Kadie Harris

"A Mistake Is Success In Progress" - Albert Einstein

Month: July 2025

Why I Am a Strong Fit for the Regina Public School Division

July 9, 2025 / / 0 Comments

Why I Am a Strong Fit for the Regina Public School Division

When I think about the kind of educator I want to be, I think about classrooms where students feel safe to ask questions, where identity is celebrated, and where learning feels meaningful and connected to real life. The Regina Public School Division’s mission—“to instill the value of knowledge, the dignity of effort, and the worth of the individual”—resonates deeply with me. These are not just words to me; they reflect what I believe every student deserves and what I aim to bring into every space I teach in.

My approach to teaching is rooted in relationships. I take time to learn who my students are—what lights them up, where they feel unsure, and what stories they bring with them. I know that learning doesn’t happen in isolation, and that’s why I’m committed to building communities of care in my classroom. The Regina Public School Division’s dedication to inclusion and anti-oppressive education gives me confidence that I can be part of a professional team that shares this same mindset. I am especially drawn to the division’s emphasis on student voice, culturally responsive pedagogy, and its strong commitment to Truth and Reconciliation.

What makes me a strong candidate is not only my formal training, but also the everyday experiences that have shaped my growth—working closely with children in a before and after school program, learning to adapt in real-time, and leading activities that support both academic learning and social-emotional growth. I bring a calm, grounded energy to the classroom, and I believe in the power of listening, reflecting, and creating lessons that meet students where they are.

I am eager to join a school division that values collaboration, professional learning, and responsiveness to student needs. Regina Public Schools is a community where I know I can grow, give back, and make a difference. I see this not just as a job, but as a calling to serve students with purpose and compassion.

Here is a heart warming message from one of my B&A parents – their one child is someone who has autism and ADHD.  He spent a lot of time with me when it came to self regulation.

Here is a card from my work company’s board of directors:

Assessment

July 9, 2025 / / 0 Comments

Incorporating Key Educational Practices into My Future Classroom

As a future educator, I am committed to creating a responsive, inclusive, and engaging learning environment. Three key topics that have deeply shaped my approach to teaching are: Differentiation and Adaptation, Culturally Inclusive Practices, and Student Voice. These topics are not only foundational to effective instruction but are also deeply connected to Saskatchewan’s Adaptive Dimension and the goals of Regina Public Schools.

Differentiation and Adaptation ensure that every student can meaningfully access and engage with the curriculum. I plan to incorporate this by offering multiple ways for students to demonstrate their learning — such as through writing, visuals, oral presentations, or technology — and by adjusting instruction based on readiness levels, interests, and learning profiles. For example, during a writing task, one student might use a word bank and visuals, while another may use speech-to-text tools or peer collaboration. My classroom will use flexible groupings, visual supports, and a variety of assessment formats to meet diverse needs.

I have created assignment examples for the Grade one ELA outcome CC1.4 Write and share stories and short informational texts about familiar events and experiences in a minimum of five sentences. With the Indicator (e) Create short texts including informational texts, autobiographical narratives, imaginative stories, and poems with own ideas following a model. If a student was not able to independently write five sentences I would provide these alternative ways for them to demonstrate their ideas and meet the intent of the outcome.

Here are the multiple choices I created for my diverse students who are not able to independently write five sentences:

Option 1: The student orally tells their story or informational text to the teacher or a peer, and the teacher scribes it for them.

Option 2: The student uses a sentence-building activity where they choose pre-written sentence parts to create their story.

Option 3: The student uses drawings with key words or short phrases to communicate their ideas, building toward full sentence writing.

Option 4: For a student who struggles with spelling or writing stamina, I provide sentence starters and word banks with visuals to support their writing.

Option 5: The student uses assistive technology like speech-to-text to complete their sentences.

Culturally Inclusive Practices are vital for honoring student identity and creating a strong sense of belonging. Implementing culturally inclusive adaptations is a fundamental component of creating an equitable and responsive learning environment. When teachers intentionally adapt instruction, assessment, environment, and resources to reflect the diverse cultural identities, languages, experiences, and perspectives of their students, they foster a sense of belonging and validation for all learners. These adaptations are essential for removing systemic barriers and ensuring that every student has meaningful access to the curriculum.

I will intentionally integrate diverse perspectives, languages, and worldviews into daily instruction. This includes using stories and resources that reflect students’ backgrounds, recognizing Indigenous knowledge systems, and celebrating cultural events in respectful and educational ways. I also aim to foster an environment where students feel safe to share their traditions, experiences, and family stories, enriching the classroom community for all.

Here is a list of ways I will integrate culturally inclusive practices into the classroom:

  • Incorporate Indigenous perspectives through lessons
  • Pre-teach concepts that may be culturally unfamiliar
  • Offer different ways for students to show what they know
  • Provide extra time or alternate settings for students who need it
  • Create a classroom space that visually reflects student diversity (posters, books, displays)
  • Celebrate different cultural holidays, languages, and traditions respectfully 
  • Provide quiet or alternative spaces for students who need them
  • Choose learning materials that reflect the identities and cultures of your students
  • Include books, media, and tools that respect different cultures, experiences, and perspectives

Lastly, Student Voice is central to engagement and empowerment. I believe students should have input in what and how they learn. I will incorporate regular check-ins, choice boards, class meetings, and goal-setting conferences. I want students to feel heard, respected, and involved in their learning journey. As seen in the Highlander School video, students thrive when learning is personalized and their opinions matter — this is the kind of classroom culture I strive to build.

Together, these three elements work hand-in-hand to create a dynamic, inclusive, and student-centered classroom — one where every learner is valued and supported.

Professional Introduction

July 8, 2025 / / 0 Comments

Hello! My name is Kadie Harris, and I am a passionate and creative educator currently completing my Bachelor of Education at the University of Regina, with a focus on early elementary (K–5). I was born and raised in Regina, Saskatchewan, and feel deeply connected to both my community and the land. As I prepare to begin my pre-internship, I’m excited to continue growing in classrooms where relationships, equity, and inclusive learning are at the heart of teaching.

I grew up in Saskatchewan and have always felt a strong connection to the land, community, and the power of learning. From a young age, I’ve had a natural love for building relationships—especially with children—and creating spaces where everyone feels safe, heard, and valued. This passion has guided me throughout my academic journey and work experiences. Currently, I work in a before and after school program where I design engaging, age-appropriate activities and foster meaningful relationships with students from diverse backgrounds. Our program also runs during the summer and includes children ranging from 5 to 10 years old. Each week is centered around an educational theme that blends learning with play, and we conclude with a field trip that allows students to engage in hands-on, experiential learning and meaningful reflection. In addition to this role, I have several years of experience babysitting, which has further developed my patience, creativity, and attentiveness to children’s unique needs and personalities.

Outside of the classroom, I love spending time in nature — especially camping at the lake in the summer at Rowans Ravine. Being by the water, surrounded by trees, and soaking up the sun is where I feel most grounded and reflective. I also enjoy photography, crafting, baking, and cozy evenings with family and friends. These interests often make their way into my teaching, whether it’s designing nature-inspired learning activities, fostering creativity in the classroom, or emphasizing balance and mindfulness in students’ daily lives.

My teaching philosophy is strongly aligned with the Regina Public School Division’s commitment to “equity, achievement, and well-being.” I believe in assessment for learning, and I use ongoing observation, conversations, and feedback to inform my teaching practices. I’ve also explored and implemented elements of the Adaptive Dimension, especially when supporting students with varied social-emotional needs, cultural backgrounds, and home languages. I’ve learned how important it is to adapt instruction, resources, environment, and assessment to honour students’ identities and to break down barriers to learning.

I also value student voice in learning. I believe when students feel heard and have choice in how they learn and show what they know, they are more motivated and confident. My goal is always to nurture capable, curious, and resilient learners who feel proud of who they are and excited about what they can become.

Additionally I strongly connect to the Regina Public School Division’s strategic commitment to Truth and Reconciliation, Indigenous student achievement, and anti-oppressive education. I deeply value the inclusive and collaborative spirit of the Division’s four-year plan, which reflects the voices of diverse and marginalized communities. My personal teaching philosophy is aligned with the Division’s goals of creating caring, welcoming spaces and advancing diversity, equity, and inclusion in every aspect of education. I am excited to contribute to a school community where students see themselves reflected in their learning and feel empowered to thrive.

It would be an honour to work with Regina Public Schools, a division that leads with integrity and supports educators in creating inclusive, responsive learning communities. I am confident that my passion, creativity, adaptability, and dedication to student success would make me a strong and collaborative addition to any school team.

Thank you for taking the time to get to know me! Please feel free to explore my teaching portfolio and reach out with any questions or connections.

© 2025 Kadie Harris

Theme by Anders Noren — Up ↑