CV
Awards
Courses Taught
Course Descriptions
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This introductory professional studies course examined the relationships between schools, families, and communities.
Course content addressed the social, cultural, political, and historical contexts that shape schooling experiences. Through
community-based inquiry, reflective writing, and discussion, teacher candidates explored professional identity formation,
ethical responsibility, and commitments to equity and community engagement.
EDPJ 1100 – Mathematics in the Primary/Junior Division
This course examined mathematics curriculum and pedagogy in the Primary and Junior divisions, with a focus on
foundational mathematical concepts and early numeracy development. Course content supported teacher candidates in
developing pedagogical content knowledge related to number sense, patterning and algebra, geometry, measurement,
and data management. Instruction emphasized hands-on, play-based, and inquiry-oriented approaches that foster
conceptual understanding, mathematical communication, and positive learner identities.
EDJI 1100 – Mathematics in the Junior/Intermediate Division
This course focused on mathematics pedagogy and curriculum in the Junior and Intermediate divisions. Course content
supported teacher candidates in developing strong pedagogical content knowledge across number sense, algebraic
thinking, geometry, measurement, financial literacy, and proportional reasoning. Instruction emphasized problem-based
learning, multiple representations, and instructional strategies that promote mathematical reasoning, communication, and
conceptual understanding. Attention was given to differentiated instruction, assessment for learning, and culturally
responsive approaches to mathematics teaching aligned with Ontario curriculum expectations.
EDPR 2000 – Practicum
This course focused on the development of professional practice in relation to classroom responsibilities, ethics, and
school culture. Instruction addressed inclusive teaching practices, classroom management, professional standards, and
decision-making in educational settings. Learning activities supported connections between coursework and practicum
experiences, emphasizing reflective practice and professional growth.
EDFE 2100 – Inquiries into Learning
This foundational course explored theories of learning from developmental, cognitive, sociocultural, and critical
perspectives. Course activities supported teacher candidates in examining how learners construct knowledge within
diverse classroom and community contexts. Instruction emphasized inquiry, reflection, and dialogue, with a focus on
learner diversity, motivation, identity, and barriers to learning. Candidates were encouraged to challenge deficit-based
assumptions and adopt asset-oriented, equity-centred approaches to teaching and assessment.
EDUC 2594 – Hands-on Mathematics to Support Interdisciplinary Learning (Fall / Winter / Summer)
This course emphasized experiential and inquiry-based approaches to mathematics education in the Primary and Junior
divisions. Instruction focused on developing teacher candidates’ pedagogical content knowledge through the use of
manipulatives, visual representations, movement, and real-world problem contexts. Course design supported
interdisciplinary connections between mathematics, literacy, the arts, and physical activity, while foregrounding equitable
access, differentiated instruction, and culturally responsive pedagogy. Assessment practices included lesson design,
reflective analysis, and collaborative inquiry aligned with Ontario curriculum expectations.
EDPJ 3100 – Physical Education in the Primary and Junior Division
This course focused on the planning and delivery of developmentally appropriate Physical Education programs for Primary
and Junior learners. Emphasis was placed on fundamental movement skills, cooperative learning, safety, and assessment
for learning. Course experiences included practical teaching labs, lesson planning, and critical reflection on inclusive,
trauma-informed, and culturally sustaining approaches to movement. The course prepared teacher candidates to support
student engagement, accessibility, and belonging in early elementary Physical Education contexts.
EDJI 3100 – Physical Education in the Junior and Intermediate Division
This course examined curriculum design and instructional strategies for Physical Education in the Junior and Intermediate
divisions. Instruction addressed adolescent development, skill progression, and inclusive pedagogical models that move
beyond traditional sport-dominant approaches. Teacher candidates explored cooperative learning structures, alternative
physical activities, and culturally relevant movement practices, alongside curriculum alignment and assessment strategies.
Critical attention was given to equity, identity, and power within Physical Education spaces. This is demonstrated through
participating in Gender-Based Violence Prevention workshop.
EDFE 3200 – Content into Practice
This course supported the translation of curriculum theory into classroom practice. Teacher candidates engaged in lesson
and unit planning, instructional decision-making, and assessment design across subject areas. Emphasis was placed on
alignment between curriculum expectations, pedagogy, and assessment for learning. The course fostered reflective
practice and responsiveness to diverse learners, classroom contexts, and school communities.
EDUC 3751 – Assessment in the Primary/Junior Division
This course examined assessment theory, policy, and practice in the Primary and Junior divisions, with an emphasis on
assessment for, as, and of learning. Course content supported teacher candidates in developing equitable, transparent,
and responsive assessment practices aligned with Ontario curriculum and Growing Success policy. Instruction addressed
assessment, for, as and of learning design, triangulation of data, descriptive feedback, and the use of assessment to
support student learning rather than compliance. Critical attention was given to bias, inclusion, and culturally responsive
assessment practices, preparing candidates to make professional judgments that support diverse learners.
EDPR 3000 – Practicum Experience
This course built on prior practicum experiences to support deeper critical reflection on teaching practice. Emphasis was
placed on equity, professional judgment, and responsiveness to student needs. Teacher candidates examined
instructional challenges, systemic barriers, and power relations within schools, fostering growth toward critically engaged
and socially responsive teaching practice while continuing to build their teacher professional portfolios.
EDPR 4000 – Practicum Experience
This final practicum course supported the synthesis of learning as teacher candidates prepared for their final evaluation
and graduation. Practicum emphasized professional identity, ethical decision-making, leadership, and sustained reflective
practice. Candidates engaged in advanced inquiry into teaching philosophy, classroom practice, and long-term
commitments to inclusive and socially responsive education.