A Different Kind of Professional Learning
About Dr. McCuaig
Dr. Cameron McCuaig is a Canadian French Immersion principal and educator with more than two decades of experience in schools and professional learning spaces. He holds a Doctor of Education from Northeastern University and is deeply committed to democratic, inclusive education that centers student voice, belonging, and community well being.
Dr. McCuaig’s academic background includes a Master of Education in Early Years Education from Western University, a Bachelor of Education from Ottawa University, and two Bachelor of Arts degrees from the University of Waterloo with a focus on therapeutic recreation and recreation and leisure studies. This interdisciplinary foundation shapes his relational approach to learning and his belief that strong educational communities are built through care, agency, and trust.
He is the creator of the Web of Rights, a practical and accessible framework that supports educators in helping students understand their rights, navigate conflict, and co create respectful classroom cultures. Through workshops, seminars, and customized consultation, Dr. McCuaig supports educators and school communities in translating research informed principles into meaningful everyday practice.
Outside of his professional work, Dr. McCuaig is a devoted parent, spouse, and recreational musician who finds inspiration in animals, nature, and travel. His philosophy is grounded in the belief that education works best when it is human centered, relational, and rooted in equity, dignity, and mutual respect.
About the Work: Research-Informed Practice for Real Results
Where philosophy meets daily classroom impact.
This work is rooted in the belief that learning and teaching are deeply connected human practices. Classrooms are shaped not only by curriculum and instruction, but by relationships, power, identity, and the sense of belonging experienced by everyone within them.
Rather than offering quick fixes or scripted strategies, Dr McCuaig invites educators to reflect on what they believe about learning and teaching, and how those beliefs show up in daily practice. The focus is on building classroom communities where students feel safe, heard, and respected, and where learning is meaningful and shared.
This work is interactive, reflective, and grounded in real classroom experiences. It values conversation over compliance and curiosity over certainty. Educators are encouraged to ask questions, share experiences, and collaboratively explore what meaningful learning and teaching can look like in their unique communities.
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575 Canadian dollars