Carihi Teacher Awarded Regional Certificate for Prime Minister's Award for Teaching Excellence

We are proud to announce that one of Carihi's outstanding teachers, Natalie Raedwulf Pogue, has been awarded the regional certificate of achievement for the 2024 Prime Minister’s Award for Teaching Excellence. Natalie shares this honour with Timberline teacher, Stephen Joyce.

The Prime Minister’s Awards for Teaching Excellence recognizes exemplary elementary and secondary school teachers across all disciplines for their innovative practices and dedication to student success.

The following is from the district press release recognizing Natalie's and Stephen's accomplishment:

“Both Stephen and Natalie exemplify the dedication, innovation, and passion celebrated by the Prime Minister’s Awards for Teaching Excellence. Their outstanding contributions not only enhance the educational experiences of their students but also inspire their entire school community. We are incredibly proud of their achievements and grateful for the positive impact they have on our schools,” says School District 72 Superintendent Geoff Manning.

Natalie Raedwulf Pogue: Champion for Inclusivity and Empowerment

Natalie Raedwulf Pogue, a learning support teacher at Carihi Secondary, is a dedicated advocate for students with autism and other disabilities. Her lived experience as an Autistic and disabled educator allows her to demonstrate what is possible and help her students overcome barriers to pursue their goals.

Natalie has significantly contributed to creating inclusive and supportive educational spaces. She has ensured that students' chosen pronouns are respected in classrooms and has empowered neurodivergent, disabled, and queer students through her innovative teaching practices. Her colleagues admire her unwavering commitment to listening to the voices of disabled and marginalized students to inform her teaching methods.

A fellow teacher at Carihi Secondary School remarks, "Natalie wholeheartedly believes that in addition to empowering students, our responsibility as educators demands of us to ensure that students have access to inclusive, diverse, supportive educational spaces and that we listen to the voices of disabled and other marginalized people to inform our practice."