|Terrah Keener, PhD
My practice and approach to teaching and research has been cultivated through over 25 years of professional experience in education and is supported by my Masters of Education in Curriculum Development and my Ph.D. in Education. My career as an educator has many branches and my experience in research, and teaching and learning includes program planning, implementation and evaluation, teacher education, curriculum development, distance learning, and student evaluation and assessment. I have worked in a variety of educational settings, including the public school system, the university system, and corporate and non-profit institutions.
I have led, developed, and implemented strategic projects that have addressed a variety of educational needs from designing highly specific educational programming to broader community capacity building. Creating meaningful stakeholder engagement was a key component of each project. I am a fervent believer that education is as much about community and capacity building as it is about the actual classroom or learning experience. Student success is contingent on creating a learning community that is responsive to student learning needs and works across all sectors of the institution to support the “whole” student. I have a strong background in faculty development and much of my work over the past ten years has centered on facilitator and teacher education.
I have presented both my doctoral research and my work in teacher education at national and international conferences. This work has also resulted in peer-reviewed publications all of which focus on difference and inclusion within an educational setting.
Beth Critchley Charlton M.Ed
Throughout my teaching career, I’ve met thousands of students, teachers, and professors who share my interest literacy, assessment and how to engage all learners. Each person I meet leaves me with something to think about and something to share with others.
I graduated as a special education teacher and spent the first years of my career as a resource teacher, a classroom teacher, and a Reading Recovery teacher. My teaching experiences and ongoing studies provided me with the opportunity to become a literacy consultant. In this role, I worked with teachers and students in a variety of communities and at all grade levels to develop and coordinate literacy projects focussed on re-engaging students in all facets of literacy learning. This work led to research about diversity, equity, and what it means to ensure all students have access to teaching and learning that engages and challenges them. Much of this work was tied to the current research and practice into fair and equitable assessment. That led to my work as an assessment consultant for classroom, jurisdictional, national, and international literacy assessments.
As an Assistant Professor in a Faculty of Education, I shared experiences, discussed research, and explored teaching practices with the next generation of educators. Now, it’s now my goal to share what educators have accomplished and to encourage all present and future educators to continue their conversations by asking questions and entering into professional conversations about teaching, learning, and assessment.
Throughout my career, I’ve shared my experiences about teaching, learning, parenting, and assessment through public presentations, radio and print freelance work, and through the publication of my books, “Informal Assessment Strategies” (Pembroke / Stenhouse 2005) and “Engaging the Disengaged” (Pembroke / Stenhouse 2010).