As Team Lead with the Educational Initiatives, I work alongside young people who have left the traditional school system to provide them with foundational learning in literacy and numeracy, as well as training, preparation, and exams for the Canadian Adult Education Credential (CAEC). Alongside my work with learners, I support our team on a daily basis with support, both for themselves and for young people. I also foster partnerships with other agencies and individuals, and support other initiatives within the organization, such as staff well-being and social committee.

The Educational Initiatives at Thrive help youth 15 to 29 who are struggling with staying in school or who have already left school. The Educational Initiatives, Youth at Promise and Springboard GED, are programs that focus on every young person’s potential to learn and be successful. Thrive's educational programming is intended for youth who have found that the “regular” school system was not for them, whether because of differences in learning, social challenges, or other factors.All programs focus on the strengths of young people, and the belief that through education, opportunities are created for youth and their families. These youth-centered programs have been developed and informed through the thoughtful input of the many youth who learn with us.My role is to provide wraparound education and support to students in the Youth at Promise and GED programs. These programs help to build foundational literacy and numeracy skills, and then youth are able to continue to either a GED through GED classes, or onto other programs such as a full-time ABE (Adult Basic Education) program. Through a trauma and attachment-informed lens, and offering differentiated and non judgmental instruction, young people have the opportunity to flourish in an educational setting designed for their specific needs and that addresses the barriers they face. Supports are responsive and recognize that people are whole beings, with many committments and stressors outside of their classes with us.

I am responsible for three unique portfolios within my position, all fitting under the aim of Youth Development!Velocity, an adrenaline-based adventure program, is aimed at youth 12-16 who are considered 'at-risk'. These youth learn important skills, develop positive relationships with peers and caring adults, and have opportunities in regards to recreational activities they otherwise would not be able to access in many cases. Youth typically stay with the program for a calendar year; however, if more support is desired, they may stay with the program longer.A Youth Leadership course is offered internally to Thrive participants who may be engaged in any of our programming, primarily for ages 16-20. The class, offered once weekly for 12 weeks, helps youth participants learn important leadership skills and develop talents they may already posses but have not been given the opportunity to explore. At the end of the 12 week course, participants hold their own community outreach event, such as a fundraiser for the food bank, that the participants have chosen and organized on their own. Those who complete the course and are interested in staying on and supporting the organization as volunteers join our Leadership Team, a group that helps to organize events for Thrive and the community.Community Outreach, such as events like our Breakfast with Santa, works with outside donors, the organization, and the community, to hold events for our participants and others in the community. Quarterly large-scale events are complimented with monthly internal events.

This position's responsibilities include identifying students at the community centres who may require extra literacy support. Through diagnostic testing and interviews, chosen students are invited to participate in the program through two one-hour sessions weekly. Students receive personally designed, one-on-one instruction using methods such as the Barton system and Words Their Way. Additional responsibilities include liaising with parents, maintaining clear goals for students, administering testing, and compiling summative evaluations for students who participate. As the coordinator of this program, I am also responsible for writing interim and final reports that are submitted to Government.

I am a full time merchandising co-ordinator in the decorative home department. My responsibilities include stocking and merchandising in the largest area of the store, including furniture, artwork and rugs. I am also responsible for coaching associates within the department and ensuring operational standards are being followed. My previous role was working as a customer service associate part-time. Responsibilities include: being attentive to detail when working with customers and merchandise, working as part of a team, training and assisting newer associates or associates learning new areas of the store, and providing excellent customer service at all times. I am a member of the Health and Safety committee and have certification in health and safety through WSIB.Working for TJX Canada has taught me a great deal about customer service and the service industry as a whole. I have acquired numerous transferable skills important to my work in theatre and in education such as working as a team player, self-reflection and growth, and attention to detail.

As a tutor, my role was to support the literacy instructor in small class-based instruction in both reading and writing through a full-day summer program. I personally led small group activities to support phonological awareness, letter/sound recognition (vowels/ consonants) and word building. I also taught a daily physical activity class for my classes. All classes at the elementary level (experience in grade 2, grades 4-6).

I have worked in this position at two schools in two different types of programs. The Spring Literacy Program works with grade 9 students to assist them in using and improving reading and writing strategies. The In-School Literacy Tutor program works with grade 10 students to actively prepare them for the OSSLT (Ontario Secondary School Literacy Test) by developing and improving reading and writing skills that are assessed by the OSSLT. Responsibilities included: working independently and self-directed in order to keep organized and be most productive with students, preparing lessons and activities that work on developing reading and writing strategies, being aware of and including differentiated instruction to attend to the needs of each specific student, and utilizing the gradual release of responsibility model to demonstrate effective uses of the reading and writing strategies.

Myself, along with my co-coordinator, were responsible for overseeing numerous Professional Development opportunities for the members of the Educational Student Society.We were responsible for promoting our activities to the student body, and for administrative duties such as registration and payment. We served as the liaison between the ESS council and the organizations and guests we brought into the faculty to provide us with their Professional Development services. We were responsible for weekly meetings of the council, as well as meetings with our Vice President in order to ensure we were staying on top of our responsibilities. Furthermore, we worked inconjunction with the Equity Officer in the planning of equity-based workshops, specifically, Gender Equity Week which ran in January of 2014. Personally, I also administered sign ups and the planning of two 'Tribes' training weekends, which served almost 100 Teacher Candidates over two weekends - one in January 2014 and one in April 2014.

As a DRAM100 teaching assistant, I was responsible for teaching an 80 minute 'lab' every week. The lab focused on utilizing skills and activities that were taught in lecture. We focused on experimentation and exploration, and I facilitated the creation of two group presentations that were performed during class time. I graded each of my students based on their participation and attitude towards the lab time. I was also responsible for marking three assignments through the year of a group of students not in my lab.