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Celebrating Practitioners

Calgary Learns is pleased to recognize the hard working and dedicated practitioners in the adult learning field. We see this opportunity of profiling practitioners’ work and their approaches, not only as a way to recognize and celebrate their amazing contributions, but also as an unique professional development opportunity for the adult foundational learning field to learn from their colleagues. These practitioners below have been nominated by their colleagues for recognition. If you would like to nominate a person to be recognized, please fill in this google form.


Filomena Calabrese

Filomena Calabrese started her transition into adult learning in 2017. After an extensive career teaching second languages in academia, she transferred her skills to Bow Valley College teaching CLB 2 in the LINC program. By doing so, she moved from an environment where language skills were taught and assessed in isolation to one where each learner provided context. She quickly discovered that adult foundational learners come to the classroom with stories that cannot be ignored. Reading and writing are intimately linked to economic hardship, trauma, war, loss, and past emotions, and this understanding encouraged her to broaden her instruction and incorporate her learners’ stories into her work. Through her experience in the LINC program, and now at Calgary John Howard Society (“CJHS”), culture, history, emotion, and psychology all inform her approach to literacy learning.

Filomena’s impact can be seen by both her clients and her colleagues. Her passion shines through in the time and effort she spends researching new resources and techniques, her focus on plain language, and her willingness to support her colleagues. She encourages practitioners to listen to learners and value their experiences while also advising that practitioners listen to and respect their limits. Filomena believes that her value to her clients is only as strong as the value she sees in herself and recognizes the need to preserve her own story when relating to those of learners.

Her advocacy for plain language has made her the go-to plain language resource in the office. Not only does she ensure that her program posters are in plain language, but her colleagues seek out her expertise with their work so all services information is written in a language accessible to many readers. This is just one example of her dedication to removing barriers for learners to access CJHS services.

When COVID restrictions caused CJHS to move to online services, Filomena took the time to call all of her clients making sure they were comfortable with the online environment and to check in to see how they were doing amid all the changes. Her value to her clients speaks for itself in the number of learners who seek her services and come back time after time, despite negative experiences in their past learning. Now, working in a one-on-one setting, Filomena takes the time to watch learners figure things out for themselves, listens when they are talking to themselves as they work through an issue, and finds joy when a learner shares an impromptu reflection in the middle of a task. These might seem like common occurrences, but to Filomena, they are significant transformative moments for the learner and something to be celebrated.

Filomena’s work is driven by passion and a sense of moral obligation. She is heavily motivated by the values of freedom, independence, justice, and equality for all, and through her work she is helping to ensure we live in a world where those values are upheld. For her, literacy is a basic human right. As a result, Filomena teaches from a place of heart, humanity, and integrity.

Filomena Calabrese is the Literacy Coordinator at Calgary John Howard Society. She was nominated by Amy Tenove, Learning Enhanced Employment Program Coordinator and Facilitator at Calgary John Howard Society, for the Celebrating the Work in the Field section of the Calgary Learns newsletter. This section of the newsletter will profile practitioners in adult foundational learning to inspire, connect, and celebrate their work.


Debra King & Theresa Wall

“Start by doing what is necessary; then do what is possible; and suddenly you are doing the impossible.”

Saint Francis of Assisi
Photo of a smiling woman in front of a green bush
Debra King

In the role of tutor in the Lifeline to Literacy class at The Alex, Debra King (pictured right) sees herself as an advocate and an ally for literacy learners. One way she tries to engage learners is by bringing quotes to class- the above quote from Saint Francis of Assisi is an example from the past month. The quotes serve a dual purpose: they act as a springboard into the lesson; and they allow Debra and Theresa Wall, The Alex’s Lifeline to Literacy Instructor, to get a glimpse into the lives of their learners through discussion of the quote. This understanding of their learners is invaluable and sets the tone for the program. Both Debra and Theresa believe that the classroom is an environment of learning exchange. Their learners bring their lives and experiences to class, and through their expertise, Debra and Theresa help to tailor courses, programs, and modules to meet the needs of the learners. Debra and Theresa are the first to say that they take away from the classroom just as much as the learners do, and that they are improving as instructors all the time because of what their learners teach them.

Lifeline to Literacy began as a Bow Valley College course for adults with literacy skills gaps. Originally offered on campus, in 2016 Bow Valley College was looking at initiatives to build stronger alliances between adult literacy programs and poverty serving organizations. Having researched the link between homelessness and low literacy rates, and the importance of making literacy opportunities available to those who need them most, Bow Valley College foundational learning staff approached The Alex to host the course.

The Alex provides thoughtful, comprehensive care to vulnerable Calgarians. With clinical and social components included in almost all their programs, The Alex tackles tough health and social issues head-on. The Alex services a community with complex health needs, often the result of issues such as poverty, trauma, homelessness, or addiction.

Both formal and informal partnerships have guided this project over the past 4 years. Clarifying roles and responsibilities and holding the adult learner in the centre. Janice Nicolay, Employment and Resource Specialist at The Alex HomeBase, has been a committed and enthusiastic supporter of bringing Lifeline to Literacy to The Alex since before 2016. She has attended almost every session since then, increasing her knowledge about adult literacy and increasing the Lifeline to Literacy staff and volunteers knowledge about the many complex barriers that face learners at The Alex. Christina Bassett, The Alex’s Vocational Skills Coordinator, has shared her passion, knowledge and skills with the Lifeline to Literacy program for almost three years. This program could not be a success without the commitment of both Janice and Christina who work so hard to bolster the ongoing wellness of the learners and remove barriers to return to a learning setting.

“Poverty is entrenched through poverty of opportunity. For literacy to be a tool in the fight against poverty, it needs to make opportunities available to those who need them most.” – Frontier College, national forum on Literacy and Poverty.

Debra was part of the Bow Valley College team that introduced Lifeline to Literacy to The Alex, she was the course instructor at that time. The Alex did not have anything remotely close to Lifeline to Literacy and Debra was able to show the value of the program quickly and clearly. She was able to engage and find success with learners who had been unsuccessful in other programs. She created cohesion and respect amongst the learners and was so respected that even learners who no longer participate in the program still ask about her. Debra set the format for the class and created an environment where learners could learn without realizing it. It is not uncommon for learners to be surprised with how far they have come. Compassion and respect for the learners is at the core of Debra’s approach to instruction. She has always been interested in working with marginalized learners, people who have been denied access to supportive and meaningful learning experiences in the past. She strives to build a safe, secure, and encouraging learning environment.

Image of a smiling woman with a blue top in front of a white wall
Theresa Wall

When Debra decided to take a step back, it was clear the bar had been set high. The stories of learners’ successes were starting to grow, and the learner retention rate was slowly increasing. Whoever replaced Debra had to be of the same calibre, and by all accounts, Theresa (pictured right) is. Learner centered instruction is at the core of Theresa’s teaching philosophy. While Theresa may be the expert in literacy instruction, to her the learners are the experts in what they need to learn, and she sees herself as having simply been invited into their space to help guide them. She believes everyone is capable of learning- it is simply a matter of learning how to teach. When things are going well in the classroom, and learners are understanding and advancing, Theresa will continue with what she is doing. But if it is not working, rather than assuming it is a difficulty on the part of the learner, Theresa sees it has an opportunity to reflect and make changes to her instruction.

Neither Debra nor Theresa started their careers in adult foundational learning. Theresa started teaching in K-12 and after some time teaching ESL overseas, decided she wanted to continue teaching adults in Canada. It was in one of her ESL classes here that she first became aware of literacy learners. Through investigating the struggles of those learners, she discovered the world of adult literacy and has been in the field ever since. Debra began her career in the Northwest Territories teaching in an indigenous community. In partnership with a local college, she set up a program using high level materials to teach literature and drama. Her curriculum quickly changed after one student pulled her aside and asked “Miss, when are you going to teach us to read?”.

All the lessons Debra and Theresa learned on their path to The Alex have set them up to be inspirational leaders to both learners and colleagues. Despite the many reminders of how vulnerable these learners are, Debra and Theresa see more lessons of resilience, compassion, and survival. In many ways the learners are the teachers. Debra and Theresa enter the classroom with that understanding which allows them to positively influence how the class is shaped, what it feels like, and how the learners respond. They instruct with care and sensitivity in this unique environment and as a result are brimming with success stories of their learners. Whether it be reading a short novel cover to cover, applying life skills to skills learned in the classroom, successfully holding a volunteer opportunity, or getting hired for a job, the way in which Debra and Theresa speak of their learners’ success you would almost think they were speaking of their own accomplishments.

Calgary Learns is the current interim grant holder for Lifeline to Literacy and is a champion for the Vibrant Communities Calgary Enough for All 2.0 which lists adult literacy among its identified 10 Levers of Change.

Learn more about the work Calgary Learns is doing with Literacy and Poverty here.


Sandi Loschnig

The Supported Adult Learning (SAL) classroom at Bow Valley College grew out of the need to address literacy learning for adults with cognitive and/or intellectual disabilities. What started in 1993 as a program to help learners with disabilities improve their reading, writing and numeracy skills through the use of technology, evolved into a learner centred, one-on-one classroom that utilized a variety of resources available today. The SAL classroom served adults (18+) with diverse abilities and disabilities, and equally diverse literacy needs. What made learning possible in the SAL classroom was the ability of the instructor to create a safe, welcoming environment where the learner trusts the instructor and feels respected. Learning plans were built on informal literacy assessments and the interests and goals of the learner. Lessons were created using everyday materials. Given the variety of challenges this classroom presented, the instructor supporting each learner and community support worker had to be empathetic, patient, passionate and knowledgeable about the work that they did.

Ask anyone who has worked with her and they will tell you that Sandi Loschnig met every requirement to lead the SAL classroom. Sandi believes her role in the SAL classroom was to help learners reach their fullest potential, and that everyone, regardless of abilities or disabilities, has a basic right to reach that potential. She approached each learner as an adult and understood that many of them had not received that level of respect and understanding in previous learning environments. In keeping with her philosophy of being learner centred, Sandi is quick to point out that progress in the SAL classroom looked different for everyone. She made sure to meet each learner where they are and build on what they already knew. During the initial sessions, Sandi asked about their likes and dislikes, their passions and goals, and built a learning plan that was aligned with the aspirations of the learner.

The SAL classroom faced several challenges, for example: rotating community support workers, differences in learning goals between the learner and the parent/guardian, learners’ lack of motivation or frustration with formal learning. Despite these challenges, Sandi went out of her way to engage the learner, using different strategies to connect with the learner and to find some common ground to inspire them to keep learning. Success looked different for each learner in the SAL classroom. Learning was often a slow, gradual process that relied on Sandi’s patience, repetition, positive reinforcement, and humour. For Sandi, the time and patience were worth it when she witnessed how much the learners accomplished over a semester, or over a year. She is passionate about the learners and proud of her work to help them redefine their educational experiences.

Sandi’s list of accomplishments prior to leading the SAL Classroom is extensive. She arrived in adult foundational education in a roundabout way, but every step that lead  her here was based on a belief in social justice, equality, and the power of education. With a background in not-for-profit work serving trauma survivors, she made the transition to Literacy Alberta, bringing with her a theoretical framework of adult learning principles – be learner centred, be patient, and focus on strengths. She leveraged her background in journalism to research and write Stories from the Field,  an exploration of current issues, innovations and challenges faced by adult literacy practitioners, and Unit 13 for the Literacy Alberta resource Creating Learning Partners – A Facilitators Guide for Training Effective Adult Literacy Tutors.

The SAL classroom had a long history of being financially supported by Calgary Learns who provided the primary funding, as well as by Rotary Club of Calgary who “provides bursaries to individuals and other direct funding to support adult basic literacy education”.  With the closure of the SAL Classroom at Bow Valley College, there is an opportunity, and a need, for another organization to build on the success that has been created in the SAL classroom. Calgary Learns has been working with the disability serving community to generate interest and capacity for what might be a ‘next steps’ initiative.


Donna Clarke

Donna Clarke found herself interested in education as a path to international development. She completed a Bachelor of Education from McGill with the goal of making changes to an education system in which she herself had struggled.  After teaching in the Bronx and overseas for ten years, she returned to Canada. With no jobs available at the Calgary Board of Education, she drew on her knowledge and experience teaching English in Taiwan and started teaching in the LINC program at The Immigrant Education Society (TIES).

Her passion for ESL literacy stems from identifying a gap in her first LINC classroom. She had literacy students but nothing set up in the system to address their needs. With this knowledge, she advocated for an ESL literacy program at TIES. Since joining TIES in 2009, Donna has developed a dedicated ESL literacy program, written funding proposals, and has launched the Reading Room, a one-on-one tutoring service for LINC literacy learners funded by Calgary Learns.

Donna’s classroom is one founded in respect. She doesn’t allow her students to call her teacher, as she believes that sets an unequal precedent. In her words, “the only difference between me and the students is that I know English. If we were to go to their country the roles would be reversed.” The time and care she puts into building strong relationships, based on trust and respect, is what makes her so successful as a literacy teacher. With a philosophy of celebrating achievements and a belief that everyone can learn, Donna creates a safe and welcoming environment for all her students. She designs her lessons to give learners opportunities to be successful regardless of their level. Her logic is if they are successful once, it will be easier for them to progress to something more challenging. Donna credits ESL literacy learners for making her the best teacher she could possibly be. Everyone can learn, and ESL literacy learners are no different. They come into the classroom with a wealth of knowledge and experience, and it is Donna’s job to present them with the opportunities to succeed in the classroom.

Donna was instrumental in moving TIES’s LINC programming online when the pandemic hit. She researched online learning platforms, developed materials to move the Portfolio Based Learning Assessment (PBLA) online, and offered tutorials for anyone who needed help, teachers and students included. She created a virtual staffroom for her colleagues to try to recreate some of the same connection that teachers find during breaks. At a set time, teachers can login and connect to chat, visit, vent, collaborate, help, brainstorm – all the benefits which a break in the staffroom provides. All of the materials she has created are online for other teachers to access and she is enthusiastic about working with anyone who is looking for assistance.

Donna’s drive for literacy programming doesn’t stop in her classroom, or even at TIES. She has taken all her work and shared it with the ESL community in Calgary and Edmonton. Thanks to her many presentations at ATESL, and the workshops she has conducted, Donna has been able to connect with literacy practitioners around the province. This year is no different as she will be presenting at the 2020 ATESL conference.

The best example of her commitment to collaboration is the role she holds as lead at the Literacy Centre of Expertise. The Literacy Centre of Expertise, funded by Immigration, Refugees and Citizenship Canada, aims “to be a collaborative hub and information centre supporting ESL literacy service providers in Calgary, Alberts and beyond.” The website is complete with online tools, a resource bank, and professional development. The Centre also has a Facebook group to promote collaboration among ESL literacy professionals in the province.

Donna is constantly looking for new professional development opportunities, whether it be formal courses, knowledge sharing at conferences or making connections in new communities – she is fully committed to the development and success of ESL literacy programming.


Lily Pang

Photo of a smiling woman wearing glasses, with long hair, a gray and black top.
Lily Pang

Lily Pang has always believed in the value of learning. Learning brought her to Canada in 2004 to complete a PhD, and learning is what led her to working with low income families at SouthWest Communities Resource Centre (SWCRC). Lily believes the more you know, the more you realize you don’t know, and that creates a life-long learning journey. Even when Lily is the facilitator, she puts herself in the role of the learner, which is what makes her exceptional at what she does. Lily briefly taught anthropology at the University of Calgary but made the change to adult learning when she wanted to feel like she was making a more direct impact on the people she was serving.

As a Family Education Specialist, Lily is often the initial point of contact for parents who go to SouthWest Communities Resource Centre. Her ability to build respectful, trusting relationships with the parents she meets allows her to understand their struggles and goals to guide them to the best solution possible. Through the relationships she builds, Lily is able to increase parental independence and confidence within the families she serves.

Lily doesn’t believe in a one-size-fits-all solution when working with families. She understands that every decision she makes will have consequences, both good and bad, and keeps that in mind as she looks at all options available for parents. She strives to make sure parents feel empowered to make the best decision for their family at that time. Rather than teaching formulaic solutions to parenting, she tries to shift parents’ perspective of their relationship with their children, enabling parents to take ownership of being a role model. She focuses on the family’s strengths, capabilities and competencies, and teaches strategies that build upon the skills parents already have.

Part of Lily’s job is to connect families with available social services. In many cases she is the person who introduces them to the process of accessing services. Lily helps families navigate the social services systems and ensures they are aware of all supports available. If by chance the service parents need isn’t available, it doesn’t stop Lily from trying to help.

In the fall of 2020, during the COVID-19 pandemic, SWCRC saw a rise in Mandarin speaking parents accessing the centre. Lily worked with each of them to create a virtual group to discuss parenting strategies, all in Mandarin. Despite challenges in translating some concepts, Lily successfully created an environment where these parents could come together, converse, help each other and create new social bonds within a supportive community. This is just one example of how Lily aims to expand the parenting services offered by SWCRC.

Lily’s desire to add value at SWCRC doesn’t stop at creating parenting programs. She loves research and has a passion for data analysis. She has worked to make sure SWCRC is gathering the right data and evaluations to understand the impact the centre has on families’ lives, and where there might be gaps. She uses the data she analyses to improve the experience for everyone who enters the centre. And perhaps the most appreciated value Lily has added over the past year is the tech support she provides for her colleagues, she is the go-to person whenever there is a computer problem thanks to her supportive nature and willingness to tackle any problem.

As Lily finishes her Bachelors of Social Work degree this spring, she is already enrolled in a data analytics course, showing just how committed she is to her learning journey.


Jenny Krabbe

Photo of a smiling woman wearing glasses, a black top, short hair, in front of a white background
Jenny Krabbe

Jenny Krabbe is quick to make sure you know she is part of a team. While she accepts recognition that comes her way, she will ensure you understand she is only one part of a larger group. It is this group mentality that makes her an exceptional leader.

Jenny spent close to 20 years in a volunteer capacity settling refugees. That work gave her an understanding of others’ stories and resonated with much of what she values in life. It is her sense of social justice and the idea that the other is as valuable as oneself that drives her desire to help others. She brings these beliefs and her political science and policy background to her work in employment counselling.

In 2009, Jenny began working with the Calgary Immigrant Women’s Association (CIWA) supporting women with multiple barriers to enter employment. This effort lead to Modular Employment Training which is currently one of twelve employment programs the agency offers. During her career, Jenny has pioneered, developed and implemented innovative solutions to employment skills training for multi-barriered through to professional immigrant women.

Jenny and her team look at literacy learning from an employment standpoint – what skills does the learner need to become employable? Workplace skills like WHIMIS can seem unattainable for some literacy learners; but through her work, Jenny has learned when someone is motivated towards a goal like getting a particular job, their ability to acquire a certain kind of language increases.

Because the goal is for learners to find work, employment counsellors need to understand that they are not teaching a single skill in isolation. They are teaching language skills, essential skills and employment skills, all of which contribute to the job specific skills the client is looking to gain. Integration is the key to success in an employment classroom. When all the skills are successfully integrated, big things can happen for the clients.

Jenny recognizes that the classroom doesn’t only teach explicit employment skills. Many of her clients come from isolated home lives and only interact with members of their own cultural group. However, that changes when they work in a class setting and are introduced to women from different backgrounds who are in the same position they are. Working together they gain confidence and often discover passions, goals and desires within themselves they hadn’t previously acknowledged. CIWA’s Employment Services classrooms are full of confidence and achievement.

It is thanks to her care for others, and her ability to understand their needs, that Jenny is able to develop programs and services that are robust and sustainable.

Her programs are so thorough, and created with so much care and thought, CIWA was able to move its employment services programs online seamlessly in March 2020. Jenny’s approach to program design is to spend time upfront to make sure programs and cohorts are set up for success. She believes if the right foundation is set, programs will be able to adapt and change as different needs and issues arise.

For Jenny, success is not optional, it will be achieved in some sort of capacity for each one of her clients. She is outcomes driven and understands how to connect learners to the resources they need. Everything she does is in response to learner needs and, as a result, enables learners to succeed on their own terms. Jenny’s impact on her colleagues and clients is immeasurable thanks to her dedication to program design, but more so thanks to her belief that we as individuals are not the sum of all parts and that often, through helping others, we are able to find ourselves.


Jeb Gaudet

Photo of a smiling man wearing glasses, short hair, a blue shirt, in front of a white background
Jeb Gaudet

Math is notoriously intimidating. Regardless of education or experience, for many people the idea of learning math can be overwhelming, complicated and seem unattainable.

For those lucky enough to work with him, Jeb Gaudet’s classroom is where that changes. Jeb approaches math instruction with one main philosophy – anyone can learn, the differentiating factor is how easy or difficult the learning process is. Jeb believes the trick is to figure out how to approach instruction to help students develop a sense of learning.

While many of his learners are working towards their GED, Jeb doesn’t define a learner’s success by passing the final exam. He understands the courage it takes for adults to return to the classroom after negative experiences and having a single event (that final exam) determine success can add unnecessary pressure.

Instead, Jeb focuses more on the learning process and the achievements that are made along the way. He takes the time to identify, name and celebrate each improvement, no matter how small it may seem, and by doing so is able to build confidence in his learners. This approach builds mutual respect and understanding between him and the learner, and creates an environment where learners feel comfortable to ask questions, laugh at and learn from mistakes, and celebrate victories.

Despite their best efforts, some learners will always struggle with math. Those learners may not succeed in passing the math portion of the GED, but after working with Jeb, their relationship with learning changes and they have a new-found confidence and a lot more self-acceptance. Jeb helps learners understand that no matter their math abilities, they always have something to contribute.

In order to prevent students from taking and failing the exam, and reinforcing their negative relationship with learning, Jeb created a pre-GED math program at CanLearn. He had a vision of a program that would introduce fundamental math skills in a way that wasn’t overwhelming or intimidating to the learner. He introduced non-threatening placement assessments prior to the program start so no learner is ever put in a position where they are not set up to succeed. Jeb’s programs are completely designed based on learner feedback and he will change and adapt as needed throughout the semester. For Jeb, it is more important to work with a learner on a math question from their own life rather than to stick to a set curriculum. Through his gentle and patient instruction, the necessary skills are gained and having learners bring in their own questions allows them to learn with the dignity and respect they deserve.

Jeb’s respectful and adaptive approach to math instruction isn’t just appreciated by his learners. He was instrumental in the collaboration between CanLearn and Catholic Family Services’ Never Too Late programs. He saw the potential support the two organizations could offer learners thanks to their continuum of services. Jeb has a commitment to professional development, he has continued to develop his skills as an instructor and was a key part of moving Never Too Late in-person services online in the spring of 2020.

Jeb has brought his background in research into his role as an instructor through developing a literature review of how trauma affects adult learning. He has also incorporated current brain science research into his work and has produced a number of resource documents for his colleagues to help them better understand how to work with traumatized learners.

Jeb’s work is inspired by his learners, and in turn he inspires the work of his colleagues.


Jayne Clarke

Jayne Clarke has been working in family literacy for over twenty years. Her background is in early childhood education but the feeling something was missing inspired her to begin volunteering when she saw a poster for CanLearn’s Magic Carpet Ride program. She quickly made the transition to employee and has been working in family literacy ever since. Jayne’s work has always been adult based, she understands that any skills she teaches parents will benefit the entire family.

Jayne’s approach to adult learning is founded in a belief that everyone has the right to access education. Her job is not to dictate what learners need to know, but rather to listen to their voices and their needs and help guide them to the next stage of their learning journey. For Jayne, every learner is an amazing, resilient person with a love for learning. She views her role in their journey as one to provide support and make sure they know they are not alone in the process.

There is no set curriculum for the programs Jayne facilitates. She works with each learner to identify their skills and needs, and from there, builds a unique program for their development. Jayne always starts where the learners are and focuses on their strengths. She works to remove learning barriers and builds programming based on the skills the learners already have, making sure all of the work that is done is learner centered. The process is the same for Jayne whether she works on a one-on-one basis or in a group setting.

When the pandemic hit, Jayne held an information night with the parents in her programs, to determine needs. One idea brought forward was that of a cooking night. While a cooking night is logistically very difficult in an in-person environment (because of location and health regulations), Jayne took advantage of everyone being at home to organize a weekly online gathering. Over the past 18 months families have met weekly to share stories, ideas and recipes, all while cooking from the comfort of their own kitchen.

Jayne points out that even though cooking is of interest and necessity to the families she works with, it also teaches and develops numeracy, reading, writing and conversation skills. The group has produced a cookbook with family recipes that is continually updated and shared with the members. In addition to teaching literacy skills, the group creates a community where families can come together, discuss issues, ask questions and bond over a daily practice like cooking.

The cooking class is an excellent example of how Jayne develops programming based on learner needs and interests, and fosters the community and relationships she believes are integral to adult education.

Jayne is a familiar face at CanLearn having worked with every literacy program offered except for CanMath and C.A.L.L. She is currently working with Magic Carpet Ride (literacy for families with young children), Reading Connections (for adults who want to improve their reading skills) and Taking Charge (for adults who want to return to learning).

Jayne’s quiet, patient and humble nature make her a natural fit to provide a safe and respectful environment for families to learn new skills. She is inclusive and understanding, and works tirelessly to make sure her families have complete trust in her to guide their learning journey. It is the families that Jayne works with that make this a job she finds so rewarding.