Stephanie De Anna
Stephanie is currently a physical education teacher at Fraser Heights Secondary in Surrey, BC. She graduated from the BPEC program in April 2014.
Ever since she was in high school, Stephanie’s career goal had been to become a teacher. While she was not completely decided on the subjects she wanted to teach, PE had always been at the top of her list of possibilities; growing up, she had always enjoyed physical education and playing sports. When she realized the BPEC program was geared towards professional development as a teacher — especially with PE as one of its focuses — entering the program seemed like an excellent choice.
In the BPEC program, Stephanie volunteered at different schools where she participated in settings that involved coaching. During her field time, she observed teachers at both the elementary and high school levels, and had the opportunity to teach several mini-lessons to the classes she volunteered in.
After she graduated from the BPEC program, Stephanie went on to complete the Professional Development Program (PDP) at SFU. Through the fieldwork in the BPEC program, Stephanie already had the advantage of hands-on learning and practical know-how. The feedback and tips she received from the teachers after her mini-lessons became useful knowledge she could apply during her practicums in PDP; her experience of volunteering in various classrooms and working with students, as well as creating lessons and applying them to real-life situations, gave her an advantageous edge.
Stephanie recalls many enjoyable experiences during her time in the BPEC program — so much that she cannot narrow the memorable moments to just one or two. “The program as a whole,” she says, “has a variety of different experiences, from teaching elementary school kids gymnastics to developing and carrying out your own research paper. You leave the program feeling like you’ve had a variety of great experiences that together will help prepare you to move forward in a career of teaching.”
A particular lesson she took away from the BPEC program — one that she keeps in mind today in her development and career as a PE teacher — is what she learned in a course she took on inclusive physical activity. Stephanie remembers learning techniques and strategies on how to make sure everyone was included in a PE setting; the game variations she tried prompted her to reflect on how simple and fun these variations were, yet how much difference they could make in ensuring that every child felt included. The realization sticks with her and influences her today, as she creates her PE lessons and strives to better herself in her role.