Brooke Moore, BA’ 04, BEd’ 05



Brooke Moore believes that every child can cross the stage with dignity, purpose, curiosity and options. In all of her work across different roles, this belief takes shape as a core professional focus and motivator. After graduating with her Bachelor of Education from UBC, for which she received the UBC Dean of Education Scholarship, Brooke taught English in a West Vancouver high school for just under a decade before moving into the role of vice principal at an elementary school. In 2015, Brooke moved to Delta, where she is currently enjoying her role as the district principal of inquiry and innovation. Due to her mindset of “what if?” and “let’s try”, Brooke has enjoyed writing a couple of inquiry-focused resources for Rubicon Publishing as well as blogging for Education Canada, where she also served a year-long stint as a columnist. Currently, she exercises her love for writing in her role as editor of the Transformative Educational Leadership Journal hosted by UBC. Since her first year of teaching, Brooke has been an active member of the Networks of Inquiry and Indigenous Education. She credits the Network for introducing her to a collaborative professional inquiry, a practice she has made a central theory of action in her work.

Meeting Brooke

What is your most memorable experience from your time in the Faculty of Education?

I started my year in the Faculty in July as a member of a pilot group (normally the year started in September). The people in that group were a ton of fun and we took every opportunity to hang out together. It taught me about the importance of learning in community with others. They pushed me to be better and we laughed a lot. Also, I’ll always remember one of our instructors, Bill Williams – for his sense of humour and wisdom, and because he believed in us and held us to high standards.

Where has your education from the Faculty of Education taken you in your career?

My education at UBC has taken me exactly where I want to be. I have wanted to be a teacher since I was in grade four and once I was a teacher, I thought I would be a teacher forever. What I have found is that, even though I have moved into different roles, I am still doing the core work of what I loved about being in the classroom. I don’t work directly with students anymore in a consistent way, but I still design learning and work with learners. It turns out that what I love about education is the reciprocal process of teaching and learning, and my degree has enabled me to do this work.

Where do issues of inclusion find a place in your life or at work?

Anyone who designs learning for all, as teachers do, is immersed in issues of inclusion. I have always focused my practice on using assessment for learning. The reason for this focus is that I see formative assessment as a core component of equity. Assessment practices that result in ranking work against equity. Assessment practices that result in learning work towards equity. Assessment is one of those things that can trigger people because it gets at our core beliefs about kids: do we believe that all kids can learn? If so, assessment for learning is a huge part of how to go about helping them learn.

Do you have any words of wisdom for current students? Newly graduated folks?

Say yes. Say yes to opportunities that challenge you and things that will invite learning. Say yes to conversations that further learning, even if they are hard—especially when they are hard.