Nahla Salmani

WORK HISTORY

EDUCATION

ABOUT NAHLA SALMANI

Detail-oriented and student-centered educator and administrator with over 10 years of experience supporting diverse learners and managing educational programs across traditional, alternative, and community-based settings. I currently serve as a Secondary School Educator at the Inuuqatigiit Centre for Inuit Children, Youth and Families, where I help Indigenous youth earn high school credits through culturally responsive, trauma-informed, and land-based learning. I support students in earning high school credits, guide them through PLAR preparation, and assist with goal-setting and career planning to help them navigate post-secondary pathways. I collaborate closely with Program Coordinators, Elders, and Knowledge Keepers to provide holistic, wraparound supports for Indigenous youth experiencing crises, disengagement, or chronic absenteeism. My work includes tracking academic progress, generating data-informed reports, and developing curriculum that aligns with Ontario Ministry standards while centering Inuit knowledge systems and student voice. In addition to my teaching role, I manage administrative operations including scheduling, event planning, stakeholder communication, and facility booking. I also maintain electronic records, process timesheets, and reconcile financial statements—balancing detail with budget awareness. With a strong foundation in inclusive curriculum and learning design, I create adaptive materials that reflect diverse learner needs and promote equitable access to education. Fluent in English, Persian, and Arabic, I bring a deep understanding of linguistic and cultural diversity to my work, shaped by over a decade of experience teaching in ESL, EAP, and LINC classrooms. My instructional approach is grounded in trauma-sensitive, real-world pedagogy and informed by CLB-aligned, PBLA-based methodologies. I’ve led initiatives that support credit recovery, student re-engagement, and graduation readiness, always centering equity, accessibility, and cultural humility in the learning experience. I’m also skilled in educational technology, with a focus on designing inclusive, engaging digital learning experiences that enhance learner access and participation. My academic research in immersive virtual reality, interaction design, and accessibility continues to inform my practice—allowing me to integrate innovation with pedagogy to create meaningful and responsive learning environments.