As part of the curriculum leadership team, I collaborate with various stakeholders to support coherence and alignment of K-12 initiatives (i.e., Focusing on the Fundamentals of Mathematics, the New Teacher Induction Program, etc...). In tandem with a team of Consultants, I oversee the development of plans to implement innovative instructional and assessment practices that support teachers in our system. I also play a key role in drafting system memos pertaining to curriculum matters that are disseminated internally to all instructional staff. Furthermore, I liaise with staff from the Ministry of Education to ensure that Ministry mandates are effectively carried out.

My board is a course provider for AQ courses accredited by the Ontario College of Teachers (OCT). I have developed and teach the Integration of Information and Communication Technology in Instruction Part 2 AQ and Specialist AQ.

I was lead and co-lead in the development and delivery of technology-enabled workshops at the system level (all divisions, both panels) and in the planning of large-scale system events. In the capacity of board representative, I presented workshops related to board initiatives at reputable and highly-attended conferences (i.e., On The Rise K12 Conference, Bring It Together Conference). Supported schools and teachers in the programming and implementation of their innovation and technology-enabled projects.

I had the opportunity to work jointly with each Administration on the implementation of the school's technology initiatives. As the lead learner on the school's 21C team, delivered inservicing to teaching staff on the pedagogical applications of various tools within our board's technological ecosystem. In the capacity of Divisional Lead, formed a professional learning community (PLC) with divisional partners to collaboratively examine, reflect on, and elevate our educational practices. Attended Parent Council meetings as spokesperson to discuss and garner support for the school's vision around technology-enabled learning in the classroom. At the classroom level, fostered an environment that was learner-centered where choices, decisions, and accountability were mutually negotiated within established parameters. Choreographed learning around project/problem-based tasks that took into account student interests and nurtured 21st-century competencies. Emphasized the value of the ‘process’ over the ‘end result’ to promote a classroom founded on a growth mindset and embraced the necessity of shifting teacher role from ‘lecturer’ to ‘guide.’ Advanced digital literacy skills of students by using relevant technologies that allowed for artefacts of learning to be packaged in digital formats more suited to the modern learner. Provided timely and meaningful feedback to students that was not limited to suggestions for improvement but that expanded upon learning goals beyond their original scope. Guided students in maintaining digital portfolios to support them in their education and career/life choices.