Dawson Krieger

Served as the Grade 9 and Grade 11 homeroom teacher while teaching the majority of the Grade 9 curriculum (ELA, Social Studies, Career Education, Practical and Applied Arts, and Science), all of the middle years science program (Grades 7–9), and the majority of high school science courses, including a semester of Science 10, two years of Physical Science 20, and one semester of Health Science 20.

• Established a positive and structured classroom environment by setting clear expectations and fostering open communication between students and staff.
• Built meaningful relationships with students and families, creating an atmosphere of trust, engagement, and personalized support.
• Increased student comprehension through real-world connections and hands-on learning, including practical research assignments and multiple STEM-based projects.
• Demonstrated adaptability by modifying lessons on the fly to suit classroom dynamics, student needs, or unexpected changes, ensuring continued engagement and clarity of instruction.
• Regularly reflected on lesson effectiveness and incorporated student feedback to refine teaching strategies and better meet diverse learning needs.
• Promoted cross-curricular thinking by linking key concepts across disciplines (e.g., drawing connections between ancient civilizations in Social Studies and career planning or scientific advancement).
• Implemented a variety of assessment strategies to evaluate understanding and adapt instruction, aligning evaluation practices with curricular outcomes.
• Created engaging lesson plans and classroom activities tailored to student interests and learning styles.
• Participated in the planning and supervision of extracurricular activities and school-wide events.

Following the completion of my contract at St. Walburg School, I joined the substitute teacher list and have worked nearly full-time across St. Walburg and Paradise Hill Schools.

• Consistently followed teacher-provided lesson plans to maintain instructional continuity and support student learning.
• Frequently requested by classroom teachers due to strong referrals, positive rapport with students, and reliable performance.
• Maintained student engagement through proactive classroom management strategies, including clear expectations and positive reinforcement.
• Effectively managed classroom behavior and learning environments, ensuring smooth transitions and continued academic progress.
• Stepped into longer-term substitute roles, taking responsibility for lesson delivery, student support, and classroom organization.
• Accurately maintained attendance and assignment records in accordance with school policies.
• Provided individualized academic support to students who required extra guidance, helping improve both understanding and confidence.
• Monitored student performance and provided feedback to classroom teachers to help inform ongoing instruction.

Completed two major internships at LCHS, taking full responsibility for three History 30 classes (approximately 90 students) and one Chemistry 30 class (24 students).

• Demonstrated a high level of adaptability, adjusting lessons and teaching style to meet the needs of diverse learners.
• Developed engaging, inquiry-based lesson plans that encouraged critical thinking and deeper understanding of Canadian history, society, and scientific concepts.
• Collaboratively created individualized learning plans for students, resulting in improved academic performance and increased classroom engagement.
• Collaborated with other teachers in multiple school spirit events, which greatly helped the development of professional relationships with both other teachers and students.
• Integrated First Nations, Métis, and Inuit (FMNI) perspectives into both History and Chemistry lessons, ensuring content was meaningful, inclusive, and culturally responsive and organicaly integrated into regular curriculum concepts.