Ryan Ennis

• Facilitated meetings, participated in leadership development, held a budget, and helped to pursue school goals
• Developed and facilitated a government mandated lesson on consent, which was utilized throughout the school district
• Developed instructional practices based on the protocols from the First Peoples of Canada
• Sat on a number of teacher-led committees aimed at providing safe and supportive spaces for all students
• Provided safe, culturally sensitive, and inclusive education for students from a wide range of backgrounds

"Inspired Word Café (IWC) is a volunteer-run, not-for-profit society that provides literary programming in the Okanagan, including open mics, poetry slams, youth mentorship, workshops, and more."

• Responsible for creating and explaining monthly financial statements
• Make recommendations for aptly leveraging funds
• Support the IWC mandate to offer an inclusive space for LGBTQ2SIA+ members interested in literary arts and presentation of LGBTQ2SIA+ work.

• Develop the Creative Writing program, which allowed me to pull from my experience as a writer
• Worked collaboratively with colleagues to develop courses to promote student self-expression while still working with necessary core structures
• Strove to incorporate indigenous content and the First People's Principles of Learning
• Sponsored the school's Diversity and Inclusion Club
• Included personal interests in mindfulness, vulnerability, healthy relationships, acceptance of oneself, and growth mindset into core subject instruction

• Developed new courses based on the redesigned BC Education curriculum with Aberdeen Hall Preparatory School
• Focused on student voice and choice for student centric learning
• Collaborated to develop the high school English scope and sequence for task acquisition

• Worked directly with individuals with developmental disabilities and/or a diagnosis, or highly suspected of having Fetal Alcohol Spectrum Disorder or other neurobehavioral conditions
• Supported clients with physical, economic, vocational, recreational, social and emotional needs as well as daily life-skills development
• Fcused on ensuring support planning and needs assessments were consistent with the goals of the clients through a client-centred approach
• Recognized, assessed, and dealt with potential urgent and/or emergent situations accordingly.

• Responsible for supporting students academically and social-emotionally
• Primary focus was to help students find a sense of self-acceptance and make positive personal connections in order to maintain healthy relationships with others and themselves.

• Provided assistance in developing personalized strategies to improve efficiency and effectiveness of their learning
• Encouraged and supported self-awareness of student's learning profile and meta-cognitive practices
• Collaboratively developed organizational strategies for learning success
• Discussed and implemented goal setting as a tool for positive reinforcement
• Used a solution-focused approach to positively negotiate study habits to best aid in academic success.

• Worked with adult students by referral through Okanagan College, UBC Okanagan, and other referral sources
• Hired on staff at UBC Okanagan Language and Writing Centre
• Worked with a variety of students of varying ages and abilities
• Implemented individualized learning strategies dependant on the literacy level of the student
• Worked with both native language English speakers and individuals with English as an additional language.