling word work, creative writing, and good reading practices for the teachers and the learners.

As an example, she oversaw the initiative of student-created abstract paintings with local visual artist Dominique Hurley. Learners were involved in creating a large, wall-sized abstract painting that was then cut into 8.5 x 10 pages. Those were then used to create visual representations of Newfoundland Labrador colloquialisms like "Who knit ya?" or "Whaddya at?" The learners' work was shown in a YouTube video and an on-line book titled "Impressions of Newfoundland Expressions."

Exceptional Achievements

Beachy Cove offers a rich French Immersion program. Drawing the Francophone community into the school allows learners to actively engage with the local francophone community and become aware of French as an essential element of Canada's cultural fabric. Together, Lisa and Roxanne have facilitated those cultural connections for all of their learners in their Library Learning Commons. They provide opportunities to celebrate the many cultural aspects of Canada's composition and history through engaging activities, not only for the school but also for the entire community.

Get in touch!
École élémentaire Beachy Cove Elementary
412 Beachy Cove Rd, PO Box 578
Portugal Cove-St. Philip's, NL A1M 3R6
709-895-2241
principal@beachycove.ca

Jennifer Tweedie Bridging Cultures in Education

Year: 2023 — Territory: Northwest Territories
Certificate of Achievement Recipient

Princess Alexandra School and Harry Camsell School
Hay River, Northwest Territories
Grades Junior Kindergarten-5, French as a Second Language

"Reconciling Canada's past, and in many ways, its ongoing treatment of Indigenous people, is a tall order. (…) Ms. Tweedie remains steadfast in her commitment as an educator to honour former Senator Sinclair's call to action."

Jennifer continues to establish connections with the Dene culture and ensures that those connections are integrated into her learning environment. She promotes the principle that citizenship is about working together to find common ground, in recognition and respect.

Teaching Approach

As a leader in education, Jennifer uses her experience, knowledge, and connections with the community to create culturally specific strategies designed to support student success. Her approach is also based on providing a connection with a history that needs to be preserved, and that Canadians can all learn from.

Jennifer has been instrumental in the implementation of the Digital Writing Project with her grade 4 – 5 class where they created bilingual books for their grade 2 friends. Students wrote the books in English and Dene Yatie (the local Indigenous language) about traditional artifacts loaned to the school by the Dene Cultural Institute. They used Social Story Creator, an iPad app that allows the students to record their own voice, to produce the books which were also share with parents and elders. This is a step towards mending some wrongs of the past with the resurgence of language.

In the classroom

Jennifer is a Program Support teacher in her high school. She helps students with learning differences succeed. With limited resources she uses what she has learned from the Indigenous community to guide her, taking a village approach. She facilitated wrap-around meetings with students, parents, and outside professionals to develop individual programming that would help students achieve their goals. This is a novel strategy for these students who now feel supported by the entire school community.

Jennifer is currently in the role of French as a Second Language teacher. This is a new experience for her and has led her to design and implement an innovative program to deliver the Core French curriculum. Her strategy was to provide the program in collaboration with the school's Indigenous Language teachers. This has engendered a spirit of solidarity and unity within the school. Programs that were competing and separate are now cooperating, and nurturing understanding and goodwill. It has also generated awareness of the Canadian cultural mosaic, with the appreciation that diversity and unity go hand in hand.

Exceptional Achievements

Central to Jennifer's practice as an educator is the commitment to the Dene language, history, and culture. At every opportunity, she collaborates with the community to bring about a better understanding and create an inclusive and respectful working relationship with elders and the community at large. Her goal was to become a trusted part of the community. Jennifer immersed herself in the Dene culture. She attended workshops, meetings and participated in events that helped her understand the Dene's relationship to nature. This experience and knowledge translate into trust from students in the classroom with teaching from the lens of the Dene world view. Jennifer is a community builder. She is building cultural bridges that are so essential in bringing people together, and to make Reconciliation a reality in Canada.

During Jennifer's time at the Teachers' Institute on Canadian Parliamentary Democracy, she was inspired to capture a part of history that is often not recognized or taught confidently, the Korean War. Jennifer co-created a functional lesson plans for students at all levels to help them understand this important part of our history. She collaborated with Senator Yonah Martin, and Dr. Jongwoo Han of the Korean War Legacy Project, Canadian Korean War Veterans, and a group of six Social Studies teachers from across the country to bring to life the important contributions of Canadian Veterans. These lessons are now being rolled out to school boards across the country.

Get in touch!
Princess Alexandra School and Harry Camsell School
56 Woodland Drive
Hay River, NT X0E 0R8
867-874-6388
ccarroll@ssdec.org

Diane Ballantyne: Activism and Advocacy for Fundamental Values

Year: 2023 — Province: Ontario
Certificate of Achievement Recipient

Centre Wellington District High School
Fergus, Ontario
Grades 10 and 12, History, Challenge and Change, Equity and Social Justice, Canadian and International Law, World Cultures

"…there can be no doubt that Diane's exemplary and inspirational model would resonate deeply with her students, parents, colleagues, administrators, and friends alike. (…) Diane's zest for exploration and learning serves as a model for any who are ready to discover the world, eager to further develop, and committed to securing a life filled with purpose."

Diane is more than a teacher. Through advocacy, activism, and achievement, she has become a global citizen dedicated to innovative leadership in the school community and beyond.

Teaching Approach

Creativity is among the significant attributes of Diane's teaching practice. And it defines her teaching approach. She continues to develop and revise curriculum to match the challenges and changes of our time. She delivers instruction with a pedagogy that is constantly refreshed and kept current as events emerge and evolve in her community and in the world. This approach sparks broad discussion and learning, engaging students in content that matters to them. Typically, Diane relies on diverse methods of instruction and assessment, providing opportunities for students to demonstrate their knowledge and understanding through written work and effective presentations with music and video production, as well as good old in-person communications.

A practiced decision-maker with over twenty-seven years as an educator, Diane is experienced in leading in the public interest. She exemplifies the character traits of ethical leadership, and being a relentless learner and strategic problem solver. These traits are reflected each day in her classroom.

In the classroom

Diane emphasizes wellness in her classroom, knowing that both physical and mental health are essential for creativity and innovation, and that organized activities support individual and social development. Whether she is working with a group of senior students on a challenging topic or with a group of juniors on basic facts of the curriculum, she encourages and models a level of social awareness and skills necessary for personal growth in emotional development, increased initiative, and leadership skills.

Diane along with her teaching colleague and students run monthly dinners at the school to help end food insecurities in the community. Anyone in the community can come and eat a local, seasonal meal, prepared by students, and "pay-what-you-can". Much of the work to end food insecurity lies in empowering those most impacted. The model for this kind of dinner relies on the premise that connection is vital to empowerment and relationships are built that can ask and demand better of the systems that negatively impose food insecurity in the first place. The Mayor might sit with a struggling member of the community, a business owner with an unemployed parent. Relationships are built in these moments, between youth and seniors, and those in power and those in need of support.

Exceptional Achievements

With a passion for social justice, she has developed curricula, organized innumerable awareness campaigns and fundraising events, and advocated for equity. From leading a delegation to the 2017 "Women's March in Washington", to the "Hate Has No Home Here" sign campaign, to the "Every Child Matters" local memorial, and the "Renegade Rainbows" project, Diane's relentless activism is always in the pursuit of effecting positive and sustainable change. She is a crusader for the betterment of society, and is willing to take risks that many would not. Her action benefits not only her school but her entire community.

Get in touch!
Centre Wellington District High School
905 Scotland Street
Fergus, ON N1M 1Y7
519-843-2500
CentreWellington.dhs@ugdsb.on.ca
diane@dianeballantyne.ca

France Frenette Lecours: Fostering everyone's education

Année : 2023 — Province : Ontario
Certificate of Achievement Recipient

École publique Passeport Jeunesse
Hearst, Ontario
Kindergarten to Grade 8

"In working with France, people both big and small learn that anything is possible and that opportunities to succeed and excel are endless. She is a true role model for students and teachers who, every day, benefit from her knowledge, energy and openness to the world."

The dream of becoming a teacher is common for many children. Becoming a teacher and getting children to dream is rarer. France has been living and sharing this dream for many years in the school community of the École publique Passeport Jeunesse in Hearst, Ontario.

Teaching approach

France is at the forefront of innovative teaching practices. She is a champion of differentiation. Each student is unique, yet the curriculum is standardized. Her priority is getting to know each student as an individual to find the strategies and approaches that will lead to success in school and social inclusion. With this in mind, her approach is one of openness. She is always prepared to change course and adjust her strategy to get students interested in and motivated for their lessons and ensures that they take ownership of their own academic progress.

Her approach also involves incorporating technology into her lessons. In particular, she was a trailblazer with OneNote for sharing material with her students. She also added Teams to the remote teaching system, which fosters students' linguistic development, to reduce the challenges that the conventional system presented.

In class

France has constantly demonstrated that the classroom is bigger than its walls. She always succeeds in creating learning environments that foster inclusion, integration and success in school. With France, any event and each opportunity become a chance to learn and to have a unique experience that contributes to student well-being and success. 

At the same time, France develops and maintains excellent relationships with the parents. She works using the premise that parents are a key element in childhood learning. With this in mind, she ensures that parents are always aware of schoolwork and their children's progress and challenges. Education is definitely the acquisition of formal knowledge in the classroom with the curriculum given by the teacher. But it is above all a team activity—a collaboration between all involved that makes it possible and enriches learning and inclusion. This is the teaching space where France operates.

Exceptional achievements

France is a reading enthusiast. She has been involved for a long time in organizing the Salon du Livre de Hearst (Hearst French book fair). The fair is a personal commitment connected to her love of reading, and one that benefits her students. Each year, many authors agree to meet with the students—a rich experience that brings a new perspective to literature. In recent years, she created a reading club and she has hosted a book sampling that has been immensely successful. It is the type of initiative that motivates students to transport themselves into this cultural world that can sometimes be very abstract without a guide to enlighten and motivate us.

Contact us!
École publique Passeport Jeunesse
75 – 9th Street
Hearst ON P0L 1N0
705-362-7111
isabelle.boucher@cspne.ca

Patrice Hall-Johnson: Leadership in Education

Year: 2023 — Province: Ontario
Certificate of Achievement Recipient

Good Shepherd Catholic School
Ottawa, Ontario
Kindergarten, French, Language, Math, Religion, Art, Forest School

"Teaching full-day kindergarten is not an easy job. It is a responsibility that Ms. Hall assumes with enthusiasm, unfailing determination, and the greatest tender care. Through the adversities and struggles that come with a kindergarten classroom, Ms. Hall showers the children with love, maintains discipline with tenderness, and teaches with passion."

More than a kindergarten teacher, Patrice is a well-known leader in education. She has been recognized with numerous commendations and honours over her distinguished career. Patrice's activity does not stop in the classroom. She is also a course developer and professor in the Faculty of Education at the University of Ottawa, and teaches in the Early Childhood Education program at Algonquin College.

Teaching Approach

Patrice creates a blended learning experience while supporting multimodal ways of teaching, learning and assessment. She builds citizens who are digitally literate and ready for a fast-changing world. As a kindergarten teacher, she designs hands-on centers for kinesthetic learning and provides the opportunity for children to express their learning in the way that suites their personality and preferences.

In the classroom

Patrice's teaching approach is far from traditional. Being a multi-racial educator, she prides herself on creating safe and inclusive learning environments that are built on trust and respect. Students in Patrice's classroom are proud to be themselves, celebrate each other's differences and learn from each other's cultures.

Patrice is sensitive to the importance of integration and inclusion – not only in the classroom but more widely in society. To quote her, "Children learn best when they feel they are in a comfortable and safe environment. A part of building safe spaces includes building rapport with parents and families, and involving them in their child's learning journey." Patrice is always developing new ways to strengthen ties with parents for the greatest benefit of the children.

For example, families had the opportunity to be a part of the learning journey in her classroom by participating in a digital family album. Scripts were made available to families to aid students in preparing a presentation about their families, including traditions and celebrations. This led to discussion and reflection about the cultures represented in the class. It also creates openness and engagement with diversity in the world.

Exceptional Achievements

Patrice is a leader in her school as well as to the Ottawa Catholic School Board (OCSB) at large. She is a mentor for the Black Educators Network (BEN) mentorship program which seeks to welcome and support new Black educators in the Ottawa Catholic School Board. Patrice has also written curriculum for both primary/junior and intermediate panels in the form of workshops, writing projects and professional development opportunities such as Summer Institutes where she creates learning workshops and modules for educators, which support year round initiatives geared at celebrating Black Excellence and Anti-Black racism initiatives.

Get in touch!
Good Shepherd Catholic School
101 Bearbrook Road
Ottawa, ON K1B 3H5
613-824-4531
Good.shepherd@ocsb.ca

Bryce Honsinger Challenging Student to Become Critical Thinkers

Year: 2023 — Province: Ontario
Certificate of Achievement Recipient

St. Davids Public School
St. Davids, Ontario
Grades 7-8, Math, Language, History, Geography, Science, Phys-Ed, Health

"I know without a doubt that he has changed my son's life for the better, and I now know that he has done the same for hundreds of other students and scouts over the last twenty years. Mr. Honsinger takes advantage of every opportunity to use the latest technology, bring to light a global issue to make his students more socially conscious, and enlighten them with his vast knowledge of history."

Bryce is a leader and a guide for his students. His learning environment is one of inclusion where each student has an equal say and knows their voice is heard. He provides a world perspective where his students are challenged to become critical thinkers who are not afraid to act in society.

Teaching Approach

Bryce sets high expectations where students of varying ability levels achieve success based on their individual circumstances. His teaching method is structured yet flexible, giving students the opportunity to thrive in their own ways. From speech-to-text software utilization, to scribing oral responses, to providing choices on how to display one's understanding, he finds a way for each student to be successful, and feel accomplished and confident in what they do.

In the classroom

Bryce's classroom is digital and constantly evolving. He combines different learning materials to provide lessons that have real world applications. Each student on an individual education plan has their own google drive, and Bryce loads every assignment for the week, so the material is easy to find. This is an illustration of his class organization. Students have access to the various learning materials through an organized central hub.

Bryce ensures optimal understanding by holding his "Math Congress." He divides the class into groups of 2 or 3 to discuss assignments, current topics in geography, social studies, or math. Each group is given a problem which they solve by applying the knowledge they have learned during the unit they just completed. They work as a team, then make a "gallery walk" where each team's work is hung around the class, and they compare everyone's approach to the problem. This strategy fosters teamwork, application of skills acquired, open discussion and learning how to take feedback and become stronger from it. He creates an environment that maximizes learning.
Bryce does not back away from class discussion about current and sometimes difficult topics. He has a keen interest in current issues related to Indigenous peoples in Canada including residential schools and Reconciliation. He provides his students with clear facts and encourages discussion on the darker pages of our history, and what we need to do as a society.

Exceptional Achievements

Bryce's love for teaching coding is not limited to his classroom. He has also run the robotics club for the last 13 years, at the last three schools where he taught. Each year he has taken a team of children to the District School Board of Niagara (DSBN) robotics finals, and in 2018 his Junior Robotics team won the DSBN Robotics Championship. The St. Davids' Robotics Club provides a space that is inclusive to both girls and boys to master the art of coding and robotics outside of school hours.

Get in touch!
St. Davids Public School
1344 York Road
St. Davids, ON L0S 1P0
905-262-4533
sda@dsbn.org

Sarah Luongo Empowering Students to Grow and Succeed

Year: 2023 — Province: Ontario
Certificate of Achievement Recipient

Bishop MacDonell Catholic Elementary School
Toronto, Ontario
Grades 7 – 8, Mathematics, Language, Science, Geography, History, the Arts, Health and Physical Education, Religion

"Sarah is a village-builder. She is extraordinary among teachers. Sarah inspires the best in her students and their families so that her efforts positively ripple out into and beyond the community. (…) Our world desperately needs Sarah and other teachers who share with her an understanding of what it means to educate by coming together to learn from and with one another, including across differences of cultures, views, colours, abilities, and other forms of "othering."

Sarah has a unique passion for pedagogy and leadership. She has taught at all levels as well as on secondment at the Ontario Institute for Studies in Education in the Master of Art in Child Study and Education. This breadth of experience allows her to bring a unique perspective to the classroom and connect with students of all ages and skill levels.

Teaching Approach

Sarah makes the curriculum come alive for students. Her programming comes from an inquiry-based, interdisciplinary approach to learning. Most of her curriculum delivery is project-based through a series of small tasks or one major project. Students explore big ideas and learning objectives through theorizing, asking questions, debating, and thinking critically about the information they are taking in through authoritative texts like research articles and science texts.

For example, she uses teaching approaches like conferencing (one-to-one or small groups), collaborating on various Google apps to provide edit suggestions, written feedback, and direct instruction in targeted mini lessons. Sarah shows that with equitable access to technology, students benefit from well-established virtual learning environments, which allow them to share their learning with family members and the greater school community. Sharing learning with their loved ones helps children to feel supported, seek help, and action teacher feedback because there is meaningful communication between home and school. This positively affects student outcomes.

In the classroom

In the classroom, Sarah uses the most current technology to support students in their interaction with the curriculum, and other aspects of their school lives. She meets the needs of diverse learning profiles through her flipped classroom approach. Sarah engages the students in relevant topics about their digital lives and footprints. She prepares them for a rapidly changing world, and she provides the skills that will help them navigate whatever lies ahead.

Sarah has a strong commitment the Truth and Reconciliation Commission's 94 Calls to Action. She begins the school year by introducing her classes to Indigenous belief systems such as The Seven Grandfather Teachings, Creation stories, and other elements of Indigenous cultures. She incorporates this learning using Indigenous voices and resources and works in partnership with community organizations and Elders. Learning about Indigenous history, students can appreciate the devastating effects of colonization and subsequent institutional harm of residential schools.

Exceptional Achievements

Bishop Macdonell is TCDSB's first STEAM-based elementary school. Sarah always explores new ways to engage the school's children in learning rooted in those disciplines. She was selected to attend training on the "Girls Who Game Program" - operated in partnership with Dell, Microsoft, and Intel. She now runs this program at Bishop Macdonell. She facilitates lessons to prepare the students in the program and guide them while completing the main Minecraft challenge, which is aligned with one or more of the United Nations Sustainable Development Goals.

Get in touch!
Bishop MacDonell Catholic Elementary School
20 Brunel Court
Toronto, ON M5V 0R5
416-393-5462
Bishopmacdonell.Info@Tcdsb.Org

Anne Masojc Teaching with a Global Mindset

Year: 2023 — Province: Ontario
Certificate of Achievement Recipient

St. David Catholic Secondary School
Grades 9-12, English as a Second Language; International Diplomacy
Waterloo, Ontario

"Anne is a master teacher with a commitment to student success and well-being that is ever present in the strong relationships that she has forged with students, staff, community partners and parents. As a teacher, mentor and Program Head of Canada and World Studies, she plays a significant role in assisting students in setting and attaining education, career and life goals."

Anne understands that staying on the cutting edge of pedagogy is the best way to serve her students. Innovation does effectively change the world and this is an idea that Anne embodies within her interactions with individual students, teaching practices, and her school community.

Teaching Approach

Anne shares her philosophy of education directly on her website "All students can learn in a positive, engaging, supportive learning environment. Teachers have the resources to provide a multitude of strategies to meet the learning styles and needs of individuals. Through collaboration with other colleagues and a willingness to try new instructional strategies, all students will be able to achieve curriculum expectations. Regular daily reflection, use of assessment in planning, and active professional learning communities are needed to support the development of an environment where all students are successful."

Anne also believes in the value of culture and language as means of progress in the world. In her role as an English Language and Teacher/Multilingual Learner Monitor she reinforces the belief that speaking multiple languages provides a diverse perspective and is an asset not only for the school but for the community. She transmits a global mindset to her students.

In the classroom

Anne was an early adopter of digital technology in the classroom. She understands the importance of a Learning Management System that allows both parents and students to review work and independently access learning. Teaching English as a Second Language Canadian History Class, she appreciates the benefits of Google Expeditions to enhance the learning experience for her students.

Anne is aware of the challenges and barriers that face multilingual students, especially those who are also new to Canada. She is a champion for their success. She is also the driving force behind the Global Youth Centre that allows students/staff to connect with community members and parents at home, interact with students abroad, and is a meeting place. Anne is a supporter of newcomer parents, recognizing that the challenges with settling into a new community and speaking a new language can make interactions with school a challenge. To engage parents, she has worked with the YMCA to create a Multilingual Parent Night that connects parents with translators and YMCA staff. The goal of the event is to ensure all parents know that they are welcome in the school community and they are valued in the education of their children.

Exceptional Achievements

Anne is passionate about promoting multiculturalism within her school board. For the past several years she has organized Model UN simulations for high school students across five high schools. In Model UN, students use an interdisciplinary approach to discuss relevant world issues and find resolutions from various global perspectives. Students learn that collaboration, understanding an issue from various perspectives, and critically researching a topic is how success can be achieved amongst large groups of people. This is a highly successful initiative. The event is often attended by over 200 student participants.

Get in touch!
St. David Catholic Secondary School
4 High Street
Waterloo, ON N2L 3X5
519-885-1340
David.Jaeger@wcdsb.ca

Kate Mays Inclusive Learning for all Students

Year: 2023 — Province: Ontario
Certificate of Achievement Recipient

Valleyview Public School
Kenora, Ontario
Kindergarten, all subjects

"It is truly remarkable to see kindergarten students with academic self-efficacy. To be in Kate's classroom is to be in a space that is incredibly positive, truly student centered and buzzing with excitement and learning. To see students well, happy and authentically engaged in learning is inspiring."

In Kate's learning environment, no stone is left unturned as she strives each day to provide inclusive learning opportunities reach and support every student.

Teaching Approach

Kate incorporates high-yield instructional strategies into her lessons in order to actively engage her kindergarten students in their learning process. She typically begins her class by sharing her learning goals so they understand the intention and desired curricular outcomes of the learning activity. She establishes success criteria with her students to provide them with the opportunity to have ownership and voice to meet the expected learning outcomes with success.

In the classroom

There is no room for a one-size-fits-all approach in Kate's classroom. She starts with the premise that individuals learn in varied ways—ways that are particular to them. The challenge is to reach each individual while in a group setting. Based on this premise, she aligns her pedagogy to the Universal Design for Learning (UDL) framework. UDL is a tool designed to provide educators with strategies and techniques to ensure that all learners can approach learning with their own perspectives, and meet curricular expectations – in other words, be successful. In this spirit, she takes the time to understand individual strengths, needs and interests, as well as barriers that can get in the way of success. This is the foundation upon which her inclusive, equitable and accessible learning environment is built.

Taking learning outside is important to Kate. Making the most of the wonderful nature in Northern Ontario, she provides students with unique experiential learning opportunities and teaches the reciprocal effects of taking care of the environment so that in turn the environment will take care of us.

Exceptional Achievements

One of Kate's priorities is to incorporate culturally responsive pedagogy into her kindergarten programming. She takes great pride in purposeful planning to ensure that family tradition and cultural identities are woven into the delivery of her kindergarten curriculum. A number of Metis students attend Valleyview Public School. They bring a rich cultural tradition that Kate not only acknowledges, but uses as a source of wisdom and a unique way to perceive the world. Her students engage in Powley Day and Louis Riel Day activities where they virtually connect to a knowledge keeper who teaches students about Metis culture including the patterning of the Metis sash and the Metis dance. Her students are also made aware of the darker moments of Canada's history, notably the residential schools and the significance of Orange Shirt Day.

Entrepreneurship is very important to Kate. When her school struck a partnership with the Lake of the Woods Business Incentive Corporation, she was the first to sign her class up for the Business Incentive Program. The partnership allowed Kate to engage her students in experiential learning activities, teaching them how to develop business plans and get their businesses up and running.

Get in touch!
Valleyview Public School
1529 Valley Drive
Kenora, ON P9N 4K3
807-548-4205
vv.adminassistant@kpdsb.ca

Karen Watson Student Success, Leadership, and Community Involvement

Year: 2023 — Province: Ontario
Certificate of Achievement Recipient

Port Hope High School
Port Hope, Ontario
Grades 9-12, Math, Cooperative education, Guidance, Physical Education, Special education, Geography, Business, Civics/Careers, E-learning

"Ms. Watson guides, encourages, coaches, and teaches students every day. She is a role model and inspiration for my daughter and every student in her path. Leading by example, she demonstrates how to live today and tomorrow, while simultaneously honouring timeless values of integrity, kindness, and respect."

Karen is all about creative learning, innovative and exemplary teaching, student success, leadership, and community involvement. She values the education of the whole person, making sure there are opportunities for all students to feel valued, cared for and a part of something bigger.

Teaching Approach

Innovative and exemplary are two words that accurately describe Karen's pedagogical approach and teaching practices. She takes an idea, no matter how small, and creates something that builds teamwork, inclusion, and self-esteem. For her, education is a lot more than a teacher delivering the curriculum in class. It is a team activity. This is her leadership style – she's collaborative, cooperative, and consultative and this brings out the best in all those who work with her.

In the classroom

In the classroom, Karen's innovative and exemplary teaching practices are based on engagement. She was the recipient of the Joanne Brown Award in 2015 in recognition of an outstanding contribution to the teaching profession: innovation, initiative, and excellence. She provides students with a fun, welcoming, and unique learning environment. Her class is a place where solutions are found for her students. She isn't afraid to take calculated risks to see what works in order to provide the best possible learning environment for her students. She ensures every student feels welcomed by just the simplest of actions; a hello in the hallway, or making sure students have a ride home after extra-curricular events – small but very significant gestures that create a learning space that is conducive to learning success and social integration.

Exceptional Achievements

Karen is constantly thinking of new ways to enhance social and academic life at Port Hope High School. Her classroom work is only part of her contribution. She organizes the school's Spartan Race field day. She felt that her school needed a baseball team, so she started, equipped, and coached this team. She designed and implemented a plan to build two beach volleyball courts at the school. These courts are not only beneficial to the school but also to the community. She spearheads the Gift Card Fundraising Program to raise money for those "extras" not covered by the school budget. She is part of the Transition Team to ensure the new grade nine's feel welcomed, included, and valued as part of Port Hope High School. And each year she organizes the Athletic Awards Night to celebrate the successes of both athletes and coaches on and off the field. In her book, every student truly matters.

Global citizenship and community involvement come easily to Karen. She organizes students to donate their time to the community through such activities as raking leaves for elderly residents, clothing drives, Big Bike Ride to support Heart and Stroke, Relay for Life, and the Step up to Mental Health Challenge. These initiatives prepare students to become global citizens themselves; it inspires them to give back.

Get in touch!
Port Hope High School
130 Highland Dr
Port Hope, ON L1A 2A3
905-885-6346
ron_macdonald@kprdsb.ca

Melanie Williams Engagement and Open Mindedness in Learning

Year: 2023 — Province: Ontario
Certificate of Achievement Recipient

St. Paul Catholic Secondary School
Mississauga, Ontario
Grades 9-12, English, history and social science

"Melanie teaches that there are no right or wrong ideas and that they are all worthy of proper thought and consideration. She is a leader in and out of the classroom, is passionate about and works towards solving relevant issues, and encourages participation in all of her students. She does everything in her power to not only improve a student's academic skills, but make them feel like they have a concrete and impactful role in their community."

As a high school teacher, Melanie's main initiative is to reach every student, helping them thrive compared to their prior selves – how they were months, weeks, or even days before.

Teaching Approach

Melanie pushes the boundaries of standard teaching methods by incorporating issues that her students are passionate about, making classwork more relevant and engaging. For instance, she integrates climate advocacy and action into existing classwork, along with other current issues like women's and immigrant rights.
Melanie's teaching involves critical theory like feminist and gender theory. She strongly encourages her students in minority groups to not be limited by societal pressures and injustices. As an example, she actively works with a colleague in the math department to increase the retention of female students in senior-level math courses. In doing so, she supports these students and encourages them to go into STEM-based studies and careers. She ensures that her students have as few obstacles as possible so they don't feel the need to conform to stereotypes, pressures, or expectations.

In the classroom

Melanie demonstrates innovative and exemplary teaching practices through her work with Women4Climate Toronto. She has led school projects like "Earn a Mark and Leave a Mark: Youth Climate Action and Leadership Incubator". Through this initiative, Melanie allows students to make relevant, personal connections to their learning by incorporating climate advocacy and action opportunities with existing classwork. She is personally involved with climate change action through "Learning for a Sustainable Future", a Canadian charity that works to integrate sustainability education into Canada's school system, and where she is a teacher education facilitator. Melanie removes barriers to participation by making these opportunities co-curricular rather than extra-curricular.

Exceptional Achievements

The backdrop to Melanie's pedagogy is engagement and open mindedness. As part of her learning initiatives, she offers various forms of literature that interest students based on their background and preferences. She integrates western, Asian, and First Nations literature into courses like English and History. In her senior English course, one of her book choices is Green Grass, Running Water by Thomas King. This story uses one of the traditional story-telling methods used by many Indigenous groups. There are Indigenous symbols and figurative speech that may be difficult to understand, but as Melanie and her students go through the literary work and she continues to explain Indigenous concepts, many students realize that their western lens is the reason they cannot make sense of the story. Helping students understand other cultures and break down the cultural wall is among her greatest accomplishments.

Get in touch!
St. Paul Catholic Secondary School
815 Atwater Avenue
Mississauga, ON L5E 1L8
905-278-3994
melanie.williams@dpcdsb.org

Kara Fidelack Engaging Children for Success

Year: 2023 — Province: Saskatchewan
Certificate of Achievement Recipient

Hudson Bay Community School
Hudson Bay, Saskatchewan
Pre-Kindergarten, Grade 1, Science, Social, Health, Arts Education

"When asked why she loves teaching, she shares "I enjoy being around children and getting to experience the joy that they approach life with." She is thrilled that every day is different, exciting and challenging. Her passion for building relationship with children, colleagues and families is a real strength. She sees education as a vocation that she has been called to do her whole life."

Kara is an avid learner, a mentor for parents, and enthusiastic educator and also a world traveller. She takes every challenge that comes her way and transforms it into a learning experience. She provides every child with an opportunity to start their academic path in a positive environment. Her approach allows her students to pursue their learning journey while celebrating their strengths and developing their full potential.

Teaching Approach

It is said that in play, children learn how to learn. This is one of the key premises behind Kara's teaching approach. In her view, play is among the essential elements of learning – notably for young children. She provides her pupils the time and place to be themselves in their group, with immersion in activities that they relate to and a play milieu that fosters curiosity and the motivation to see and do more. To support her pedagogy, she uses every tool at her disposal including platforms like OurStudents and Edsby, as well as Mentimeter, Kahoot!, Prezi and Canva for presenting and sharing information. All of these tools allow her to plan lessons that meet visual, auditory and kinesthetic components of learning.

In the classroom

Kara's classroom is built around the interest of the children. She makes use of her "Learning Stories" that hang in the classroom. These are bulletin boards that showcase growth and achievement in learning by individual students. Every child is celebrated with pictures, quotes, text and illustrations of their areas of interest. This is a tool that she adapted for her specific class environment, understanding that it was imperative to have a reflective piece for families and children can look through together, so they all participate in the learning experience.

Her class is a reflection of her love of seeing the world. She travels extensively and brings back objects that represent the places far and wide. She is able to provide first-hand accounts of places and cultures she visits. The result is a classroom with a multicultural ambiance, and where children from all backgrounds are celebrated.

Exceptional Achievements

Examples of Kara's accomplishments are numerous. She has developed her own Digital Citizenship and Media Literacy Curriculum after noticing the lack of resources in this area, and considering that teaching online concepts and lessons begins at the kindergarten level. This is actually a curriculum that introduces children to the digital world through a hands-on, play-based, exploratory process. This learning tool goes beyond simple usage. While it asks questions like "How do we use devices?" and "How do we use the Internet in a smart way?". It also emphasizes "How to Stay Safe on the Internet" and "How to Show Kindness on the Internet". For her, citizenry is just as important as literacy.

Get in touch!
Hudson Bay Community School
312 Hamjea Street, Box 1268
Hudson Bay, SK S0E 0Y0
306-865-2515
hudsonbaycommunityschool@nesd.ca