Certified to teach in Ontario: 1994
Current employment: Elementary teacher and full-time centrally assigned Special Education consultant
Employer: Toronto District School Board
|University of Toronto
|Mount Saint Vincent University
|University of Toronto
2004–18: Special Education consultant, Primary division to Grade 12, Toronto DSB
2009–10: Program officer for the College, standards of practice and education
2002–04: Kindergarten early-language intervention teacher
2000–02: Primary and Junior division resource teacher, English and French Immersion
2000: Guest instructor, textbook editor, teachers’ college in Beijing
1999–2000: Credit course instructor, University of Toronto’s faculty of music
1995–99: Kindergarten teacher; Primary/Junior division resource teacher for English and French Immersion
Course instructor, York University, EDucation of EXceptional students program
Course instructor, early childhood education programs, Mohawk and Seneca colleges
Guest presenter, National Institute of Mental Health and Neurosciences, Bangalore, India
Therapist, creative arts program for children of refugees who had been torture victims
Children’s therapist, Adventure Place and Powell Brown children’s treatment centres
2008–2009: ETFO executive assistant, equity and women’s services
2006–2017: ETFO steward
Current Council member serving on Standards of Practice and Investigation committees.
Beyond Professionally Speaking’s blue pages, the overwhelming majority of members remain dedicated to serving the interests of students and the public. The College is a self-regulatory body, a rare form of governance appropriate for members who are committed to upholding and regulating high ethical and professional standards.
It is with great enthusiasm that I am running for re-election to Council. Bilingualism and mediator training enhance my Council contributions. My graduate degrees in curriculum, teaching and learning along with educational psychology and measurement are leavened by a passion for the arts in education and a lifelong study of dance.
Born in Guyana and educated as a francophone in Québec, I have lived in India, worked with teachers in China and studied in West Africa. These experiences ground my understanding of diversity issues.
Publishing an article on poverty in ETFO’s VOICE, serving on the ministry’s Urban Aboriginal Education Advisory Committee, piloting a program for refugees and secondment to ETFO’s equity and women’s services programs are ways that I have kept social justice in the foreground.
As a teacher and Special Education consultant, I am actively involved in TDSB’s inclusion initiatives, supporting kindergarten to Grade 12 teachers in welcoming students with complex needs into our classrooms. EQAO literacy scoring and middle school numeracy entry and exit assessments are some examples of my partnering with colleagues. I have been active on the human rights, professional development and model inner-city schools committees, and wrote a section in Exploring Inclusive Educational Practice Through Professional Inquiry published by Sense Press.
College members’ professionalism stems from our formal studies and lived experiences. I am proud of our members’ substantial contributions to the lives of students and their communities. It would be an honour to continue on Council as your representative.
Eligible nominators (Registration)
- Rosanna Aceto, OCT (202731)
- Marci G. Becker, OCT (206804)
- Joe Belliveau, OCT (286714)
- Susan Billington, OCT (180331)
- Tim Gernstein, OCT (476805)
- Cynthia Jaques, OCT (279544)
- Jaya Karsemeyer, OCT (531712)
- Gregory Monteith, OCT (522541)
- Rhea Perreira-Foyle, OCT (202568)
- Laura Schilling, OCT (275660)
- Pamela Speed, OCT (254267)
- Thomas Widstrand, OCT (426894)
- Sandra Witty, OCT (446917)
1. Jacqueline Karsemeyer attests that she is eligible and willing to be nominated, meets all the requirements to run for the Central Region – Part-Time/Full-Time position and to serve on Council, confirms that all information provided is accurate and agrees to the publication of this information (in response to questions 1, 2, 3, 6, and 7 of the Candidate Statement part of her Nomination).
2. Jacqueline Karsemeyer does not hold an excluded position that would prevent her from serving on Council (in response to question 4 of the Candidate Statement part of her Nomination).
3. Jacqueline Karsemeyer acknowledges that, if elected, she will be required to swear an oath or make an affirmation to serve in the public interest prior to assuming a Council position (in response to question 5 of the Candidate Statement part of her Nomination).
1. How can the College – and you specifically – work to achieve its strategic priorities? Please choose a priority and discuss.
#1 Broaden membership engagement in the work of the College, and in particular, engage non-traditional members, including retired teachers, First Nations, Métis and Inuit Teachers.
As a current member of Council, my enthusiasm often prompts enquiries about involvement opportunities. Consequently, I have been in conversation with OCT’s Standards of Practice department on strategies to enhance pathways for members to contribute to consultation and writing teams. Of particular concern to me is the diversity of members invited to participate; Standards has agreed to look into optional methods of self-identification.
Through the Investigations Committee, I supported a motion to expand our roster to include non-Council members, providing another opening for engagement.
Retired members are an untapped resource. Reducing their fees would increase their enrollment. These members are already deeply committed to the profession.
Broadening engagement of First Nations, Métis and Inuit (FNMI) teachers must be addressed by FNMI teachers themselves. OCT must seek input from FNMI members, faculties of education and AQ providers who already have FNMI teachers enrolled or have graduated.
2. What can the College do to promote the public interest in the teaching profession?
Ironically, there is no shortage of public opinion about the teaching profession.
The question is more about how to focus interest on the positive.
Emphasize personal narratives
Research demonstrates that personal narratives have the power to project and connect ideas, with greater impact than other forms of imparting information.
Heroic, innovative, dedicated teacher narratives abound.
Build onnatural alliances
All school boards, faculties of education and AQ providers have working relationships with the College. Many already publish College information, a network to build on.
Ask for student input
At the recent forum lead by the Standards department, I was impressed by how incisive student participants with disabilities were in identifying obstacles to their success. Students are excellent advisors.
Select College articles should be translated beyond English and French and offered to more diverse readership.
Electronic platforms should be expanded.
As a teacher, Council member and ETFO steward, I rigorously promote our profession.
3. What knowledge, skills and experience do you have that will contribute to the College’s fulfillment of its mandate?
Serving as an elected member of Council for two years has substantiated my knowledge and skills specific to our mandate. In deliberating with peers and public appointees on controversial issues, I draw from decades of experience as an educator and certification as a mediator. Fluency in French and English underpins my communication skills.
My contributions are grounded in experiences such as: teaching kindergarten through to university levels, leadership in provincial policy and FNMI initiatives, employment as an ETFO executive assistant and OCT program officer.
Doctoral research on the diversity of teachers in Ontario has enhanced my knowledge, along with analytical and writing skills. Lifelong study of dance and a valuing of the arts continuously disrupt my personal status quo. Journeys to six continents have been enriching and humbling.
Extensive training was invested in me as Council member; this translates into my sense of responsibility to seek re-election.