Classroom experience in Ontario & LondonConfident, warm and firm.
Ontario CertifiedPrimary & Junior
Mathematics AQPrimary/Junior, Part 1
Currently teachingDurham DSB
York UniversityMEd in progress
Selected classroom examples
See the teaching behind the words.
01 / Mathematical reasoning
Make the thinking visible.
Visual models, mini-whiteboards and individual checks in an observed Year 3 lesson.
Observation · 2 Oct 2025
Inside the lesson
I asked pupils to explain how they knew one number was greater than another, and checked whether they could independently partition 112 into 100 + 10 + 2. Visual models, mini-whiteboards and individual checks helped make their understanding visible.
Observed strengths
Good reasoning questions, strong mathematical vocabulary, visual modelling and a calm, purposeful learning environment.
02 / Scaffolding & inclusion
Break a task into clear steps.
Vocabulary, staged diagrams and support-staff modelling in an observed science lesson.
Observation · 29 Jan 2026
Inside the lesson
I connected a fossils lesson to pupils’ prior learning about rocks. I broke the scientific diagram into manageable stages while the learning support officer modelled it. An up-to-date working wall provided vocabulary and other scaffolds for independent work.
Observed strengths
The observer recorded strong scientific vocabulary and all pupils reaching the lesson’s depth task. A review of science books noted a similar pattern of reaching the depth task. These are observed task outcomes, not measured longer-term progress.
03 / Vocabulary & discussion
Explore vocabulary together.
Open vocabulary questions and partner discussion in an observed English lesson.
Peer coaching · 25 Sep 2025
Inside the lesson
In an English lesson on Hercules, I used open questions to explore vocabulary and circulated during partner talk.
What the coach observed
The coach noted careful listening at the start of the lesson, strong pupil vocabulary and a confident, warm classroom presence.
This is an example of vocabulary and discussion practice, not evidence of phonics gains or measured reading progress.
Summaries of classroom observations and peer coaching. Graphics illustrate the approach; they are not pupil work.
What I’m continuing to develop
More frequent partner talk, broader whole-class participation and a stronger whole-class voice for support staff were identified as next steps in the observations. Reflection and adjustment are part of my teaching practice.
In the classroom
Clear, responsive teaching.
Relationships and predictable routines create a useful starting point.
01 / Explain
Show the thinking.
Use precise explanations, a clear model and useful vocabulary.
02 / Notice
Check understanding.
Listen to an explanation or look at a work sample before deciding what support to add.
03 / Adapt
Adjust the next step.
Use manageable tasks, responsive scaffolds and collaboration around agreed accommodations.
Families & learning support
Work together around the learner.
Communication and shared planning were part of my Year 3 role.
01 / Keep families informed
Make room for conversation.
I kept families informed through parent evenings, weekly newsletters and regular conversations.
02 / Plan with the team
Connect the support.
I worked with the special educational needs coordinator and learning support officers, and contributed to termly Individual Education Plan (IEP) and progress reviews.
03 / Share practical tools
Prepare useful scaffolds.
I created differentiated resources for the Year 3 cohort to help pupils with additional needs access classroom learning.
Year 3 classroom responsibilities · West London Free School Primary, 2025–2026. Professional experience, not a family testimonial or measured impact claim.
Professional background
Ontario. London. And the next chapter.
Experience across different classrooms, with continuing study at York University.
Currently teaching with DDSB, building on primary and junior classroom experience.
2025-2026
West London Free School Primary
Year 3 classroom leadership, curriculum planning, assessment and family communication.
Ontario & London
Supply teaching experience
Previous TDSB occasional and elementary French teaching, alongside London agency placements.
Continuing education
Master of Education, York University
In progress, with expected graduation in April 2027.
Primary/Junior certification and Mathematics, Primary and Junior, Part 1 AQ were verified in the OCT public register on 30 October 2026. Former TDSB employment is part of my background, not a claim of current TDSB roster eligibility.
Supply arrangements
Easy to get in touch.
Call, text or email to ask about a date.
Which grades and areas?
K-6 in Ajax, Pickering and Whitby. Share the school, grade and date when you get in touch.
Can I ask about same-day cover?
Yes, same-day requests are welcome. Availability must be confirmed for the specific date before an assignment is arranged.
How do school requests work?
Contact me to check availability, then follow your school’s normal booking and board procedures. For DDSB, confirm the named-request process and profile details through the school’s SmartFind Express arrangements. A message here does not make or guarantee a board booking.
Get in touch
Ask about availability.
Ajax · Pickering · Whitby
Same-day supply requests welcome. Confirm availability before arranging an assignment.
