For Kristina Griffiths, an enthusiastic educational consultant for primary education in Nunavik, the shimmer of potential within each child is what sets her spirit alight. “Every child – regardless of where they are from – deserves high-quality, equitable education,” Kristina voices. “At the heart of my philosophy is the unwavering belief that every child has potential…and that it is our collective responsibility to unlock and nurture that potential.” As Kristina embarks upon her fifteenth Additional Qualification (AQ) course at Queen's Continuing Teacher Education, she, in turn, devotes herself to unlocking her full potential as an educator.
Admirably, being an educator has taken many different forms for Kristina throughout her career. Stepping into the world of education as a teaching assistant for students with special needs, Kristina has now walked in the shoes of a primary classroom teacher, an educational leader in mathematics and science instruction, and now, an education consultant. In reply to every challenge and reward that has come to greet her, Kristina expresses her gratitude: “collectively, each one has profoundly deepened my understanding of teaching, learning, and educational leadership.”
The rigorous and reflective AQ courses Kristina completed at Queen’s have been among the most meaningful learning experiences in her life. Shining brightly amidst all the others, the Special Education and Mathematics Specialist courses revolutionized her approach to teaching and learning: “I gained practical tools for identifying and supporting exceptionalities, designing accommodations and modifications, and working collaboratively with support staff and families. These teachings helped me shift from a reactive approach to a proactive one—planning with the understanding that every classroom includes a wide spectrum of learners with varying cognitive, social, emotional, and behavioural needs.”
Equally impactful to Kristina were the Mathematics Specialist courses, which pushed her to think beyond individual lessons and toward systemic instructional design. “I came away with a much stronger grasp of the developmental continuum of math learning, assessment-informed instruction, and the use of manipulatives, discourse, and questioning to build deep conceptual understanding,” Kristina reflects. “These courses helped me become a more confident coach and a more intentional planner, especially in culturally and linguistically diverse settings.”
As Kristina transitioned from classroom teaching to a consultant role, she was thrilled at the opportunity to enroll in the Teacher Leadership Series. “I was seeking guidance on how to lead without formal authority—how to inspire, support, and collaborate with colleagues in meaningful ways,” Kristina explains. “The courses provided just that: a clear framework for distributed leadership, tools for facilitating adult learning, and strategies for cultivating trust, resilience, and shared purpose among teams. These experiences reinforced the importance of relational leadership and ongoing professional learning as essential components of sustainable change in schools.”
Taken together, these fifteen AQ courses have not only expanded Kristina’s teaching and leadership skills; they have helped shape Kristina’s identity as a reflective, student-centered, and growth-oriented educator. “My teaching philosophy centers on relationship-driven, inclusive, and purposeful education,” Kristina professes. “I believe that meaningful learning begins with strong, trusting relationships—when students feel seen, heard, and valued, they are far more likely to take academic risks, engage deeply, and believe in their own potential. This belief extends to my work with fellow educators as well: relationships are the foundation of professional growth, collaboration, and sustained change.” With every new insight and strategy Kristina learns, her advocacy for students and teachers grows stronger – more inclusive, more data-informed, more reflective, and more confident.
A compelling example of Kristina’s merit as a relationship-driven educator is her experience supporting new teachers working in remote northern communities – an experience that has gifted Kristina some of her most precious memories. “There is something truly special about walking alongside fellow educators as they grow in confidence, develop their practice, and begin to make a lasting impact on their students and communities,” Kristina says with fondness. “These relationships—built on trust, shared purpose, and mutual learning—have become some of the most memorable and fulfilling parts of my career. Supporting others in finding their voice and strength as educators – being able to provide mentorship, reassurance, and hands-on support in those early and formative moments – is a responsibility I hold with great care and pride.”
In every role Kristina fulfills, and every new opportunity that may come her way, Kristina seeks to magnify the confidence, curiosity, connection, and resilience in those around her. “I want students and educators alike to feel excited about learning, connected to those around them, and confident in their ability to grow and succeed,” Kristina cheers. “Ultimately, I believe that teaching is not just about delivering content—it’s about building a culture of learning where everyone feels inspired, included, and capable of achieving their goals.” Kristina’s story paints a picture of the difference we can make with a love for learning: with excitement to grow, we can expand not only our own potential, but the strengths, bravery, and possibilities of all the treasured people around us.
Interested in joining Kristina on a journey of lifelong learning? Read more about the courses offered by Continuing Teacher Education (CTE) at Queen’s.
About the Author
Juliette Silveira is a final year Education student at Queen’s University. In 2024, she completed her Bachelor of Arts (Honours) Degree at Queen’s University with a Minor in Dramatic Arts and a Major in English Language & Literature. In July 2025, she will complete her Bachelor of Education degree through the Concurrent Education program. Juliette has spent her time at Queen’s learning to become an Intermediate/Senior Drama and English teacher, and she has focused on Indigenous teacher education through the ITEP program. Passionate about cultivating students’ creativity and critical thinking, Juliette is eager to bring her experience as an actress, musical theatre teacher, creative writer, and literary analyst into her classroom.