Someya Inzinger
Summary
Highly adaptable assistant principal and curriculum development professional with 15 years in education. Proficient in providing planning, development, and implementation of customized learning platforms that offer all grade levels. Enthusiastic and creative individual with solid understanding of student development and learning styles. Possesses excellent communication and interpersonal skills and connects with students from diverse backgrounds. Experienced developing engaging lesson plans and assessments to measure student progress.
Overview
15
15
years of professional experience
Work History
Assistant Principal
Springbank Community High School
09.2021 - Current
- Implemented Community of Practice Model with alignment to School Education Plan
- Coordinate with Admin team and RVS Learning Specialist to execute Professional Learning focusing on Literacy and Numeracy.
- Advise and assist staff on instruction, Outcomes-Based Assessments, data Triangulation, student conduct, communications with parents, and classroom norms.
- Lead Grade 9 team towards Thinking Classroom, Readers and Writers Workshop models in core subjects
- PL with Penny Kittle 180 days of Literacy
- Developed grade 9 Learning Strategies course to enhance life-long learning and executive functioning skills in students as they prepare for higher-level education
- Collaborate with the Student Services Team on individualized learning paths and wrap-around services at the school level
- Work with RVS Learning Support Team to ensure appropriate programming for special needs/at-risk students
- Implemented and led the Diversity, Equity, and Inclusion Committee to develop a positive school climate and harmonious multicultural, multi-ethnic educational environment
- Developed and implemented the New Teacher Mentor Program
- Visit classrooms regularly to accurately appraise teachers' instructional practices by monitoring and assessing teachers' professional performance
- Co-create a master schedule to effectively meet needs of student requests, teaching staff, and available resources
- Establish priorities for educational materials to meet needs of students and prepare school budget
- OH&S and Hour Zero Supervisor: effective implementation of school risk management and emergency response strategies
- Meet bi-monthly with the School Council to review School goals, needs, and next steps from community stakeholders
- Conducted regular meetings with parents to discuss their children's academic progress
- Using Positive Behavior Interventions and Supports tiered framework to manage and address student conduct as whole school approach
- While using Restorative Practice for specific student behavior matters.
Teacher
Westbrook School
09.2017 - 06.2021
- Used Backward Design to create courses with learner competencies and outcomes
- Created courses with inclusive universal learning environments Incorporated
- Assessed through inquiry and project-based learning that provided students with multiple varied assessment opportunities to measure learning
- Taught ELA and Social Outcomes through Readers and Writers Workshop
- Worked with learning support lead to create/ assess learning goals for IPP/ PLP students
- Technology-based learning that encouraged inquiry through Google classroom
- First Nation, Metis, and Inuit Lead
- Ran weekly Families Program (whole school Assembly and activities geared towards community development)
- Lead teacher for Student Union to plan multiple school-wide events, assemblies, and initiatives.
Teacher
Tommy Douglas Secondary School
09.2015 - 06.2017
- Helped open and design a new school mission and vision for TDSS
- Contributed to and developed PL sessions for teachers
- Designed and taught entire units of course of studies with new curriculum
- Successfully assessed students' progress through pre-assessment, formative, and summative tasks and adapted entire units for IPP and Student Success candidates
- Teacher Advisor on Student Council, Snack Program, and Restorative Practice
- Collaborated with multiple colleagues in cross-curricular departments to ensure success for all students
- Promoted the use of technology for courses through the use of Google Classroom, GAPPS, Google Drive, Teach Assist, and Moodle.
Teacher
Emily Carr Secondary School
09.2009 - 06.2015
- Budgeting Department needs; Timetabling based on PLC
- Facilitator of department meetings that met school concerns and goals
- Collaborated with multiple colleagues in cross-curricular departments to ensure success for all students; Constantly communicated with parents on the progress of students
- Designed and taught entire units of course of studies with a new curriculum
- Adapted entire units for IEP and Student Success students
- Created lesson plans by Differentiated Instructions and Multiple Intelligences
- Successfully assessed students' progress through pre-assessment, formative, and summative tasks.
Education
Master of Professional Education - International School Leadership
Western University
London, ON12.2020
Bachelor of Education - Intermediate/Senior
Ontario Institute for Studies of Education, University of Toronto
Toronto, ON06.2009
Bachelor of Arts (Honors) -
York University
Toronto, ON06.2007
Skills
- Instructional Leadership
- Data-Driven Instruction
- Teacher Mentoring
- Team Building
- Positive Learning Environment
- Performance Evaluations
- Community Engagement
- Behavioral Intervention
- School Facilities and Operations
- Parent Engagement and Communication
- Program Development
- Policy Implementation
- Verbal and Written Communication
- Lesson Planning
- Multitasking ability
- Volunteer Coordination
- Staff Management
- Program implementation
- Critical Thinking and Judgment
- Content Development
- Course material creation
- Performance monitoring
- Instructional Materials
- Curriculum Mapping
- Multimedia integration
- Inquiry-based learning
- Rubric Development
Educational Philosophy
At the core of my educational philosophy lies a commitment to student-centered learning, where learners are encouraged to actively participate in the educational process through exploration, hands-on engagement, and the construction of knowledge. I advocate for the creation of environments that stimulate curiosity, allowing students the autonomy to unveil and cultivate fresh perspectives. This methodology seeks to instill a genuine enthusiasm for learning, ultimately empowering students to assume control of their educational paths.
Additional Qualifications
- Level Two Violence Threat Risk Assessment (VTRA), 2023
- Level One Violence Threat Risk Assessment (VTRA), 2022
- PREPaRE Workshop: Crisis Intervention and Recovery: School-based Mental Health, 2022
- Traumatic Events Systems (TES), 2021
- Administrative Leadership Program Part 3, 2022
- Administrative Leadership Program Part 2, 2020
- Administrative Leadership Program Part 1, 2019
- Restorative Practice for Educators, 2016
- Primary Division, OISE, University of Toronto, 2016
- Honour Specialist, Social Science, OISE, University of Toronto, 2016
- Honour Specialist, Family Studies, OISE, University of Toronto, 2012
Timeline
Assistant Principal
Springbank Community High School
09.2021 - Current
Teacher
Westbrook School
09.2017 - 06.2021
Teacher
Tommy Douglas Secondary School
09.2015 - 06.2017
Teacher
Emily Carr Secondary School
09.2009 - 06.2015
Master of Professional Education - International School Leadership
Western University
Bachelor of Education - Intermediate/Senior
Ontario Institute for Studies of Education, University of Toronto
Bachelor of Arts (Honors) -
York University
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