01
Work We Do
Programs, events, training and resources created.
Work We Do — built backwards from the student
What has been built, what it changed for students, and how to build the next thing together.
Section 1 — In this section
Three views of the work
02
Stories & Outcomes In preparation
Student growth, projects and community impact.
03
Collaborate with Alina
Schools, educators, universities and sponsors.
Section 2 — Programs and resources created
The programme in full
Unit 01
Caution Tape Robotics
STEM course library
A structured library of robotics, coding, and maker courses with a defined progression from first-time builders to competition-level students. Each course carries its own scope and sequence, lesson materials, and assessment.
Contribution
- Educational standards every course must meet before it is published
- Scope-and-sequence review across tracks so levels build on each other
- Lesson-level quality review: learning goals, pacing, and cognitive load
Unit 02
Caution Tape Robotics
Monthly challenge curriculum
Short, self-contained challenge arcs that give students a build-and-compete goal while still teaching a defined set of concepts week over week.
Contribution
- Defining the teaching arc: scaffold, practice, payoff
- Making sure each week has a distinct instructional role
- Balancing hands-on time against direct instruction
Unit 03
Caution Tape Robotics
Instructor training program
Onboarding and ongoing development for instructors who arrive with strong technical skill and varying teaching experience.
Contribution
- Training materials and onboarding sequence for new instructors
- Classroom practice coaching: questioning, pacing, management
- Observation and feedback cycles tied to program standards
Unit 04
David Suzuki Secondary School, Peel DSB
Grade 9 de-streamed exponents unit
Two lessons on the exponent rules for a first de-streamed grade 9 mathematics class, designed end to end — lesson plan, slides, Jamboard problem set, review game, and take-home worksheet — and reviewed by twelve Master of Teaching peers.
Contribution
- One rule per lesson, scaffolded from a problem set students solve before the rule is named
- Homework written as scaffolded questions students complete digitally, with equation tools open to everyone
- Review-game distractors drawn from anticipated misconceptions, so a wrong answer is diagnostic
Unit 05
Lester B. Pearson C.I., TDSB
MCR3U long-range plan
A full semester of Grade 11 Functions planned day by day against the TDSB school year calendar — 87 instructional days from the diagnostic to the exam review, with every unit, quiz, test, and buffer day placed before the course began.
Contribution
- Seven units sequenced across the semester, each with a mid-unit quiz and a unit test
- Two buffer days held back for assemblies, weather, and re-teaching rather than spent in advance
- Evaluation weighted to the Growing Success update for Grades 11 and 12
Unit 06
Lester B. Pearson C.I., TDSB
Student contest program
A single calendar of 78 mathematics, STEM, robotics, and business contests open to Toronto high school students, with registration deadlines, costs, and formats — so a student who wants to compete can find the next door in one place.
Contribution
- Contests researched across Ontario, national, and international organizers
- Confirmed dates separated from pattern dates, so a deadline is never promoted on a guess
- Published as a calendar and a poster set for the school
Unit 07
Toronto District School Board
Classroom practice, TDSB
Day-to-day secondary teaching within the Ontario curriculum — the practice that keeps the program work honest.
Contribution
- Unit and lesson planning against Ontario curriculum expectations
- Assessment and evaluation consistent with Growing Success
- Differentiation for mixed-readiness classes
Section 3 — How the work is organized
Where the effort goes
Four areas of work, from the shape of a program down to the lesson a student sits through.
Curriculum development
Scope and sequence, unit design, lesson materials, and the assessment that goes with them — built so a program holds together across a whole term, not just a single class.
Educational standards
Defining what good means for a lesson before it ships: learning goals, success criteria, cognitive load, and the balance of doing versus reading.
Teacher development
Onboarding, training, and coaching for instructors — turning written curriculum into confident teaching in front of real students.
STEM program design
Robotics, coding, and maker programs designed as genuine learning progressions rather than activity collections.
Alina Yang, OCT