I believe inquiry is not something teachers do occasionally, but a way of thinking, noticing, and growing in everyday practice. For over twenty-three years as a secondary teacher, and a decade as an in-school program leader, I have worked to place learners’ needs at the centre of program planning, classroom teaching, and professional learning so that students are genuinely engaged in their learning.

To enhance engagement, I lean in to what students say and do, intentionally capturing their voices and positioning them as active participants in the construction of the classroom. Inquiry guides my teaching practice, shaping how I design learning, make pedagogical decisions, and respond to students in real time.

My classroom inquiries have led me to rethink how technology is used for learning, how students present their thinking, and how assessment and evaluation are experienced in classrooms. I have shared this work at schools and districts, as well as nationally and internationally. 

I am now an Assistant Professor in Brock University’s Bachelor of Education program, where I draw on my classroom experiences to support and inspire future educators to ask meaningful questions and engage in inquiry to find their own answers.