Melissa Flemming
56 Valley Mills Road, Mount Albert,ON
Overview
26
26
years of professional experience
Work History
Special Education Department Head
YRDSB
01.2003 - Current
- Cultivated collaborative, performance-oriented culture to keep my department team motivated and enthusiastic about achieving shared goals.
- Ensuring the safety of all staff and students in an administrative role when working as one of the Administrative Designates at Langstaff from 2011-2024
Special Education Department Head
Durham District School Board
01.2002 - 01.2003
- Promoted a positive work environment by fostering teamwork, open communication, and recognition of accomplishments among employees.
- Mentored other teachers, providing guidance and support to foster professional growth and success.
English & Resource Teacher
Durham District School Board
01.2001 - 01.2002
- Facilitated differentiated instruction by providing a variety of resources tailored to meet each student''s unique needs and abilities.
English Night School Teacher
City Adult Learning Centre (CALC) TDSB
01.2001 - 01.2002
- Collaborated with colleagues to develop interdisciplinary units, promoting a well-rounded education for all students.
Section 19 Teacher, Grades 9-12
TDSB
01.2000 - 01.2001
- Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established rules and consequences.
Section 19 Lead Teacher , Grade 7/8
TDSB
01.1999 - 01.2000
- Developed and implemented differentiated instruction strategies to accommodate diverse learning styles, resulting in increased student engagement and success.
Education
Graduate Diploma in Education -
University of Wollongong
Australia 01.1998
Bachelor of Arts - Sociology
University of Windsor
Windsor, ON01.1995
Certificate - Criminology And Criminal Justice
University of Windsor
Windsor Ontario01.1995
Additional Qualifications
- Special Education Part 1, 2003
- Special Education Part 2, 2003 *
- Special Education Specialist, 2003
- Guidance Part 1, 2008
- Guidance Part 2, 2008
- Guidance Specialist, 2008
- PQP Part 1 (OPC), 2009
- PQP Part 2 (OPC), 2010
Basic Qualifications
- Intermediate & Senior Divisions Individual & Society, 1999
- Senior Division English, 2000
- Junior Division, 2002
Additional skills and training
- CPI certification- 2003-2023
- Asist Certified at YRDSB - 2015-2024
Committee and team involvement
- Member of the Transition team at LSS 2003-present
- Member of the Students Success team- 2007-present
- Member of the Grade 8 Open house planning team at LSS- 2003-2021
- Member of Admin Caucus Team - 2011-2024
- Drama Club Teacher-Supervisor- 2021-2023
- Member of SIP Team 2013-2022
- Lead Teacher and Creator of the Equity and Inclusivity Club 2024-2025
- Indigenous Liason for LSS
Collaborative Relationships
- Personal & Interpersonal Capacity: Participated collaboratively and often presented with Student Success, Admin, Guidance or other Department Heads at Leadership meetings to implement and share best practices to influence the school plan for continuous improvement. It was reported at department meeting that this has improved staff moral and supported teachers new to the role to feel a sense of belonging within the school.
- Family & Community Engagement: Created strong partnerships in the community with Epilepsy York Region (EYR) and have facilitated a yearly coin drive at Langstaff for the past 17 years to raise awareness for Epilepsy. Worked closely with students on this school initiative by spreading awareness, educating staff and students on this disability and facilitating equitable access to needs that arise out of this disability. EYR shared our pictures in their newsletter and parents reported their gratefulness through emails for our compassionate process in which we raise awareness.
- Facilitated and presented at a Special Education Parent Information evening for grade 8 students transitioning to grade 9. Co-hosted in collaboration with Central Area Secondary Special Education Departments and Guidance. We provided an overview of Learning Strategies , Course selection, IPRC, and Resourcing. Parents were engaged and students were motivated. It was reported at a school council meeting that this has improved parent engagement and supported students new to the school to feel a sense of belonging and security when considering the school.
Human Rights & Inclusion
- Have Embraced First Peoples Principles to Engage Students in Learning- Woven into all of the Learning Strategies courses in my department I have implemented specific SEL lessons into each learning cycle by articulating and sharing gifts (strengths rather then stretches (needs). While exploring individual identities students are creating inclusive relationships as they recognize that everyone has their strengths and stretches all of which add to the beauty of their community. Connecting to one's identity allows for meaningful connections to others. By creating an inclusive classroom community this has lead to fewer absences in my class as students feel a continued sense of belonging and acceptance.
- Worked directly alongside 8 administrators and secured one of only 3 teacher-elected positions on the SVS Wellness Committee. Weekly task was to facilitate wellness activities, staff learning-opportunities, lessons and presentations. Inspirational quotes a short excerpt of mine was published weekly in a virtual wellness newsletter sent out to all SVS staff during the pandemic. This was shown to have a positive impact on the mental health of staff. Through weekly posts, teachers reported that the activities run by this committee validated their feelings, and allowed for a place to vent, and heal which left them feeling a sense of renewal.
- Organized and facilitated a day of commemoration for National Day of Truth and Reconciliation at Langstaff SS. This was whole school involvement, where staff and students participated in a Reconciliation Walk to learn and reflect on this day. In consultation with indigenous community members and board consultants we designed this experience to be both respectful and meaningful for all. It was a discussed that this would be a great way to Incorporate the indigenous teachings into the schools SIP.
Equitable & Inclusive Learning Practices
- Facilitated the unpacking of the EQAO data, and the At-Risk data within our school to drive instructional change. Annually I put a plan in place to assist struggling students prior to the literacy test by organizing and weaving this information into all GLE courses, and working closely with the literacy teacher to put plans in place prior to the test date. The data has shown an improvement in the pass rate of Special Education students who took the GLE course. EQAO data has shown this to be a successful support prior to writing the test.
- Implemented a Health and Wellness school-wide cross-curricular initiative by introducing the Therapy Dog program at Langstaff . By volunteering with St John Ambulance in the local community I was able to bring this program to Langstaff. I began with the Autism and Complex Needs programs in the Special Education Department, this was then extended to our Physical Education Department for Health and Wellness activities to ensure equitable access to this initiative was offered. It had proven to be successful because multiple departments and clubs had asked for this to extend further into the school. So prior to exam week, as a mental health initiative with the Wellness team Therapy dog class visits and then dog 'Yoga' was organized in the small gym and attended by interested students to support of many diverse needs in the school. This continued into SVS when classes were virtual as videos were made of the dogs and shared with the students via google meet live. I organized, worked and supported this program at Langstaff from 2011-2021.
Organizational Capacity
- Responsible for conducting research required for opening all 5 Autism programs at Langstaff between 2002-2024. Each time a new program was discussed I worked collaboratively with Regional Staff and the Principal of Student Services to develop relationships with parents, outside agencies, support staff and students to support successful sustainable programs. More teachers, and support staff have entered into the Special Education in Langstaff, and we are now the largest department in this school consisting of 9 teaching staff, and 13 support staff.
- Human Resource Management: Mentored teachers and EA's within LSS from 2003-2024 to aspire to become leaders in the system. This has facilitated teachers in our school to enter into department head roles. Many have provided feedback at staff meetings, emails and in notes about the time spent under my leadership and their gratefulness for my compassion and guidance given to them in support of their goals.
- Financial Stewardship: Responsible for multiple approved applications to "Metro" grocery store for $1000 yearly greening grants. This aligns with the school plan, and provides an opportunity for students in the Autism class to create and maintain a school garden, 6 trees, and a healthy breakfast program. The teachers in these programs have shared that they were also able to finance trips to multiple farms to learn about sustainable food systems. This helped students with their 'hands on' life skills unit and in understanding the importance of how to nourish their own bodies. By experiencing and observing life grow and be sustained under their care in their own school outdoor environment, students in our Autism programs have met several IEP program goals.
References
- Sheri Epstein, Principal of Langstaff S.S., 905-889-6266 ext 188, sheri.epstein@yrdsb.edu.on.ca
- Marianne Hamilton, VP at Langstaff SS, 905-889-6266 ext 187, marianne.hamilton@yrdsb.ca
- Heather Leatham, VP (on leave) at Langstaff SS, 905-889-6266, heather.leatham@yrdsb.ca
Timeline
Special Education Department Head
YRDSB
01.2003 - Current
Special Education Department Head
Durham District School Board
01.2002 - 01.2003
English & Resource Teacher
Durham District School Board
01.2001 - 01.2002
English Night School Teacher
City Adult Learning Centre (CALC) TDSB
01.2001 - 01.2002
Section 19 Teacher, Grades 9-12
TDSB
01.2000 - 01.2001
Section 19 Lead Teacher , Grade 7/8
TDSB
01.1999 - 01.2000
Graduate Diploma in Education -
University of Wollongong
Bachelor of Arts - Sociology
University of Windsor
Certificate - Criminology And Criminal Justice
University of Windsor
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