Certified to teach in Ontario: 1991
Current employment: Kindergarten teacher
Employer: Toronto District School Board
|University of Toronto
Surprisingly, her career began teaching Grade 5. After completing an ECE diploma she felt she knew more about five-year-olds than Grade 5s, but as a lifelong learner, she was soon learning much from her first students.
Teaching Grade 7 and 8 helped shape learning while completing an M.Ed. in curriculum studies. Those years enabled a strengthening of understanding of math concepts. Most of career has been spent teaching kindergarten, focusing on outdoor education, experiential learning and growth mindset, particularly in mathematics. It is at this level where parental involvement seems to be most evident and she enjoys sharing the role in children’s education with them. Has been fortunate to team teach with fabulous, knowledgeable colleagues eager and willing to learn, share and grow together.
Serving on College Council involves the profession, students, parents who graciously allow teachers to educate their children and the general public for whom the profession is appreciated, debated, shared and admired. Being part of something that is respected and trusted by the public means being part of something greater than just classrooms. As a Council member, her duty would be to serve all educational stakeholders and to listen, guide, seek and learn from everyone involved.
I believe in community, the wider teaching community and the one in which our schools are located. To be involved in our communities as a profession is always most welcome. I am part of an intergenerational program with a local health-care centre, bringing children and patients together, and this is just one of the places where you can see how engaged the public is, both with and for education.
My passion for boating has allowed me to become a member of a larger population of educators that represent teachers within the dragon boating community. Each week I am surrounded by dedicated, caring individuals who continually give to those around them.
My professional goals include continuing the journey of learning, having and creating positive experiences, developing partnerships and taking action where necessary, and being reflective in the role of a Council member.
Eligible nominators (Registration)
- Sue Bryer, OCT (198642)
- Andrew Corbin, OCT (607576)
- Matthew Davies, OCT (522837)
- Chris Dymond, OCT (508785)
- Julie Gutierrez, OCT (459121)
- Hannah Kye, OCT (503501)
- Sarah Legacy, OCT (535972)
- Heather Love, OCT (493216)
- Maja Rundo, OCT (528698)
- James Huntley Turner, OCT (481445)
- Cathy Ullmann, OCT (436478)
1. Rebecca Forte attests that she is eligible and willing to be nominated, meets all the requirements to run for the English-Language Public Board – Elementary 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. Rebecca Forte 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. Rebecca Forte 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.
The College Council and I can work together to develop strategies to facilitate the ongoing professional learning of its members by supporting teachers in their self-directed learning. One's own learning and engagement comes from questions posed during our day to day interaction with students, parents and the community. To arrive at strategies that are impactful, support from those we serve is necessary. Sharing, collaborating and implementing new and innovative practices will benefit all.
Allowing College members to initiate and implement their own learning is to honour our professionalism and our unique teaching situations across the province.
2. What can the College do to promote the public interest in the teaching profession?
In order to promote the public interest in the teaching profession, we need to engage our communities. Invite the public into our schools and take students out of the buildings on a more regular basis.
Teachers and students are doing fabulous things in classrooms all over the province. Let's promote teaching and learning by showcasing these efforts to our communities.
Exploring physical spaces other than school buildings is healthy for all stakeholders. Using retirement homes, hospitals, day care centres, public libraries, and other such facilities to teach and learn, benefits all involved.
To further promote the public interest in the teaching profession and simultaneously engage students, learning can also take place outdoors in our public spaces. In both rural and urban communities, outdoor learning can happen. Yet another way to engage the public interest; they actually can see what we are doing in the realm of education today.
3. What knowledge, skills and experience do you have that will contribute to the College’s fulfillment of its mandate?
The "College's mandate is to license, govern and regulate the practice of teaching" and I, together with my colleagues, have the knowledge, skills and experience required to do just that.
The practice of teaching works best in collaboration and consultation with others.
Governing includes active listening, acting and modelling.
All of this is done and achieved by working with one another. By talking to one another. By listening to each other. And then, of course, by acting, to further develop the teaching profession and the learning of those we teach.