Amanda Lamberti

Communications Manager



Amanda began working at the Okanagan School of Education, UBC, in 2019. Previously she worked at the City of Kelowna where she was responsible  for developing strategic communications plan and delivering tactics for the Active Living and Culture Division as their Communications Advisor. Prior to that she was the Digital Communications Consultant where she was one of the project managers for the City of Kelowna website redesign launched in 2016.

She has an Advanced Social Media Strategy Certificate from Hootsuite Academy.

She was a volunteer English Teacher in Ho Chi Minh City, Vietnam from August 2013 to January 2014.


Corporate Communications, Media Relations, Social Media, Student Engagement, Student Recruitment and Marketing.


There was an excited buzz at Peter Greer Elementary as five sets of four paws and their human companions walked into Ann-Katrine Giroux’s, teacher intern (BEd ’23), second grade class.

The classroom’s furry visitors, from UBC Okanagan’s BARK (Building Academic Retention through K9’s) program, had an important role to play in that day’s lesson.

“We’re in the middle of a social-emotional unit,” explains Giroux. “We’ve had lessons in emotion recognition, so what is this emotion? How do you recognize it? If I feel something, what do I need?”

Bringing the BARK dogs to the classroom was an idea inspired by a Summer Institute French language course, La médiation animale: Découvertes et adaptations pragmatiques en milieux scolaires et en contextes socio-éducatifs (Animal mediation: Discoveries and pragmatic adaptations in schools and socio-educational contexts). Taught by Camille Rousseau, PhD candidate, the course highlighted the many social-emotional benefits of using therapy animals in the classroom.

“I was looking for opportunities to teach lessons in an out of the box way, and teaching with therapy animals wasn’t something I had considered before,” says Giroux. “Initially I thought it would be a good tool to have in my back pocket, but during the course I just knew I had to bring therapy dogs into my classroom.”

“I was so excited to see the dogs, but I knew I had to be calm when I approached them.”

While the course was online, Rousseau arranged for an in-person BARK session for her students.

“It was a very calming environment,” says Giroux. “Until that moment, I hadn’t realized how beneficial therapy dogs are to the social-emotional aspect of regulating children and adults. I felt first-hand how much calmer I was, and more concentrated on the teaching that was happening.”

Rousseau explained that there are different mechanisms underpinning the impact of human-animal interactions on student learning.

“One hypothesis, the Biophilia Hypothesis, suggests that humans have a natural inclination to affiliate with life or life-like processes, including animals. This theory aligns with evolutionary psychological theory suggesting that this biophilic inclination is an adaptive trait dating back to hunter-gather times where we would take cues from the animals. For example, if the animals were resting, it would give us a sense of security and reassurance that there are no threats in our environment.

Other theories relate to motivation and learning, so human-animal interactions in classrooms can enhance learning and increase social emotional learning through a variety of different pathways. Animals can boost students’ motivation, engagement, attention, self-regulation, stress coping, and social interactions, which in turn can enrich students’ social-emotional development and learning.”

“My favourite thing today was cuddling Chapter. She was sooo fluffy.”

During the session, Giroux had four activities planned for the students that would incorporate social awareness, self-management, empathy, responsible decision making and relationship-building.

  1. Introductions, respect and boundaries

“The students will introduce themselves to the handler and dog, and learn how to meet a dog for the first-time. This includes asking the handler for consent before touching the dog.”

  1. Preferences and differences

“They are going to ask the handler about what the dog likes and draw themselves with the dog doing an activity. This will also show them that every dog is different — just like we are.”

  1. Body language

“They’re going to look at the dogs body language and talk about how they recognize if the dog is happy, calm or anxious. They’ll then relate this to how people may express different emotions in their body language.”

  1. Gratitude

“For the last activity, the students will draw a gratitude card for the dog and handler.”


“Thank you for letting me pet Abby. Abby made me feel excited and happy.”

The session had rave reviews, with one second grader commenting, “I’d rather stay with the dogs for longer than go out to recess!”

For educators seeking opportunities to include animal therapy into a lesson, Rousseau recommends asking critical questions. Considering questions such as why do they want to integrate animals into their classroom? Can they, and their students, recognize indicators of animal stress in the species they want to work with? Are the voices of all stakeholders included and respected in the planning of this lesson?

“If they don’t know the answers to these questions, they should try to reach out to a professional organization that has the appropriate knowledge, resources, and experience to help them plan and deliver the lesson. They also need to be aware of any student fears, allergies, and cultural sensitivities. Finally, they should ensure that they have the support of their school district, their school administration, and signed parental consent.”

If bringing an animal into the classroom isn’t a possibility, educators can also consider virtual options such as live webcams.

The Okanagan School of Education is launching an Undergraduate Certificate in Education Studies. The certificate is designed to offer students an introduction to the field of education and is ideal for those interested in pursuing teaching or better understanding how people learn. Outside of teaching in a formal setting, the certificate is also useful for those that may want to pursue a career working with children, youth, or adults in other capacities, such as tutoring, curriculum development, research, educational technology, and job training.

“We’re thrilled to offer a certificate where students can further their understanding of educational theories and practices,” says Dr. Scott Douglas, professional development and English as an additional language programs director. “Education courses offer interdisciplinary skills and can help students to become more effective communicators, mentors or coaches.”

The certificate is open to current undergraduate students in most faculties* and is awarded after successful completion of EDUC 100, EDUC 300, EDUC 400, and one education elective.

The courses will take place online and on-campus.

Students interested in pursuing the certificate can learn more at

*Faculties include Arts and Social Sciences, Creative and Critical Studies, Health and Social Development, Management and Science. Students enrolled in other programs may complete the required course as electives if permitted by their degree programs, but are not eligible for this certificate.

Allysa Kristiansen Yeulett is this year’s recipient of the Kelowna Kiwanis Legacy Major Entrance Award in Education.  Established by the Central Okanagan Kiwanis Community Service Society, the award is presented to a student pursuing the Teaching Children (Kindergarten to Grade 5+) pathway who has demonstrated volunteer and/or leadership skills.

“I am really thankful and grateful to receive this award,” says Allysa. “It will allow me to focus on school and decrease my work hours without having some of the financial stresses. I have a long-standing gratitude for Kiwanis, and am extremely thankful for the work they have done, especially for the help they gave my grandma. She lived in the Kiwanis Legacy Tower, which helped her to maintain her independence.”


Allysa has long felt passionate about giving back to the community. Growing up in Westbank, she started volunteering for the City of West Kelowna’s children and youth events as a teen.

“I’d be the elf that would help the little kids see Santa, or lead a station at the Halloween Bash where the kids would have to touch and guess what hidden objects were, like cold spaghetti,” she says with a smile. “Those events were always so much fun.”

At her high school, she volunteered with a program that helped older adults with their technology, such as showing them how to Facetime to video chat with relatives or how to use social media. More recently, she volunteered as a summer camp counsellor at Class of West K, an organization that offers early childhood care, behaviour intervention and distance learning programs.

“I’ve always wanted to make a difference,” she says. “I want to look back in 20 years and feel like I made a difference for someone. For my community. That’s my biggest motivator.”

Her drive and passion to better her community and those around her are part of the reason she decided to pursue teaching. Although even at a young age, she was interested in teaching, and was especially inspired by the teachers she had growing up.

“My grade three teacher made every single person feel important and loved,” she says. “I also had teachers in high school that were always there for you, made learning fun, and truly made a difference in my life.”

Looking ahead to the next 15 months of her Bachelor of Education program, Allysa is looking forward to learning how to connect with larger groups of students.

“Especially with my experience as a tutor, I am really good at being able to connect one-on-one and make a connection with a student to help them feel safe and comfortable, but how will I make time to have that connection with 20 or 30 children? I’m excited to learn.”

She is also enthusiastic about exploring the different types of pedagogy and finding out what methods work best for her.

“There are some methods I’ve learned already that work really well for me, but I know there will be new ways that will help me connect with different students, and create the most successful environment that I can for them.”

Congratulations Allysa!

We are now inviting colleagues to submit course proposals for our Summer Institute in Education (SIE). Share your research, passion and knowledge with the next generation of educators, education experts and change-makers.

SIE offers unique learning opportunities for educators to strengthen their professional growth by intertwining theoretical and practical pedagogical knowledge. SIE instructors help to instill a commitment to career-long professional knowledge.

We are seeking instructors that will share their enthusiasm for life-long learning and inspire educators across all phases of their careers. SIE classroom communities are diverse, with instructors designing their courses to include current educators and Bachelor of Education teacher candidates as well as undergraduate third- and fourth-year, post-baccalaureate, and graduate students.

Courses will run Tuesday to Friday over a three week or six week period (July 2nd to July 19th / July 23rd to August 9th / July 2nd to August 9th). A minimum of a Master-level degree from a recognized post-secondary institute is required.

Instructors can apply* to one or more of the following topics:

  • Language and Literacy
  • Inclusive Education
  • Indigenous Education
  • Classroom Leadership
  • Early Learning
  • Science and Technology
  • Health and Wellness
  • Outdoor Education
  • Assessment
  • Fine Arts
  • Guided Reflective Inquiry Project (GRIP) (July 2 to August 9 / online-asynchronous)
  • Other (for those that wish to submit a topic not listed)

Note that there is separate application for courses to be taught in French. | SVP Utilisez le formulaire suivant pour les demandes de cours en français.

Interested educators must submit their resume, course title, description, objectives and learning outcomes by 4 p.m. on Monday, Nov. 27.


*each course requires a separate application
* utilisez ce formulaire pour les cours offerts en français

If you have any questions about the SIE or the application process, please email

All courses are subject to change and minimum enrolment.

Congratulations to Dr. Danielle Lamb and Rose Alexis, École Peter Greer Elementary, on receiving funding from the Partnership Recognition and Exploration Fund for their project, Co-Creating a New Understanding of Eagles.

Learn more about the other 2023 summer funded projects.

Project Description:

École Peter Greer Elementary (PGE) is located in the unceded, traditional, and ancestral territory of the Syilx Okanagan People. This project seeks to reimagine space and place at PGE and co-create new understandings of eagles and their importance to this place. For decades, the eagle has been a mascot at the school. The clipart eagle image that dons the school gym, the uniforms, and all the branded material is a reminder of the colonial present. Working with a Syilx artist, and local storytellers, we would like to introduce students to captikʷł, a collection of Syilx Okanagan teachings about eagle.

Storytellers will support the project by sharing captikʷł, a collection of teachings about Syilx Okanagan laws, customs, values, governance structures and principles that, together, define and inform Syilx Okanagan rights and responsibilities to the land. The Syilx artist will provide experiences that support students (grade 4/5) as they navigate the ideation process, and provide technical instruction to realize their works. Students will have the opportunity to explore different art forms as led by the artist. Students will also collaborate with peers, creating a cohesive body of work that intersects with the learnings from the captikʷł. The students and artist will also co-create a piece of artwork that can be displayed at the school.

This project comes from our desire to find ways to live better in this place. It is also a response to call 62 of the Truth and Reconciliation Commission of Canada’s Calls to Action and UBC’s Strategic Plan.

This project will affect the way the students interact with art and stories about the spaces and places that they live. For many students, this may be the first time that they get to learn with, from, and alongside a Syilx artist. Bringing Syilx art to the school will also allow the greater school community to see, learn, and reflect on what it means to be in the Syilx territory and what our responsibilities are to this space and place. We hope that by weaving together art and story, students will come to gain a deeper appreciation not only about this space and place but also the importance of eagle. The deliberate scaffolding of the project will help students to work towards a co-created project and an opportunity to display their work in the school—a reminder of the student’s and school’s commitment to reconciliation.

On Friday, Oct. 27, join us for a panel discussion on insights for English as an Additional Language (EAL) teaching and learning.

Bringing together theory, research, and practical knowledge, this panel features speakers from UBC Vancouver’s English Language Institute and Department of Language and Literacy Education to share their insights into EAL teaching and learning. Topics span the nexus of theory and practice to make classroom connections and provide a meaningful glimpse into the work of our colleagues from the lower mainland. There will be an opportunity for questions and conversation.

Friday October 27, 2023
5:00 – 7:00 p.m.
1137 Alumni Ave, EME 2181 (Engineering, Management, and Education Building) [campus map]

This event is open to everyone and there is no cost to attend; however, we ask that you please register as we have limited space. 



Anwar Ahmed, Assistant Professor, Department of Language and Literacy Education, UBC
Jas Gill, Associate Director of Instruction and Learning, English Language Institute, UBC
Andrew Scales, Director, English Language Institute, UBC
Barbara Taylor, Instructor, English Language Institute, UBC


Scott Douglas, Director of Pro-D and EAL Programs, Okanagan School of Education, UBC


UBC’s Okanagan School of Education is a BC TEAL Supporting Institution

Learn about the our Doctor of Education (EdD) program. Hosted by the EdD Academic Lead and the Program Manager, this online information session will provide you with a brief overview of the program, what you can expect from the degree and the application process. There will also be an opportunity for questions.

Wednesday, October 25
4 p.m. to 5 p.m. PDT
Online via Zoom



Whether you’re interested in applying for the Bachelor of Education program this year, or in the future, here are a few tips to guide you along the way.

  1. Start reviewing the admission requirements early!

The most often asked question is ‘what courses do I need to get into the program?’

The admission requirements are listed on our Bachelor of Education page.

As part of your application and to assist you in reviewing (and checking off) the academic admission requirements for your chosen pathway, there are self-assessment worksheets: Teaching Children and Teaching Adolescents. You will submit these self-assessments during the application process. There is a guide available to help you complete these assessments and it includes examples eligible UBCO courses for Canadian Studies and Lab Science.

If you have questions about whether or not your course meets the course requirements, please contact Academic Advising, please visit the Student Advising Services webpage to contact them or book an appointment.

  1. Gain experience working with the age group you think you want to teach

A minimum of 75 hours of practical experience (volunteer or paid) working with children or youth is required. We recommend you work/volunteer with the age group that you wish to teach. You will be asked about your experience when you submit your Supplemental Application Form.

On this form, you will also be asked to write a personal essay: Becoming an educator opens doors to many opportunities to teach, learn, and contribute in a variety of contexts including but not exclusive to schools. What are your goals as an educator? Highlight and provide examples of the qualities and experiences you bring to the challenge of becoming an educator.

TIP: We understand you might change your mind about what you’ve written. We do allow you to re-submit a Supplemental Application Form. However, you must resubmit as a fully completed application. We recommend you save copies of your written answers in a word document, so if you wish to modify your answers, you don’t have to re-type everything.   

TIP: Once you have submitted your summary of experience (up to three experiences can be listed), and moved on to the next experience or Personal Essay question, you will not be able to go back to edit your experience on the supplemental application form.

A range and variety of instructional experiences is encouraged to better prepare for the program. Typical experiences for applicants include but are not limited to working in school classrooms as a volunteer or assistant, teaching dance, coaching team sports or working as a summer camp counselor.

TIP: Not sure where to go for experience? You can contact your local school district, recreation/community centre, youth group, art gallery or museum to see if they have any opportunities. 

  1. References

You will need two professional references from individuals who have personally observed you working with children and/or youth in a face-to-face or online instructional capacity, either in a group or with an individual.

References must be credible authorities who can speak to your abilities, experiences and interests relevant to the teaching profession. They cannot be a family member or friend.

Examples of appropriate references:

  • An individual who has personally observed you in a face-to-face (as opposed to an online) context where your primary role was to instruct or interact with children and/or youth
  • School administrator (e.g., principal, vice-principal)
  • Teacher at an elementary, middle or secondary school
  • Camp director
  • Daycare program coordinator
  • TA-supervising professor

You will send each of your references the link to the Confidential Report on Applicant, your student number and name as provided in your BEd application, the pathway you are pursuing and email address. Once your reference has submitted their confidential report, you will receive a confirmation email.

This form is confidential and is only used for admission purposes. As the applicant, you should not see the completed form.

Interested in teaching French?

You’ll need to meet the admission criteria for either the Teaching Children or Teaching Adolescents Pathway, in addition, you’ll need to submit one of the following as proof of French competency:

  • Successful completion of the Diplôme d’études en langue française (DELF) and/or Diplôme approfondi de langue française (DALF)  (additional information below) OR
  • A written assessment by faculty of the French Department of a Canadian university that you have demonstrated knowledge  of the French language to indicate you are capable of conducting all French language teaching OR
  • Demonstration of  completion of all of your education in the French language OR
  • A letter from a Francophone Education Authority indicating your proficiency (i.e. CSF, SD 93) OR
  • Completion of a minimum of 4 year post-secondary degree in an institution where French is the language of instruction. 

French Pathways Information Session

We’re hosting two online sessions: Thursday, Oct. 5, 2023 and Friday, Nov. 24, 2023 for prospective French Pathways applicants.

Learn more

  1. Sending in transcripts if you are not currently a UBC student

Submit your official transcripts for any post-secondary studies at institutions other than UBC by mailing them to:

The University of British Columbia
Undergraduate Admissions
2016 – 1874 East Mall
Vancouver, BC, Canada V6T 1Z1

For more information on sending transcripts visit

  1. Need help?

If you have questions about your application or need assistance please visit the Student Advising Services webpage to contact them or book an appointment.


Applying to UBC Vancouver

If you are applying to the UBC Vancouver Teacher Education program, you will need to submit two references and your personal essay to them directly.

The Okanagan School of Education is offering alumni the opportunity to purchase a branded nameplate. Nameplate dimensions are 2”x10” in dark blue with white text.

Nameplates are $40, and will be available for purchase until end of day, October 5, 2023.

To order your nameplate:

  • Visit our online store
  • Add the nameplate to cart
  • Add in your preferred teacher name e.g. Mme Smith, Mr. C
  • Provide your personal information. Please note, the form will request your student number. If you recall your UBCO student number, you are welcome to add it in. If not, please provide any eight numbers.
  • Provide your payment information
  • We will follow-up with you for delivery information. We anticipate that nameplates will be able to be delivered in late November/early December.

Interested in teaching in French? Join us for an online session where you will learn about the Bachelor of Education (BEd) French Pathways program

Session 1 * – Thursday, October 5th 2023
12 – 1 p.m. PDT (3 – 4 p.m. EDT)
Online via Zoom

Session 2 * – Friday, November 24th 2023
12 – 1 p.m. PST (3 – 4 p.m. EST)
Online via Zoom

*Both sessions will be offered in French, but Q&A can be in English / Les séances seront offertes en français.

You will learn about the admissions criteria, French language proof of competency, scholarship opportunities, how the program can build your confidence in speaking French, and more. The session will be facilitated by the French Pathways Recruitment and Communication Coordinator as well as the French Pathways’ Field Advisor.  

The session will include a brief presentation followed by an opportunity for participants to ask questions.  


Missed a session?  

For more information, please contact us at 



Session 1  – Le jeudi 5 octobre 2023
12 à 13 h HNP (15 à 16 h HNE)
En ligne via Zoom

Session 2  – Le vendredi 24 novembre 2023
12 à 13 h HNP (15 à 16 h HNE)
En ligne via Zoom


Intéressez d’enseigner en français : joignez-vous à une séance en ligne pour en apprendre davantage sur le programme et les critères d’admission des Parcours français du baccalauréat en éducation (B.Ed.).   

Des exemples de thèmes abordés sont : la preuve de compétence de français, les prérequis du programme, les bourses potentielles, ainsi que la manière dont le programme soutient les candidat·es dans le développement de leur confiance et de leurs compétences langagières en français. 

La séance sera animée par la coordonnatrice des communications et au recrutement, ainsi que par la conseillère des Parcours français et comprendra une brève présentation suivie d’une période de questions. 



Vous avez manqué la session? 

Pour plus d’information communiquez avec nous à