
Susan taught Additional Qualification courses at York and Queen’s Universities, including Teaching Writing, Primary/Junior Education, Primary Basic, and Reading, and when she was in the principal role, she was part of a group of ten administrators and faculty who re-conceptualized the Principal’s Qualification Program (PQP) at York University. She then co-taught the PQP, Part 1, for a number of years, as well as piloted a partial online program.
Along with her experience as a primary and junior classroom teacher, an Integrated French teacher, convener (in-school leader), school board consultant, and school administrator in both the elementary and secondary panels in the Toronto District School Board, Susan also worked as a consultant for a number of private schools, and was a workshop presenter across Canada and the United States.
During her career, Susan was the recipient of the Award for Distinguished Contribution to Teaching, OISE, UT, a co-recipient of the Jennie Mitchell Literacy Award from the International Reading Association and the Ontario Reading Association, and a two-time winner of the Writer’s Award, Federation of Women Teachers’ of Ontario.
Along with being the co-author, with Mindy Pollishuke, of the newly released edition of CREATING THE DYNAMIC CLASSROOM: 5 Must-Haves for Teachers, 4th Edition (2020), her previous writing included:
- CREATING THE DYNAMIC CLASSROOM: A Handbook for Teachers, 1st, 2nd & 3rd Editions (with accompanying website), with Mindy Pollishuke (Pearson Canada)
- Retelling, Relating, Reflecting: Beyond the 3 R’s, with Maxine Bone
- Creating the Child-centred Classroom, with Mindy Pollishuke
- All Write: A Teacher’s Guide to Writing
Susan has co-authored a number of research articles, as well as authored a number of chapters in the following books:
- Principals as role models, in The literacy principal: Leading, supporting, and assessing reading and writing initiatives (2nd ed.), (Pembroke Publishing), pp.104-108.
- Leadership Voices, in The literacy principal: Leading, supporting, and assessing reading and writing initiatives, (Pembroke Publishing), pp. 117-119.