Justin Francis DeRoo Justinfderoo@yahoo.

ca Home :204-624-5076 Cell: 204-620-5470 Box 3062, The Pas , MB R9A 1R7
I am a university graduate with degrees in art and education and a Canadian Forces veteran currently living in The Pas, MB with my wife who is also a teacher. I am searching for a career in education, preferably in middle or senior years. Education: Bachelor of Education: University College of the North. Graduate of Bachelor of Education After Degree (BEDAD) program (Honours). -Bachelor of Arts: Brandon University 4 year Bachelor of Arts with a major in political science and a minor in history. -Currently completing Officer Professional Military Education from the Royal Military College. Accomplishments: Manitoba Teaching Certificate. -Canadian Forces Primary Leadership Qualification; which includes modules on teaching and instructional technique office, administration and communications, military law, instructing physical fitness, and coaching soldier skills and fieldcraft. -Recipient of Canadian Forces Medal, SouthWest Asia Medal, Commander in Chief Citation, and Lord Strathcona's Medal. -St. Johns First Aid/CPR courses. Major Projects: Helped set up and run Kelsey School Division's curriculum based literacy and numeracy camps before school begins at the end of summer, 2013. -Instructed on Canadian Forces basic training, artillery, driving, communications, as well as at the Peace Support Training Centre, an internationally recognized school used for training United Nations, NATO, and other allied peacekeeping soldiers and diplomats. -Co-authored a country study for the Canadian Forces on the situation in Mali, 2013. -Established Portage La Prairie and Southern Manitoba recruiting area of responsibility, 2008, and planned the establishment of a Canadian Forces presence at major career fairs in Winnipeg, Portage La Prairie, and Brandon along with the rural areas around them. -Tour of duty in Kandahar and Helmand, Afghanistan, 2006. Domestic operations include working to protect the 2003 G8 summit, and fighting the 2009 and 2011 floods in Manitoba. Administration: Experience making unit and lesson plans, as well as in using curriculum documents, BlackLine Masters, and the Manitoba Informations and Communications Technology continuum.

-Attended professional development sessions for math, behaviour, and threat assessment. - Experience in Kelsey and Frontier School Division dealing with different types of student record keeping, attendance, disciplinary issues, and using unit and lesson plans. -Experience using Microsoft Office software in a professional environment to produce databases to track information, producing spreadsheets via MS Excel sending letters using Microsoft word, and share calendars and emails using the National Defence intranet and shared drives, MS Outlook, and BlackBerry. -Experience researching and analyzing public policy, government documents, news reports, and other sources while completing my education, as well as doing psychological operations analysis with the Canadian Forces. Management: Classroom management as a substitute teacher and education assistant with the Kelsey School Division, as well as during the practical part of my education degree. -Camp supervisor at ELA and Math Camp for Kelsey School Division -Working as an instructor with the #303 Air Cadets. -Ran fitness classes at The Pas Wellness Centre to classes of 30+ students. - Current duties with the CF Reserves include maintaining personal skills, building small unit teamwork, discipline, conflict resolution, and fitness. Also mentoring, supervising, evaluating and developing subordinates with Personnel Evaluation Reports. Maintained morale, safety and personal administration at times for 8-10 soldiers while maintaining professional competence in my own trade. Communications: -Use of MS Power Point, Prezi, and other methods to teach students at Kelsey School Division, brief superiors, give recruiting presentations, and instruct and teach military skills to subordinates. -Experience with and training for conducting interviews, public speaking, making needs assessments and action plans. Writing letters and memorandums, using email, letters, facsimile and telephones in a professional environment to both co-workers and the public. -Conducting surveys and focus groups with both the Canadian Forces and The Pas Community Renewal Corporation -Use of government letter and file tracking and inventory system including filing, moving, tracking, and maintaining applicant files while ensuring privacy and security are maintained. Work Summary: Kelsey School Division (Substitute teacher/Education Assistant/ELA and Math Camp supervisor 2011) The Pas Wellness Centre (Fitness instructor/Monitor 2010-2011)

The Pas Community Renewal Corporation Environmental Officer (2010) Canadian Forces (Master Bombardier 2001-present) Coles Bookstore (2005-2007) Other: Volunteering with #303 Royal Canadian Air Cadets in The Pas, MB (2011) Secretary for Brandon University Political Science Club (2003-2007) Vice President for BU Military Studies Club (2004-2007) References available upon request. Refs: Pat Berry, cooperating teacher during practicum: pberry@ksd.mb.ca Tara Manych, Principal, Mary Duncan School: 204-623-1490) Doug Long Kelsey School Division Superintendant: 204-623-0321

My Philosophy of Teaching My philosophy of teaching is a reflection of my own worldview that incorporates itself into everything that I do; having a certain optimism for our society and world, and believing the best way to make a positive impact for future generations is to ensure our knowledge is passed on. Some in society may express doubt for the future, but I know, logically that things are on their way to getting better and better. Learning is something that we all do in different ways and at different rates. The trick is to find out which way works best for me? Since most people don't have the necessary skills to help identify which way works best for them, it is the role of the teacher to help students learn which learning style best suits their educational needs and particular intelligences. I believe the best way to achieve mastery learning for students is to be guided by a teacher and be subject to their own self assessment in the cognitive, affective, and even the psychomotor domains. If students are taught objectivity when evaluating their own work or behaviour for example, and then learn to set their own goals, no matter how modest, this will then trigger their own motivation. Older students, using critical thinking and the curriculum outcomes, can help teachers come up with criteria for many of the expectations and consequences within a class. This becomes a cycle within the class and helps reinforce good behaviour and goal setting. In my classroom I hope to break the"taboo" that can happen in classrooms, where it is socially difficult to raise one's hand if students do not understand a concept, for example. Well planned procedures, expectations, and consequences help mould the classroom into a cohesive place, especially during the first days of school. This kind of cohesion can help mitigate the apprehension some students may feel about asking questions in front of their peers. This will help establish a comfortable, open atmosphere, giving ownership of both behaviour and criteria to students. Ownership will help students realize that learning takes place at different times for different people, and manifests itself in many ways. Helping provide student ownership of 'evidence' of their own learning will also help students establish their own high standards. Utilizing Information and Communications Technology within the classroom can provide ways for students to 'show' what they have learned. I fully intend to utilize ICT in many of my upcoming courses in a myriad of ways, looking to the cognitive, affective, and psychomotor domain yet again. ICT provides opportunities for students who may have learning exceptionalities, or not, a wide range of ways to share what they know. Students today have access to more information more quickly than any generation before. It is our job as teachers to show them how to use computers, the internet, image and audio devices, and other programs effectively . Familiarization with ICT and the ICT Continuum is incumbent upon up and coming teachers, and will be an important part of my classroom. I became interested in education when I was working as a substitute teacher in northern Manitoba. My approach to teaching has changed greatly since the first time I stepped foot into a classroom. When I began supply teaching my approach relied much on the instructional technique instilled into me by the military, relying on my subject knowledge and sense of

humour, as well as being an authoritative figure when needed. I was far from draconian, and I knew how to take on behaviour problems one at a time, but I had much to learn about classroom management. Rather than coming from a knowledgable, research based background, I was 'managing' simply by emulating what I'd seen my previous teachers do. I have since learned much about being empathetic and culturally sensitive, and bring these virtues into the classroom. Much of my practicum experience has been with "at-risk" learners. I worked with a class in the Pas known as "Great Expectations", which was a classroom for highly at-risk and usually below level learners. During this experience I learned much in the way of patience and classroom management skills in a very challenging atmosphere and under all kinds of conditions. Because these students' worldviews were subject to their own experience, which were quite different than mine; so I couldn't sympathize, having never experienced what they have. What I was able to do was empathize, or imagine and try to relate to, their experiences. Ultimately, being empathetic and patient was what made me successful in that classroom. My experience in the Kenanow Education program at University College of the North has helped me see how learning occurs and how it is shown in many different ways, especially for those with learning exceptionalities. The Kenanow program has been established to incorporate Aboriginal ways of knowing into not just the curriculum, but into the very methodologies teachers teach with. This can be manifested in classrooms by including outdoor education, circle-learning, story telling, and other Aboriginal ways of teaching and knowing. This has teachers incorporating a more 'holistic' model revolving around group and community level learning that affects students in the cognitive, affective, and the psychomotor domains, often all at the same time. Kenanow, combined with explicit instructional With my education and training, my experience in leadership, instruction, and working with youth, I feel I can be a positive, relatable role model in the classroom. My philosophy has helped these students be successful learners, and I believe I can use my philosophy and teaching style to help guide many, many more!

-Files to add to portfolio are included in email: Manitoba ICT literacy continuum posters, Frontier School Division ICT continua, and others included in the other email -"Selfie" photo, clean shaven and with full Windsor and jacket. -Electronic copy of Tara Manych's letter of reference (only hard copy available) I have set up a Weebly Account and was inputting everything onto it, very slowly. The photos would work, but my files refused to upload for Word documents. I was at one point trying to upload a file and Weebly wouldn't let me click on the "browse" option, essentially. This actually seemed to freeze the computer. Anyway this is some more stuff I would include.