Kathryn (Katie) Burns-Pinkney
New Hamburg,ON
Summary
Working as an educator and colleague, I have come to understand that each person is doing their best in each moment. Embracing the diverse background and abilities of children and adults helps develop a rich environment where collaboration and creativity can create powerful opportunities in learning.
Overview
12
12
years of professional experience
Work History
Special Education Resource Teacher
UGDSB
Victoria Terrace P.S.
09.2021 - Current
- Collaborated with teachers in the development of SCITs for students
- Chaired meetings and share information with board consultants to discuss needs, and provide support for students
- Read and implemented information based on psychological reports, special class placements, and technology
- Complete paperwork needed to access specialists, apply for special class placements, and technology
- Read and implement information based on psychological reports
- Supported teachers in completing IEPs that are student centered and will support each child based on information gathered
- Provided small group instruction to support students in literacy, using programs based on science of reading. Reading assessments include Fountas and Pinnell reading levels, EPPS, verbal comprehension to stories being read aloud
- Provided small group instruction to help students mathematic skills which included completing assessments such as PRIME and Leaps and Bounds
- Provided ongoing communication about students abilities to classroom teachers, administration and parents
- Communicated with administration on student needs, programming, challenges and successes
- Communicated with parents about student abilities, needs, programs and progress
- Completion of formal assessments including Woodcock Johnson testing
Teacher Librarian
UGDSB
Victoria Terrace Public School
09.2021 - Current
- Provided coding activities from Kindergarten through Grade 6 including using Spheros, Makey Makey, Bee Bots, coding games, Scratch Jr.,
- Created projects that supported curriculum from Kindergarten through Grade 6, including Science, Health, and Literacy connections
- Created opportunities for student voiced projects to be planned, organized and created
- Developed an environment where students are able to make mistakes through the learning process, assess what needs to be done and solve their own problems in the own way.
- Initiated leadership opportunities by including junior students in the development of programs for primary grades
- Created a website that allows teachers insight into supporting their students in the Learning Commons. From signing out books, to creating projects, programming technology into their day to day learning and enhancing their hands on, real world experiences.
- Developing rich learning experiences for students that include the use of technology, STEM activities, cardboard creations, and coding
- Organized book fairs for the entire school
- Ordered books and materials that supported equity and identity throughout the school
- Maintained an organized and workable space that includes activities and materials so students can be independent in their own learning
Designate
UGDSB
Victoria Terrace Public School
09.2021 - Current
- Provided coverage when current administration was not available
- Supported students in solving social conflicts during class time and nutrition breaks
- Encouraged students to use their own voices to explain their perspective of a situation
- Maintained a calm, open and safe persona where students feel comfortable to share their thoughts and feelings
- Helped students reach a solution which could included apologizing, a logical consequence, and contacting parents
- Thinking outside the box to solve problems that may arise in a school, including dealing with a racoon on the yard at dismissal, medical emergencies, and treating injuries
Elementary Classroom Teacher
UGDSB
Victoria Terrace Public School
02.2012 - 06.2021
- Grade 4-6 Classroom Teacher -
- Created rich learning opportunities that supported the Ontario curriculum expectations using Inquiry based activities and student centered projects
- Used differentiated materials for instruction and assessment that often included grade gaps of 1-4 years
- Integrated technology into daily activities in order to support learning for all
- Created a classroom community where each students feel included and welcomed by participating in shared experiences (games, small group challenges, classroom projects etc)
- Created opportunities for students to experience leadership roles including working with younger students within the school, organizing field trips, creating student centered projects including a student based art auction
- Taught self awareness and advocacy as a means for the students to learn about their strengths and their needs as learners
- Maintained open communication with parents about their child
- Integrated DD students into aspects of their grade equivalent classroom for some activities including music and physical education
- Pivoted to online learning during the COVID pandemic using a Google platform
Education
Master of Teaching - Education
Griffith University
Gold Coast, Australia06.2004
Bachelor of Arts - English
University of Guelph
Guelph, ON04.2001
Private Pilot's License -
Flight School
Breslau, ON03.2000
Skills
- Organizational skills
- Works collaboratively with others
- Growth mindset around learning for myself and others
- Strong understanding of Ontario Curriculum
- Student centered approach to teaching
- Developing differentiated learning experiences
- Committed to Universal Design for Learning
- Strong communication skills
- Thinking outside the box to solve challenges
Languages
English
Elementary
Timeline
Special Education Resource Teacher
UGDSB
09.2021 - Current
Teacher Librarian
UGDSB
09.2021 - Current
Designate
UGDSB
09.2021 - Current
Elementary Classroom Teacher
UGDSB
02.2012 - 06.2021
Master of Teaching - Education
Griffith University
Bachelor of Arts - English
University of Guelph
Private Pilot's License -
Flight School