Meet Our Policy Team
CÉLINE BOURBONNAIS-MACDONALD, ED. D., OCT, AECEO
I am an experienced educator and educational leader with teaching experience in elementary and postsecondary learning environments. I have also been in the role of principal and school superintendent in a Southwestern Ontario public school board. I taught at Fanshawe College in the Honours Bachelor of Early Childhood Leadership for ten years, engaging students in the program in applied research focusing on how co-design of policy can support the Early Years sector. A graduate in the first cohort in the Educational Leadership doctorate of education at Western University, I am also an adjunct associate professor at Althouse College, Faculty of Education, Western University, where I share my field experiences in educational leadership and community partnerships in the Early Years sector.
Barbara Jackson, MPEd, RECE
I am a registered early childhood educator (RECE) with many years of experience working with children and families. My professional journey has afforded me the privilege of learning alongside children, families, and educators in Ontario, Alberta, and Japan. My educational background includes studies in cultural anthropology, physical anthropology, archaeology and early childhood education. I was fortunate enough to learn from many amazing mentors over the years to grow my pedagogical practice as an RECE. My passion for co-constructing knowledge with early years leaders inspires my ongoing work in the community. This work informs my current practice as a professor in early childhood education. I am thrilled to now be learning and researching alongside preservice early childhood educators at Fanshawe College.
Camilla Crews
I am a 3rd year student in the Honours Bachelor of Early Childhood Leadership at Fanshawe College. My experience throughout my education has propelled me to develop a solid devotion to policy and educational leadership. As a visionary leader, I immediately became interested in advocacy in the Early Years sector. I identify as non-status Indigenous and use my voice and perspective to enrich and create systematic change for Early Learning in rural area's specifically Métis and Indigenous communities. My goals throughout my Internship and fourth year at Fanshawe College are directly related to my aspirations and career goals as a future educational and caring leader. I'm beyond excited to work alongside my peers to further the development of the Early Years Policy Framework prototype that is rooted in and reflects London and Middlesex’ current reality.
Kathleen Lee, RECE
I am a registered Early Childhood Educator in my third year of the Honours Bachelor of Early Childhood Leadership program at Fanshawe College. I have many years experience working in child care, camp, child + youth programming, and school settings. As an emerging educator and leader, I want to expand on my understanding of the Early Years system by being involved in a different way, specifically connecting with families within the community, understanding the stories they share, and building caring and meaningful relationships. I am excited for this journey in supporting family centres and the Early Years Policy Framework during the coming months.
JADIN ALBERT, RECE
I am an Early Childhood Educator and fourth-year student in the Honours Bachelor of Early Childhood Leadership program at Fanshawe College. My experience in childcare has been curated through multiple field placements and in class learning opportunities. As an emerging leader, I have found a passion for advocacy in the Early Years and cultivating quality childcare for all. My internship journey aligns with my goal of connecting with the community on an administrative level and fostering meaningful connections in childcare. In support of inclusivity in the ECEC sector, I prioritize incorporating my Indigenous ways of knowing into my practice. With the help of my colleagues, I want to understand how to create an Early Years policy framework prototype that reflects the needs of the community for better childcare.
AMANDA BEATTIE, RECE
I am a registered Early Childhood Educator and fourth-year student in the Honours Bachelor of Early Childhood Leadership program at Fanshawe College. As an advocate for life-long learning, I have particularly enjoyed the diverse learning experiences this program has had to offer. Through various placements and work experiences, I have gained confidence working with children in a childcare setting and have been eager to step outside of my comfort zone through the exploration of how policy is written. I am excited to be working alongside my peers and mentor in the policy co-design process of an Early Years policy framework prototype that reflects the aspirations of the London-Middlesex communities, while I also expand my knowledge and leadership skills.
EMILY FOSTER, RECE
I am a graduate of Fanshawe College’s Early Childhood Education Diploma program. Upon completion, I was eager to continue my learning and education, which led me to Fanshawe’s Honours Bachelor of Early Childhood Leadership program. Through assisting and teaching dance over the years, I have found a passion for working with children and the Early Years. I enjoy using creativity and my love for dance to encourage children’s self-expression, belonging, and well-being within various learning environments. I look forward to seeing how creativity and innovation alongside developing leadership skills through building relationships with my colleagues and the community can support the creation of the Early Years Policy Framework prototype.
JENNIFER SON, RECE
With over 26 years of experience in the field as a registered early childhood educator, I am excited to be learning outside my comfort level all about policy and the importance of it in the field of ECEC. I have worked in the ECEC field both in Canada and abroad in South Korea with children 0-6. I have recently returned to school and am in my fourth year of my Honours Bachelor Degree of Early Childhood Leadership.