Tony Tsang Email & Phone Number

Gvrd

Gvrd

- Harnessing "curricular mastery" and evidence-based approaches to provide immersive, dynamic learning experiences personalized to match each learner's needs, interests, and preferences- Facilitating the development and application of executive functioning competence to each learner's individual processes of learning- Enacting a holistic approach to facilitating learning, comprised of Physical, Emotional, Social, Spiritual, Cultural, and Academic strategies- Facilitating effective executive functioning skills, growth-informed mindset, and problem-solving tactics and procedures to foster perseverance through engaging with and overcoming learning challenges - Facilitating the development of effective proactive, coping, and mitigative tactics and strategies to catalyze resourcefulness, perseverance, and independence- Coordinating with Home Support Teams to ensure Individualized Education Plans (IEPs) reflect young diverse learners' needs and challenges- Ensuring all support provided by Home Support Teams integrate effective strategies and protocols outlined within IEPs to provide young diverse learners with wraparound support

Gvrd

- Delivered skills-focused mentoring and guidance in accordance to Applied Behaviour Analysis guidelines - Facilitated the development of age-appropriate academic, social, and emotional skills from a Rogerian client-centred therapy approach - Collaborated with Behavioural Consultant and colleagues to implement on-the-fly changes to existing programs to meet ongoing challenges

- Acting as case manager for 20+ students with Ministry Designations,providing direct individualized, small-group, and whole-group push-in and pull-out instruction to meet targeted and emergent learning needs▪ Composed, implemented, evaluated, and revised Individualized Education Plans for enrolling students to benefit and include all learners▪ Coordinated and facilitated access to District resources and specialists to meet exceptional learning needs as required▪ Initiated “Think Tank” in collaboration with a Learning Support Teacher colleague, a drop-in program serving all intermediate students that provided academic, emotional, and social support for all participants▪ Synthesizing learning opportunities that develop practical competencies through deconstructing and reframing curricular content by decolonizing content through the lens of First Peoples Principles of Learning

Tsawwassen First Nation

- Coordinating with the TFN Education and Skills Development Department, TFN Elders, and Delta School District to provide program participants with a holistic academic, social-emotional, and cultural learning experience- Mitigating existing academic achievement gaps between TFN youth and like-aged, non-Indigenous peers in literacy and numeracy- Facilitating participants’ developing self-identity: as individuals and as participating contributors to a vibrant community- Implementing evidence-based and technological interventions to seamlessly integrate natural learning activities that catalyze the development of Core Competencies - Facilitating the exploration of viable career paths through the cultivation of transferrable skills and their implementation within authentic contexts- Equipping TFN youth with requisite skills, knowledge, and experience to thrive in future academic and professional environments of their choice

- Teaching communication skills, nonviolent conflict resolution, self-regulation, and appliedmetacognitive concepts through modeling, discussion, facilitation, and direct instruction- Facilitating the development of healthy self-concepts through explicit instruction andapplication of growth mindset-based strategies- Fostering each student’s personal connection to their learning experience through instructionalmethods informed by Aboriginal Ways of Learning- Advocating on behalf of students and liaising with invested adults in their lives to coordinatesupport to meet ongoing learning challenges and needs- Writing, implementing, and revising student Individualised Education Plans in collaboration andcoordination with all facilitating adultsTEACHING-RELATED VOLUNTEER POSITIONS*DTA Staff Co-representative- Liaise between administrative staff, teacher colleagues and the DTA to ensure that all participants perform their duties as per collective agreements the DTA and Delta School District- Facilitate de-escalation of conflict and/or issues between teaching colleagues*Professional Development Co-representative- Coordinate with skilled and specialised individuals and organisations in the community to deliver professional development opportunities within the school*Technology Representative- Providing technological support throughout the school on an as-needed basis- Facilitating implementation of technology into classroom instruction

- Acting as primary educator for students served by SD37 whom cannot attend school- Support student development towards goals outlined in IEPs

Lytton, Bc

- Creating a safe learning environment built upon mutual support to encourage the development of a curiosity-driven, growth-focused mindset - Employing online technology to deliver an engaging units that provide students with collaborative opportunities while meeting their diverse learning abilities and needs- Encouraging the development of mutual respect and non-violent conflict resolution strategies through social-emotional education using the WITS and Zones of Regulations programs- Coordinating with an Aboriginal Student Support Worker to develop and encourage students’ familiarity with Nlaka’pamuxcin through the “Word of the Week” program- Collaborating with district language support teachers to plan and implement a pilot unit for “Learning in Depth”, a school-wide initiative that parallels goals outlined in the new curriculum- Coordinating with parents, administration, support staff, and medical professionals to plan and implement strategies to meet goals outlined in an IEP for a student in the class

Lytton, Bc

- Encouraged the development of growth-focused mindsets through a Structured Inquiry unit, which r aised students’ confidence and sense of self-efficacy- Increased student participation and engagement through the use of technology, such as forum post discussions, game-show review apps, and Plickers QR Code placards - Delivered a successful, inclusive Literature Circle-style novel study that employed FireFly technology, which enabled all students to participate and collaborate on equal ground- Planned, organized, and implemented two overnight field trips to provide students with personal growth opportunities and outdoor education- Coordinated with administration and other teachers in the school district to organize and implement two intramural basketball tournaments- Assisted with planning and implementing “Fun Fair”, an important fund-raising event that recognizes and maintains the School’s connection to the community it serves

I provided innovative solutions for managing, preserving, building, and growing wealth for individuals who aspired to lead more prosperous financial lives. Through teaching solid financial principles and educating on the concept of money and its application, I strove to help others maximize their economical potential and attain financial freedom.

- Planned activities designed to introduce, emphasize, and reinforce morals and values- Facilitated social interaction between children by assisting with integration into activities and play groups- Modeled and facilitated problem-solving and emotional de-escalation strategies- Assisted children with special needs with group integration- Coordinated with fellow program leaders and Program Coordinators to meet challenges on the fly

- Assist callers through their crises through a client-centred approach- Facilitate emotional de-escalation and provide community resources when appropriate- Remaining vigilant for signs of suicidality, following centre procedures in cases of high risk- Provided similar service to youths via YouthInBC’s online chatroom

Master'S Degree, Special Education

- Professional competence in researching, critically analyzing, applying, and evaluating knowledge, frameworks, and strategies pertaining.

M.S.Ed.

Masters of Education -- Special Education

Bachelor Of Education (Bed), Social-Emotional Learning

B.A., Psychology

University Transfer

Education record