My name is Rosalie, though my students typically call me some variation of Mme. Rosalie, or Mme. The title of this website comes from a favourite name I held with a student who misheard my name is Ms. Blue many years ago when I worked as an EA. I live with my partner, our two kids, our two dogs, and a sweet but sassy senior cat.
I am a current French Immersion teacher and School Counsellor on Gitxsan territory, and I have worked with young people in varying capacities for the last fourteen years. That work has shifted depending on the needs of the community, my skill set, and my own needs, throughout that time. I have been a piano teacher, an EA, a child and youth counselor, a child care coordinator, a teacher, and many other things along the way. I have also formally furthered my education with a BA in music and psychology, a Bachelor of Education, and a Graduate Diploma in inclusion, in order to better show up in my roles with youth and young people. In May of 2025 I am laddering into the Masters of Education in Special Education at VIU. I am passionate about languages, literacy, culture and art as mediums for learning, growth, and support.
I live on the unceded laxyip of the Gitxsan people. I am a guest here, with settler Irish and Acadian ancestry and a deep respect for the sovereign governance of the Gitxsan people who have lived here since the migration from Dimlahamid many thousands of years ago and who maintain right and title to this land through their ongoing governance in the feast hall to this day. I am connected to this community through my partner and our children, and I care deeply about the health and learning of the students and families I serve, many of whom are related through blood or marriage to my own children. My work here is grounded in a sense of responsibility to contribute meaningfully in whatever ways I can in gratitude for the immense privilege of making a home of this place.
As a teacher, I have focused on evidence based instruction that is culturally informed and creates a classroom community that extends to the student families and supports outside the school. I believe in centering Indigenous knowledge, and using teaching strategies that foster positive relationships while ensuring students are held to the high standards I know they can achieve, whether this be in literacy, critical thinking, numeracy, or language acquisition. I welcome students to bring their lived experiences and traditional knowledge into the classroom, and ensure that the value of those forms of knowledge is reflected in my assessment practice. I also prioritise connecting with community organisations, families, and knowledge holders, and learning both in and outside the walls of the school. In my time at the Haisla Community School this took the form of guest speakers, a pedagogy based on the seasonal round, structured literacy, and a whole-school camping trip my class organised. Here at Hazelton Secondary School, it has taken the form of prioritising Indigenous texts for language arts, inquiry projects where students have sought out connection with their family, house group, or community knowledge keepers, and encouraging students to connect to Gitxsan language knowledge whenever possible.
Some of my areas of particular interest and focus in my graduate studies include multilingualism and language acquisition, Indigenous language revitalisation, inclusion in immersion settings, literacy across age groups, neurodivergence (in particular autism, adhd, gifted and 2e students), the DIER and DIEW models in literacy, and culturally affirming and sustaining educational practices.