Pat Adams, B H.Ec., Cert. Ed., Cert. Voc. Ed.
Pat provides consulting services that support Middle Years, Senior Years and Adult Education teachers and student services personnel. Her target is providing appropriate programming so that all students can successfully meet expected learning outcomes within Manitoba Education curricula or individualized programming.
Pat’s educational philosophy centres on inclusion and a belief that each student and teacher requires a variety of opportunities to learn, master skills and build confidence. Pat believes that each individual – student, classroom teacher, student services personnel, teacher candidate, herself – is a lifelong learner and requires self-knowledge so that personal goals of independence, self-determination and self-advocacy can be achieved.
Pat values teachers, the work they do, and their prior learning. She accepts that teachers, like students, bring a wide range of previous experience. To create appropriate learning experiences, she respects and builds on their strengths and learning needs. Pat emphasizes collaboration and remains in awe of the creativity, excitement and initiatives that grow when teachers work together.
With qualifications in regular and vocational education, Pat enjoyed 32 years of various teaching experiences and learned with many master teachers. She began in Fashion Technology at Murdoch MacKay in 1980 and moved to core academics in 1992, teaching grades 9 to 11 ELA, Social Studies, Geography and History. An early practitioner of differentiated instruction and assessment, she constantly adapted to the changing nature of the classroom and needs of students, many of whom required adaptations and modifications. In 2002 in recognition of her practical expertise, she was assigned as a Senior Years resource teacher. In 2007 the River East Transcona School Division appointed her the Senior Years Curriculum Consultant for ELA and Social Studies and the Inclusion Specialist – Special Needs for its six high schools. She retired in June 2012 and continues to work part time supporting learners at the two Adult Ed centers in RETSD.
Pat applies a coaching approach to help Middle Years, Senior Years and Adult Education teachers and student services personnel evolve their own knowledge and skills. While she offers traditional workshop presentations, her preference is to establish an ongoing collaboration that combines direct and distance (phone and Internet) contact over more extended periods. A typical consultation would involve:
Setting Learning Goals – professional learning goals developed from a consultative assessment in collaboration with the school/teachers.
- Offering a series of professional development workshops over the course of the school year that allows the teachers to learn, apply, reflect and improve,
- Facilitating professional learning communities with a subject or grade specific teaching team where learning, application and reflection continues throughout the year,
- One on one mentoring over a term or school year, potentially with co-teaching,
- Follow-up consultations via phone or Internet,
- Full or half day professional development workshops.
Providing appropriate programming for all learners requires knowledge and strategies from many areas of educational research and applied classroom experience. Pat combines practical knowledge with the work of many educational leaders including Damian Cooper, Anne Davies, and Ken O’Connor (assessment), Faye Brownlie and Pat Miranda (supporting all learners), Carol Anne Tomlinson and Rick Wormeli (differentiated assessment and instruction), as well as Marilyn Friend (co-teaching)
Know My Students : Know My Curriculum is Pat’s foundational approach to planning and providing appropriate educational programming. Successful student learning results from the teacher knowing the students AND the curriculum. Both are equally critical in the planning and teaching process. The following components assist teachers to know their students and curricula. While each can certainly be learned and practiced individually, weaving them together will build teacher capacity to program appropriately for all students.
Class Profiling informs differentiated assessment for and of learning and differentiated instruction within appropriate educational programming. This includes implementing Student Specific Plans in the inclusive classroom.
Planning with the End in Mind identifies clearly stated learning targets to which assessment and instruction are then tailored. Once planned, instruction (activate, acquire and apply) and assessment must be presented within the context of a gradual release of responsibility.
Embedding technology within learning and assessment experiences to support student needs (Cowriter, Write Out Loud, Comic Life, One Note, Inspiration).
Developing a collaborative planning model with classroom / subject teachers and other team members, such as student, parent, student services, and administration.
Identifying the benefits and implementing the practice of co-teaching.
Communicating student learning, providing descriptive feedback and accurately reporting based on provincial academic achievement indicators.
For further information about Pat’s services or Education Solutions Manitoba, contact us.
Know My Students : Know My Curriculum