Jacqueline Neveu

Enthusiastic Vice Principal bringing 21 years of education and leadership experience. Motivated to improve relationships among faculty, students and parents. Personable and outgoing with skill in building rapport with diverse cultural backgrounds.

Vice Principal, Junior School

Elementary School (K-8) with a student population of over 1000.

• Staffing and Timetabling Committee, Bowmore Rd Jr and Sr PS, 09/2023 - Current
• School Improvement Planning and Budget Committee, Bowmore Rd Jr and Sr PS, 09/2023 - Current
• Parent Council Liaison, Bowmore Rd Jr and Sr PS, 09/2023 - Current
• Report Card Contact, Dundas Jr. P.S., 09/2022 - 06/2023
• Co-Chair Student voice advocacy group, Dundas Jr. P.S., 09/2022 - 06/2023
• Math and Science Position of Responsibility, R.H. McGregor P.S., 09/2015-09/2018

SETTING DIRECTION: Liaised with our K-12 Learning Coaches to support the Vision for Learning and our Multi-Year strategic plan. Results: Enhanced learning culture that celebrates diversity and increased shared leadership opportunities through a network of divisional team meetings. Disaggregated data (2016 E.Q.A.O. scores) to devise a planning process framework for the School Improvement Plan with student achievement in mathematics.  Results: Improved E.Q.A.O. scores from 63% to 69% and implemented best teaching practices in mathematical thinking and communication.

BUILDING RELATIONSHIPS AND DEVELOPING PEOPLE: Facilitated professional development opportunities and provided support for staff to fully understand the Growing Success Document and Three-Part Math Lessons. Results: Modeled assessment and best teaching and learning pedagogies to staff, building teacher efficacy and capacity to develop lesson plans and improve student achievement in mathematics. Mentored colleagues, student teachers and volunteers, providing guidance and opportunities to observe, plan, and deliver curriculum. Results: Fostered collegial, trusting relationships, built confidence in new teachers and aided in the development and strengthening of their skills.

DEVELOPING THE ORGANIZATION TO SUPPORT DESIRED PRACTICES: Developed staffing models according to the Ministry requirements (e.g., class caps sizes) with Administrators and the Staffing Committee members. Results: Created an effective learning environment for all students in order to ensure student success and well-being.  Facilitated staff in the implementation of the new mathematics curriculum, initiatives and policies. Results: Staff reflected on their biases and tracked their interactions with marginalized students in order to evaluate their impact on student achievement and success in mathematics.

IMPROVING THE INSTRUCTIONAL PROGRAM: Supported the professional development of staff to enhance teacher capacity in terms of knowledge and pedagogical practices in mathematics and monitored the number of students underachieving in numeracy receiving accommodations or modifications in their math curriculum as identified by students' IEP. Results: Improved staff and student capacity in using math manipulatives, math literature and vocabulary, and increased student achievement in mathematics.  Utilized Restorative Practices to effectively impact student behaviour. Results: Decrease in office referrals and increase in student voice, enhanced student confidence and self-esteem.

SECURING ACCOUNTABILITY: Co-created Collaborative Learning Communities to encourage all school community partners' active participation in decision-making. Results: Involved students, staff and parents by implementing the Participatory Budgeting Program at Dundas Junior P.S. and Bowmore Rd Jr. and Sr. P.S.  Empowered parents of students with special needs, by providing them with information about programs, procedures, and available program options to support their children’s learning needs. Results: Parents were clearly able to articulate what they wanted for their children and felt truly included in the IEP process.

Cognitive Resources: Problem Solving, Knowledge of effective school and classroom practices that directly affect student learning and achievement and well-being.

Social Resources: Perceiving Emotions, Managing Emotions and Acting in emotionally appropriate ways.

Psychological Resources: Optimism, Self-efficacy and Resilience.

• TDSB Implementation of Effective Early Reading Instruction: A Teacher’s Guide Part 1 (11/2022)
• TDSB Implementation of Effective Early Reading Instruction: A Teacher’s Guide Part 1 (10/2022)
• PD: See Us and Learn Us - Decolonizing our Pedagogy and Prioritizing Humanity (10/2022)
• PD: Speaking Up for ability, Learning Disabilities Association of Kingston (04/2022).
• Coding Quest with the Learning Partnership (08/2022)
• Engineering Outreach: Ready, Set, CODE! Teaching the New Ontario Coding Curriculum, University of Toronto (07/2022)
• Special Education course part 1 (12/2010)
• Reading course part 1 (03/2007)
• Media Literacy course part 1 (07/2007)
• Primary Basic ABQ course (03/2005)
• Junior Basic ABQ course (09/2004)