When did you graduate from the Faculty of Education at 91��ɫ (program and year)?
I graduated from the Faculty of Education in 1990 and am presently a teacher with the Toronto Catholic District School Board.

How long have you been a 91��ɫ U Additional Qualification (AQ) course instructor?
I have been a 91��ɫ U AQ course instructor for the past 10+ years and am currently teaching the Special Education, Intermediate Drama and Reading AQ courses.

What have been some of the main highlights/achievements in your career?
Some of the main highlights/achievements of my career have been completing my Master of Education degree and my Principal’s Qualification Program. I have also held various leadership roles in curriculum, parent engagement, teacher advocacy, community and have learned a lot from students with special needs.

Why did you choose to instruct AQ courses for 91��ɫ U?
I became an AQ course instructor at 91��ɫ U to gain insight into various perspectives from different roles in education and to facilitate learning experiences for teachers in a collaborative, co-learning experience. Being an AQ course instructor has also allowed me to celebrate teacher voice and create a platform for teachers to explore, reflect, and learn among one another and to reinforce the importance of innovation and responsiveness in lesson design.

What are the best things about being an AQ Instructor at 91��ɫ U?
Being an AQ instructor at 91��ɫ U has provided me with an opportunity to meet and learn from teachers from across the province, each with their own distinct context and lived experience that they bring to the AQ course experience. My courses allow students to not only unpack teaching as identity work, but also the nuance in teaching/learning; honouring that no two stories are the same. By injecting that stance into AQs as a means of listening and amplifying students' stories, my AQ courses focus on responsive teaching based on equity, diversity and inclusion–listening to marginalized voices that bring 'new' learning to the forefront.

What do students value the most about your AQ courses? 
Students have commented that they value the active listening and learning that take place in my courses. My courses provide meaningful and relevant learning experiences for students that allow them to think critically about their lesson design in an environment that allows for divergent thinking and provides a variety of options for real-world application. 

When did you graduate from the Faculty of Education at 91��ɫ (program and year)?
I graduated from the Faculty of Education in 1990 and am presently a teacher with the Toronto Catholic District School Board.

How long have you been a 91��ɫ U Additional Qualification (AQ) course instructor?
I have been a 91��ɫ U AQ course instructor for the past 10+ years and am currently teaching the Special Education, Intermediate Drama and Reading AQ courses.

What have been some of the main highlights/achievements in your career?
Some of the main highlights/achievements of my career have been completing my Master of Education degree and my Principal’s Qualification Program. I have also held various leadership roles in curriculum, parent engagement, teacher advocacy, community and have learned a lot from students with special needs.

Why did you choose to instruct AQ courses for 91��ɫ U?
I became an AQ course instructor at 91��ɫ U to gain insight into various perspectives from different roles in education and to facilitate learning experiences for teachers in a collaborative, co-learning experience. Being an AQ course instructor has also allowed me to celebrate teacher voice and create a platform for teachers to explore, reflect, and learn among one another and to reinforce the importance of innovation and responsiveness in lesson design.

What are the best things about being an AQ Instructor at 91��ɫ U?
Being an AQ instructor at 91��ɫ U has provided me with an opportunity to meet and learn from teachers from across the province, each with their own distinct context and lived experience that they bring to the AQ course experience. My courses allow students to not only unpack teaching as identity work, but also the nuance in teaching/learning; honouring that no two stories are the same. By injecting that stance into AQs as a means of listening and amplifying students' stories, my AQ courses focus on responsive teaching based on equity, diversity and inclusion–listening to marginalized voices that bring 'new' learning to the forefront.

What do students value the most about your AQ courses? 
Students have commented that they value the active listening and learning that take place in my courses. My courses provide meaningful and relevant learning experiences for students that allow them to think critically about their lesson design in an environment that allows for divergent thinking and provides a variety of options for real-world application. 

The Office of Professional Learning in the Faculty of Education at 91��ɫ offers quality professional learning courses that educators across Ontario can rely on to prepare them to teach new subjects, new grades, and new disciplines. By taking an AQ that isn’t just another ordinary AQ, our registrants “raise their AQ” to the next level! Search courses and learn more

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Additional Qualification (AQ) Instructional Leaders (ILs) at 91��ɫ's Faculty of Education are at the heart of all our courses. Our ILs are practicing educators with years of experience, insight, and proven expertise.  The thousands of teachers that take AQ courses at 91��ɫ each year are inspired, motivated, and mentored by passionate leaders who foster collaborative, reflective learning environments, no matter the course format.  Our ILs bring AQ course content to life by sharing their own lived experiences, strategies, and tips. Teachers not only earn an AQ but often also come away with a new inspiration. 

When did you graduate from the Faculty of Education at 91��ɫ?
I graduated from 91��ɫ in 1991. I was in the concurrent program and did my Bachelor of Arts and Bachelor of Education simultaneously. 

Which school board are you presently employed with? 
I recently retired from the Toronto District School Board (hooray!), where I was I teacher, vice-principal, principal, central principal and a senior manager in Employee Services. 

How long have you been an Instructional Leader for the Office of Professional Learning at 91��ɫ? 
I am going on my 4^th year as an Instructional Leader in the Faculty of Education at 91��ɫ.

What are some of the main highlights/achievements in your career? 
My main focus was serving students and families. Each and every day, I tried to centre students as I led. It gave me great joy to lead at inner city schools as a vice-principal and principal. I was a VP at Shoreham P.S.  and a Principal at Tumpane P.S. and Woburn P.S. I was honoured to support vice-principals, principals and superintendent colleagues as a central principal and senior manager. Our Employees Services Team supported thousands of teachers each year. Recruiting diverse teachers to reflect the students we teach was a constant mission of our team. We wanted all students to see themselves and have role models each day. Training teachers, vice-principals, principals and superintendents was amazing because each time I was being trained as well! My shared leadership approach allowed me to collaborate with amazing educators and establish and maintain various professional relationships to support student achievement and well-being. 

Why did you choose to be an Instructional Leader for the Office of Professional Learning in the Faculty of Education at 91��ɫ?
I was very excited when this amazing opportunity presented itself. I felt that teaching young leaders is very much in line with the depth and breadth of my experiences. I was immersed in vice-principal and principal training and support and thought I could bring current information, topics and some of the challenges faced by our vice-principals and principals. Truth be told, I am still a teacher at heart and love to learn alongside the candidates. 

What are the best things about being an Instructional Leader at 91��ɫ U? 
I enjoy learning and growing with professionals.  The creativity and diversity of the candidates bring a richness to the course that broadens my own understanding of education and leadership. It is very interesting to learn about different policies, procedures and practices in a variety of Boards across Ontario. The best is engaging in thought provoking discussions that challenge our own understanding of what educational leadership is all about. 

What do students value the most about your PQP course(s)?
I think that students value my breadth and depth of experience in training and supporting educators and administrators. In addition, understanding the broader concept of leadership development helps students to explore their understanding and readiness for leadership. 

One of the most important and necessary components of the course is my focus on equity and inclusion and leading with an equity lens. In PQP Part II, I take a case study-based approach that brings to light multilayered and current challenges that teachers and administrators face today. And oh yeah.... my sense of humour (so I am told...lol).

With an increased focus on enhancing online collaborative learning, the goal of the Office of Professional Learning in the Faculty of Education at 91��ɫ, is to be the leader of quality professional learning courses that educators across Ontario can rely on to prepare them to teach new subjects, new grades, and new disciplines. By taking an AQ that isn’t just another ordinary AQ, our registrants “raise their aq” to the next level! Click here to learn more and to search our current AQ course offerings.

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