Section 2

“A good teacher can inspire hope, ignite the Imagination, and instill a love of learning. “

Brad Henry

“The functions of education is to teach one to think intensively and to think critically.

Intelligence plus character that the gold of true education.”

Martin Luther King Jr.

Introduction

In this section, you will receive an in-depth understanding of educational background, and work

experiences which continues to motivate, and inspire me in becoming an elementary teacher.

Included in this section are my classroom observations, my philosophy of education, and my

resume. These experiences all have a significant role and will demonstrate my preparedness for

my career as an elementary teacher.

Educational Background.

Growing up from the time I was able to read and write all I ever wanted to do was to

teach. On the steps at home I would get my sisters and brother to sit while, I teach them things

such as ABC’s, and how to write and spell their names. I just remember that school was a place

of refuge for me I could be myself and learn so much.

Teaching to me is not just simply about equipping children with the tools to learn. It is

also about inspiring and motivating children to explore and learn about the world around them.

Children have a natural curiously and as an Early Childhood Educator I want to continue to

encourage this. It’s wonderful when children ask questions, and think for themselves, and are not

just given the answers. To achieve this requires innovative teaching methods that will reach

children and maintain their interest, interactive, hands-on lessons, adding technology combined
with fun, humor and creativity which makes learning experiences lasting and enjoyable. As a

teacher, I am also aware of inclusion in the classroom and the importance of making sure

everyone has equal opportunities to learn and grasp the information being taught.  It’s imperative

to work with the parents as partners because they are their children’s first teachers. As a teacher,

I intend to guide students with passion and dedication, supporting them in all areas of their

learning. Being in this program at Medaille College, I have gathered wisdom and knowledge

along the way which I believe will help to make me an excellent teacher.

Many of my own experiences as a student have stayed with me to this day; my teachers

truly helped to shape who I am and the choices I have made. Teachers not only teach academics;

they are also role models. This is especially important for children who do not have adequate

support or stability at home. When I look at a child, I see the endless possibilities within them

regardless of their background or circumstances.

By the time I migrated to Canada, I had some challenges in math and t looking back then

it was because of the way it was taught sitting at your desk and afraid to ask for help. In grade 10

Math class. I really was struggling. However, I would compete my work but at test time it was a

real challenge. One day Mr. M called me to his desk after marking my test and commended me

on trying really hard and offered to give me extra support twice a week. I showed up for every

session, during those session he would ask me questions, whether it was wrong he did not make

me feel inadequate. He would give me different strategies on how to process what I was seeing

and hearing. I began to thrive in math and at the end of the year I passed my math test. Mr. M

called me again and suggested I sign up for grade 11 math even though it was not my favorite

subject, but because of Mr. M I understood the value of math, and now I encourage students the

importance of math and that we use it on a daily basis.

Centennial College Early Childhood Education Program

My professor in the Child Development Class became someone I looked up to, and I always look

forward to attending her class sessions. When she taught a lesson, you would want to hear every

word, and she would give examples, using videos, and for me as a visual learner it was great. Her

activities were very interactive, and she usually got the class up and moving and participating in

groups, she offered her time after class if anyone needed support or just to talk. She always

reminded me that listening is equally important to the learning process and during my last

semester she was my placement supervisor, she provided so much knowledge, and I flourished in

placement with her encouragement.

YMCA Greater Toronto

I have been working for many years as an Early Childhood Educator with children from 0 to 12

years old. I have had many learning experiences with children and building a positive rapport

with family and each age group has different learning needs. I had the opportunity to work with

Mrs. C as a teaching partner in the Kindergarten room. She was amazing and I learned so much

from her. We would plan our lessons together discussing the interests we observed, we taught,

laughed, danced, sang, and played with the children. No matter the situation, she was always

calm, and we worked well together, and she encouraged me to apply for the supervisor course,

which I did. We continued to work together until I was promoted in becoming a supervisor for

another childcare center. I was very grateful for her support.

Supply Teacher-Toronto District School Board (TDSB)

It was an honor to work in Mme T classroom, she has a very gentle demeanor an in her class all

the children knew the routine very well, and they were very helpful to me. Mme T made me feel

welcome even though I was only scheduled to work there for the day. At the end of the first day I
thought this cannot be real. Her classroom management skills were very effective, and I admired

her. I found it great that the children just followed each transition with minimal distractions. I

realized, this was because she and her teaching partner had spent time setting the foundation with

rules and procedures. At the end of the day Mme T asked if I was available for the rest of the

week, and I ended up working alongside her for the rest of the school year. I thought it was the

best experience I had since it was my first time in the school classroom setting since leaving the

childcare sector. We planned lessons together we were on the same page when it came to

classroom redirection and we were always in communication. We both were able to talk to

parents, and the classroom run efficiently. We are still in contact and when I told her I applied to

Teachers’ College she asked what she can do to help, I was so grateful for her support and I will

never forget the lessons I learned in their classroom. (Nahavandi, 2015) “We recognize effective

leaders when we work with them or observe them.”

Work Experience

Toronto District School Board (TDSB)-Early Childhood Educator

My experience working within the TDSB be as an Early Childhood Educator, I have gained so

much knowledge, and understanding of how imperative the teacher’s role is and how they

influence the lives of children. Corporation, collaboration, and working with other professionals

with a common goal to enhance learning experiences of their students is very important. I work

in a kindergarten classroom in collaboraton with a teacher to implement a play-based learning

environment for children 4-5 years old. Each day Mrs. R and I communicate with each other the

daily schedule and plans. I would set up the learning centers in accordance of the lesson that was

taught for the children to practice and reinforce concept of skills through play. Materials such as
books, manipulatives, blocks, and toys to inspire inquiry, by asking questions, and engage

children in all different types of play. Through transitions, routines, and rules, group discussion,

and redirection to maintain a positive learning environment where each individual need is met.

Safety and keen supervision are at the utmost priority while supporting each child’s well-being

Child Development Institute as a Childcare Consultant

This experience I worked with a multidisciplinary team as a childcare consultant. I would work

with parents, children, childcare staff, and other professionals to facilitate inclusion of children

with extra support needs in a license childcare center and community programs. I would identify,

plan, and implement intervention strategies for children with moderate to severe extra support

needs including ADHD, social/emotional trauma, academic, speech and language concerns. It

was very beneficial working together as team member supporting the needs of the children and

their families and for professionals having a cohesive working relationship ensuring that each

child is successful. When working with the childcare staff they asked, for different strategies of

classroom management to use doing transitions, challenging behaviors, and class engagement.

Together we would come up with different strategies to use which would limit the distraction

during the learning engagement. “It is important both to be able to prevent problem and to be

able to resolve them. Teachers with certain disposition and abilities are likely to have fewer

problems. Teachers will employ a problem-solving approach are more likely to resolve

classroom problems, and teacher with a positive problem-solving attitude also are more likely to

meet their needs. (The Art of Teaching, p. 432)

School Observation
I have observed a kindergarten class, Grade 1 and 2 combined class, and grade 4. I can actually

say each classroom is different, each teacher has their own strategies for classroom management.

In the kindergarten classrooms there is a teacher and an early childhood educator and during

transitions she sings a song, and during group time the teacher uses of maraca and she shakes it

until everyone is quiet. The children are well aware of the different transitions each time because

the rule, and visual daily schedules are placed at eye level in the meeting area where they are

reviewed. In the grade 1, and 2 and grade 4 classes the teachers always review the schedule of

the day, instructions following each lesson, and when there were any interruptions a teacher

would speak to students after the lesson or instruction. To bring back the class to focus or calm

the teachers say, “Waterfall” using their fingers for the action of water falling and the room

would calm right down and continue working. Englander (1986) found that some teachers spend

as much as 80% of their time reacting to misbehavior in an effort to control students! What I did

notice in both classrooms the teachers were well knowledgeable about what they were teaching,

and they spent lots of time explaining, brainstorming, discussing, and students worked in pairs or

groups. The students were always engaged, and asked questions and encouraged problem-

solving within their groups. Effective proactive management goes beyond planning solid lessons,

that involve students in challenging learning. It includes establishing predictable routines and

clear rules, keep students engaged and monitor behavior, addressing the behavior immediately,

and anticipating and consistently reinforcing the rules (McGinnis, Frederick, Edwards 1995). All

classes the teachers observed acknowledge students’ efforts, and they validate their work by

posting them. The relationship in each room were inclusive, and positive. I learned how

important it is to set the tone of your classroom ensuring boundaries from the start and enforcing

them through reminders and redirection. It is important to differentiate instruction for student
with diverse learning needs. This is also very important when planning to ensure all learning

styles are present, so students are given the opportunity to be successful in the classroom.

Differentiated instruction is factoring students’ individual learning styles and levels of readiness

first before designing a lesson plan. It can also be teaching the same material to all students using

a variety of instructional strategies, or it may require the teacher to deliver lessons at varying

levels of difficulty based on the ability of each student.

 Design lesson based on students’ learning styles

 Group students by shared interest, topic, or ability for assignments

 Manage the classroom to create a safe and supportive environment

 Continually assess and adjust lesson content to meet students’ needs.

I do understand that no job is perfect, and teachers have to make hard decisions. I am also fully

aware that they do not get enough time to plan. I believe just like how you would find the

resources and support for your child. I am hoping that you use the same strategies and go the

extra mile to support the children in your care.

Classroom Application

According to Douglas Nimmo the four C’s of successful classroom management

(p.24). Commendation-one to one connection between teachers and students often involving

praise is a powerful tool for establishing respect in the classroom. It is important that students are

aware of all the classroom rules and the consequences for inappropriate behavior and these

should be clearly reviewed often to ensure clarity. This is best done at the beginning of the

school year, to set the foundation and students could be a part of the planning to ensure

accountability for their actions. David W. Snyder, and Harry, and Rosemarie Wong, (p. 24)

agrees that consistence routines, and procedures student-teacher connection, and clear, open lines
of communication at all levels are important parts of successful management for early career

teachers and the same is true for experienced teachers. I also think it’s important to model and

demonstrate appropriate behavior. As an educator, students are looking to us for directions not

only to teach curriculum, but life skills that students can apply to their everyday life.

Philosophy of Education

I would like to take this opportunity as I stride towards becoming a professional educator,

to share my views/opinion of “philosophy of education” that I hope will help guide me as I learn

and mature in my career. Teachers have a level of responsibly for every student that walks in and

out of their classroom and it is important they are equipped with all the basic essentials to move

on to the next level in their learning. My values and belief most of which derives from personal

experiences can help me in the classroom by allowing student to access their prior life

experiences. In return I am hoping they will be inspired and motivated by someone listening and

acknowledging that their opinions matter.

The School

I believe that school should be a safe place like home away from home. A secure and

caring environment where students feel a sense of belonging, respected, by teachers and peers,

and their views/opinions are valued.

Mission Statement:

Inspiring students to reach their full potential through innovating within an education

focused on college and preparation for success in the workplace and lifelong learning.

Values:

Transforming lives through community base learning.

 Schools do affect the societies in which they are found. Education is a very important part

of our or any society especially in a democratic society. Without education the world would be

unstable, unliveable and radical. Education leads to prosperity and to compete on the global

stage. Leaders are born through education by empowerment and knowledge of the voting system

and freedom of speech. Education promotes tolerance in a society and help solve conflict.

Education is power and it steers the future. As we consider how fortunate we are in a free society

where education is a part of our basic right; not all societies are privy to a good education or any

education at all. If we just think about our country or town some are still not able to give or get

quality education based on how rural the area is or what is happening in that town or country. All

societies are different on how they educate their children for example, girls are not allowed to

attend school only boys. In other societies because of circumstances such as war, famine, and

transportation children are unable to get to the school. It is imperative as a teacher in the

classroom that you are aware of the different societies or place children may be coming from and

you need to welcome them and treat them accordingly. Based on the few examples given,

diversity would be a huge component respecting cultures and encourage English Language

Learner integration.

“In today’s global economy, a high-quality education is no longer just a pathway to opportunity

—it is a prerequisite for success. Economic progress and educational achievement are

inextricably linked, educating every American student to graduate from high school prepared for

college and for a career is a national imperative. 

To create an economy built to last, we need to provide every student with a complete and

competitive education that will enable them to succeed in a global economy based on knowledge

and innovation. President Obama has advanced reforms around four key objectives: 
  Higher standards and better assessments that will prepare students to succeed in

college and the workplace

 Ambitious efforts to recruit, prepare, develop, and advance effective teachers and

principals, especially in the classrooms where they are most needed

 Smarter data systems to measure student growth and success, and help educators

improve teaching and learning

 New attention and a national effort to turn around our lowest-achieving schools.

The Curriculum

I believe real life skills should be taught in the school. When I think about it, I wish

someone taught me about finances.

 Survival skills

 Math/Time management skills

 Technology/Hands on projects

 Manners

Learning about politics or a bit about the laws would give students an early start, if this would be

something they could be interested in pursuing. Mental health is also very important because

students are coming from different home situation, background and socioeconomical status.

Children can be frustrated, hurt, stressed out and have no outlet; because they do not trust anyone

to talk to. Teaching and removing the stigma or taboos from mental health and giving students an

outlet will reduce stress or anxiety amongst students reducing problematics behaviours. It is also

important to understand that failure is ok, it teaches you to be resilient and not to give up easily.

The Ministry of Education in Ontario sets the curriculum for students from K-12 for each

province. They set the standards to reach and to achieve the requirements to gain a high school
diploma to move on to higher learning. Each subject has its own objectives for each grade level.

Each school districts are responsible to ensure the curriculum follows the standards by

incorporating materials to support instructions and students are receiving the essentials necessary

for their success. The program aims to achieve four primary outcomes as described in Achieving

Excellence, A Renewed Vision for Education in Ontario: excellence in student achievement;

equitable access to rich learning experiences for all students; promotion of student well-being;

and enhanced public confidence in publicly funded.

The New York State has the Common Core Standards

Our mission is to raise the knowledge, skill, and opportunity of all the people in New York.

Our vision is to provide leadership for a system that yields the best educated people in the world.

The curriculum and instruction-The New York State Education Department is responsible for

setting student learning expectations (Standards) for what all students should know and be able

to do as a result of skilled instruction. Each local school district develops curricula based on

these established standards

Learning

The most meaningful theorist/philosopher to me in education is John Dewey. He believed

that human learn through a “hands-on approach.” His pragmatism believes that reality must be

experienced stating students must interact with their environment in order to adapt and learn.

Brief history: John Dewey was born October 20, 1859 in Burlington Vermont U.S. the third of

four sons of Archibald and Lucina Dewey. He is an American philosopher and educator who was

a founder of the philosophical movement known as pragmatism, a pioneer in functional

psychology and a leader of the progressive movement in education in the United States. He
studied philosophy at the university of Vermont, graduate in 1879. Alice Chapman the woman

Dewey fell in love with and married was involved in progressive cause such as defending the

rights of ethnic minorities. That had great influence on John Dewey growing awareness of social

injustice. He began to reject traditional metaphysics and to develop a pragmatic notion of truth.

By the age of forty-six Mr. Dewey was known as one of America’s best-known educators. Mr.

Dewey states each learner is a living organism with her own history, need, desires and perhaps

most important her own interest. He also thought that learning takes place outside, as well as

inside the classroom. In 1896 Mr. Dewey established his lab school at the university of Chicago.

He organized the curriculum into constructive experimented and creative activities to:

 Develop children’s sensory and physical co-ordination

 Provide opportunities for children to make and do things based on their interest

 Stimulate children to formulate, examine and test their ideas by acting on them.

The evolution of learning current problems/needs in instruction is change. Change is

important because things will change, and updates are necessary to keep up with evolution.

Changing the curriculum by studying the dynamic and emerging problems in order to cope and

manage for a better future. Think of curriculum development as a conflict resolution, for the

betterment of individuals, society and culture. The education curriculum has evolved since the

early years. Classroom has changed to outdoors, on-line, e-learning, distance learning, and

technology has become a huge factor in the education field in the 20th century; and curriculum

has to evolve to meet those needs. Teachers have to understand change is inevitable, training,

professional development courses/workshop on how to implement new materials to the diversity

and different learning styles of the students in/out of the classroom.

 The role of technology in education today is important. This should be viewed as

enhancing students learning and empowering their individuality. Technology can work very well

for teachers and students when done correctly and used for educational purposes. Teachers can

plan ahead their lesson plan, test, quizzes, meeting and communication with parents/students.

Students learn the basic, become experts, and no excuse for missing homework as it can be found

online. Students learn to think critically, problem solve, collaborate and engage in community.

Technology seems to be everywhere and its now a part of our cultures. It affects the way we

think, live, play, work and learn. Technology can also help students stay engaged and teacher can

now encourage and coach their students. The benefits can be amazing: benefit for teachers by

providing safety rules of the devices used in the classroom.

 student learn useful life skills through technology

 improves knowledge retention

Schools can meet the diverse needs of students by having well trained staff and support readily

available for the classroom and communications with the families (parents as partners).

Collaborate with colleagues, child centred program, keep transitions and routines consistence,

modify assessment focus on teaching skills (coping). Attend professional workshop to educate

self on the dynamics of the classroom. Keep in mind, diverse is very broad and try to narrow

what you have observed. Children diverse learning can be different some can be seen while

others cannot. Always be mindful, keep an open mind don’t be quick to judge when you do not

have the facts.

Learner

I would like to work with children from K-6 (4-12 years). I love the transformation of the

children when I have them in Jr. Kindergarten then in a few short years I see them walking down
the hallway saying “hello”. I am a firm believer in the early years’ education because, I like to

rectify things before it gets to a point where it’s too late. The earlier the better, my grandmother

used to say, “You have to nurture, bend and prune, the tree the way you want it to grow, once it’s

grown you cannot bend it again.” Over my years in the childcare sector, I have had the

opportunity to assist families in getting the support they required; from community agency or

specific school to assist their child in becoming successful when they enter school. In

Kindergarten, I now teach skills necessary to cope and communicate with peers and as they

mature into seniors and move onto grade one. I get to see how I impact their learning and the

influence, I had in their lives and their families. It also becomes more satisfactory when I see my

own children doing their best in whatever they are doing.

The stages of development for this age group is preoperational- through early childhood.

They are developing their imagination and memory skills, they are learning about themselves,

eye hand co-ordination, sharing, taking turns, and getting used to being away from the comfort of

their home. The curriculum is student centred learning based on “How Does Learning Happen?”

and Early Learning for Every Child Today (ELECT) for early years. The idea is learning

happens when the child is amongst family, educator and environment. The curriculum is play-

based learning through inquiry. The learning domains/areas derives from four frames:

 Belonging and Contributing

 Self-Regulation and Wellbeing

 Demonstrating Literacy and Mathematic Behavior

 Problem solving and Innovating

The children are responsible to take everything they are taught and apply them to their life in

pursuit of gaining practical life skills and experience. As they grow and learn, their knowledge
base will increase but they will always retain the basic application they learned in their early

years. Ultimately students are accountable for their academic success, by demonstrating

integrity, participate and attend class, communicate with teachers and peers respectfully; respect

others opinion/view and seek assistant when required.

Assessment

Students can be assessed in a variety of ways. Keeping in mind how students learn and

their abilities regarding knowledge retention. Informal observation can give teacher strengths and

where improvements needs to take place. Self-assessment gives student opportunity to be

accountable for their learning and keep them motivated and also gives opportunity for success by

demonstration. Teachers should also use the best assessment tool that they think would be

beneficial to their students such as formative, journal reflection, quizzes, and authentic

assessment which allows for precise outcome, gives flexibility to learn about the students

learning. Feedback in a timely manner and be supportive and encourages, motivate, hands on

experience. Differentiated Assessment:

 This assessment can take into account student’s prior knowledge and there learning style

 Based on what instructor observes or when giving feedback can modify the course

content without compromising the requirements to meet student needs

 Allowing for students to be successful

The goal of assessment in education is very important for both teachers and students. It’s to

enhance student learning and teacher’s teaching. Assessment in learning is ongoing because of

the interaction between teachers and students. Assessment determines whether or not the

goals/objects of education are being met. It also answers questions on both sides: Are teachers

teaching what they think they are teaching? Are students learning what they are supposed to be
learning? Assessment provides feedback on student progress or knowledge base. It helps

teacher’s demonstrate understanding, become better instructors and can modify or make changes

to lesson plans to better help the students.

Classroom Management

The role of classroom management in learning are essentials to setting the standard and

tone of the class from the beginning. It helps keep student’s behaviour in an orderly learning

environment. Once classroom management has been established students understand that it’s a

learning environment for social development. Classroom management also creates smooth

transitions, routines, rules and consequences and it gives teachers opportunities to engage in

student’s learnings. Much added benefits are uninterrupted classrooms; students’ can get the

most out of time spent in school and they maintain their sanity. Increased knowledge and co-

operative learning environment.

The most effective techniques for classroom management: According to Jill Reese author of

“The Four Cs of Successful Classroom Management” are:

1. Commendation-the relationship that is built over time between the teacher and student.

Addressing student by their names, acknowledge when a student does something positive

and give praise.

2. Communication-it’s the most imperative tool in the classroom management from the

teacher-child, child-teacher, and teacher-parent relationship. This is key, especially if you

are addressing an issue/concern and wanting students to be refocused. Communicating to

students one on one can be useful. Students feel they are being listened to and what they

have to say matters. It also allows student to approach teachers willingly.

 3. Consistency-establishing a routine procedure and expectation. Then guide students

through these procedures and eventually they will understand, and it saves time because

they would know what comes next and suffer less anxiety.

4. Content-I look forward to coming to my Saturday morning class because I know I am

going to hear a great story, my questions are going to be answered, it’s interactive, and I

leave the class learning something new which keeps me excited for the next class. I do

agree with the four Cs as the basics but as you know that no two classrooms are alike and

though these strategies may work in one room it may not work in another. As educators

we continue to learn different ways by researching different strategies to have an

effective classroom management technique.

Teacher

When it comes to the educational background for teachers, I am understanding it is

different in some states or countries. I know to be enrolled in a teacher’s college the minimum

requirement is a bachelor’s degree. In some states or country, you can teach with only a

bachelor’s degree. I do prefer for teacher to be educated especially in their subject matter and

even so some teacher can be brilliant in their subject of expertise but cannot teach. You also have

to consider other components that comes along with been in a social environment such as:

interpersonal skills, collaborating with colleagues and teamwork. Teachers must posse a

professional characteristic in everything they do.

 Have an understanding about students and the curriculum

 Patient, be kind, caring/genuine

 Responsible/respectful
  Inclusive

 Dedicated teacher/passionate/prepared

 Engage student in learning

 Be reliable/punctual

 Listen-student/parent/colleagues/administrators

Teacher should have positive expectations from students and manage classrooms well. Teaching

effectively where students are given opportunity to think and problem solve logically. Teachers

are also to be organized and monitor student’s progress and potential. I now know as a teacher

evolves and grow into maturity and experience; things can change or get added for you to

become an effective well-rounded individual and an educator.

Conclusion

My background experiences are important because they are a part of who I am today.

They allowed me to discover the power of not giving up, and the true essence of how imperative

education is in today’s society. Through my years as an Early Childhood Educator, Childcare

Consultant, observations, in a variety of classroom, teaching partners and hands-on learning have

shaped my experiences that I will use in my career as an elementary teacher.

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The

great teacher inspires.

William Arthur Ward

Growing up sometimes I was made to feel inadequate about myself. I was fortunate to have some

wonderful teachers in my life that had took the time to explain things to me and inspired me

never to give up. They have become part of my life and I always remember how their teaching
have help me grow and develop in my learning journey. I hope and wish to be as impactful to my

future students. Education is not preparation for life; education is life itself. (John Dewey)

Resume

Dianne Kerr
306-275 Cassandra Blvd
Toronto ON, M3A 1V6
kerrdianne@yahoo.com
(647) 718-5954

Summary

I am a caring, creative, and enthusiastic educator with a demonstrated commitment to providing

high quality early learning and development experiences to children and their families. My active
involvement in Early Childhood Education Inclusion, and over 22 years of teaching experience
in varied environments allows me to bring challenging, enriching, and innovative activities for
children with diverse learning abilities and needs. I use superior verbal and written
communication skills, display confidence and professionalism in the classroom, and can be relied
upon to provide critical thinking in the workplace. My abilities allow me to present information
in a variety of ways, emphasizing the relevance of class materials to the world beyond the
classroom. I am an active team member who effectively collaborates with all colleagues and
establishes quality relationships with children and their parents.

Experience
Child Care Consultant - Child Development Institute July 2018-Sept-
2018

• As a Child Care Consultant, I work together in partnership with Parents, Childcare & Homecare.

• Facilitate inclusion of children with extra support needs.

• Coordination of individual assessment of child’s strengths and needs within community setting.

• Development of individual plans including goals, strategies and effective intervention techniques.
• Coaching and modelling for childcare staff.

Registered Early Childhood Educator- Avondale Public School- Various-TDSB June 2016-Present

· As an Early Childhood Educator, I work together with a team teacher in a kindergarten classroom. To meet
the needs of all the children individually on a daily basic. We provide a learning environment, for children
to be successful and flexibility to meet all learning abilities. We try to keep daily routine consistence and
make transitions smooth.

ECE Field Advisor-Humber College North Campus September 2013-Present

· Supervises students in their field placement site.

· Conflict management/resolution: for student having difficulties working with co-op teacher

· Performance issues at field site (professionalism, attendance, communication)

· Co-op teacher: provide support, mediating issues

· Field site: liaise between field site co-op teacher and OEL

Centre Supervisor Toronto George Webster YMCA Childcare Centre Toronto, ON June 2011-June 2016

Coach /Mentor/Advocate

· Work with employees to establish goals, planning and timelines. Provides ongoing guidance and support to
each employee. Mentoring by modelling, giving direction and being responsible for advice employee
about work. Advocate by informing employees of any new training, new policies and programs from
management. Supporting and clarifying making sure everyone understands if there are any changes.

Responsibilities

· As the Centre Supervisor and overseeing a satellite school-age program ensuring the day to day operation
of the childcare centers. Working with families and children and connecting with the community. Ensuring
that employee follow policies and procedures. Hiring and training of new staff, advertising, communication
with management, administration, updating both children and staff files. Making sure new staff gets
orientation and all the necessary experience to work effectively, provide ongoing guidance and sending
employee to training to develop and advance themselves in their career. Providing ongoing feedback about
employee performance on a regular basic, staff meeting making everyone aware of what is going on.

Teacher/E.C.E. | Lynngate YMCA Childcare Center, Toronto, ON August, 2006 –June 2011
• Design, develop and implement age appropriate lesson plans and activities for children
aged 18 months to 12 years
• Ensure highest academic standards are attained by evaluating students’ academic and
social growth
• Consult with parents about the development of their children and provide Individual
Program Plans
• Follow school classroom decorative guidelines that create a functional and attractive
environment for learning
• Utilize YMCA curriculum or learning resources in classroom study to bring to life
different subject matters
• Maintain all required inventory records for supplemental learning programs
• Maintain appropriate records and progress reports and communicate student progress to
parents
• Manage childcare team, lead and monitor during fundraising and staff appreciation
events
• Ensure that tasks are completed, check homework, prepare meals, and resolve conflicts
• Guide clients to achieve their overall goals, provide mentorship, and advice a
• Create and maintain an open line of communication with parents/guardians and complete
accident reports
• Ensure that the environment is safe/clean
• Assist all levels of staff to meet all daily tasks and requirements.

Teacher | William G. Miller YMCA, Scarborough, ON April 2004 – August 2006

• Entrusted with greeting clients, tour leading, and hospitality services
• Prepared and implemented special needs Early Childhood Educator programs
• Developed, planned, and implemented a variety of social, team building and recreational
activities for children
of varied ethnicity aged 6 to 12 years
• Observed and kept child behaviour logs for team discussion
• Observed, documented and created newsletter each week, helped prepare registration for
summer club
• Prepared monthly case notes and provided follow-up information to team/case workers
• Built and strengthen Parent Advisory and provided resources to meet the needs of family
and children
• Prepared programs and activities and encouraged input from parents and community
partners
• Built and strengthened community and parental relationships to encourage involvement
• Worked with Early Childhood Education Director to provide child development updates
to parents
• Assisted in educating parents on new programs and initiatives enhancing child
development
• Assisted Director to proactively develop new partnerships within the community
Child/Youth Worker | Kennedy House, Toronto, ON January 2005 – January 2006
• Supported personal motivation and worked collaboratively in a strong team concept
environment
• Displayed focus, versatility, dependability, multi-tasking, flexibility, positivity, emotional
stability,
and ability to adapt effectively to challenging and urgent situations
• Exhibited skills in prioritizing, organization, decision-making, time management, and
communication
• Utilized strong interpersonal skills resulting in exceptional rapport with people
• Proven success in initiating, promoting and maintaining strong interpersonal relations
• Exhibited courtesy, professionalism, and tact in difficult circumstances
• Lead clients to appointments with outside team members and t
teachers/parents/Guardians
• Developed plans that best met the clients’ needs

Additional Experience

Coach | Just For Kick Soccer, Toronto, ON 2004 – 2007

• Assisted in the cognitive, motor, creative, and scientific development of children aged 4
to 10 years
• Supervision of activities for various groups of children and assisted with end of season
soccer finals
• Planned and carried out recreational and sports activities including training and practice
sessions
• Demonstrated and instructed sports techniques, assessed strengths and weaknesses of
children
• Modified activities to accommodate different learning styles
• Nurtured and developed potential abilities, generating a high level of enthusiasm among c
children
• Maintained positive, learning-motivated environment to encourage children to achieve
their personal best
Camp Counselor
• Organized and planned open house for parents and potential clients from the community.
• Organized and planned Food and Nutrition workshop for parents and caregivers
• Organized, planned and implemented bullying workshop for all camp counselors
• Created and organized camp schedules, trips, bus charters and activities for campers aged
6 to 9 years
• Oversight of camp counselors, monitored activities, kept contact with parents, lead staff
meetings
Administrator
• Responsible for staff, program and day-to-day operations of George Webster YMCA
Childcare Centre
• Organized tours, fire drills, and events meeting City and YMCA criteria
• Organized and implemented the Play to Learn curriculum
• Provided a safe, healthy environment that fostered cognitive, social and emotional growth
• Maintained files and confidentially
• Able to run center in compliance with the all the requirements
• Showed confidence, dependability, honesty and sociability with excellent teamwork and
leadership skills

Education
Identification/Reporting of Child Abuse New York State- June 2019

School Violence and Prevention and Intervention New York State June 2019

Diploma | Resource Teacher/Early Interventionist | Seneca College August 2014

Certificate | Health and Safety in the workplace July 2014

Certificate | Food Handler Permit | Ontario Ministry of Health 2015

Certificate | Behavior Management for ECE | Aisling Discoveries November 2013

Certificate | Tools of the Mind SickKids Research Institute June 2013

Workshop | Anti-bullying Panel February 2012

Training | Respect in the Workplace January 2012

Workshop | SNAP (Stop Now and Plan) Child Development Institute December 2011

Workshop | Raising Sexually Healthy Children February 2011

Certificate | YMCA Director Mentorship Program (Supervisor) April 2011

Certificate | Early Childhood Education Inclusion Practices Apprentices Program December, 2009

Certificate | Teacher/Trainer of Adults | Centennial College, Toronto, ON 2009

Certificate | “How Positive Discipline Works Throughout Children’s Lives” Workshop 2009

Certificate | Behavior Management for E.C.E | Aisling Discoveries Child & Family Center 2008

Certificate | YMCA Summer Camp Training | YMCA Cedar Glen 2006 – 2010

Workshop | YMCA School-age training children aged 6 - 12 2006 – 2014

Workshop | Peer to Peer Violence | Kennedy House 2005

Workshop | Prevention and Management of Aggressive Behavior | Kennedy House 2005

Bachelor of Arts, Sociology | York University, Toronto, ON 2003

Diploma | Register Early Childhood Educator | Centennial College, Toronto, ON 1999

First Aid and CPR Certified | Youth 1 Diploma | Community Coaching Course Sensitivity Training
North York Committee on Community, Race and Ethnic Relations

Volunteer Work

Teacher/Library Assistant | Lynngate Public School

Reading and assisting in the classroom at George Webster Public School 2011-2012
Assisted librarian with checking-in-and-out books, recording, and assisting the children
1995 – 2007
rd
•Assisted 3 grade teacher with marking, one-on-one with students, and helped with group
activities
Tutor | Morningside Library
•Responsible for helping children in the Homework Club with math, writing, reading, and
spelling
Soccer Coach | Just For Kids Soccer Club | Scarborough Blizzards Soccer Club
•Taught basic soccer skills to children aged 4 - 10
•Designed newsletters to inform parents of upcoming practices, events, and games
•Coached the All-Star League for children under 10, taught rules, regulations, commitment, and
sportsmanship
Student Volunteer | Scarborough General Hospital | Intergenerational Program
•Provided post-operative leisure activities for the elderly
Youth Advisor | Better Beginnings | North York Committee on Community, Race and Ethnic Relations
•Organized workshops, meetings, activities, and provided information for youth in the
community

References available upon request.