Professional Growth
Commitment to Students and Student Learning
My commitment to students and their learning is at the heart of my teaching practice. I strive to create a nurturing environment where every student feels valued, understood, and capable of growth. I start by introducing myself. At the start of my Grade Four placement, I made this slideshow to show students who I am, and I was immediately able to make connections through shared interests.
Working individually with students has reinforced my belief in personalized support. Whether guiding a student through challenging concepts or encouraging a reluctant learner, these one-on-one interactions were powerful moments of growth—for both the students and myself.
At the conclusion of my first placement, my AT facilitated a community circle and goodbye party that deeply affirmed my approach. Students openly shared how they had learned from me, expressing appreciation for the supportive space I created. As a heartfelt parting gift, I crocheted a "Try-Ceratops" figure for the class, accompanied by a poem I wrote about perseverance. This gesture symbolized my dedication to student-centred education, encouraging resilience and celebrating our shared learning journey.
The students affectionately named the dinosaur "Blueberry," quickly turning it into a beloved classroom mascot. My Associate Teacher later shared with me that Blueberry became a source of comfort for the students; they regularly hugged it when they needed reassurance or support, and used it to manage anxiety, particularly before tests or challenging tasks. They even made hats for Blueberry's horns. Knowing my creation contributed positively to the emotional well-being of the students has reinforced the importance of incorporating compassion and empathy in teaching.
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Artifact Descriptions: Images feature the Try-ceratops, the poem that accompanied it, and a photo of myself and a student at the Goodbye Party they threw for me. They planned games, made decorations, put together a menu and danced a lot! What meant the most to me was all the kind words they shared and the drawings and cards I'll keep for a lifetime.
Professional Practice
My professional practice continually evolves through reflective teaching, intentional planning, and collaboration with mentors and colleagues. I consistently integrate current educational theories and practical strategies into my lesson designs, ensuring my instructional approaches are effective, inclusive, and responsive to diverse student needs.
Throughout my placements, I've developed assignments and activities designed to foster deep understanding and active student engagement. For instance, for Grade Four I created interactive PowerPoint lessons on decomposition and adding with number lines, using animations and visuals to support students'
A student working on the rock cycle experiment. They used Starburst candies as their rocks and wrote observations.
understanding of foundational math concepts. Students also participated in a hands-on science activity to learn about the rock cycle. Additionally, I facilitated meaningful writing activities, such as having students write pretend letters to soldiers as a thoughtful Remembrance Day activity, promoting empathy and historical awareness. The students were also very clever when using colour wheels in Art! Near the end of my Grade Four practicum, I facilitated a citizenship activity in which students would create themselves for a board in the classroom.
A student used her pastels and colour chart to make a guide to help her understand analogous colours.
In Kindergarten, I created centres focused on hands-on exploration and established interactive learning centres that emphasized fine motor skills, site words, and simple math. By keeping the centres engaging, the students were able to learn and have fun at the same time. In the future, I want to incorproate even more hands-on activities without the aid of worksheets.
These thoughtfully structured experiences demonstrate my commitment to implementing best practices and addressing individual learning styles. I discovered what worked and what didn't, and learned a lot about how I want to adjust my pedagogy. My ongoing dedication to refining my professional practice supports the creation of dynamic, engaging learning environments where students thrive academically and personally.
Class community board. Some students were away, and their artwork was added later. All the adults in the room made a citizen, too.
Playing "Roll a Sight Word" to practice reading, spelling and fine motor skills.
Kindergarteners counting and colouring for math.​
On-Going Professional Learning
In October 2025, I attended the Amped Up Educator Conference hosted by Ampere at the Kawartha Lakes Makerspace & Skills Hub, an experience that significantly strengthened my commitment to ongoing professional learning. Throughout the conference, I explored innovative ways to integrate technology into classroom practice, from hands-on STEAM activities to emerging tools that support student creativity and problem-solving. A particularly impactful session focused on connecting
Indigenous ways of knowing in computer programming highlight approaches for respecting Indigenous knowledge systems through algorithmic thinking, storytelling, and collaborative design. This learning expanded my understanding of how technology-rich pedagogy can stay culturally responsive and inclusive.
As I continue to grow as an educator, I plan to expand my skill set by acquiring additional qualifications. Specifically, I am interested in completing Special Education, Mathematics, and Reading AQs as soon as possible.
Leadership in Learning Communities
Throughout my teacher education journey, I have developed a strong commitment to fostering collaborative, safe, and supportive learning communities. I believe that meaningful learning happens when students feel valued, heard, and empowered to take risks. In my practicum experiences, I consistently worked to build relationships with students and colleagues by contributing ideas, supporting classroom routines, and engaging in reflective conversations about student learning. Whether leading number talks, facilitating small-group instruction, or supporting hands-on inquiry in Kindergarten, I approached each opportunity as a chance to model curiosity, respect, and compassion: qualities that anchor positive learning communities.
My leadership is often expressed through creativity, initiative, and a willingness to collaborate. I have contributed to classroom learning environments by developing engaging lessons in math, literacy, and STEAM, and by integrating strategies such as Readers’ Theatre, open-ended math tasks, and inquiry-based science explorations. During my practicum, I also supported community-building by encouraging student voice; for example, celebrating a student's idea to host a class “BookCon” and helping organize the process. I see leadership not only as guiding students but also as listening to them, honouring their ideas, and creating a classroom culture where everyone feels they belong.
Beyond the classroom, I have pursued opportunities that strengthen my ability to lead in broader educational communities. Attending the Amped Up Educator Conference deepened my understanding of culturally responsive technology integration and the importance of connecting Indigenous ways of knowing with programming and STEAM. I bring this learning back to my school communities by sharing ideas, modelling inclusive practices, and continuously seeking ways to make learning meaningful and accessible for all students. My commitment to ongoing professional growth, collaboration, and ethical practice reflects my belief that educators have a shared responsibility to support one another, and ultimately, to ensure every student thrives.
Leadership, to me, is rooted in integrity, empathy, and a drive to improve the learning experience for all members of the community. As I move forward into occasional teaching, LTOs, and eventually a permanent classroom position, I am dedicated to upholding the OCT ethical standards, nurturing positive relationships, and contributing meaningfully to the collective growth of my school communities.
Professional Knowledge
As an emerging educator, I am deeply committed to staying current in my professional knowledge and understanding how it directly shapes my practice. My work across practicum placements, coursework, and professional learning opportunities has strengthened my grasp of student development, learning theory, and effective pedagogy, particularly in the primary and junior grades. I consistently reflect on how students learn best: through hands-on exploration, meaningful conversation, opportunities for choice, and environments where mistakes are celebrated as part of the learning process. This reflective approach helps me make informed instructional decisions that honour students’ strengths, needs, and identities.
My lesson design is grounded in curriculum expectations, evidence-based strategies, and an ongoing effort to align my teaching with Ontario policies and
ethical guidelines. From designing guided math tasks using open number lines and decomposition, to developing literacy lessons that build fluency through engaging practices, I aim to create learning experiences that are both pedagogically sound and developmentally appropriate. In science and social studies, I incorporate inquiry, real-world connections, and cross-curricular integration to help students deepen their understanding of key concepts such as sustainability, air and water systems, and community responsibility.
Professional learning plays a central role in how I continue to grow my knowledge. Attending the Amped Up Educator Conference strengthened my understanding of STEAM pedagogy and reinforced the importance of connecting Indigenous ways of knowing to technology and programming. In my global teaching experience in Italy, I expanded my understanding of language acquisition, cross-cultural pedagogy, and the diverse ways learners make meaning. I even had the opportunity to introduce Micro:bits to my Grade 2 practicum students thanks to the gift Ampere gave attendees of their Amped Up Conference. These experiences enrich my instructional practice and reinforce my belief that strong teaching is grounded in continual learning, curiosity, and openness.
As I move forward in my career, pursuing various Additional Qualifications, I remain dedicated to expanding my professional knowledge and applying it thoughtfully to my teaching. I understand that being an educator means making informed judgments rooted in research, ethics, and policy, and I embrace the responsibility of ensuring my practice remains responsive, current, and deeply student-centred.