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Impact Story

This impact story is from Jaclynn Deveaux-Matthews from the Dufferin-Peel Catholic District School Board.

What do the Experts Say

“Great impact story for other teachers to explore ideas for their classroom”
MaryLou Kestell
Teacher Impact Award, Program Lead
MaryLou Kestell, Past President of OAME
MaryLou has over 40 years in public education. She held positions as a secondary school mathematics teacher, mathematics department head, trainer of teacher candidates and trainer of in-service teachers who wanted to improve their mathematics teaching. During her teaching years, she also served as President of the Ontario Association for Mathematics Education, and worked with teachers from 68 districts of education across the Province of Ontario.
Jaclynn models exemplary teaching through routine checking for student understanding during the school year. When presenting new material, Jaclynn focuses on identifying students who would need extra support and how support could be provided. Jaclynn seeks and uses multiple professional resources to fill in the gaps in students' understanding of math concepts. Jaclynn is committed to understanding how students think when they make a mistake and use this information to adjust instruction and push students forward. Jaclynn checks for the impact of instructional adjustments on student performance and share student progress with parents to get all the involved parties on the same page.
“Great example of putting research into practice that taps into routine assessment of students' needs and adjusting instruction accordingly.”
Dr. Lerzan Coskun
Teacher Impact Award, Program Lead
Dr. Lerzan Coskun, PhD
For over a decade, Dr. Coskun has been measuring the impacts of family-centered programs addressing the socioeconomic disparities in children’s developmental and academic outcomes. She applies insights from the field of behavioral economics to early childhood initiatives and programs to facilitate parent involvement in children’s development and schooling.
Jaclynn believes in supporting student learning and models exemplary teaching through frequent checks for student understanding. Jaclynn's professional inquiry is driven by the data collected about student understanding followed by the use of evidence-based approaches that improve achievement. Instruction is differentiated by student need. Jaclynn follows a cycle of formative assessment, taking action based on the data, studying related mathematics, checking with remediation materials and celebrating successes with students and colleagues. Students become owners of their learning and begin to teach others.