A. New Zealand • Personnel Officer – Industry • Teacher – Social Studies, Geography, English B. United Kingdom • Acting HOD, James Gillespie School for Girls (Edinburgh) • Education Welfare Officer, Inner London Education Authority C. Brunei Darussalam (sabbatical) • Teacher - Geography, Social Studies D. Canada • Teacher - Geography, Social Studies, English, Physical Education, Interpersonal Communication Skills, Peer Counseling • Counselor • Department Head, Student Services • Staff Committee Chairperson • Field Guide/Practicum Supervisor for University of Victoria Schools of Social Work, Child and Youth Care, Nursing, Psychology, Education, Counseling
There is a tendency in schools to be reactive, have a patchwork of approaches and to parachute in an “expert” or a “special program” to fix things. Such a focus on piecemeal and ad hoc initiatives for addressing barriers to learning, development and teaching (e.g. drug/alcohol use, sexuality, suicide prevention, bullying prevention, mental health) doesn’t change anything and can make matters worse. This gives an illusion of treatment. A planned, integrated strategy with coordinated services is necessary to produce better health and education outcomes. Strong, consistent connections and united themes do make a difference. To be able to cope, students need to develop meaningful relationships in their school community. Social-emotional factors affect learning so school should be a protective force in students’ lives. The school culture, classroom climate and peer relationships are critical to the whole.
Hilroy Fellowship (Canadian Teachers’ Federation, for Innovation in Education, 1993)
New Zealand – B. A. (Geography), Dip. Teaching, Dip. Education (Thesis: “Dyslexia”). Canada – M. Ed. (Educational Administration and Leadership) Hilroy Fellowship (Canadian Teachers’ Federation for Innovation in Education, 1993)
Publications: Wellness: A Question of Balance (Revised 2017) Teens and Transition: A Teacher Guide (Revised 2015) Teens and Transition: A Parent Guide (Revised 2015) Health Promoting Schools: Development Site Proposal (2005) Teaching in Victoria, Sooke and Saanich (co-author, 2002) Healthy Kids Learn Better: Comprehensive School Health (co-author with Healthy Schools Co-ordinator for Greater Victoria SD #61). An Integrated Approach to Health and Learning (2002) Wellness Priorities Survey: A School’s Guide To Success (co-author with two Public Health nurses). Support provided by University of Victoria Youth and Society Research Unit, research students from School of Social Work and Dept. of Psychology, parent and Student Services administration staff (2002) – contact for a PDF copy Interpersonal Communication Skills Curriculum (1989)