Mia F.

Mia has a Bachelor of Education degree from McGill University.

She has worked for one year as a teacher at St. George’s Elementary School and is currently in her second year of teaching at Solomon Schechter Academy.

Her specialties include English and math for students at the elementary level. In addition, she has worked as a student teacher at Lower Canada College and Akiva where she supported the teacher’s objectives, planned, prepared and implemented original lessons and activities.

Mia believes that there is not a “one size fits all” approach when it comes to teaching would like her students to feel welcome and safe from judgment. She understands the need for differentiation and always tries to integrate multiple learning styles and techniques in her teaching.

Chris L.

Growing up in Cardiff, Wales, Chris was drawn to the outdoors despite the city’s amenities. As a child, he joined outdoor clubs, cubs, scouts, and played various sports; fostering a love for new activities, challenges, and meeting people. This passion led him to the Sea to Sky region, where a temporary visa turned into a lifelong adventure. For Chris, the satisfaction of overcoming a challenging target, problem, skill, or puzzle has always been worth the effort, work, and occasional pain and frustration

While in university, Chris worked at a summer camp in North Carolina, where he helped campers grow physically, socially, and emotionally, sparking his interest in academic teaching. In 2013, he earned a BA in education from the University of the West of England, Bristol. Through this course, he was incredibly fortunate to have extensive placements in a range of settings, with a range of grades. Chris has worked in both traditional and non-traditional settings; in schools with everything imaginable and schools with almost nothing; and taught from the very youngest learners up to adults in their golden years.

Chris blends educational theory with his active outdoor background to create engaging, multidisciplinary learning experiences, emphasizing hands-on learning and understanding rather than doing. He strives to find creative ways to show that learning is real rather than a lesson in a room. Chris loves finding opportunities to get outside and do something, rather than learn about something. He encourages movement, noise and active participation. Critically and fundamentally, Chris believes in teaching a person at their own individual level and to their own individual needs, encouraging everyone to take ownership of their learning and to support them in overcoming challenges to aid understanding and ability.

Making mistakes and finding things hard is the first step to learning something. If it was easy, were we learning, or just completing tasks?

Kelly H.

Kelly is joining Prep Academy Tutors with a long-standing passion for supporting students and their families in the educational process. Her experience entails teaching children with autism, ADHD, OCD, and other similar diagnoses, as well as managing an inclusion program for children with special needs. With seven years of classroom experience, Kelly is thrilled to be able to work with students in a focused fashion, helping them reach their goals and feel more confident in their academic performance. She believes every child is capable of succeeding in the school environment, and enjoys helping students learn about themselves in order to do so. Kelly specializes in Early Childhood and Elementary Education, as well as English Language Arts.

In her free time, you can find Kelly outdoors, hiking, hanging out with her family and friends (usually around food, board games, or football–Go Bills!!), enjoying her energetic pup, or reading a fantasy book. She also has a penchant for ice cream (mint chocolate chip, any day of the year!). She looks forward to working with your family to support your students’ progress!

Mia F.

Mia has a Bachelor of Education degree from McGill University.

She has worked for one year as a teacher at St. George’s Elementary School and is currently in her second year of teaching at Solomon Schechter Academy.

Her specialties include English and Math for students at the elementary level. In addition, she has worked as a student teacher at Lower Canada College and Akiva where she supported the teacher’s objectives, planned, prepared and implemented original lessons and activities.

Elizabeth K.

Elizabeth is a Certified Teacher in multiple states. She grew up in Alabama on 30 acres and lived in Washington before moving to Boise in 2023. She knew at an early age that she wanted to be a teacher and has pursued her passion for over two decades in various settings. She received her Undergraduate Degree from Samford University in Elementary Education and Early Childhood Education. Elizabeth has taught in both brick-and-mortar and virtual settings from grades kindergarten to third. Along with being a classroom teacher, Elizabeth has also tutored multiple students over the years to help them find academic success in reading and math. She also homeschooled her twin sons during their junior high school years. Over her years in education, she has also worked in several preschool settings, being a lead teacher and a teacher in a drop-in center. She loves working with students and seeing those “light bulb” moments by meeting a child where they are at in their education journey and connecting with their learning style. Making learning fun and engaging is important to Elizabeth as she works with students to help them reach their academic goals and success. When not teaching or tutoring, Elizabeth loves watching British Premier League and MLS soccer and cheering on the Boise State Broncos. She loves spending time with her husband, twin adult sons, and two mini Australian Shepherds.

Carmen L.

Carmen Low is an aspiring Applied Behavior Analysis (ABA) therapist with a passion for working with children, particularly those with Autism Spectrum Disorder and related disorders. She is currently studying at Louisiana State University (LSU) pursuing a double major in Psychology and Political Science with a minor in Sociology. Afterwards, she plans to attend graduate school for Applied Behavior Analysis. Carmen is dedicated to helping children thrive, and her work with children allows her to witness the tangible progress that they make as they develop new skills.

Originally from Buffalo, New York, Carmen moved to Douglasville, Georgia, and then to Navarre, Florida, where she graduated from Navarre High School in 2021. Her diverse upbringing across multiple states has instilled in her a broad perspective and adaptability.

In addition to her academic and therapeutic work, Carmen is an avid reader and writer, with a deep love for English and literature. Carmen is also a lover of the outdoors, frequently spending her free time hiking, practicing yoga, and enjoying nature. She has a passion for baking, and she especially cherishes moments spent with her dog Duchess.

Karen D.

With a Masters in Education degree from Niagara University and an Honours Music Undergraduate degree from Wilfrid Laurier University, Karen has worked as a special education and elementary classroom teacher for over 20 years, specializing in primary/junior education, early literacy intervention, social-emotional learning and individualized education planning and implementation.

While in the role of Mental Health and Well-being consultant at the Waterloo District School Board in Ontario, over 12,000 students accessed a Social-Emotional Program she created for children and youth in grades one through eight. This past year, Karen was a part-time lecturer with Wilfrid Laurier University’s Faculty of Education, teaching “Mental Health in the Classroom” to teacher candidates.

Karen believes all children can learn and thrive, and it’s the teacher’s role to create a space that is safe, kind and inspiring. Having recently relocated to the area, Karen is thrilled to be joining the team at Prep Academy to work with students here in Whistler!

Amy H.

Amy grew up with an ardent love for reading and the English language. Thirsty for knowledge, Amy pursued a degree in Interdisciplinary Studies from Hodges University, graduating magna cum laude. She fulfilled a life-long dream of becoming an educator when she received her teaching certification in English/Language Arts. Amy’s expertise includes not only raising test scores but also cultivating enthusiasm for learning in her beloved students. She has supported students on every level from kindergarten to college, from whole-class to specialized one-on-one instruction. Her passions? Though she has many, Amy will tell you about her three Ps – poetry, photography, and pollinator gardening. Amy believes that kindness beats unkindness every day of the week and that kindness coupled with love can accomplish much.

Monica C.

I believe in holistic education that engages learners cognitive, physical, emotional and social needs in an intimate classroom community. I became an educator so I can create the inclusive environment that I longed for as a child where students diverse needs and strengths are welcomed. Compassion is at the heart of my practice. Creating a culture that is safe and supportive helps students feel as though they can take risks and make mistakes because success and failure are merely viewed as information as opposed to reward and punishment. I aim to educate in a manner reflecting the diverse identities and lived experiences of all students through culturally sensitive pedagogy.

I aspire to foster learner’s social emotional development. At the heart of this growth is validating learner’s feelings and experiences, as well as teaching the essential relational skill of problem solving. I believe there are six fundamental elements of problem solving shared between educator and learner: (1) listening to student’s feelings and needs; (2) summarizing their point of view; (3) teacher expressing their feelings and needs; (4) inviting the class/student to brain-storm with the teacher to find a solution; (5) writing down all ideas without judgment; and (6) together deciding which ideas will be used and how to implement them.

Assessment is as a pathway of communication between educator and learner. Students must clearly understand expectations so they can be actively involved in achieving these goals and feel a sense of responsibility over their learning. I invite students to be active participants in their educational journey (thinking, discussing, questioning and creating). I believe assessment practices need to be fair, transparent and equitable for all. Providing ongoing descriptive feedback that is clear, specific, actionable, timely and varied is essential to support learning and achievement. This feedback will develop students’ self-assessment and reflection skills to enable them to evaluate their learning, set personalized goals and plan next steps.

Teaching is a process of learning from students, colleagues, parents, and the larger community. This enduring growth is an avenue through which I pursue my goal of being a lifelong learner. Open dialogue creates opportunities for knowledge transmission. Reflection is key to learning as it requires deep critical thinking about one’s beliefs and experiences. Upon reflection I discover new insights of self, practice and areas for growth. I believe I cannot effectively teach others if I am not evolving beyond my current mindset. Walter Lippmann says, “Education should create an interest in all persons in furthering the general good”. I believe teaching is one of the most important professions in society because teachers directly shape the future of our world by shaping the children who will create this future. Being reminded that creating good human beings is the larger goal of teaching grounds me in my practice.

Elizabeth B.

Elizabeth is a highly experienced educator with over 30 years of expertise in special education, literacy, and early childhood development. Born and raised in Baltimore, Maryland, Elizabeth holds a B.S. in Early Childhood Education from the University of Maryland and a Master’s Degree in Communicative Disorders from Johns Hopkins University, where she also earned certifications in Special Education and Reading for grades K-12.

Throughout her career, Elizabeth has worked in both public and private educational settings, teaching students with diverse needs, including cognitive disabilities and learning differences. She is deeply passionate about fostering student growth through a “learning by doing” approach, empowering children to explore, think critically, and achieve their goals in a supportive and inclusive environment. Whether working on reading comprehension, math skills, or self-regulation, Elizabeth’s innovative, multi-sensory techniques have consistently driven success for her students.

Elizabeth’s teaching philosophy centers on creating a community where every child feels understood and accepted. She believes in the transformative power of education, seeing it as an opportunity to inspire curiosity and nurture authentic self-expression. Her passion for teaching stems from the joy of learning from her students, whom she views as partners in an ever-evolving journey of discovery.

In her spare time, Elizabeth enjoys sharing her Baltimore roots, from cheering on the Ravens and Orioles to savoring Maryland’s famous steamed crabs. Her dedication to her craft and her students makes her a trusted and inspiring guide for learners of all ages.