Richard Wernham & Julia West Centre for Learning


 

Mary Gauthier

 

 

 

Mary Gauthier
Executive Director, Richard Wernham & Julia West Centre for Learning; Coordinator, Intermediate Division
416-488-1125, ext. 2211

Mary Gauthier is the executive director of the Wernham West Centre for Learning. After receiving her degree in early childhood education at Ryerson University in Toronto, she went on to specialize in children with learning disabilities. She served as vice-president of the Learning Disabilities Association of Virginia and on the professional development committee for the Virginia Association of Independent Schools while she was director of student services at Norfolk Collegiate School in Norfolk, Va.

It was at this time that she discovered the many struggles that students face in the classroom could often be overcome through supportive relationships with their teachers in an equitable and inclusive classroom environment. This interest in ensuring supportive and equitable classrooms led her to attend the Multicultural Institute through the Curry School of Education at the University of Virginia.

In her role at UCC, Mary helps teachers develop “best practice” teaching strategies through meeting the needs of students. Seeing the impact and value in empowering teachers to develop their teaching practices, she implemented the Action Research Institute for the International Boys’ School Coalition and served as research coordinator for this initiative.

Mary is a graduate of the University of Toronto’s alternative dispute resolution program. Her professional commitment is to ensure that school communities develop their programs with a focus on healthy and equitable relationships that encourage growth and learning in a challenging but supportive model.


Workshops and Talks:

Redefining Academic Success
Is part of our struggle with current concerns in education due to an antiquated model of defining success? In this session, Mary Gauthier will present how our current definitions of success, ability and learning may in fact limit our educational institutions and classrooms. Through recent research in institutional growth, leadership, brain development and learning, we can intentionally change our direction and move towards more effective and inclusive schools with realistic expectations for our students.


Action Research

How can schools honour and value the expertise of teachers? How can schools use the work of teachers to help with their institutional strategic planning? In addition to moving teachers from intuitive to intentional teaching practices and developing their potential for leadership, action research can be the answer to this question.

Meeting the Needs of Individual Learners

Through planning classrooms based on equity and healthy relationships, we'll take the first important steps in developing methods to understand and meet the needs in learners in our classrooms. In this session we'll explore the definition of the struggling, learning-disabled or unmotivated learner and develop a list of best practices that will reach out to all students in a proactive and supportive model.

 

 

 

Tina Jagdeo
Coordinator, Primary Division, Richard Wernham & Julia West Centre for Learning

416-488-1125, ext. 4076

Tina Jagdeo is the Primary coordinator of the Wernham West Centre for Learning. She teaches boys from Kindergarten to Grade 5. Her teaching focuses on literacy and numeracy skills as well as helping boys understand how they learn.
 
Tina didn't always know that she wanted to be a teacher. After graduating from Queen’s University with undergraduate and graduate degrees in history, she spent four years working in advertising at Leo Burnett. She dreamed up promotions for Kellogg’s cereal and developed and produced advertising campaigns for Fruit of the Loom clothing in Canada and the United States. It was at that time that Tina started teaching junior advertising executives. Working with and teaching young people made Tina realize the dramatic change she needed to make to her career and she has now been teaching for more than 10 years.
 
Tina’s favourite part of her profession is working with students to help them understand how they learn best and to be a self-advocate. She works with teachers to plan lessons that promote active learning and are rooted in best practice.
 
Tina also heads up the debating and public speaking program at the Prep. She loves to continue to read and learn in her spare time and has completed her special education specialist and part one of her mathematics specialist through OISE/University of Toronto. She's revising the CFL publication, Centred for Learning, with her department.
 
 
 
 
 
Kathryn ReidKathryn Reid
Coordinator, Middle Division, Richard Wernham & Julia West Centre for Learning
416-488-1125, ext. 4006
 

Kathryn Reid is the Middle Division coordinator for the Wernham West Centre for Learning. She provides academic support to students through her collaborative teaching of learning strategies across the curriculum.

Before joining UCC, Kathryn was a dedicated middle school teacher who primarily taught science at two independent schools in the Greater Toronto Area. She focused on making science come alive in the classroom through inquiry-based units, the integration of robotics into her curriculum and by organizing trips to the world-renowned, National Aeronautics and Space Administration-sponsored U.S. Space & Rocket Center in Huntsville, Ala.

Kathryn identified that she had a passion for supporting students early in her career. She's taken additional courses in special education and works with students in the areas of literacy and numeracy, helping them develop a "tool kit" for learning and teaching them to become self-advocates.

Kathryn is investigating boys and literacy and the use of assistive technology in the classroom.

 
 
 
 
 
Jody McLean
Coordinator, Senior Division, Richard Wernham & Julia West Centre for Learning
416-488-1125, ext. 2243
 

Jody McLean is the Senior Division Coordinator of the Wenham West Centre for Learning. She has been an educator for over 11 years. She began her career as a high school business teacher in western Canada and then moved to Toronto and became a business teacher at Metropolitan Preparatory Academy. Jody was offered the position of assistant head of the upper school at Fieldstone School in 2003. During her time at Fieldstone, she did graduate work at the Ontario Institute for Studies in Education, University of Toronto, where she was granted a M.Ed. in theory and policy studies; educational administration. She completed the principals’ course with the Ontario Federation of Independent Schools in 2009.

Jody’s professional commitment is to provide learning support to all students in a caring environment where they can realize their potential, become self-advocates and feel well prepared for post-secondary studies.