Cory Piédalué

13253 Aragon, Pierrefonds, Québec, H9A 1E1 | 514-983-2631 | c.piedalue@gmail.com

Education Professional Development

M.ED | QUEEN’S UNIVERSITY, KINGSTON, ON | ONGOING
· Focus: ADHD
B.ED | QUEEN’S UNIVERSITY, KINGSTON, ON | 2016
· Division: Primary/Junior
· Focus: Educators Abroad
B.A | CONCORDIA UNIVERSITY, MONTREAL, QC | 2015
2017: CSSE conference presentation: Implementation of a
Screening Tool for the Assessment of ADHD among Classroom
Students
2017: Tri-Council Policy Statement: Ethical Conduct for
Research Involving Humans (TCPS 2: Core)
2016: Health and Safety Awareness
2016: Mental Health Literacy for Future Educators
2016: Commit to Kids: Canadian Center for Child Protection
2016: Hour of Code
2016: Financial Literacy E-Learning Module

· Major: Human Relations 2015: Technology in the Classroom

· Minor: Psychology
D.E.C | JOHN ABBOTT CEGEP, MONTREAL, QC | 2012
· Type: Creative Arts, Literature and Languages
· Focus: Theatre
2015: Mental Health in the Classroom
2015: Increasing Expertise in Resource Selection
2015: Building Futures: Interactive Learning & Resources for
Teacher Candidates
2015: Controversy in the Classroom: Teaching Critical
Thinking for Social Justice

Field Experience

TEACHER CANDIDATE: KINDERGARTEN | WINSTON CHURCHILL PUBLIC SCHOOL | MAY 2016

· Facilitating math and science learning centers, in order to foster an inquiry-based learning environment.
· Assessing students through individual conferencing. Having conversations with each student and using prompt questions
in order to allow students to effectively communicate relevant ideas.
· Developing cross-curricular unit plan, using birds as a connecting theme. Encouraging students to make connections
between what they are learning about birds during science, math, English and drama lessons.

TEACHER CANDIDATE: GRADES 3 & 4 MIXED, GRADES 5 & 6 MIXED | UPPER ROCK SPRING ALL AGE INFANT SCHOOL
OF JAMAICA| MARCH 2016 – APRIL 2016
· Teaching two classrooms of low-SES students in Negril, Jamaica. Helping students prepare for GSAT evaluations, a
government-issued assessment of individual student academic performance.
· Conducting lesson plans which incorporated limited classroom resources, and which did not require the use of any
computer technology or printers.
· Developing relationships with students who were illiterate or had no families, by engaging with them during recess and
lunch hours, and by playing football and cricket with them.

TEACHER CANDIDATE: GRADE 2 | WINSTON CHURCHILL PUBLIC SCHOOL | FEBRUARY 2016 – MARCH 2016
· Creating lesson plans which eliminate the need for student competition, in order to accommodate an exceptional learner
who did not respond well to contest. Creating engaging PowerPoint presentations and introducing anthropomorphic
characters throughout different unit plans in order to further increase student engagement.
· Incorporating Class Dojo, an online classroom management website, into the classroom during literacy center activities.
This ensured that students engaged in desirable, on-task behavior during independent and small-group activities.
· Conducting a Running Records analysis of individual students in order to assess the reading levels and progress made by
each student between two points in time.
· Developing a science unit-plan which included the creation of miniaturé “watér-cyclé machinés” and culminatéd in group
PSA announcements discussing the need to conserve water, where students were asked to think critically about how they
plan to convince viewers to support their cause.

TEACHER CANDIDATE: GRADE 5 | WINSTON CHURCHILL PUBLIC SCHOOL | OCTOBER 2015 - NOVEMBER 2015
· Designing and implementing a social studies unit for a grade 5 classroom introducing the First Nations. Students were
divided into First Nations groups, elected representatives and interacted with other First Nations groups within the class.
Students became responsible for their own learning outcomes, and each child was provided with a role to fulfil in their
group;
· Designing and implementing a literacy unit which involved an in-class analysis of a mentor text in order to introduce the
concepts of dialogue punctuation and character development, as well as a science unit introducing the human nervous
system which incorporated self-conducted experiments related to memory and attention;

INTERPERSONAL WORKSHOP | ST. COLUMBA HOUSE | SEPTEMBER 2015 – APRIL 2015

· Designing and implementing intervention strategies for youth aged 12-14 years old living in a low SES community;
· Facilitating activities aimed at improving interpersonal relationships between the participants, providing them with an
outlet to communicate their perceived struggles and discussing various conflict resolution strategies;
· Gathering resources from various organizations within the community, including funding for meals and an outing.

Professional Experience

FRENCH INSTRUCTOR | ST. LAWRENCE COLLEGE | OCTOBER 2017 - ONGOING

· Developing and implementing a course outline, complete with lesson plans and assessment strategies, for a college-level
vocational French course;
· Using multimedia instructional mediums to engage a group of adult learners;
· Assessing students based on the criteria outlined by St Lawrence College to award certification in Vocational French as a
Second Language.

TEACHING ASSISTANT | QUEEN’S UNIVERSITY | SEPTEMBER 2016 - ONGOING

· Assessing and grading assignments, including essays, projects and lesson plans;
· Following up with students who require academic accommodations, monitoring their progress and developing individual
learning goals with them;
· Teaching tutorial sessions. Developing PowerPoint presentations, prompt questions and small-group problem-solving
activities to provide students with the opportunity to consolidate their learning from course lectures.

THEATRE TEACHER | STAGECOACH | SEPTEMBER 2012 - ONGOING

· Planning, designing, and executing a curriculum related to theatre for young children. Emphasis is placed on activities
which foster self-esteem, self-confidence and group cohesion;
· Teaching children definitions and terms related to theatre, introducing them to the various elements of storytelling, and
providing them with the opportunity to create various scenes.
· Directing a musical performance, which is presented at the conclusion of the school year, to démonstraté éach childs’
progress to their parents.

TUTOR – MATH, FRENCH, ENGLISH & HISTORY | PRIVATE | NOVEMBER 2011 - ONGOING
· Designing practice worksheets and maintaining communication with school teacher;
· Reviewing and correcting assigned math homework (up to CEGEP level), with children and teenagers;
· Providing study skills and encouraging proactive work habits to often unmotivated learners.

TEACHER ASSISTANT | BETH TIKVAH HEBREW ACADEMY | JANUARY 2014 – APRIL 2015

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· Teaching children the basics of the Hebrew language, and introducing them to the various holidays, celebrations and
practices associated with Judaism;
· Providing additional aid to students who require it, facilitating classroom lesson plans and assessing children on their
knowledge of the material learned in class.

CAMP COUNSELOR | LOISIR 3000, EXTRAVADANZA DANCE STUDIO & FUNZONE | JUNE 2009 – AUGUST 2014
· Preparing wéékly programs for a group of tén to fiftéén childrén, usually rélatéd to thé “dancé” or “récréational sports”
options at the camp;
· Leading performance rehearsals and coordinating larger activities with other camp counsellors and their groups;
· Providing swimming lessons to children who were either afraid to swim, or who had not yet learned how to swim.
· Communicating with parents about any problems involving their kid(s) at the camp;
· Providing training to other camp counsellors, ensuring that each camp counsellor understood their assigned tasks and
responsibilities.

Recent Volunteer Experience

M.ED REPRESENTATIVE | EDUCATION GRADUATE STUDENTS SOCIETY, QUEEN’S UNIVERSITY | 2017 - ONGOING
· Represent the Education Graduate Students Society at Quéén’s Univérsity, voting on proposals which réfléct thé intérésts
of the student body.

MENTOR | BIG BROTHERS BIG SISTERS PROGRAM | 2013 - ONGOING

· Helping a 12 year-old child learn how to socialize with other children his age, by practicing conflict resolution strategies
and teaching him how to play popular games such as chess and Yu-Gi-Oh;
· Engaging in activities which suit his interests, such as swimming, playing with Lego and video games, and occasionally
participating in organized outings with other members of the program during organized Big Brothers Big Sisters
activities, such as attending a football or hockey game.

ANIMATOR AND ASSISTANT | BETH TIKVAH SYNAGOGUE | 2010 - ONGOING

· Animating for groups of children during youth-group activities, including outings;
· Working at a liquidation sale fundraiser, helping to set up the event, unloading items and furniture from trucks, assuring
that everything is kept organized, and selling/bargaining with customers;
· Volunteering at different events organized by the synagogue year-round, including blood drives, barbeques, and holiday
activities.

DIRECTOR OF SPONSORSHIP | QUEEN’S UNIVERSITY – STUDENT COUNCIL | SEPTEMBER 2015 – MAY 2016
· Organizing fundraisers and coordinating community resources in order to sponsor an orientation event for the Faculty
of Education;
· Communicating with students and faculty members, both personally and through online social media, in order to increase
information output for fundraising;
· Assisting in the preparation, organization and personnel recruitment for the orientation event.

DRAMA CLUB | WINSTON CHURCHILL PUBLIC SCHOL | JANUARY 2016 – MARCH 2016
· Designing and implementing a theatre workshop for students in grades 1 and 2 classrooms. Activities included ice
breakers, scene creating, and storytelling. Students were divided into groups and assigned a presentation task in which
théy wéré réquiréd to récréaté a scéné from a popular Disnéy movié or kids’ show;
· Creating strategies to manage unwanted behavior while encouraging a high level of energy and participation. Developed
an “audiéncé contract” which was signéd by éach studént and which incorporatéd théir inputs and idéas.

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