I have taught for three years with experience in all three Canadian territories. I taught University courses for two years, in addition to two years of practicum experience during my Bachelors of Education. I have taught grades one through twelve and have worked in multi-level classrooms with learners performing at different levels of ability. The majority of my teaching has been grades eight through twelve. I currently hold a teaching certificate in Ontario, the Northwest Territories, Yukon Territory, and Nunavut.

My Masters Degree in Education (Curriculum Studies) reviewed and examined Indigenous curriculum as it pertains to Indigenous schools in the Yukon, the Northwest Territories, and Nunavut. My degree was inspired by my use of the Dene Kede as the framework and thematic layout for all curriculum in the grades I have taught. The foundation of my masters stems from my belief that as students begin to see their culture, community, and spirituality in their academic environment, they are provided with the tools to succeed. My research provides key insight into how to better encourage academic success in Northern communities, and how educators can better reach their Indigenous students.

 
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I additionally studied Dene communities in the Northwest Territories and Traditional Ecological Knowledge for my Masters of Arts in History, as well as a portion of my Doctoral Program. My MA was focused on the Berger Inquiry in the 1970s which would determine whether or not a pipeline would cross traditional territories. It was the first time Indigenous peoples could speak to the harm that a pipeline would cause, and was able to voice concerns about the devastating impacts colonization continued to have.

 

My Bachelors of Education is in Junior-Intermediate with a specialization in History, with additional qualifications in Senior Geography and First Nation, Metis, and Inuit studies. My Bachelors of Arts in Conflict Studies which lends itself to inclusive schooling particularly relating to intervention strategies.

My extra education in the field of Child and Adolescent mental health has offered me insight into the development of school-aged children, as well as the keen ability to address all students with sensitivity, understanding, and empathy. I am a certified Mental Health First Aid responder, and have helped develop support systems for at-risk students, and have completed a certificate in Bringing Mental Health into Schools. Moreover, I have certifications in Yoga and Personal Training, which is an asset when working with students to encourage healthy and active lifestyles and assists in fostering social-emotional regulation and improving mental health outcomes.

Teaching Philosophy

 
 

I believe school is a vehicle for students to advance their intellect. I also believe that school provides an environment for
students as they participate in their burgeoning psychological and sociological development. In tandem with curricular goals, an
education should help individuals garner the knowledge, skills, and dispositions they will carry through their home, communities, and
societies. An education should ignite an ability to self-educate, seek the discoverable truth, and foster drive to further improve oneself.
I believe that as an educator, it is my job to facilitate inquiry and self-discovery. A teacher’s role should not to impose ideas or
habits on a student, but to assist students in interpreting, and responding to, the knowledge that will contribute to their individual
development. A teacher should ensure the classroom provides an environment that allows every student to achieve their fullest
potential. Classrooms should be full of light and colour, with hands on materials and a gallery of student work around the walls to
encourage and inspire students. Students should sit in groups and be able to learn and laugh with each other.


I believe that students in the North should explore their learning through Indigenous ways of being. I focused my education on
Indigenous histories, cultures, and the relationship between Indigenous communities, Southern communities, and the government. I am
fortunate enough to teach in the communities I study, and I believe my students should be able to learn curriculum which enhances and
utilizes Indigenous world-views. Students should be able to relate to the material which is preparing them for their future. I believe that
students should be able to frame their learning through lived experiences. Everything an individual does or experiences is filtered
through their own schema. Students should learn curriculum through traditional ways of education; community and Elders need to be
involved in the classroom, teachers need to practice oral transmission and storytelling to engage students, and Indigenous examples
need to be forefront of every lesson.


I believe that assessment needs to be approached holistically. If education is geared towards developing an individual
intellectually, psychologically, and socially, assessment needs to reveal how a student is evolving in all areas. Assessment can reveal
areas where a student can use assistance, and where they may use their skills to be of service to others. Assessment should be based
upon the strengths and interests of a student. Assessment should be differentiated for all learners, insofar that is becomes accessible to
all. The option of failure allows students a safe space to try and make mistakes. Assessment should be used to test an individuals ability
to understand and apply knowledge, rather than how one individual responds comparatively to a larger whole.


I believe that an education should encourage the development of a multitude of skills. Education should provide individuals with
the opportunity to develop analytical and methodical thinking, as well as creative and artistic abilities. Students should be able to access
learning regardless of their habits, style, or predetermined disposition. Through this, students will be well-rounded in their knowledge
and recognize equal appreciation for both the humanities and sciences.


I believe students should be given the tools of time and energy to better understand their own perspectives and tendencies.
Students should be able to develop communication skills which encourage introspection. Students should be encouraged to fail,
because failure is the best teacher of all. Success cannot be achieved without recognizing areas of development. Students should have
a classroom which allows them to challenge each other, and a teacher who welcomes their challenging opinions. A teacher should be an
example of how mistakes are beautiful, teachable moments. Students should face failure and mistakes with each other and not be afraid
to make mistakes.


I believe that education needs to provide students with quality education on sex and relationships, which assist students in
developing the ability to form positive and satisfying relationships. Students need access to an education which takes a whole school
and whole community approach to mental health. Education should provide individuals with strong work ethic, a sense of accountability,
and resilience.Education needs to ensure students are equipped with the ability to resolve conflict and take responsibility. Life is centred
around the creation of social bonds Students should be equipped with the ability to think through scenarios and decisions which
inevitably arise in life, not only for personal successful endeavours, but for the success of an inclusive Canadian society. Education,
therefore, needs to marry traditional curriculum with social and psychological skills.


As an educator, it is my responsibility to nurture skills in my students so that they may be successful in all avenues of their life.
My goal as a teacher is to connect people to their minds, bodies, and spirits. Students should be able to reach their highest potential. i
aim to be of service to ays students by demonstrating belief in individual abilities and providing support necessary to meet academic
demands. My classroom is a space for students to study the many aspects of life - both the fundamentals of a subject and the way my
students understand the world. It is important to me as an educator that I assist my students in developing intellectual and social skills
that will prepare them to be life long learners. For me, success as a teacher is seeing my students understand the academic, individual,
and social responsibilities of their studies, as well as the impact of their choices.

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Education

MASTER OF EDUCATION

University of Windsor | Current

Curriculum Studies (Indigenizing Curriculum)

First Nations, Métis and Inuit Peoples: Understanding Traditional Teachings, Histories, Current Issues and Cultures, Part 1

Queens University| 2019

ABQ Senior Geography

Queens University | 2018

BACHELOR OF EDUCATION

University of Ottawa | 2018

J/I History

 

DOCTORATE OF PHILOSOPHY

Memorial University | 2015

(ABD) Indigenous History

MASTER OF ARTS

University of Waterloo|2014

Indigenous History (Berger Inquiry 1975 and Dene Voices)

BACHELOR OF ARTS

University of Waterloo |2013

Conflict Studies

Faculty of Arts Valedictorian

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Work Experience

 

GRADE 8-9 - Attagoyuk Illisavik | Qikiktani School Operations | Pangnirtung

September 2020-June 2021

Worked with multi-level students focusing on literacy and numeracy development in an ESL environment. Promoted literacy and reading through the use of Inuit legends. Participated in professional development around trauma informed education. Facilitated female empowerment and fitness club.  Professional Development Coordinator/Liaison for Nunavut Teachers Association.

Learning Assistance Teacher - Del Van Gorder School | Yukon Education | Faro

November 2019-June 2020

Responsible for creating, updating, and reviewing Individual Educational Plans, Learning Plans, Behaviour Plans, and Safety Plans. Provided support to students who needed extra help. Worked with classroom teachers to facilitate programming as necessary. Developed a social-emotional and self-regulation program for grades 6 an 7. Coached basketball and facilitated a yoga program.

Senior Humanities - Jean Wetrade Gameti School | Tlicho Community Services Agency |Gameti

May 2019-November 2019

Humanities teacher for high school. Teaching: English, Photography, Challenge and Opportunity, Experiential Science 30, and Foundations for Training, Northern Studies, Indigenous History. Coached and prepared students for volleyball and basketball tournaments. Implementing Tlicho language and culture throughout classroom and course work. Worked with grade 9 through 12 students, spanning varying levels of ability. Experiences in offering Individual Student Support plans and differentiated instructional strategies. Promoted literacy and reading through use of English and Tlicho studies. Promotion of health, wellness, and student support. Facilitated fitness workshops for school and community.

GRADE 4-6 - Alexis Arrowmaker School | Tlicho Community Services Agency |Wekweeti
March 2019-May 2019
Upper elementary teacher with physical education duties for grades 4-10. Promoted self-regulation, culture-based education, and inquiry-based learning models. Promoted active living. Coached and prepared students for soccer, track and field, and tennis tournaments. Current LRO for NWTTA.

GRADE 8-9 - Chief T’Selehye School | Sahtu Education Board | Fort Good Hope

August 2018-March 2019

Facilitated first use of Google Classroom and Remind App at school. Brought in local community members to discuss possible career options in the Sahtu. Collaborated with Language coordinator to post Dene names for objects around classroom. Implemented Readers Apprenticeship in classroom including annotating and student-led reading workshops. Created Spirit Wear for 8/9 classroom. Developed IEP for students with special needs. Led the first 8/9 play for the Christmas Concert. Created a safe and loving environment for 20 amazing students who taught me as much as I taught them.

•Independently organized and orchestrated first school-wide Spirit Week

•Led Suicide Prevention Week Walk

•Published in NWTTA December 2018 Newsletter

•Led Yoga Club for all ages

•Led Fitness Club for students in grade 8-12

•Independently began to create first Yearbook Committee

•Organized and facilitated first Movie Night

•Assisted fundraising for various sports clubs

•Led Homework Club

•Assisted in Terry Fox fundraising

GRADE 10-12 Student Teacher - Immaculata High School | Ottawa Catholic District School Board | Ottawa

2016-2017

Assessed student learning. Created units for Academic and Applied History, Civics, Careers, and lessons for courses such as Indigenous History, Law, and World Issues. Designed grading rubrics and course activities. Attended professional development. Participated in women’s rugby coaching.

GRADE 6 Student Teacher - Centennial Public School | Ottawa Carleton School Board | Ottawa

2017-2018

Oversaw EQAO and EQAO preparation. Created units for Math, ELA, and Physical Education. Designed grading rubrics and course

activities. Worked with Math Manipulatives. Attended professional development. Attended field trips during and following practicum

experience. Participated in girls and boys basketball coaching.

PD and Certifications

READING APPRENTICESHIP 2

GNWT

September 2019

MENTAL HEALTH FIRST AID

Government of Northwest Territories Yellowknife

MAY 2019

 

4TH R

Sahtu Divisional Education Council

NOVEMBER 2018

READING APPRENTICESHIP

GNWT Yellowknife

OCTOBER 2018

MENTAL HEALTH FIRST AID

BRINGING MENTAL HEALTH INTO SCHOOLS​

ENGLISH FOR STEM

STANDARD FIRST AID WITH CPR-C AND AED

CANFITPRO PERSONAL TRAINER

TAEKWONDO FIRST DEGREE DAN BLACKBELT

POWER YOGA CANADA TEACHER

POWER YOGA CANADA CORPORATE/PRIVATE YOGA TEACHER POWER YOGA

CANADA ASSIST INTENSIVE TRAINED YOGA TEACHER

BAPTISTE YOGA LEVEL 1 YOGA TEACHER