Scholarships

RCGW Scholarships are awarded each year for students who are enrolled in a Bachelor of Education Degree Program in Manitoba. The scholarships have been established to commemorate the charter of the Reading Council of Greater Winnipeg (RCGW) in 1956, and as well to recognize the visionary teachers from Winnipeg who formed the first council in Canada. The award is created to support tuition and material costs. All applications will be given a fair and careful review by a standing committee.

Previous Winners

2021 – Jessica Neudorf
Jessica completed her final year of the Bachelor of Education program at the University of Manitoba this year. She’s interested in specializing in the early years. Jessica sees teaching literacy as a social justice practice. She sees how literacy empowers students to express their voice and advocate for themselves and others. 

In her classroom, Jessica plans to offer students a rich literacy experience through the inclusion of multimodal books, graphic novels, poetry, reading Canadian authors, novellas, song and dance to connect with rhythm, and Indigenous oral-story telling. Jessica plans to create experiences where her students can enter the amazing world of literacy that encourages them to see themselves as readers and writers. Jessica, as an experiential teacher, sees her students immersed in their learning in an environment where all learners can flourish.
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In the summer of 2020, Jessica had the opportunity to work as a research assistant where she explored teacher responses to the renewed ELA curriculum. She also worked on creating a 4-week long  online Read/Write/Share Club through the CanU program for grades 5-8. Here she saw the value in creating an environment where each student felt comfortable and welcomed for what they had to offer. Her favorite part was when students shared how a book helped them feel empowered and understood. Jessica continued with the CanU program designing an online program for grades 7 -10 and continuing to explore authors from Manitoba and Canada. She volunteered to be the co-ordinator of the winter CanU program and worked with 21 teacher candidates. Jessica has been conducting an inquiry into her own professional growth and learning through the experiences she’s been engaged in while planning for CanU and teaching with others.

Jessica’s references found her to take on challenges, immerse herself in new learning, and to be reflective and thoughtful about her teaching experiences. She is a keen learner who strives to make deep connections with students. She is deeply committed to furthering literacy and language arts with her students. 

Jessica’s commitment to creating experiences where students are immersed in their learning and developing a sense of empowerment along with her strong commitment to her own professional development make her a worthy recipient of the RCGW Scholarship Award. 
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2021 – Carrie Miller
Carrie has completed her first year in the Faculty of Education at the University of Manitoba. She is specializing in senior years English Language Arts.

Carrie has developed a strong philosophical view of the role of literacy in a globalized world where digital information and communication are essential for thriving. In her many travels and work experience abroad she has seen first hand how early exposure to language sets the stage for future development and how this is influenced by socioeconomic factors. Carrie would like to see action at the government level to support families who struggle so that their children can achieve to their potential. Carrie also would like improvements to how refugees and newcomer students can be accommodated to improve their educational outcomes. 

Carrie’s education philosophy was presented in a poem that was representative of how she views literacy education as a creative and complex process, that considers the interests and experiences of students; values cultures, lifestyles, and languages; is supported by effective teaching; and respects the potential that students bring to the classroom.

References for Carrie describe her thorough lesson planning, that considers not only content and curricular outcomes but also students’ needs. She is reflective about her teaching practice and grows her professional development by considering input from others. Carrie was actively engaged in building relationships with her students and by her participation in school events. She is recognized for being a critical and original thinker, as well as a talented writer. Carrie is thoughtful and respectful of students and their various needs. She develops a strong and healthy working relationship with students and staff. Carrie establishes a safe environment where students feel comfortable asking questions and taking risks. She leads class discussions by encouraging diverse perspectives.
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Carrie is committed to a strong public school system in Manitoba. She is driven to enhance the language and literacy skills of all students in Manitoba and is clearly a worthy recipient of the Scholarship Award for 2021.

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2020 – Jenna Wynnyk
Jenna Wynnyk is a student at the University of Manitoba. She graduated with a Bachelor of Arts from the University of Manitoba in 2017, with a major in English and a minor in Psychology. Jenna currently completed her first year with the Faculty of Education in the Early Years Stream. Jenna has always had a passion for literacy, and it is her desire to share that passion with her future students within our province.

Jenna’s main focus as an educator is to help her students grow to their fullest potential. She shares three main priorities that will be the foundation of her literacy teaching within classrooms. The first is that she wants to allow her students to think imaginatively and feel safe to share their ideas. Secondly, it is Jenna’s intent that students will learn to think and share these ideas both effectively and creatively. Lastly, she wants her students to develop a life-long interest in learning that will not fade when they leave my classroom.
Jenna is committed to the students that she works with. As a long-time dance instructor, in both paid and volunteer positions, Jenna knows the value of teaching and supporting students to the best of their ability. She knows that being a role model and a supportive coach for her students is of utmost importance in helping them achieve their goals.

Jenna is aware that teaching practices are continually changing and that she needs to always be perusing new literacy opportunities in our ever-changing world. Jenna is committed to keeping up to date with the latest literacy trends and technology to provide her students with more learning opportunities. As she stated in her application, “Although we are teaching and leading our students, we are also learners and that is something that should never stop throughout our careers.”

Cooperating teacher and professor reference letters note her high degree of commitment, self-motivation and enthusiastic attitude. This was evident in her volunteer work at the university EdCon Conference. In the classroom, Jenna was able to make quick connections with her students and was key in helping boost students’ interests in books. She sees the value in using literacy when teaching across all subject areas and it was evident that she saw the importance of including literacy across the curriculum. Jenna’s passion to create a safe and inclusive learning space for her students, by creating memorable learning experiences through the use of literacy, makes her a worthy recipient of the RCGW scholarship award. Congratulations Jenna Wynnyk!
2020 – Karine Ferguson
Karine Ferguson is currently in her first year of Bachelor of Education at the Université de Saint-Boniface. Karine is in the Early Years stream and she is passionate about teaching and furthering the literacy skills of all students in Manitoba.

Karine’s years of work experience as an Educational Assistant in a French elementary school in Winnipeg included preparing lessons for students who were learning English as a second or third language. Karine was instrumental in helping students find ways to read and communicate in English by integrating schoolwork with fun games to increase motivation. Karine has also had the opportunity to build positive relationships with youth by volunteering at Fort Whyte Farms. She was able to integrate English language learning by introducing new vocabulary with hands-on activities for those youth that attend the program who were learning English as a new language. Karine’s work as a Junior Botanist Club Educator has also given her many opportunities to coordinate hands-on activities, games and stories about plants, soil and gardening for youth.

Karine is an ideal recipient for the Reading Council of Greater Winnipeg 60th Anniversary Scholarship because her past and current experiences demonstrate her commitment to furthering literacy and language arts skills of all students. She knows the value of building literacy skills and that these skills are essential to succeeding in other subjects and activities at school. Karine is passionate about reading and she would like to help youth connect to characters in books and develop their own love of reading as well.
Reference letters from her professor and cooperating teacher describe Karine as a hardworking, team player. She values a variety of experiences and challenges. Her teaching practicum in a remote rural setting saw her positive demeanour, resourcefulness, and quality interventions provide students with literacy skills that were very much a priority in that school. Her ability to rise to new challenges and approach literacy in engaging ways makes Karine a worthy recipient of the RCGW Scholarship this year. Congratulations Karine Ferguson!
2019 – Colleen Chau
Colleen Chau is a student at the University of Winnipeg. She has her Bachelor of Arts in English Honours, and recently completed her first year of teacher certification as part of the Integrated Education program. Colleen is passionate about teaching the future leaders of Manitoba. Colleen is committed to working with marginalized groups of students such as EAL and inner city youth. She has completed her TESL certificate and attends PD opportunities that address equity, literacy and reconciliation. She completed her practicum block at Niji Mahkwa School. She volunteers with the Flora House Reading Circle with Frontier College. Colleen’s main focuses are equity and addressing the literacy gap. She believes that literacy is an important first step toward liberation from social and economic restraints. The Storytelling Club at Gordon Bell High School was the inspiration for her to use culturally responsive teaching strategies for literacy. Colleen learned the importance of connecting students’ lived experiences to the content they were learning. In her practicum block she encouraged her students to incorporate their background and knowledge of their place in the world into discussions and persuasive writing projects. Colleen feels that by engaging students’ hearts along with their heads, they become more invested in the learning process. During her classroom practicum, Colleen utilized a combination of Read to Me, Tyner and CAFÉ. Colleen is committed to teach in a way that is fun and culturally responsive, while at the same time, offering her students daily engagement with literacy education. Cooperating teacher and professor reference letters note her high degree of professionalism, commitment, self-motivation and positive attitude. She exudes passion and positive energy in the classroom. Colleen’s ability to take new professional learning, past experiences, and current philosophy and meld these into empowering literacy ideas is admirable. Congratulations, Colleen!Colleen Chau is a student at the University of Winnipeg. She has her Bachelor of Arts in English Honours, and recently completed her first year of teacher certification as part of the Integrated Education program. Colleen is passionate about teaching the future leaders of Manitoba. Colleen is committed to working with marginalized groups of students such as EAL and inner city youth. She has completed her TESL certificate and attends PD opportunities that address equity, literacy and reconciliation. She completed her practicum block at Niji Mahkwa School. She volunteers with the Flora House Reading Circle with Frontier College. Colleen’s main focuses are equity and addressing the literacy gap. She believes that literacy is an important first step toward liberation from social and economic restraints. The Storytelling Club at Gordon Bell High School was the inspiration for her to use culturally responsive teaching strategies for literacy. Colleen learned the importance of connecting students’ lived experiences to the content they were learning. In her practicum block she encouraged her students to incorporate their background and knowledge of their place in the world into discussions and persuasive writing projects. Colleen feels that by engaging students’ hearts along with their heads, they become more invested in the learning process. During her classroom practicum, Colleen utilized a combination of Read to Me, Tyner and CAFÉ. Colleen is committed to teach in a way that is fun and culturally responsive, while at the same time, offering her students daily engagement with literacy education. Cooperating teacher and professor reference letters note her high degree of professionalism, commitment, self-motivation and positive attitude. She exudes passion and positive energy in the classroom. Colleen’s ability to take new professional learning, past experiences, and current philosophy and meld these into empowering literacy ideas is admirable. Congratulations, Colleen!
2019 – Sarah Elhatton
Sarah Elhatton is an education student who recently completed her first year of studies at the Université de Saint-Boniface in the elementary stream. Sarah is in the Early Years program and she is passionate about teaching the future leaders of Manitoba. 
Over the past two summers, Sarah has worked as an instructor for the Louis Riel School Division at a summer camp called ASPIRE. The goal of this camp is to encourage students to continue to learn over the summer months. Her role is to develop fun literacy activities that promote reading. One example is the escape room she developed, which is a fun, hands-on way to incorporate different literacy activities such as reading and word work. Sarah’s interest in literacy grew during her course in Methodology of Elementary Reading. This helped her see the responsibility educators have in assuring positive literacy experiences for all students. Sarah recognizes that literacy is the fundamental base to all areas of learning. Manitoba’s below average results in the Pan-Canadian Assessment Program of 2016 have been a huge motivation for Sarah in seeing the value of committing to literacy education. Her vision is to improve results while also encouraging a love for all aspects of literacy. To make this possible, Sarah will have a balanced literacy program using the Daily 5 program and participate in many literacy events that we have here in Manitoba such as I Love to Read Month. She sees the value in councils, such as RCGW, in promoting the literacy choice board with a focus on daily literacy activities. Sarah is excited to teach her students that literacy is more than reading a book. Reference letters from a professor and a cooperating teacher describe her as a critical thinker, driven, respectful, intelligent, genuine and committed to literacy. Sarah is a worthy recipient of this award as she is passionate about sharing her love for literacy with her future students. Congratulations, Sarah!