Prepare and deliver curriculum to meet required learning outcomes and goals. Create and maintain a positive learning environment. Evaluate student progress/achievement in a timely manner and provide constructive feedback on a regular basis. Participate in program revision and renewal activities as required. Developed alternative delivery strategies, and online course development and teaching.

Provide CICE students with support in the classroom including note taking, lab support, group work facilitating and advocating for their concerns. Modify course outlines, tests/exams and assignments to meet individual student needs. Meet weekly with the students to support each scheduled class. Use a variety of learning strategies, teaching and learning principles to assist and promote student learning. Develop and lead weekly adaptive technology support sessions for all students. Assess individual CICE student needs for adaptive technology that can be used in the classroom and workplace. Recommend specific adaptive technologies for students based on psycho-educational assessment. Maintain database of services provided, workshops presented, software & hardware purchased. Train students with disabilities on the use of adaptive technology in order to access the curriculum. Set up and assist with the use of adaptive equipment when needed (in and out of class). Consult with professional staff, faculty, parents and secondary school teachers in order to best support students. Responsible for researching specific requirements for new products as well as coordinating purchases and installation with IT. Facilitate training sessions for staff at all CICE locations (Barrie, Orillia & Owen Sound). Deliver adaptive technology training sessions to the community and to professional services groups in order to bring awareness to the software/device and promote the CICE Program at Georgian College.

Support students with strategies on note taking, organizing information, study strategies, group work, and self-advocacy. Set up and assist students in the use of their adaptive technology software and hardware. Work with families and school staff on modifying tests/exams and assignments to meet individual student needs. Use a variety of different strategies to assist and promote student learning and success. Providing training and support for community agencies in using adaptive technology.

Planned and implemented a Full-Day Early Learning Kindergarten Program. Maintained a collaborative and complementary partnership with teaching partner in order to support students and their families in a high-quality, play-based learning environment. Responsible for creating digital portfolios for each child in order to demonstrate child’s progress from beginning to the end of the school year. Set-up and maintained class website and student electronic portfolios. Onsite Computer Administrator and School Web Team monitor.

Worked with staff and students K to 12 using adaptive technology software titles. Presented workshops for teachers, support staff, parents and students. Consulted and communicated with teachers, students, parents, administration and para-professionals. Created user guides and video tutorials for software. Designed and organized a quarterly newsletter distributed Board wide. Worked with HelpDesk to promptly answer and resolve tech support questions/concerns. Database entry/record keeping of student software needs and progress.

Provided support to students to achieve success in academic, behaviour, social and life skills. Collaborated and worked cooperatively, as a team member, with colleagues, families, and community representatives. Assisted in screening and assessing the educational needs of students. Charted and recorded academic and behavioural results. Contributed to the learning development and integration of all students by creating a safe and supportive environment. Rotated through the school to meet the needs of students in multiple groupings and in a variety of grade levels.

Provided an inviting environment for children and their families that was accessible, provocative, responsive and beautiful. Developed and maintained early years information and resources for families. Provided information and referrals to families and caregivers. Planned and provided early learning services within the Centre. Provided outreach services. Applied principles of universal design to create learning experiences and environments designed to meet the needs of children and families. Created/implemented age appropriate educational activities for children aged 0-12 years.

Planned and implemented a quality child care program, within a warm and nurturing learning environment for toddler, preschool, and before and after school programs. Supported and enriched children’s learning through in-depth, short-term and long-term project work, in which responding, recording, playing, exploring, hypothesis building and testing, and provoking occurred. Promoted physical, academic, and social development by implementing diverse classroom and outdoor activities. Maintained a positive and consistent approach toward guiding children’s success, consistent with the philosophy of London Children’s Connection. Supervised children at all times, ensuring a safe environment. Used documentation to make learning visible to the children, parents, and larger community. Created portfolios for each child giving an individualized portrait of the child’s development over time at the centre. Communicated daily with parents in an open and supportive manner. Established and maintained collaborative relationships with the Director, Supervisor, Co-Workers and Community partners. Supervised Fanshawe College Early Childhood Education students on Field Placement.

Co-teacher for children ages 1-5 in Reggio Emilia inspired school for young children. Assisted in the creation of a classroom environment conducive to learning and appropriate to the physical, social and emotional development of all children. Provided activities and opportunities that encouraged curiosity, exploration and problem-solving appropriate to the development levels of each child. Designed experiences with an appreciation for aesthetics and the environment that would inspire the children. Facilitated projects by encouraging children to make decisions about the direction of study, the ways in which the group researched the topics, the representational medium to demonstrate and showcase the topic. Supported children with a variety of abilities in using augmentative communication tools to communicate. Acted as a Supervisor for students in their College Field Placements.

Co-planned, organized and facilitated a play-based curriculum and environment (exploration, play and enquiry) to engage children in learning. Fostered warm and responsive interactions with children and their families, to facilitate a sense of belonging. Observed children’s development and interactions, documented each child’s progress including progress reports, learning stories and emergent curriculum planning. Supported and nurtured children’s ability to express themselves, to interact with others and to self-regulate.