I am a master teacher and leader who believes that every child matters and deserves to find success. 

I am a passionate, lifelong learner who loves the magic of the theatre, reading, writing, creating, researching, gardening, wandering, discovering, walking, hiking, biking, and travelling the world. I am consummately filled with curiosity, wonder, gratitude, and hope - seeking the best in myself and others, seeking opportunities in the obstacles. 

With extensive experience as an English and Theatre teacher, and now as a high school Inclusion Facilitator, I am adept at managing fast-paced, challenging roles, which I approach with positivity and determination to help all students succeed to the best of their ability. My classroom is both inspiring and a refuge where students find academic engagement and achievement, and a place to belong as a community of learners - a family.  I believe that safe and caring environments are the first step to engaging the learner;  I believe that each student must be seen and celebrated;  I believe in creating opportunities for success.
I am a realistic idealist - someone who always seeks the best in each student and each colleague, who quests to reveal potential while being a supportive, empathetic listener and problem-solver when challenges arise. I embody interpersonal helping skills as an advisor: empathy, respect, warmth, and genuineness. I learn quickly, work hard, and am adaptable to new challenges.  I love working with both teens and adults, helping them to develop their skills and efficacy, to realize their potential, and to achieve success (whatever success looks like for them).  

As an Inclusion Facilitator, I identify students needing academic monitoring and support.  I facilitate communications and meetings with the student, teachers, families, the inclusion team, and professionals in order to create and discuss support plans, while managing all records, meeting notes, and communications.  As required, I am trained to provide Level B academic achievement testing, which can pinpoint gaps in reading, writing, listening, and mathematics development based on age-based standardized norms.  As an inclusion leader, I provide staff with opportunities for communication, professional development, collaborative problem solving, and strategy sharing for students focusing on Classroom Support Plans and UDL (Universal Design for Learning) Strategies.  Furthermore, I coordinate accommodations to support students' needs with assessments.  It is my hope to further develop this role into a full-time Learning Leader position - coaching and supporting quality teaching for optimum learning for all. 

As a Theatre teacher, I am an expert in all aspects of theatrical studies: acting styles, movement, voice, and improvisation; directing; playwrighting and dramaturg; theatrical history; and set, costume, lighting, and sound design.  I know what it takes to achieve acclaimed excellence in performances, and am sensitive to the challenges that Performing Art students face in balancing such excellence in both their classes and artistic processes.  My inclusion expertise helps me to support the whole student - intellectually, emotionally, physically and spiritually.  I believe that it is important to celebrate and support students not just in their academics, but in all their passions too from arts, athletics, student leadership, to whatever lights them up - and if they're not passionate about anything (yet) - to help them find something.

As an English teacher specializing in reading engagement, academic and creative writing, Alberta diploma exams, and Advanced Placement, and previous IB experience, I know the pressures students face with the rigour and demand that the Senior curriculums and examinations expect, and I know how to motivate and support student engagement and success.
My personal world is also occupied with academic pursuits and post-secondary institutions, for I am married to a mathematics professor who is at the University of Calgary, which has exposed me to the realities and opportunities with a variety of post-secondary experiences and lifestyles across Canada, the US, Europe, and Argentina - this offers me a global perspective of education and post-secondary situations.  I know the stress that students and parents face with high school and university: I am also a mother to two children who attend university: one in Software Engineering at the University of Calgary, and the other pursuing painting, drawing and design at AUArts - so my home reality is experienced in the crux of academics and artistic passions.