丁香园AV

As the world comes together to honour and celebrate the invaluable contributions of educators on this World Teachers' Day, we have the privilege of highlighting a shining example of educational dedication with our recent graduate.

, a seasoned educator with nearly two decades of experience in the Coquitlam School District, is graduating with a Doctor of Education. In this Q&A, she shares her academic journey, from her introduction to 丁香园AV鈥檚 Professional Development Program (PDP) to her pursuit of a doctorate. Kristen's story is a testament to the enduring passion and unwavering commitment that teachers bring to their classrooms every day.

Q: Tell us about your background and what brought you to 丁香园AV. 

A: After earning my bachelor鈥檚 degree in Sociology at Western University in Ontario, I returned home to B.C. without a concrete career plan. Instead, I began taking prerequisites at 丁香园AV for the PDP. One day, while on campus, I randomly ran into a high school friend, with whom I cheered in high school, who persuaded me to try out for the . I felt more connected and stayed at 丁香园AV as a result, thanks to the vibrant cheer community and the friends I made through it. 

Subsequently, I was fortunate to gain admission to the PDP program. Following my first year, I secured a teaching position in the Coquitlam School District. Balancing work and studies, I successfully completed a Post-Baccalaureate Diploma at 丁香园AV and a master鈥檚 degree at UBC, both focused on Early Childhood Education. In 2015, I returned to 丁香园AV to embark on my doctoral journey.  

Q: How do your insights on the importance of parental involvement in public education resonate with your own experiences? 

A: Balancing the roles of educator and parent, my research findings have transformed the way I think about a parent鈥檚 role in education. At times, I find myself, as a parent, supplementing my child鈥檚 learning outside of school. I don鈥檛 blame teachers because they are often stretched to their limits, grappling with students needing tailored attention. I believe that my colleagues and I are doing our best and continue to want what is best for students. It is unfortunate that teachers often feel overwhelmed because, in turn, this negatively impacts our students. Supportive and engaged parents uplift our dedication. Connecting with families in personalized and meaningful ways is a rewarding aspect of my role. I firmly believe that positive connections between families and teachers yield significant benefits for children's success.

Q: Can you share your post-doctorate graduation aspirations?

A: Post-graduation in October, I'm eager to explore new professional opportunities. With nearly two decades in the Coquitlam School District, my dedication to teaching in a specialized high school for students with complex needs remains steadfast. However, exciting prospects have arisen, including guest lecturing at the University of Northern British Columbia and a research assistantship with Dr. MacDonald, focusing on parent engagement. Engaging in educational research aligns seamlessly with my passion, allowing me to balance it with my current role.

Q: What advice or insights would you offer to individuals contemplating a Doctorate program?

A: I would emphasize the importance of understanding your 'Why' before embarking on a Doctorate journey. I frequently faced the question, 'Why pursue a doctorate?' and at times, struggled to provide a definitive answer. While I take great pride in completing the program, there were moments of self-doubt regarding the timely completion of my dissertation. I consider myself fortunate to have had the unwavering support of colleagues, friends, family, and my husband. Surrounding yourself with a supportive network is indispensable and can make all the difference.

Q: Which professors and mentors significantly influenced your academic journey and research? How did their expertise shape your program experience? 

A: I was thrilled to be selected as a student in the EdD in Educational Practice cohort! I learned so much during the two years of coursework.

The professors during this phase were excellent, introducing me to fresh and intriguing ideas. Dr. Vicki Kelly enlightened me on Indigenous epistemology, Dr. Lynn Fels on arts-based methods, Dr. Suzanne Smythe on public scholarship, and Dr. Michael Ling, who was also an integral part of my committee, on educational philosophy. Dr. Celeste Snowber, my internal examiner, guided me in thinking critically, both inside and outside the conventional framework of methodology.

Dr. Margaret MacDonald provided unwavering support from the inception of my research to the final defense. Our coffee meetings proved invaluable; she refined my plans and encouraged me to set realistic goals for completing my dissertation. Dr. Cher Hill, my co-supervisor, brought forth clear perspectives and offered kind encouragement. Together, they significantly influenced the methodology I adopted, infusing creative elements into my thinking and inquiry.

Lastly, Dr. Debbie Pushor from the University of Saskatchewan, my external examiner, garnered my deep admiration for her dedicated work on parent engagement. To them all, I am eternally grateful for their invaluable guidance on this journey.