I am responsible for attending and transcribing lectures in my assigned course load to provide to students with relevant accommodations. I maintain confidentiality and clear communication with all parties.

I conduct weekly rehearsals (24 total) for a small adult choir as part of a research study exploring the benefit of group singing for people with aphasia after stroke. In addition to leading rehearsals, I prepare accessible online practice materials and distribute them to singers using Wibbi (formerly Physiotec). I work within the constructs provided by the lead researcher to design an appropriate and engaging concert program and rehearsal strategy.

I provide vocal support and musical leadership to the alto section of the St. Matthew's choir and perform as a soloist and cantor.

In this role, I analyzed student achievement data to design and develop instruction for students in grades 6-8. I implemented these materials and strategies in online, hybrid, and in-person settings and created evaluation tools to track student progress. I used Canvas LMS to facilitate easy access to course materials and Google Workplace to develop interactive activities for students. I incorporated tools like Canva, Classroomscreen, and digital forms to improve structure and engagement in my classes. I created and maintained program documentation, schedules, websites, social media profiles, and budgets.Outside of the classroom, I served as chair to my department. I facilitated weekly meetings, designed digital agenda templates, and created multimedia data presentations. I also led professional development communities for teachers in my region addressing topics such as curriculum development via backwards design, music literacy strategies in online and hybrid instruction, and teacher mentorship.When programming music, I considered accessibility to my students, diverse and authentic cultural representation, and variety of musical concepts. I ensured that instruction included an opportunity for students to explore and make connections with the context of each piece of music. I incorporated Solfege and Takadimi to develop students' music literacy skills in pitch and rhythm respectively. In both warm ups and repertoire, I focused on developing healthy vocal technique in my students and educating them about vocal anatomy and health. I prepared my students for auditions for and participation in district and state honours ensembles. I collaborated with other instructors on musical theatre productions. Along with the band director, I co-founded and advised a Junior chapter of the Tri-M Music Honor Society.