As a practicing Catholic, I believe that education should nurture the whole person—mind, body, and spirit. My faith inspires my approach to teaching, as I strive to embody the values of compassion, service, and respect for each individual's dignity. I am called to create a classroom environment where students not only succeed academically but also grow in their faith, character, and emotional well-being. By integrating Catholic teachings into my practice, I hope to empower students to become not only knowledgeable learners but also compassionate, faith-driven individuals who contribute positively to society. This deep sense of vocation drives my desire to be a Catholic educator, guiding students toward both academic and spiritual fulfillment.

My professional journey began as a Child and Youth Worker, where I spent five years supporting students in both mainstream and special education classrooms. Throughout this time, I worked closely with students facing various challenges, particularly around their social-emotional development and mental health. I developed a deep understanding of the importance of a supportive, inclusive environment and how crucial it is for students to feel emotionally safe in order to thrive academically.

Working in both mainstream and special education classrooms allowed me to hone my skills in differentiated instruction and classroom management, while always maintaining a focus on the individual needs of each student. I was able to witness how personalized support could create an environment where all students—regardless of their unique challenges—could feel valued and succeed in their learning. This experience fueled my goal of going overseas to broaden my teaching experience and to better understand educational systems in other parts of the world.

My journey took me to the United Kingdom, where I completed a teaching program and had the incredible opportunity to teach in both Year 1 and Year 6 classrooms. Transitioning from Canadian education to learning a new country’s curriculum was both a challenge and an adventure. It required flexibility, adaptability, and a deep commitment to my own professional growth. Teaching in the UK exposed me to a variety of new pedagogical strategies, classroom cultures, and approaches to student engagement, all of which enriched my understanding of teaching practices and made me even more passionate about fostering an inclusive, enriching environment for my students.

One of the most rewarding experiences during my time in the UK was receiving the United Kingdom Literacy Association (UKLA) Award. This recognition was given to me because of my students' exceptional progress in reading and literacy, and it was a testament to the power of creating a literacy-rich environment. We worked tirelessly as a team to bring reading and literacy to the forefront of our school culture, and seeing my students excel in this area was an incredibly fulfilling achievement. This experience reinforced my belief in the transformative power of literacy and the importance of fostering a love for reading at an early age.