Porfiria Pedrina has never been one to walk away from a challenge. Now a vice-principal at A.E. Wright Community School in Winnipeg, her journey into Manitoba\u2019s education system is a powerful reminder of what persistence, advocacy, and a deep belief in equity can accomplish.<\/p>\n\n\n\n
Porfiria completed her Bachelor of Secondary Education in English in the Philippines in 1994, followed quickly by a master\u2019s degree in educational management and a Doctorate in Education by 2000. Teaching, learning, and leadership have always been central to her life. Before coming to Canada, she had already built an impressive career as a professor and later as Dean of the School of Education and Liberal Arts.<\/p>\n\n\n\n
When Porfiria immigrated to Manitoba in 2006 through the Manitoba Provincial Nominee Program, she arrived hopeful that she would be able to continue her career as an educator. However, despite her four degrees and extensive teaching experience, Porfiria was told she did not meet Manitoba\u2019s teacher certification requirements. Her credentials were deemed incomplete and she was required to complete an additional 12 credit hours at the University of Manitoba. At the time, she was already working as a research assistant in the Faculty of Education, pregnant, and adjusting to life in a new country.<\/p>\n\n\n\n
\u201cIt was very frustrating,\u201d she recalls. \u201cImagine doing so much schooling, having so much experience, and still being told it\u2019s not enough.\u201d<\/p>\n\n\n\n
Even after completing the required coursework, the challenges continued. Porfiria was not granted a probationary certificate, and when she was finally certified, her teaching experience was assessed incorrectly. Years of experience were missing from her file, placing her at a much lower step on the salary scale.<\/p>\n\n\n\n
What followed was months of letter-writing, appeals, and back-and-forth communication with the Professional Certification Unit. Porfiria gathered documentation, contacted former colleagues in the Philippines, and made her case, clearly and persistently.<\/p>\n\n\n\n
\u201cI didn\u2019t stop,\u201d she says. \u201cFor me, this was an injustice.\u201d<\/p>\n\n\n\n
Persistence Pays Off<\/p>\n\n\n\n
Eventually, her experience was recognized and her classification corrected. While she did receive back pay, Porfiria is quick to point out that not everyone is able to fight the system the way she did. Language barriers, cost, unfamiliar processes, and fear can all stand in the way for internationally educated teachers.<\/p>\n\n\n\n
Even enrolling in the required coursework came with obstacles, including being asked to complete an English language exam, despite having taught English for over a decade and working in the Faculty of Education at the time. The cost of testing alone was a significant burden as a newcomer.<\/p>\n\n\n\n
\u201cMoney matters,\u201d she says. \u201cIt can be a real barrier.\u201d<\/p>\n\n\n\n
These experiences have shaped how Porfiria now supports and mentors others. Her advice to internationally educated teachers is both practical and encouraging: prepare as much as you can before arriving, gather all documentation, follow the process carefully, and if the outcome doesn\u2019t seem right, know that you have the right to appeal.<\/p>\n\n\n\n
\u201cDon\u2019t give up,\u201d she says. \u201cIf you have evidence, if you can justify your experience, fight for your rights.\u201d<\/p>\n\n\n\n
While her certification journey was challenging, Porfiria\u2019s work as an educator and leader is grounded in hope, belonging, and cultural pride.<\/p>\n\n\n\n
The Power of Belonging<\/p>\n\n\n\n
She is a strong advocate for culturally responsive and culturally affirming education, and nowhere is this more visible than in her leadership of the Filipino Bilingual Program at A.E. Wright Community School. The program began in 2018 after years of advocacy, with Porfiria taking the lead in lobbying the school board, developing curriculum, and recruiting students.<\/p>\n\n\n\n
For Porfiria, the program was long overdue. Winnipeg has one of the largest Filipino populations in Canada, and many families were seeking an education that honoured their language and culture while still fully meeting Manitoba curriculum requirements.<\/p>\n\n\n\n
She helped develop the program from the ground up, securing funding and guiding its implementation. In the early years, enrollment was low and the program\u2019s future was uncertain. At one point, it was nearly discontinued.<\/p>\n\n\n\n
\u201cI fought for it,\u201d she laughs. \u201cI\u2019m a fighter.\u201d<\/p>\n\n\n\n
Today, the Filipino Bilingual Program serves 125 students from K to 8, with more families wanting to enroll than the school can accommodate. The program has also influenced a second program in the Winnipeg School Division. \u201cAnd my dream is not only to be offering this in our division, but in the province and also the entire country,\u201d she says.<\/p>\n\n\n\n
For Porfiria, culturally responsive education shows up in everyday moments. It\u2019s in the resources used in classrooms, in the conversations that happen at school, and in shared experiences, like a winter concert where all students sang a song in Filipino.<\/p>\n\n\n\n
\u201cThese are things you wouldn\u2019t have seen years ago,\u201d she says. \u201cAnd now, people are happy learning about it.\u201d<\/p>\n\n\n\n
At the heart of her teaching philosophy is the belief that students learn best when they feel they belong. Academic excellence matters, she says, but so does cultural identity, citizenship, and representation. She also advocates for school staff to better reflect the communities they serve.<\/p>\n\n\n\n