Resume /

Kourtney Gorham

 Teaching and Instructing Skills

  • Experience working with K-12 students of all abilities, including learners diagnosed with autism spectrum disorder, learning disabilities, cognitive disabilities, cerebral palsy, down syndrome, attention deficit hyperactivity disorder, hearing and vision impairments, communication and behavioral disorders, such as oppositional defiance disorder.
  • Creating attainable Inclusive Intervention Plan goals and supports for students and their families through consultation of a multi-disciplinary team.
  • Gathering and interpreting data to document student growth and guide goal-setting and transition planning.
  • Collaborating with colleagues in a flexible and confidential manner when planning for and communicating about students.
  • Developing and adapting lesson plans that meet the needs of all learners in an inclusive classroom environment.
  • Motivating learners through positive classroom management techniques.
  • Facilitating opportunities for student growth, independence, and engagement through extra-curricular activities.



September 2018 – Present

Masters of Educational Psychology

University of Regina, Regina, Saskatchewan


May 2015 – January 2017

Certificate of Extended Studies in Inclusive Education

University of Regina, Regina, Saskatchewan

Overall GPA of 87.62%


September 2011 – April 2015                      

Bachelors of Education

Secondary English and Inclusive Education K-12

University of Regina, Regina, Saskatchewan

Overall GPA of 84.21%


August 2001 – June 2011                        

Grade Twelve Diploma

Robert Southey School, Southey, Saskatchewan


Awards and Certificates

2015 – Regina Sunshine Preschool Society Prize; Dean’s Honour List

2014 – Amber MacLeod Scholarship in Special Education; Dean’s Honour List; UR Guaranteed Program Student of the Year

2013 – Centennial 2011 Legacy Award

2012 – UR Guaranteed Program Faculty of Education Student of the Year; City of Regina Henry Baker Scholarship; University of Regina Alumni Association Scott Irving Spirit Award

2011 – Rural Student Entrance Scholarship; Harold and Florence Mosley Entrance Scholarship; Centennial Merit Plus Scholarship; Prairie Valley Student Leadership Award; Conexus Community Leadership Award; Southey Lions Award; RSS English Excellence Award; Henry J. Werner Award; Prairie Valley Teachers’ Association Scholarship; Valuable Service Award for SRC, Grad Decorating, and Yearbook; Senior Girls’ Basketball 2A Provincial Finalists and MVP award; Robert Southey School Student of the Semester


Professional Development

2018 – Standard First Aid and CPR by Red Cross; Sport Competition Workshop by Special Olympics Saskatchewan; Making Ethical Decisions by National Coaching Certification Program; Respect in Sport by Saskatchewan Sport Inc.; Early Childhood Development by Cara Chow, BScOT and Shay Chub, BA, MSc; Creating a Classroom Calming Kit by Louise Burridge, BScH, BScOT, MEd;

2017 – Behavior Learning Cycle by Prairie South School Division; EAL Promising Practices by Prairie South School Division;Nonviolent Crisis Intervention Training by Brenda Zinn, BSW (Prairie South School Division); Struggling Readers Conference by Joyful Literacy; Writing Professional Development by Prairie South School Division

2016 – Reading Professional Development by Prairie South School Division; Different, Not Less by Temple Grandin

2015 – Nonviolent Crisis Intervention by Autism Resource Center (Regina Qu’Appelle Health Region)

2014 – Student Support Teacher Meeting by Prairie South School Division; Reading Professional Development by Prairie South School Division; Teaching Treaties in the Classroom Workshop by the Office of the Treaty Commissioner

2013 – Peer Support – Identifying Struggling Students by the Centre for Student Accessibility, University of Regina; Facilitating Icebreakers Training by Troy Stende; Stress Management and Listening Skills by the Ambassador Program, University of Regina

2012 – Regina Anti-Gang Services (RAGS) Presentation

2011 – Gangs in Schools by Regina Police Services


Presentations and Publications

2015 – Inclusive Education Workshop to ELNG 350 Pre-Internship Students with Taylor Herback

2014 – Publication in Campion College Alpha Sigma Nu Journal Vol. 5.1: Reinforcing and Challenging the Social Order through Clothing: Shakespeare’s Merchant of Venice and Twelfth Night”

2013 – Grammar Seminars with Professor Deborah Hoffmann for English 100; William Faulkner’s “A Rose for Emily” with Professor Deborah Hoffmann for English 100


Teaching Experience

August 2015 – Present

Student Support Teacher (K-2)

School: Westmount School, Moose Jaw, Saskatchewan

Responsibilities: encourage and support growth of the whole student; support students in inclusive, age-appropriate environments; gather and interpret data; keep accurate and current documentation (Inclusive Intervention Plans, Record of Adaptations, support plans, transition plans, behavioral plans, and release of information and consent forms); promote student advocacy and plan for diversity; act as team lead in meetings and consult the multi-disciplinary team when goal-setting and accessing supports; provide direction to Educational Assistants; communicate expectations and positively motivate learners; provide continuous assessment and feedback; support classroom teacher through collaborative instructional planning that aligns with the Saskatchewan Curriculum, school Learning Improvement Plans, and learner needs; differentiate content, instructional strategies, resources, and assessment; monitor and document effectiveness of interventions, such as Levelled Literacy Intervention; respect and adhere to the Saskatchewan Teachers’ Federation Code of Professional Ethics/Standards of Practice and the Education Act, 1995; engage in critical reflective practice


August – December 2014          

Intern Teacher (K-12 Student Support and Senior English)

School: Mossbank School, Mossbank, Saskatchewan

Cooperating Teachers: Leanne Rutko and Katie Bumphrey-Letnes

Responsibilities: encourage and support growth of the whole student; communicate and monitor expectations; motivate by positive means; respond fairly and consistently to minor disruptions; attend student-led conferences, IIP meetings, and lead extra-curricular activities; provide student support services, intervention and enrichment; plan instruction that aligns with the Saskatchewan Curriculum and learner needs; provide treaty education and plan for diversity; differentiate content, instructional strategies, resources, and assessment; utilize instructional technology; provide continuous assessment and evaluation; keep digital records of student growth; respect and adhere to the Saskatchewan Teachers’ Federation; act ethically and socially responsive; address inequities; foster collegial relations through respect, collaboration, and co-teaching; communicate professionally (verbally, written, and non-verbal); engage in critical reflective practice


Related Experience

October 2017 – Present                             

Special Olympics Moose Jaw Community Executive Council Secretary

Special Olympics Saskatchewan, Moose Jaw, Saskatchewan

Responsibilities: record meeting minutes and develop written documents for the Community Executive Council; communicate with the Special Olympics Saskatchewan provincial office; support and oversea Special Olympics Saskatchewan sport programs in the community; develop monthly newsletter and Special Olympic Moose Jaw’s Facebook publicity page; recruit volunteers and donors; act as chair of meetings when required


November 2009 – Present                             

Coaching and Advising

Active Start/Fundamentals Coach (January 2018 – Present)

Special Olympics Moose Jaw, Moose Jaw, Saskatchewan

Girls’ A Basketball Coach (December 2015 – Present)

Westmount School, Moose Jaw, Saskatchewan

Bantam Boys’ Volleyball and Cross Country Coach; Student Representative Council and We Day Committee Advisor (September – December 2014)

Mossbank School, Mossbank, Saskatchewan

Junior Girls’ Basketball Coach (November 2009 – June 2011)

Robert Southey School, Southey, Saskatchewan

Responsibilities: teach the relevant skills; motivate by positive means; plan and facilitate discussions, meetings, competitions, and practices; provide opportunities for student growth and independence; act as a positive role-model


February 2015 – July 2015                               

Autism Interventionist

Regina Qu’Appelle Health Region Child and Youth Services, Autism Services, Regina, Saskatchewan

Responsibilities: administer discrete-trail-training and the Picture Exchange Communication System through faded prompting and reinforcements to meet the programming goals of pre-school aged children; keep specific, objective data; provide and plan for community socialization programming and respite care; communicate progress to both parents and clinicians


September 2012 – April 2015                               

Literacy Tutor

Campus for All, University of Regina, Regina, Saskatchewan

Responsibilities: provide social opportunities and connections for adults with varying abilities; model positive social relationships; motivate by positive means; act as a guide on the side; assist with the completion of modified course assignments; differentiate content, instructional strategies, resources, and assessment; develop literacy (essay writing and reading) and organizational (goal setting and time management) skills; assist with career preparation


July 2011 – July 2015                  

Senior Counsellor (February – August 2014)

Medication Counsellor (May 2012 – August 2013)

Counsellor-in-Training (July – August 2011)

Camp Easter Seal, Saskatchewan Abilities Council, Saskatoon, Saskatchewan

Responsibilities: ensure safety, welfare, comfort, enjoyment, and independence of campers ages 6 to 70+ with level 2 to 4 care needs; assist with recruitment, interviews, and staffing; provide adequate, continuous training to all staff; provide constructive, unbiased verbal and written feedback and conflict resolution; review camper files and act as case manager; work as a liaison between the care provider, camp manager, camp nurses, counsellors, and dietitian; implement behavior modification plans; provide attendant care; administer medications under the direction of the camp nurse; assist with medical emergencies; serve, housekeep, and maintain campers’ belongings


May 2011 – April 2014                      

Ambassador Leader/Senior

Ambassador Program, University of Regina, Regina, Saskatchewan

Responsibilities: act as 1 of 14 University of Regina representatives; plan and promote Welcome Week activities and other social events; organize and execute a fundraiser committee (Camp Easter Seal Steak Night); lead campus tours and Junior/Senior Ambassador training


September – December 2013          

Tutor Mentor

Campion College, Regina, Saskatchewan

Responsibilities: assist instructor with delivery, differentiation, and assessment of English 100; provide one-on-one tutoring and feedback


June 2009 – August 2011                  

Youth Worker

Southey Play Program, Southey, Saskatchewan

Responsibilities: plan and execute activities for children with various abilities ages 5 to 12; clean facility


Activities and Interests

  • Membership: Saskatchewan Teachers’ Federation
  • Personal Interests: writing, reading, and exercising
  • Volunteering: Hope for Shailynn Taylor Committee; Help Portrait Moose Jaw; Special Olympics Saskatchewan Summer Games

Recent Posts

Multisensory Approach to Letter Formation

As per our school’s Learning Improvement Plan (LIP) focusing on student writing growth, I am embedding different modalities of letter formation into our phonics lessons. The students are enjoying a multi-sensory approach to writing: play-dough, chalkboards, whiteboard tables, wiki sticks, letter magnets, wooden pieces, etc. A new favorite is writing our letters with paint brushes in shaving cream. It is a really simple lesson that warrants student engagement.

A typical phonics lesson activity: Lakeshore letter-sound buckets for sorting initial sounds.

Shaving Cream Letters Lesson:

  1. Hold up letter cards and get students to state the letter name, sound, and action.
  2. Students copy the letter, starting at the top, with paint brushes in shaving cream. They form the lowercase and the uppercase for each letter.
  3. Students “erase” their letter with their brushes and repeat the process for the rest of the target letters.

Writing letter ‘v’ in shaving cream.

But What About the Mess?

I find that it is not as messy as it may seem. Each student needs to roll up their sleeves and be reminded not to eat, fling, or touch the shaving cream with their hands. We talk about how it smells good but would not taste good (you may want to note that it is NOT whipped cream). I get students to wipe off any excess shaving cream on the side of their tin (get baking pan tins with higher edges rather than baking sheet tins with lower edges) and then at the end of the lesson we use paper towel to clean the brushes before putting them in water.

Ready for the next letter!

The Benefits

The best part of shaving cream letters is that students do not feel pressure to form their letters perfectly. If they make a mistake, they simply can “erase” and try again! The teacher can observe the letter formation and remind students to hold brushes appropriately and start from the top during the lesson so the practice is meaningful. All students, especially those who dislike pencil-to-paper work, seem to buy-in to the novelty of shaving cream letters. No tears, busy minds at work, and smiling faces… seems like a win to me!

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