My Career in Education

My journey in education began in 2010 in Osaka, Japan. I initially taught conversational English to adults, but my role quickly expanded into administration. In Osaka, I collaborated with a team to welcome new teachers to Japan, introduce them to the organization, and provide comprehensive job training, ensuring their success in classrooms across 35 schools. I later joined a team in Seoul, South Korea, where I evaluated and refined curriculum and developed pedagogical materials for over 45 schools. This administrative experience gave me the opportunity to learn from seasoned colleagues and deepen my understanding of how people learn. More importantly, it reignited my passion for being in the classroom.

In 2017, I transitioned to teaching in international kindergarten classrooms in Japan. This hands-on experience significantly strengthened my pedagogical skills, while providing me with more leadership opportunities. However, I still felt there was another level I could reach as an educator. This drive for growth led me to pursue the Bachelor of Education and Teacher Certification Program at UBC in 2021, where I was part of the Education for Sustainability cohort. The program, along with my practicum experience, equipped me with innovative teaching strategies and a deeper understanding of learner-centred education. When combined with my previous international experience, this knowledge further fuelled my enthusiasm to teach in Canada.

Throughout my career, I have identified a few guiding principles that shape my teaching philosophy:

• Consistent expectations and actions through ongoing planning – providing learners with a clear and structured environment that fosters both academic and personal growth.

• Mindfulness of oneself and others through ongoing reflection – creating a space where empathy, self-awareness, and adaptability are modeled and encouraged.

• Fostering an environment of REP – Respect, Effort, and Positivity – through ongoing learning – empowering students to become compassionate, resilient, and globally minded citizens who contribute meaningfully to their communities.

I am genuinely excited about the opportunity to bring this philosophy into practice, helping learners develop the skills, mindset, and confidence needed to thrive in an ever-evolving world. I would welcome the chance to discuss how my experience and approach can contribute to your school’s goals and community.

I look forward to connecting with you soon.

- Kyle

Land Acknowledgement

I acknowledge that I currently reside, work, and engage in activities on Treaty 6 and Treaty 7 territory, the traditional  grounds for many Nations, including the Cree, Dene, Blackfoot, Métis, Saulteaux, and Nakota Sioux.

It is crucial to be mindful of these facts as we navigate our daily lives and interact with others. In my classrooms, I am committed to working towards reconciliation by incorporating Indigenous lessons and voices into my teaching, staying informed about the progress made on the Truth and Reconciliation Commission of Canada's 94 calls to action, and consistently reflecting on my role as an educator.

I believe it is essential to foster an inclusive and respectful learning environment that recognizes and values Indigenous knowledge, perspectives, and experiences. By doing so, I hope to contribute to the ongoing journey of reconciliation and create a space where all students can thrive and learn from each other.