My journey into education started while I was working in a local automotive dealership. One of my roles was coordinating and educating coop/oyap students. This role allowed me the opportunity to experience a small glimpse into the world of education.
In 2019, I was able to dive into the world of education. An opening presented itself, and I was the successful candidate for the transportation program at our local high school through a letter of permission. Within a few days of teaching, I knew that this was what I wanted to do, and that this was what I was meant to do.
After speaking with my former Principal, Alex Crump, he suggested Queen's University to pursue my Bachelor of Education. With some online research and several phone calls to ensure I met all requirements for acceptance, I had made my decision. Queens and the TEMS program were the right fit for me. I applied and was fortunate to be granted acceptance into the course.
Then Covid hit. It was a time of uncertainty, was the program going to be held in person, remotely, or cancelled? Fortunately for myself and the five other teacher candidates, the TEMS team at Queens pulled off what I can only describe as an amazing feat of planning and organizing never seen before! They were able to run the program completely remotely due to the health restrictions in place at that time. The first month of the program was dedicated to learning about yourself, what type of teacher you wanted to become, curriculum learning skills…. In my very biased opinion, this program gained real traction when we were introduced to Ena Holtermann and Robert Chambers (CURR 360 and 368). They were the backbone of the TEMS program. With their prior teaching experiences in technological education, we were able to dive deep into technological education and see what their real world experiences were teaching in a technological classroom. Many days, evenings, and weekends were spent with Ena and Bob virtually and in person throughout the TEMS program.
Once the first summer was over, we transitioned to in-person, weekend meetings in Markham, Ontario. We finally had the opportunity to meet face-to-face and not be behind a screen. Our weekends, although fast, were crammed with various teachers, guest speakers, lessons, activities, and meaningful content that helped me find my voice and direction as a technological education teacher. The courses selected by the TEMS program directly related to the classroom. There were no instances where any of us said that the content would not help us in our daily educational roles.
The second year of the program mirrored the first. Relevant, organized, meaningful content that helped solidify my place as an educator. The two-year program was a whirlwind at times, trying to balance work, family, and the TEMS program, but the instructional staff organized it in such a way that deadlines were attainable, and realistic. Their understanding and patience ensured that other candidates and I were successful. Graduating the program in the summer of 2022 was a big accomplishment, one that I will never forget. Due to geographical constraints, I was unable to attend the graduation, but wish I could have and suggest anyone reading this to do so! The other teacher candidates in the TEMS program, now respected teachers in their schools, still contact each other on a regular basis to bounce ideas off each other, discuss various safety issues, or just to check in with each other.
They say education never ends, that statement is true. After graduating the TEMS program, I continued my education through various Additional Qualification courses culminating in the completion of the Honors Tech Specialist through Queen's University.
I am still teaching at the same high school I started at in 2019. With the help and guidance of the TEMS program, I have been able to develop the transportation program (TTJ), manufacturing program (TMJ), construction program (TCJ) and the newly developed technology and the skilled trades program (TAS1O,TAS2O) into engaging, meaningful courses that instill lifelong skills and a love of the trades into students.
As the need for skilled tradespeople increases, I was fortunate enough to certify the manufacturing shop through the CWB, to help students achieve accreditation before they graduate from high school and enter the workforce. As of 2025, 8 students have received accreditation, and all 8 are pursuing careers in trades.
The 2024/2025 school year was the first time I was involved in and developed a transportation SHSM. With the help of the guidance department, community partners, and various teachers at the school, we were able to successfully graduate four students with a red seal on their diplomas.
They say the first five years of teaching are the hardest. I can attest to that. Moving forward, I am looking to the next 10 years to see how I can meaningfully impact student engagement, learning, and skills, all while staying modern and relevant. As technology evolves, so must the teachers, and staying on top of it will be key to ensure that as technological education teachers, we do not become complacent in our practices. The TEMS program, teachers, and teacher candidates will all help ensure that does not happen. It is my great pleasure to endorse this program to anyone thinking about technological education as their pathway into the education system.
