Called to the classroom

May 11, 2026

Olivia is pictured in a blue jacket and yellow beanie stands atop a snowy mountain at sunrise, smiling with hands on hips, surrounded by a vast landscape of peaks and clouds.

Growing up in Castlegar, BC, Olivia Newman had many great teachers who left a lasting mark. Now graduating from UVic with a Bachelor of Education, she's entering the teaching profession not just with a degree, but with a clear sense of purpose and a plan: she's been awarded a Northern BC Return of Service Award, which could take her north to teach for three years.

What brought you to UVic and this program in particular?

I had some incredible teachers during K-12 who genuinely inspired me. I kept thinking: I want to be that for someone. I'm also the oldest of four siblings, and so I would recruit them to play school with me and make them do worksheets.

Then, in high school, one of my teachers recommended this program at UVic. What drew me in was that UVic offers a four-year Bachelor of Education degree program. For me, teaching has always been about interactions with students, understanding how their minds work, and the psychology of learning for elementary school years. A four-year degree gave me the time to go deep on that.

Five friends lying on the floor in a circle, joyfully smiling and making peace signs. The atmosphere is fun and energetic, with a sense of camaraderie.

Were there instructors at UVic who stood out to you?

So many. Lucinda (Cindy) Brown made the foundations of educational psychology genuinely engaging. Tahmineh Farnoud’s courses on the philosophy of education and inquiry-based learning pushed us outside the typical university comfort zone, structured around the idea that you get out exactly what you put in, which is precisely how she encouraged us to think about teaching.

Lyndze Harvey's course on the politics of education was essential; you cannot teach without understanding how political the act of education is. Jody Streelaski brought real classroom experience to her literacy course in a way that made everything feel grounded. Jenn Gruno showed me that physical education, done thoughtfully, is about far more than movement. Margo Cullen's literacy elective was one I wish were mandatory. I walked into my final practicum feeling genuinely prepared in new literacy because of her. And Jillian Roberts' learning supports course opened my eyes to what students with different learning needs are owed, and what a teacher's responsibility to them really looks like.

What united all of them was that they brought real tools, not just theory, but actual resources we could carry into classrooms. And most had been teachers themselves, which meant that they spoke from their own experiences.

Was there a moment in the program when something shifted for you?

A real shift came when I entered the second year of the program. I was finally in my cohort, learning about the history and philosophy of education, sitting with the weight of how education has been used as a tool for genocide in this country, and grappling with what it means to use it well. Being surrounded by people who took those questions seriously changed something in me.

Another shift was the confidence that came during practicum. Those moments when a lesson lands, when something clicks between you and a group of kids, and you think: this is what it's about. Not every lesson will go well. No teacher is ever at their best every single day. Learning to hold that truth without being undone by it felt important.

A group of smiling young adults pose in a classroom, suggesting a celebratory or end-of-semester vibe. The mood is cheerful and relaxed.

Tell us about your path to French Immersion

I did late French immersion in high school, from grades 6-12, and loved it, largely because of one teacher who made the experience feel meaningful and safe. And the need is real: everywhere in BC, people will tell you that French teachers are in demand.

It’s important to mention that I didn't grow up speaking French at home, and I'm not a natural language learner. So, if that's what's holding someone back, I want them to know: the French department at UVic is there to support you, not to evaluate whether you belong. There are conversation cafes, DELF prep sessions, and elective courses in French Immersion pedagogy. That infrastructure exists because they want more people to succeed in it.

Are you optimistic about the profession, even though we hear a lot about teacher burnout?

Yes, and I think the shift is already happening. New teachers coming up now are talking about boundaries and not equating exhaustion with dedication. There's no award for closing your classroom door and doing everything alone. Education is collaborative; the colleague across the hall might have exactly the lesson you never thought of, and all it takes is someone willing to say, hey, do you want to talk about this? I think my generation of teachers is getting better at that. And when older folks see it modelled, many are starting to say, yes, that makes sense. That's how change moves.

A group of smiling people in colourful sports jerseys and hats pose happily in a gym. The floor has blue and white lines. Dated April 4, 2024.

What appealed to you about the Northern BC Return of Service Award?

I first heard about the award through a UVic email, and it sounded interesting, so I applied. The award supports new graduates who commit to teaching in a northern BC community, with three years completed within a five-year window and financial support to help make that possible.

I grew up in a small town, and after five years in Victoria, I feel the pull of a tighter community again. A teacher I had in high school went north for what she imagined would be a short stint and stayed for years. I might be that person. Or I might do three years and come back changed in ways I can't yet predict. I'm excited to see where the journey takes me.