Cécile Robertson – Biography

Cécile Robertson brings over three decades of expertise in education, equity, and leadership to the Kantiono Foundation Board. A bilingual educator and former school administrator, she has shaped learning from Kindergarten to post-secondary and now mentors future teachers at York University. Her deep knowledge of culturally responsive pedagogy, teacher development, and policy advocacy aligns perfectly with Kantiono’s mission to empower students and educators in Canada and Africa. Through her experience in research, governance, and community partnerships, Cécile offers strategic insight and a passion for equity that will strengthen the foundation’s programs and global impact.

 

About Cécile Robertson

A Career Rooted in Education and Equity

Cécile Robertson is a bilingual educator and former school administrator whose career spans more than three decades across Ontario’s publicly funded school systems and post-secondary institutions. Grounded in the Ontario Curriculum and guided by culturally responsive and equity-focused practices, she has taught and led from Kindergarten through Grade 12 and now mentors the next generation of teachers in higher education.

Current Role at York University

Since 2024, Cécile has served at York University’s Glendon Campus as Practicum Supervisor and Placement Coordinator, guiding teacher candidates through in-school placements with feedback, coaching, and evaluation aligned to Ontario College of Teachers standards. She also developed and instructs the French Language Enhancement Certificate Course, designed to strengthen oral, written, and reading proficiency for educators preparing for the FSL Part 1 AQ proficiency test. In addition, she facilitates FSL Additional Qualification (AQ) courses (Parts 1, 2, and 3), modeling best practices in second-language acquisition, inclusive pedagogy, and assessment across Core, Extended, and Immersion streams.

 

Leadership Beyond the Classroom

Cécile’s leadership extends beyond teaching. At Conseil scolaire Viamonde, she served as a School Principal, overseeing operational excellence, analyzing EQAO data to drive school improvement, and building strong partnerships with community organizations—from Toronto Public Health to Indigenous Francophone associations—to enrich student learning. Previously, within the Toronto District School Board (TDSB), she held roles as Vice-Principal, Systems Leader/Learning Coach in FSL, and classroom teacher across K–12, authoring a bilingual code of conduct, strengthening literacy instruction in French Immersion, and championing restorative approaches that elevate student voice and well-being.

Research and Policy Contributions

Committed to evidence-informed practice, Cécile has contributed as a consultant to the Ontario Ministry of Education and the Ontario College of Teachers, focusing on FSL and Francophone proficiency assessments. As a lead researcher with Glendon’s Camerise project, she conducted ethnographic research on FSL teacher retention in the TDSB—engaging educators, administrators, and policy leaders to examine systemic challenges in recruitment, integration, and sustainability, and to propose actionable recommendations.

Advocacy Through Arts and Culture

A passionate advocate for arts in education, Cécile is co-lead of Cinéfranco’s Youth Film Festival programming, curating age-appropriate French-language films and developing classroom study kits aligned with Ontario’s FSL expectations. Through workshops for students and educators, she connects cinema to critical thinking, oral communication, and cultural literacy—using storytelling to foster identity, belonging, and intercultural dialogue.

Expertise and Recognition

Cécile’s curricular expertise spans Language Arts for Francophone and FSL learners (K–12), Social Studies (K–8), and Drama (K–12). As a K–12 Learning Coach, she specializes in literacy development and assessment strategies grounded in culturally relevant pedagogy and critical literacy. She is a sought-after speaker and workshop leader for organizations including CASLT, ETFO, AQEFLS, and OMLTA, where she addresses equity, plurilingualism, Indigenous perspectives in FSL, and the pedagogical relevance of the CEFR.

Education and Philosophy

Cécile holds a Bachelor of Arts (York University, 1994) and a Bachelor of Education (University of Ottawa, 1994), completing Ontario’s initial teacher education program for primary and junior divisions. Throughout her career, she has remained steadfast in her belief that language learning—anchored in justice, identity, and joy—can open doors, transform communities, and change lives.