From the Ontario Government Curriculum and Resources Website: This course enables students to develop their understanding of concepts related to biology, chemistry, physics, and earth and space science, and to relate science to technology, society, and the environment. Throughout the course, students will develop and refine their STEM skills as they use scientific research, scientific experimentation, and engineering design processes to investigate concepts and apply their knowledge in situations that are relevant to their lives and communities. Students will continue to develop transferable skills as they become scientifically literate global citizens. Note: This is the course description for grade 9 destreamed science. The locally developed science works based on the same core ideas, however, is developed for student who would struggle with the destreamed science for any number of reasons.

As the teacher for this class, I was responsible for designing lessons, teaching lessons, and assessing student development. Furthermore, I was responsible for ensuring the safety and security of all students within my class. This course consisted of 13 students all of which had individualized education plans. This class ran daily for 20 weeks, with 75 min classes each day. I was hired 2 weeks into the semester and so taught only 18 weeks of the course.

From The Ontario Curriculum, Grade 9 and 10: Science, 2008 document: This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics, and of the interrelationships between science, technology, society, and the environment. Students are also given opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of light and matter. 

As the teacher for this class, I was responsible for designing lessons, teaching lessons, and assessing student development. Furthermore, I was responsible for ensuring the safety and security of all students within my class. This class consisted of 29 students many of whom this was the first engaged and academic driven science course they were involved in. Students level of understanding and prior knowledge was broad and varied. The course ran 20 week, on a 75 minute period 5 days a week schedule. 

Form The Ontario Curriculum, Grade 11 and 12: Science, 2008 document: This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment. 

As the teacher for this class, I was responsible for designing lessons, teaching lessons, and assessing student development. Furthermore, I was responsible for ensuring the safety and security of all students within my class. This class consisted of 24 students. The course ran as a split class with SCH4C for 20 week, on a 75 minute period 5 days a week schedule. 

From The Ontario Curriculum, Grade 11 and 12: Mathematics, 2007 document: This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will investigate questions involving the use of statistics; apply the concept of probability to solve problems involving familiar situations; investigate accommodation costs, create household budgets, and prepare a personal income tax return; use proportional reasoning; estimate and measure; and apply geometric concepts to create designs. Students will consolidate their mathematical skills as they solve problems and communicate their thinking. 

As the teacher for this class, I was responsible for designing lessons, teaching lessons, and assessing student development. Furthermore, I was responsible for ensuring the safety and security of all students within my class. This course consisted of 24 student of varying ability and confidence in mathematics. A number of these students were on safety plans and individualized education plans.  The course ran 20 week, on a 75 minute period 5 days a week schedule. 

Form The Ontario Curriculum, Grade 11 and 12: Science, 2008 document: This course enables students to develop an understanding of chemistry through the study of matter and qualitative analysis, organic chemistry, electrochemistry, chemical calculations, and chemistry as it relates to the quality of the environment. Students will use a variety of laboratory techniques, develop skills in data collection and scientific analysis, and communicate scientific information using appropriate terminology. Emphasis will be placed on the role of chemistry in daily life and the effects of technological applications and processes on society and the environment. 

As the teacher for this class, I was responsible for designing lessons, teaching lessons, and assessing student development. Furthermore, I was responsible for ensuring the safety and security of all students within my class. This class consisted of 5 students. The course ran as a split class with SCH3U for 20 week, on a 75 minute period 5 days a week schedule. 

From the Course Catalogue of Vancouver Island University: Fundamental Literacy Mathematics will give students a strong foundation of basic skills, concepts, mathematical vocabulary, and problem-solving strategies to prepare them to meet personal, career or further academic goals.

I was the sole instructor while teaching this course. The course design (which was actually 6 courses taught at once) was different than a usual science or math course. Students entered in at a wide variety of skill levels and were encouraged to take the course several times in order to make sure they were building a great foundation of mathematical skills. In order to achieve this, the course was delivered as a set of different packages of material, all curated by me, focusing on the various skills sets in the course. These packages consisted of work sheets and examples designed to build an understanding of how basic mathematics works. Students came to class and worked through these materials, with a great deal of one on one assistance from me for each student. The class had no lecture style instruction. This course was delivered over 13 weeks, 4 days a week, in two hour class time periods. Assessment took the form of short tests at the end of every package as well as discussions with students on how they would approach problems. This course was grade on a pass / fail metric.

From the Course Catalogue of Vancouver Island University: The goal of this course is to enable students to acquire the mathematical knowledge, skills, and strategies needed to enter the trades or appropriate higher level courses. This Grade 10 level course includes measurement, perimeter/area/volume, ratios, percent, geometry, statistics, rational numbers and a brief introduction to algebra.

When I taught this course, it was delivered as a split class with MATH 037. It was taught over 10 weeks, with 4 classes a week that were 3 hours in length. As this was a split class, students where only directly instructed for half of the class time, with the other half being reserved for independent work time on questions that were assigned. Formal assessment took the form of 4 unit tests and 4 unit assignment packages. Informally, students were evaluated on their ability to work through problems throughout the class period.  

From the Course Catalogue of Vancouver Island University: The goal of this course is to enable students to acquire the mathematic knowledge, skills and strategies needed to enter advanced level Algebra, Physics and Chemistry. This course includes measurement, geometry, ratios, percent, rational numbers, algebra, linear equations/graphing, powers, roots, scientific notation, polynomials and trigonometry. 

I was the sole instructor for this course in two different semesters. The first time I taught it was as a split class with MATH 030. This was over 10 weeks, 4 days a week consisting of 3 hours classes. As with MATH 030, students were directly instructed for half of the class runtime, with the other half consisting of time for independent work through assigned problems. Assessment took the form of 4 unit tests and 4 unit assignments as well as discussions with students throughout the semester.

The second time I taught this class, it was delivered on its own over a 13 week period. Each week consisted of 4 classes of 2 hours in length. Classes usually consisted of short half an hour length lessons on a topic followed by some time to complete independent questions. Students where then brought back together to learn additional information on the same topic followed by additional time to work through questions. In addition to this, some time was spent in a computer lab working through desmos tutorials. Students were assessed with 4 unit tests, 5 assignments, best 10 of 13 weekly quizzes, and a final exam.

From the Vancouver Island University Course Catalogue: Equivalent to high school Principles of Math 11 and a prerequisite for many Career/Technical and University programs. Topics include: basic algebra review; linear equations and inequalities; graphing, relations, and functions; polynomials and polynomial functions; rational expressions and equations; radical expressions and equations; quadratic equations; and trigonometry. 

As the sole instructor I of this course, I planned the units and classes, designed instructional and evaluation materials, taught lessons, and evaluated students progress. This course was taught 4 days a week over 2 hour sessions for a total of 13 weeks. Students were constantly evaluated through everyday interations, weekly homework, regular quizzes, 3 largers unit tests, and a final exam. 

This course is a general introduction into biology, chemistry, physics and earth science. Topics included in the course cover characteristics of life and cell theory; kinetic molecular and atomic theory; the parts of an atom; electromagnetic radiation; and plate tectonics.  Students are expected to develop skill sets associated with questioning and predicting natural phenomenon; planning and conducting experiments; processing and analyzing data and information; evaluating sources, methods, and information; and communicating science and innovation.

I was a pre-service teacher in this class during my final 10 week practicum of teachers college. This included 1 observations week, 1 preparation week, and 8 weeks of instruction. This course was run in conjunction with Math 8 with the same group of students. During the 8 weeks, I was responsible to finish working through the physics unit and starting to teach the chemistry unit. I worked in 2 different experiments, one in optics and one in density. Students were assessed on the proficiency scale through their ability to take notes, their laboratory experiment, and one unit test.

This is a general math course building on skills developed at the elementary school level. Topics covered include squares, cubes, and their roots, logic; fractions, proportions, and percent; introductions into algebra and discrete linear systems; geometry including Pythagorean theorem; and financial literacy. Students are expected to develop skills in reasoning, problem solving, mathematical communication,  and developing mathematical connections.

I was a pre-service teacher in this class during my final 10 week practicum. This included 1 observations week, 1 preparation week, and 8 weeks of instruction. This course was run in conjunction with Science 8 with the same group of students. I started instruction in this class with operations with fractions then moved into introductory algebra. Student were assessed mostly through interactions and discussions during independent work time in class, however, I also gave student a few quizzes in each topics as evidence of their understanding.

This math course further develops students understanding of math and begins to focus more heavily on algebra as the language of mathematics. Topics covered include operations with rational numbers, exponents, polynomials, two-variable linear relations, multi-step on variable linear equations, proportional reasoning, statistics, and financial literacy. Students are expected to further build their understanding of logic and reasoning skills, connect problems and methods of solution, connect mathematical concepts to one another, and communicate in concrete, pictorial and symbolic forms.

This course was taught during my final practicum. Time required for instruction included 1 week of observation, 1 week of planning, and then 6 weeks of full instruction. It is important to note that my host teacher for this course had to go on long term leave during my time in this class, so I took on more responsibilities as I had a few supply teachers as my supervision. As a result of this as well, I took on teaching responsibilities for an additional week. During my time teaching this course. I worked worked through the entire unit on exponent rules and half of the unit on polynomials. Students were assessed through homework submissions as well as a unit test.

This is the first independent chemistry course in the British Columbia high school science curriculum. As a result, it is an introduction into the field of chemistry and covers a wide variety of topics. Areas covered include models of the atom, chemical bonding, organic compounds and their applications, the mole, dimensional analysis, reactions and chemical processes, stoichiometry, green chemistry, solubility, and dimensional analysis. Students develop skill sets associated with predicting results from known theories, planning and conducting experiments, working with real, non ideal data, evaluating results and sources, applying knowledge to idealized and real world situations, and communicating science effectively. 

This course was part of my 2nd formative practicum. It took place over 8 weeks, which included 1 observation week, 1 preparation week, and 6 weeks of instruction. During my time teaching this courses, I finished the unit on the mole and mole calculations, worked entirely though the unit on the structure of the atom, and did a week with the students on organic chemistry. During this time period, I was able to run 2 experiments with the students. Students were evaluated on these experiments, as well as through several worksheets and unit tests.

This math course is mid point between Workplace 11 and Pre-calculus 11 math courses. Though it is less algebraically rigorous than Pre-calculus, it still includes a number of more advanced mathematical topics. Topics covered include mathematical reasoning, angle relationships, graphical analysis including linear and quadratic equations and systems, statistics, scale models, and financial literacy. Student learn how to reason and model with math, problem solve, connect mathematical ideas to each other, and communicate mathematics accurately. 

I worked in this course during my first practicum as a student teacher. This practicum included 3 weeks of observations as well as the opportunity to teach if we, as student teachers, felt ready. I personally taught at least 1 class in each of the courses I was observing, as well as spent some time working with students during independent work time.

This course is a algebra course designed to prepare students for the rigor of high level mathematics. Topics include working with real numbers, powers with rational exponents, radical operations, polynomial factoring, rational expressions and equations, quadratic functions and equations, linear and quadratic inequalities, trigonometry of non-right angle triangles, financial literacy. Students develop skills associated with using models to develop reasonable answers to questions, creative problem solving, connecting ideas and theories in mathematics, and methods of communicating mathematical ideas.

This course was part of both my 1st (observational) and 2nd (instructional) practicums. During my first practicum I mostly observed, and worked with students when they had independent work time. I did manage to teach one class. During my second practicum, I taught for 6 weeks covering topic including quadratic equations and did some beginning work on trigonometry.

This chemistry course is designed to develop students understanding of where modern chemistry comes from, and how molecules affect each other and the natural world. Topics covered include chemical kinetics and rates of reaction, collision theory and reaction mechanisms, catalysis, chemical equilibrium and the equilibrium constant, solubility product, acid and base strength including pH and Ka, titrations, oxidation and reduction, and electrochemical and electrolytic cells. Students develop skills in planning and executing experiments, questioning and predicting data, Processing and analyzing information, evaluating results and sources, applying knowledge, and communicating science effectively.

This course was part of my 1st practicum, which was mostly observational. For the most part, I observed and answered students questions during independent work. I did manage to teach a few lessons in this class, as well as running them through a lab experiment.

This is an introductory course in calculus. It is designed to approach the complex world of calculus in an accessible way. Topics covered include functions and graphs, limits differentiation, and integration. Students also utilize the knowledge they gain in real world applicable problems such as optimization, related rates, and area. Students are expected to build skills in reasoning, developing and utilizing models, problem solving, connecting mathematical ideas to one another, and communicating mathematically.

This course was part of my 2nd practicum, which took place over 8 weeks. This included 1 week of observation, 1 week of preparation, and 6 weeks of instruction. During my time in this class, I taught students some of the derivative rules and mostly focused on applications on derivatives. Students were evaluated through homework they were assigned, vertical surface work, and one unit test.

From the Course Catalogue of Simon Fraser University: Atomic and molecular structure; chemical bonding; thermochemistry; elements; periodic table; gases, liquids, solids, and solutions.   

As a teaching assistant for this course, I was responsible for teaching tutorials, having an office hour, invigilating tests and exams, as well as marking tests and exams. In addition to this, I was responsible for design of material to work through during my tutorials. Tutorials and office hours were held once a week, for an hour each.

From the Course Catalogue of Simon Fraser University: Chemical equilibria; electrochemistry; chemical thermodynamics; kinetics.

As a teaching assistant for this course, I was responsible for teaching tutorials, having an office hour, invigilating tests and exams, as well as marking tests and exams. In addition to this, I was responsible for design of material to work through during my tutorials. Tutorials and office hours were held once a week, for an hour each.

From the Course Catalogue of Simon Fraser University: The impact of chemistry on modern living. Students will gain a broad perspective on chemical processes with historical, environmental and economic importance in shaping society, examining both the beneficial and harmful aspects of the chemicals that shape our lives. Topics may include: perfumes, explosives, drugs, dyes, plastics, pesticides and greenhouse gases. Intended for both science and non-science students. 

As a teaching assistant for this course, I was responsible for having an office hour and marking the final papers for this course. Office hour was held once a week for one hour.

From the Course Catalogue of Simon Fraser University: Fundamental principles of experimental physical chemistry from the microscopic perspective. Modern experiments in atomic and molecular spectroscopy and structure. 

As this course was a laboratory course, my responsibilities as a teaching assistant required explaining and demonstrating experiments to students, working with students who were struggling during the lab, marking students formal lab reports, and ensuring the laboratory was kept in a safe and clean manner.

From the Course Catalogue of Toronto Metropolitan University: Emphasis is placed on modern atomic theory, including atomic structure, orbitals, shapes of molecules, bonding theories, intermolecular forces and periodicity. Additional topics include thermodynamics, kinetics, electrochemistry, solids and phase changes. This course acts as the second half of a full year general chemistry sequence. 

My responsibilities as a teaching assistant for the laboratory portion of this course required explaining and demonstrating experiments to students, working with students who were struggling during the lab, marking students lab reports, and ensuring the laboratory was kept in a safe and clean manner.

From the Course Catalogue of Toronto Metropolitan University: A course that emphasizes the theory and the criteria required for the selection of instruments and procedures for analytical applications and the critical evaluation of data obtained from such methods. Topics include UV-VIS (atomic and molecular), IR and X-Ray spectroscopy, and GC-MS analysis. 

My responsibilities as a teaching assistant for the laboratory portion of this course required explaining and demonstrating experiments to students, working with students who were struggling during the lab, marking students formal lab reports, and ensuring the laboratory was kept in a safe and clean manner.

From the Course Catalogue of Toronto Metropolitan University: Physical and chemical properties of the main group elements and inorganic compounds are related to their electronic structures; principles are exemplified by technologically important substances and reactions. Topics include symmetry, covalent and ionic bonding theories, a survey of solid state structures and a discussion of secondary chemical interactions. The laboratory will emphasize the preparation of various main group inorganic compounds by important techniques (including vacuum and inert atmosphere synthesis) and product characterization by standard spectroscopic methods. 

My responsibilities as a teaching assistant for the laboratory portion of this course required explaining and demonstrating experiments to students, working with students who were struggling during the lab, marking students formal lab reports, and ensuring the laboratory was kept in a safe and clean manner.

From the Course Catalogue of Toronto Metropolitan University: This is an introductory course based on the mechanistic approach to the study of organic reactions, and includes functionality, IUPAC nomenclature, structural and steroisomerism, oxidation and reduction, nucleophilic additions, nucleophilic substitutions, eliminations, electrophilic additions of aliphatic compounds. The laboratory introduces techniques such as melting point, recrystallization, extraction, and distillation. Also included is the synthesis, isolation and purification of organic compounds.

My responsibilities as a marker for this course was to mark student assignments and tests. As an additional role, I was responsible for proctoring all tests and exams in this course.

From the Course Catalogue of Toronto Metropolitan University: An introduction to the coordination chemistry of the transition metals. Topics include structure and bonding, electronic spectroscopy, reaction mechanisms, organometallic chemistry and bioinorganic chemistry. The laboratory will consist of the preparation and spectroscopic characterization of various transition metal complexes. 

My responsibilities as a teaching assistant for the laboratory portion of this course required explaining and demonstrating experiments to students, working with students who were struggling during the lab, marking students formal lab reports, and ensuring the laboratory was kept in a safe and clean manner.