Professional Development

My 1-Year Professional Development Plan

  1. Master of Education at TRU: Fall 2026 intake
    • I will begin a Master of Education program at Thompson Rivers University to deepen my understanding of advanced educational theories, leadership, and instructional design. This graduate coursework will refine my teaching philosophy and equip me with research-backed strategies to improve student outcomes.
  2. Graphic novel research project: Thesis for M.Ed at TRU
    • As the capstone of my graduate studies, I am undertaking a thesis research project exploring the efficacy of graphic novels as alternative pedagogical tools. This investigation will focus on how visual storytelling can enhance student engagement, literacy, and conceptual comprehension in academic disciplines.
  3. SSRC Insight GrantInterdisciplinary research project with Dr. Cheeptham, Dr. Alana Hoare, and Dr. Gloria Ramirez with community partners including, Morgan Whitehouse with SD#73, Dr. Óscar Enrique Gómez Rodríguez from Universidad Nacional de Colombia, and Dr. Jen Tam, a pediatric infectious disease physician at BC Children’s Hospital and a Clinical Assistant Professor at UBC.
    • This research team will collaborate to develop a holistic and informative microbiology literacy project that utilizes the information found in my current pilot project in the near future. This initiative bridges health sciences and education to translate complex clinical data into accessible, age-appropriate learning concepts for youth.
  4. Microbe Mysteries translation project  overseeing an undergraduate researcher who is working with volunteers to translate my graphic novel into over 30 different languages.
    • In this mentorship role, I will oversee an undergraduate researcher and a team of global volunteers working to translate my educational graphic novel, Microbe Mysteries, into over 30 languages. This project aims to broaden access to science literacy and cultivate equitable, multilingual educational resources on an international scale.
  5. Attending a BCTF new teachers conference in Vancouver (February 27, 2027)
    • I will attend the British Columbia Teachers’ Federation (BCTF) New Teachers’ Conference to participate in targeted workshops focused on early-career instruction, classroom management, and Union resources. This event will also provide valuable networking opportunities to collaborate with peers and experienced educators from across the province.
  6. Revisit some of my Physics 11 lessons to incorporate Indigenous land-based learning into labs and activities
    • I will review and revise my Physics 11 curriculum to meaningfully integrate Indigenous land-based learning into laboratory experiments and classroom activities. By grounding physics concepts in First Peoples Principles of Learning and local ecosystems, I aim to create a more inclusive, holistic science program.
  7. Consolidate my learning resources I have accumulated over the course of my B.Ed. into a shared folder to share with my classmates and other teachers.
    • I plan to curate, organize, and consolidate the vast collection of pedagogical materials, lesson plans, and teaching resources I accumulated throughout my Bachelor of Education program and various teaching practica. These will be compiled into a collaborative digital folder to foster resource-sharing and support fellow educators and former classmates.
  8. Develop a teaching pedagogy wheel that aligns with and draws from Dr. Brokenleg’s Circle of Courage.
    • I will design a practical instructional framework in the form of a “pedagogy wheel” rooted in Dr. Martin Brokenleg’s Circle of Courage model. This tool will map daily classroom strategies directly to the core values of belonging, mastery, independence, and generosity to foster a supportive learning environment.
  9. Attending the BCScTA Catalyst Conference
    • I will participate in the British Columbia Science Teachers’ Association (BCScTA) annual Catalyst Conference to explore innovative teaching strategies and emerging trends in science education. The sessions will assist me in bringing fresh, hands-on experiments and inquiry-based learning models back to my science classrooms.
  10. The FNESC Annual Conference (December 3-5, 2026)
    • I am attending the First Nations Education Steering Committee (FNESC) Annual Conference to deepen my understanding of systemic equity and systemic support for First Nations learners. This event will provide invaluable resources and collaboration opportunities to help me meaningfully weave First Peoples Principles of Learning into my high school science curriculum.

Created Pro-D Plan:

Topic: Story-Based Teaching Practices and Reflective Teaching Practice

Outline: One day session with an hour break for lunch.

  • Morning Session (1-2 Hours): Story-Based Teaching Practices and Tools
  • Afternoon Session (1-2 Hours): Reflective Teaching Practices for Science Educators

Professional Development Goals Reflection (BC Professional Standard #7)

The Professional Standards for BC Educators #7 states that: Educators engage in professional learning. The focus of this reflection is to consider how you are meeting BC Professional Standard 7. In particular for this reflection, you are considering your professional learning, profession growth, and professional needs. Some questions to consider in your reflection:What “individual professional needs” have you identified?

  • The induvial professional needs I have identified are:
    • Wellness and time management. While I was on practicum, I sacrificed almost every weekend and evening to lesson planning and marking. This is an area I really need to develop as it is unsustainable to maintain over the course of my career.
    • Varied assessment tools. I have noticed that I use a lot of the same assessment tools to assess students’ learning. I want to incorporate more conversation assessment into my Physics classes, but I do not know how to do so as of right now.
  • What teaching areas of interest or areas of professional growth would you like to work in the coming year?
    • I am starting my M.Ed. in the fall this year, so I would like to focus my courses in the program on curriculum development, content, and learning modes if that is possible!
    • I am passionate about accessible and meaningful learning tools, so any professional development opportunities that relate to that would be the most interesting for me.
    • Our research group is also expanding to reflect the growth in this project. I will be building off my pilot project to explore and evaluate microbiology teaching practices using objective analysis of observations and surveys with the graphic novel and presentation in the TRU M.Ed. program while completing my thesis. My thesis committee includes Dr. Cheeptham, and now Dr. Alana Hoare, and Dr. Gloria Ramirez. We also have new community partners including, Morgan Whitehouse with SD#73, Dr. Óscar Enrique Gómez Rodríguez from Universidad Nacional de Colombia, and Dr. Jen Tam, a pediatric infectious disease physician at BC Children’s Hospital and a Clinical Assistant Professor at UBC. This research team will collaborate to develop a holistic and informative microbiology literacy project that utilizes the information found in this pilot project in the near future. In relation to my professional growth, I would like to develop my communication and interpersonal skills while collaborating in such a large and highly qualified group of individuals.

  • What kinds of professional learning opportunities are you interested in?
    • I would be interested in conferences or workshops to develop my skills. I do appreciate reading articles, but I find the best learning happens for me when I listen to an expert and apply it

  • Have you already engaged in professional development over and above the BEd program? What was it? How did it inform your teaching? Did it have an impact on student learning?
    • My current research project explores the effectiveness of graphic novels as a tool for science education, specifically in teaching microbiology concepts to school-aged students. Graphic novels are a rapidly expanding medium among youth, praised for their capacity to integrate concise text with compelling visual narratives. Many students hold misconceptions about microorganisms, often perceiving them as harmful due to limited coverage in the BC curriculum and portrayal in the media. By integrating creative teaching methods into science education, this study aims to inform evidence-based strategies for improving early science literacy, supporting antimicrobial stewardship, and inspiring future interest in STEM and One Health perspectives. This approach can be incorporated into classrooms for all ages and disciplines to improve engagement and promote student-centred learning. I have presented my findings on this research at the 2026 TRU Teaching Practices Colloquium, the 2026 TRU Undergraduate Research Conference, the 2026 TRU Science Undergraduate Poster Exhibition of Research, and the 2026 Art in Science public art exhibition hosted by the UBC Okanagan Biology Graduate Student Society