Teaching Philosophy Statement

If admitted to the University of Toronto, I intend to pursue the Ph.D. in Curriculum Studies and Teacher Development on a full-time basis at the Ontario Institute for Studies in Education beginning fall 2018.

My career goal is to become an educational consultant. Overall, this profession entails developing school curriculum, collecting data and training teachers. I am passionate about working with novice teachers and modeling best practices. Moreover, I would like to contribute to educational policies like literacy and numeracy development. Coincidentally, a doctoral degree will expand my theoretical perspectives of Education and therefore refine my teaching practice.

Interestingly, my motivation for this career path stems from childhood

Admittedly, my career goal back then was to become one of those great teachers. My journey towards that goal began when I enrolled in a summer Induction Course for prospective teachers. To demonstrate my learning, I answered the call to tutor a group of 5th graders free of charge. Fast-forward ten years later, I accepted the invitation to teach full-time at a community college.

My desire to participate in community outreach initiatives did not stop with volunteer teaching. As an advocate for school reform, I presented the idea of housing a “parent room” in a rural elementary school in Grenada. The components of the parent room included literacy development, job readiness seminars and at home learning support for parents. Conversely, the model emphasized the professional development of teachers.

Throughout my teaching tenure, I have observed the good, the bad and the ugly. Markedly, I observed the positive effects cooperative learning, problem-based learning, and technology integration can have on academic success. To boot, I have witnessed the frustration many students face when they receive a failing grade. Prevalent to teachers around the world are unrealistic deadlines, insufficient resources, limited preservice training and administrative demands. Consequently is the involuntary neglect of central issues like literacy development. Many teachers choose to give up at this

While taking a graduate course in Action Research, I decided to examine empirical evidence to answer the question: “Is there a correlation between students’ performance in Accounting with that of Math at the T.A.Marryshow Community College?” I chose to investigate this problem because many students struggled to understand Accounting topics like Depreciation because of limited problem skills. Quantitative research and literature reviews proved a correlation between the two variables. As a result, I recommended to the poor performers and Math lecturer areas for remedial work. Surprisingly, the result was a notable increase in the accounting pass rate by