Candice Szczepanski

• Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication and fostering a supportive learning environment.
• Incorporated regular land based learning activities fostering an environment that respects the TRC call to action.
• Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established rules and consequences.
• Assessed student performance regularly using both formative and summative assessments to inform future lesson planning.
• Differentiated instruction to accommodate diverse learning needs, ensuring each student had an equal opportunity for success while teaching in a multiage classroom.

Classroom Teacher grades three and four

• Improved personal and student call to action by integrating Indigenous Education Holistic Lifelong Learning Framework.
• Facilitated student learning by addressing needs of all learners, including predominately ELL population, using formative assessment to guide planning.
• Improved student capacity in math through use of current math concepts in task-design ( John. A. Van de Walle, Marian Small, Peter Liljedahl).
• Integrated technology (Ipad apps, Google Drive, Google Classroom, iMovie, etc) into project based learning.
• Implemented PowerTeacher assessment and reporting for all tasks.
• Collaborated with partner teacher, grade team, class size initiative teachers, math specialist, literacy specialists and ELL specialist to provide all students with optimal learning environment.
• Participated in Professional Development Committee, lead Physical Education Committee, choreographed school musicals, and ran intramural clubs (basketball, dance, and floor hockey).

Literacy Teacher kindergarten through grade 5

• Collaborated with literacy specialist teacher and ELL teacher to co-develop reading program using University of Florida Literacy Institute resources (UFLI), Science of Reading, sound walls, and decodable texts across all grade levels to support student reading and assessment.

Physical Education Specialist kindergarten through grade five

• Organized and ran Phys. Ed. program for all grades, incorporating combination of physical skill development, healthy lifestyle habits and broad range of physical activities to build students' physical literacy.
• Lead activities to promote mental well-being such as outside day.
• Organized Sports Days and Terry Fox fundraiser and run.

Class Size Initiative Teacher (CSI) grades one and three

• Focused on developing literacy and math skills by collaborating with classroom teachers to work one-on-one, in small groups or whole class to meet students' diverse needs.

• Delivered course material to new and current employees : technical training on all job related functions, recurrent training on security, standard operating procedures, health and safety, etc.
• Reviewed course material, advised on discrepancies, worked with other learning specialists and course delivery team across Canada to improve material and ensure current standard operating procedures.

Manager of the Speech and Language Resourced School grades one through six

• Member of management team; responsible for increasing parental involvement and organizing external speakers and presentations.
• Supported children with speech and language needs, as well as children with special educational needs: oversaw small group and one-on-one sessions with children based on individualized programs.
• Administered staff training, ran weekly meetings and acted as liaison between staff and senior management.
• Confidently took on new role with little assistance.

Key Stage One Coordinator and Mainstream Classroom Teacher grades one and three

• Acted as liaison between staff and senior management.
• Implemented individualized programs to support children of varied educational capacities.

• Supported individuals with severe learning disabilities, physical disabilities, behavioural disorders or Autism by implementing individualized programs that focused on developing communication and life skills.
• Worked one-on-one with a child with SEBD (Social Emotional Behavioural Disorder). Created and implemented individualized program to develop academic skills and to develop emotional self-regulation.

Jan. 04- Aug. 05 Jan. 07- Aug. 08

Kindergarten, grade two, grade four, and combined grade one and two

• Created inclusive environment for student with autism from another class who had been excluded due to heightened emotional dysregulation. Attended off-site program with this student to support successful integration and emotional regulation.
• Developed connections with staff, students and parents, integrating into a new education system.

• Collaborated with Occupational Therapists, Speech Pathologists, Behaviour Consultants, Social Workers, and Early Intervention Therapists weekly to discuss and organize progressive steps for individualized programming for children with autism ages three to six.
• Supported families at home to better meet their child’s needs through academic lens.
• Leader in curriculum writing used at Society for Treatment of Autism.
• Led preschool program setting to bridge transitions and develop learning readiness skills.

• Supported child with autism to integrate back into mainstream education by creating learning routines and reaching learning targets to increase student capacity for success.

Grade two teacher

• Collaborated with partner teachers in project based teaching approach.
• Facilitated gymnastics program.
• Supported integration and facilitated independence of student with autism.