Faye Brownlie is a passionate literacy and learning educator. She believes that collectively we know enough to teach all our learners to become readers and writers, and recognizes the promise of building our professional capacity as leaders of literacy learning. Faye creates engaging, thoughtful literacy experiences for students in diverse classrooms, K-12, through her writing, her in-class teaching, and in workshop settings.
Lori is from Ashern, MB, and has been an educator for over 30 years, most of that with Lakeshore School Division. As a classroom teacher, she has experience with every grade from Kindergarten through Gr. 8. For the past nine years, Lori’s role as Curriculum Support Teacher in her division has focused on supporting teachers in Literacy, Numeracy, and Technology. Lori is a member of the Manitoba Reading Association, currently serving as that organization’s past president.
Carole Fullerton is passionate about mathematics instruction.
Carole is a teacher-leader working in K-12 classrooms to support the development of numeracy instruction across BC, Alberta, Manitoba, the territories and beyond. Addressing student diversity through rich questions, teaching through problem-solving and planning around the Big Math Ideas are essential aspects of her practice. In her collaborative work, she strives to engage students and their teachers in thought-full investigations of what it means to DO math, learning through exploration, talk and play.
Carole has authored and co-authored several teacher resource books on mathematics instruction, focused on mathematical thinking, on mastery of the facts, and on the operations. But her biggest accomplishment is her son Cameron — a confident, capable and flexible mathematician in his own right.
Carole has presented extensively both nationally and internationally throughout her 30-year career, was a featured speaker at the NCTM conference in New Orleans and a keynote speaker at the Northwest Math Conference in Whistler, BC. Her graduate research on spatial thinking was featured at the Psychology of Mathematics Conferences in Prague, Czech Republic and also in Bergen, Norway. She has authored and co-authored more than twenty teacher resources in English and in French, all of which are grounded in a teaching-though-problem-solving approach. She was a Faculty Associate at Simon Fraser University where she taught in a Numeracy graduate diploma program and enjoyed shepherding teachers on their pedagogical journey.
Kathy Glenesk is in her 17th year as a Literacy Coach in Red River Valley School Division and has more than 30 years of experience in early years teaching, 13 years of which included teaching Reading Recovery.
Kathy spends time supporting teachers in 12 schools with Kindergarten to Grade 8. Her support work consists of modelling or co-teaching with classroom teachers (small group, large group and 1-1) in order to help teachers with instruction in reading, writing and thinking focused on reflecting on the ELA curriculum when planning. Ongoing workshops are part of this role as she runs workshops on a variety of topics based on teachers'/students' needs in schools.
Patti Lawrence currently works as the Divisional Numeracy Coach in Portage la Prairie School Division. She has over 30 years of experience working as a classroom teacher, literacy support teacher, resource teacher and teacher principal. She is passionate about the Numeracy Achievement Program and looks forward to working with others who share the same passion.
Lynda Matchullis is a facilitator and writer for the Manitoba Rural Learning Consortium (mRLC), stemming from her extensive career in instructional leadership. She has an in-depth understanding of the Numeracy Achievement Program (NAP), having acted as mRLC Numeracy Lead until her recent retirement. She has held many other roles in the mRLC since its inception, including co-director, critical friend, board member, and learning-tour participant. Lynda supports teachers in analysing student evidence, determining need, and working collaboratively to apply research-based strategies to their classrooms. Her interest is in the professional learning of teachers throughout their careers, particularly those individuals working in rural settings. Such topics were part of her Master of Education Degree studies (Educational Administration and Curriculum) and applied in her role as Learning Services Administrator for Prairie Spirit School Division. Various professional writing opportunities have also helped deepen that understanding. At the heart of all this work is an appreciation for developing the skills and understanding of students, especially when working in partnership with their communities.
Johnathan Moorehead has been an educator for 17 years, spending time in many parts of Manitoba and a year in London, England. He made a goal earlier in his teaching career to use his Education Degree to experience many different cultures and to try to learn all that he could at every stop that he made. He has taught every grade from 3 to 12 in some capacity over that time, always willing to do the job that was needed. A short time after moving back home to Brandon, Manitoba, an opportunity to teach with a multi-grade classroom in a community he had never experienced before presented itself. He jumped at the opportunity for the exciting new experience and has spent the last 4 years in Southwest Horizon School Division where he is now a teaching principal at a Hutterian School.
Johnathan has been a part of the Numeracy Achievement Program for the past 2 years and is excited to be a part of the leadership team to continue to roll out this impressive new idea that has completely changed the way he teaches math. He is excited to pass on his experiences to the next group of educators.
Throughout elementary and high school Korina performed well in mathematics and Sciences. So much so that they become her focus for her double major during her Education degree. It was only in university that she came to find out that she didn’t actually have a deep understanding of mathematics but rather she was good at following steps and had a very strong visual memory. Thus began the journey to really learn mathematics for herself and to help others have deeper and more meaningful knowledge and skills in mathematics.
A few years later, while teaching grade 6 and providing numeracy intervention, she gained a better appreciation for listening to others’ way of thinking about Math. She is thankful for the deep math conversations with her husband, whose approach to mental math was very different from her own. Those moments broadened her own thinking and helped her be able to understand and appreciate students’ differing strategies and reasoning. Her interest and passion for teaching mathematics has remained constant through her 26 years of teaching, which has been primarily with Western School Division.
Korina has taught at the grade 1, 6 and high school levels, as well as been a Resource Teacher and a Vice Principal. In the fall of 2016, the opportunity to take on the role of Numeracy Coach in Western School Division became available and finally brought both her passions, math and inclusive education, together in what she has always believed would be her dream job - being a Math consultant. Western School Division has been involved in the Numeracy Achievement Program since it began and Korina has seen the significant impact it has had in improving math instruction, strengthening student achievement and building teacher confidence.
Kathryn Roberts is a retired educator from Dauphin, Manitoba. A former middle school educator, Kathryn is an experienced classroom teacher, school counsellor, and school administrator. Prior to retirement, Kathryn worked as a student services consultant with Manitoba Education and Training in the areas of Guidance and Counselling, Safe and Caring Schools, and Student Services. As a facilitator, her goal is for each participant to identify and apply trauma informed practices and strategies in their role and school setting. Utilizing trauma-informed practices contribute to learning communities that empower learners with a sense of belonging, safety, and security.
Amanda has been fortunate to have a diverse and fulfilling 12-year teaching career so far. This has included her first year teaching in Ste. Rose du Lac and the remainder in Seven Oaks School Division in Winnipeg. She has taught grades Kindergarten, 4, 6/7 Multiage, and 8 (current) as well as having been in the role of Learning Support Teacher. Amanda made the decision to "return" to the Middle Years classroom from Learning Support because that is where her passion truly lies. She believes that Middle Years students have great potential and she is passionate about helping them to evolve as readers and writers. Amanda believes that children need two main things in order to experience success in ELA: a sense of identity and purpose as both a reader and writer. The increased skillset and motivation that come as a result are the rewards.
Allan Stevenson is entering his 7th year as K-12 Numeracy Program Leader for Sunrise School Division. He has 15 years of classroom teaching experience prior to taking on this role divisionally. As K-12 Numeracy Program Leader in Sunrise, Allan is passionate about his numeracy residency and mini-residency work with students, teachers and schools in a variety of classrooms.
Allan is an Early Years Representative serving on the Manitoba Association of Math Teachers (MAMT) Executive Committee. He has published articles in the Manitoba Education Research Network (MERN), Manitoba Association of School Superintendents (MASS) and Manitoba Association of Math Teachers (MAMT) journals.
Allan enjoys and appreciates all opportunities to learn from and share collaboratively while networking with colleagues from across the province and beyond.
Rachel Svistovski is in her 9th year of teaching at Southwest Horizon School Division, where she has been a classroom teacher in grades 3-7, and is currently the Strategic Initiative Learning Coordinator for the division. She has a Master’s degree in Educational Administration, and is passionate about helping both students and teachers find success in their classrooms. She has been implementing NAP principles into her own classroom since 2016, and has been able to grow that work throughout the division for the past two years.
Nicole is currently the K-9 Numeracy Coach in Border Land School Division. She loves working alongside teachers both in and out of classrooms and is passionate about empowering teachers to be the best math educators they can be. She has presented extensively in her school division, elsewhere in Manitoba as well as internationally.
She has been involved with the Numeracy Achievement Program with mRLC since 2015, both as a participant then as a facilitator. She believes that this program gives teachers a structure to begin with, that allows them to critically think about how to infuse best practice into their teaching.
Nicole earned her Bachelor of Education at University of Winnipeg and later her Post Baccalaureate in Special Education at University of Manitoba. She has been in education for almost 30 years and is able to use her varied experience as a classroom teacher, resource teacher and an instructional coach to bring teachers professional development that they can apply to their individual situations. Nicole believes in the power of being a lifelong learner and that applying new learning from professional development is an ongoing process.
Rina Whitford is a passionate educator and advocate for equitable and inclusive education. She brings a wealth of personal & professional experience leading and supporting big picture thinking with school leaders in the development and implementation of school improvement plans, as well as supporting the establishment of programs and initiatives that are grounded on integrating Indigenous perspectives.
Rina grew up in Sandy Bay First Nation and credits her current knowledge base to her lived experiences derived from her Indigenous roots. Rina's current research interests involve honoring the voices and knowledge of marginalized populations in educational settings through relationships, stories, and time. Being immersed in Indigenous ways of knowing and doing has provided her the foundations for working towards shifting mindsets that challenge current practices within the colonial education system in order to meet the needs of all learners in meaningful and creative ways.
Connie Zimmer is an educator employed by Park West School Division for 28 years. She spent several years as a classroom teacher before she became the Curriculum Coordinator, providing support to teachers in literacy, numeracy, assessment, and data collection.