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Rick Gilson – Executive Director of Southern Alberta Professional Development Consortium

Rick Gilson - Executive Director of Southern Alberta Professional Development Consortium
About Rick Gilson

Dr. Rick Gilson (@rgilson1258) started his teaching career in the fall of 1985. In addition to teaching, Rick has worked in school administration at the high school level for 15 years, the last eight as principal at Grande Prairie Composite High School before moving into Central Office. After one year as District Principal in Grande Prairie, Rick accepted the Assistant Superintendent position, focusing on Inclusive Education with Westwind School Division in 2013. In 2018, Rick joined SAPDC as the Executive Director. At work, he loves coaching young teachers, and new leaders and generally just helping folks grow. An avid reader, Rick shares passages and books frequently in Blog, Twitter posts and, most recently, the new ARPDC Podcast series Change Maker Conversations in Education.

Connect with Rick: Email | Instagram | Linkedin | Twitter | Facebook

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Grande Prairie Composite High School

Grande Prairie Public School Division

Southern Alberta Professional Development Consortium (APDC)

Football Alberta

Alberta Schools Athletic Association

rickgilson.ca

Tiny Habits: The Small Changes That Change Everything by BJ Fogg

Ryan Holiday’s Books

John Wooden’s Books

Above the Line: Lessons in Leadership and Life from a Championship Program by Urban Meyer

Andy Reid’s Books

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):

Welcome back to another episode on the High Performing Educator podcast. This is your host and keynote speaker, Sam Demma. Today’s special guest is Dr. Rick Gilson. Dr. Rick Gilson (@rgilson1258) started his teaching career in the fall of 1985. In addition to teaching, Rick has worked in school administration at the high school level for 15 years, the last eight as principal at Grande Prairie Composite High School before moving into Central Office. After one year as District Principal in Grande Prairie, Rick accepted the Assistant Superintendent position, focusing on Inclusive Education with Westwind School Division in 2013. In 2018, Rick joined SAPDC as the Executive Director. At work, he loves coaching young teachers, and new leaders and generally just helping folks grow. An avid reader, Rick shares passages and books frequently in Blog, Twitter posts and, most recently, the new ARPDC Podcast series Change Maker Conversations in Education.I will see you on the other side.

Sam Demma (01:24):

Welcome back to another episode of the High Performing Educator podcast. This is your host, Sam Demma. Today, joined by a very special guest. His name is Rick Gilson. Rick, it’s a pleasure to have you on the show here today. Please take a moment to introduce yourself and share with everyone listening a little bit about who you are and what it is that you do.

Rick Gilson (01:44):

Well, thanks for having me on, Sam. Appreciate it. I apologize to the listeners in advance. I, I am in the final few days of that three week cold cough, flu thing that’s been going around the nation, so that was wonderful. And we’re recording just after Christmas holidays, so guess what? Those couple of weeks were like. <laugh>. Anyways, lifetime educator, coach. I’ve coached somewhere in the neighborhood of 70 teams, all total, the vast majority football. Taught for about 30 years up in the Grand Prairie area. Came down to Southern Alberta for about five years as a Assistant Superintendent in the West Wind School Division down the very southwest corner of Alberta. And currently I serve as Executive Director of the Southern Alberta Professional Development Consortium, which serves the 12 school divisions in the South in supporting the professional learning of the teachers down here. And I’ve been past President, well, President, past President of the Alberta Schools Athletic Association, and involved in that pretty heavily for a number of years as well. So, that’s it in a nutshell.

Sam Demma (02:59):

<laugh>, it’s a big nut. <laugh>.

Rick Gilson (03:02):

I am a big nut

Sam Demma (03:04):

<laugh>,

Rick Gilson (03:04):

Correctly stated. Sam <laugh>,

Sam Demma (03:07):

You, you have a wall of books behind you. The listeners won’t be able to see that. When did you start reading so many books and <laugh>? When did self-education become a very important part of your life, and and why did you prioritize that?

Rick Gilson (03:25):

Well certainly if any of my high school teachers are still around, they would say it definitely did not become an important part of my life until after high school. I, I would say that I, I was I’ve been an avid reader for quite some time and now with the advent of Kindle software, Amazon, and all of that, a little bit of an addiction. So I have many books in print, and then I use the Kindle app on my iPad, my phone, and my laptop. And I have probably, I guess around 1300 books or so on there. I haven’t read them all covered to cover. I don’t know that it’s always necessary to read a book cover to cover. but I have read portions of the vast majority and all of many, and just I, on my Twitter account, I live by the adage. The more I know, the more I know I need to know more. Hmm,

Sam Demma (04:27):

That’s amazing. Out of, out of the books you’ve read which philosophies have impacted your career as a teacher the most? <laugh>

Rick Gilson (04:36):

Well, that’s a, that’s certainly a big piece. I think e everything that I read that speaks of the value of the individual to try to draw the best out of people that you’re working with. I, I have a, a personal belief that we’re all sons and daughters of God, and so if we’re sons and daughters of God, we have the, a lot of potential <laugh> to say the least. And so look for those good things and, and so everything that can help with that. I, I’m kind of drawn to and, and that goes all the way back to the works of the stoics Ryan Holiday’s books have been a favorite in those recently. But also you go back into the coaching period of time, and I have an entire section of seven or so books of John Wooden’s and, and, and on and on and on with that.

Rick Gilson (05:37):

And there’s some books where, you know, sometimes you read the book and the book is awesome, and the teachings are awesome, and the author goes on to make some extremely poor choices long after they’ve written the book. And you’re kind of like, how come you couldn’t even follow your own book? <laugh> urban Meyer would be an excellent example of that. His book is, is Great above the Line, it says the title of that book. And I, I really enjoyed the teachings. We as a, a school board and and central office team used it as a book study one year, and then last year I thought, holy cow, urban, follow your own book for crying out loud <laugh>. Oh man. So, you know, sometimes we learn and sometimes we have to learn over, and but I think that’s kind of the piece of it there.

Sam Demma (06:27):

You mentioned your high school teachers would definitely know that your love for reading didn’t start in high school. would they have known that you would be an educator and a coach <laugh>? And, and where did that come from?

Rick Gilson (06:41):

You know, there’s a, it’s a little bit of a longer story, but my father coached my father was a high school graduate. My mom graduated from high school in her forties. and I grew up in Calgary through grade 11. And my father was coaching the senior volleyball team at Churchill in Calgary, so Winston Churchill. And as I came into high school, I tried out and made the junior varsity volleyball team, and certainly anticipated playing for my dad in grade 11. And as I came into grade 11 to try out for the senior varsity team, my dad quit coaching. Other things in his career impacted that. And the next thing I knew in grade 12, we moved to Edmonton and I’d switched sports and I tried out for football at a small high school in Edmonton called Harry Ainley.

Rick Gilson (07:33):

And I’m being facetious when I say small, so about 20, 2600 kids there today. But it was a little less than that at the time. And I played for a man by the name of Brian Anderson on the Har Titans football team, and was actually blessed. And I was kind of, I was his favorite. He kept me, he kept me very close to him on the sideline during the game. so I, I was blessed to learn a lot watching him and watching my teammates play and playing a little. And a few years later in August, I was working at a place called Prudent Building Supplies, making cement. And Brian came in to get a load of cement for his backyard, and he asked me what I was up to, and I told him, I’m going into education, start next week. And he said, you should come coach.

Rick Gilson (08:22):

And I was like, but I hardly even played. And he said, look, you backed up four or five different positions on defense. You were this on the scout offense, you did all these other things you should coach. And so I started coaching and long and short of it is when Brian was inducted into the Hall of Fame in Edmonton, not in the Sport Hall of Fame, but the Edmonton City Hall of Fame. I was blessed to be invited to be there with him. And when park was named him, I was blessed to be invited to join at the dedication of that sport park. And Brian, kind of, when my teams came down from Grand Prairie to play in Edmonton, he was there. So I owe a great deal to a coach that I didn’t really realize at the time in grade 12.

Rick Gilson (09:15):

And, and at that time, second year, grade 12, <laugh>, I got to play two years even really knew who I was. Mm-hmm. <affirmative>. So that was great. And I remember as we coached, as I coached the junior varsity at AIN Lee for the four years as at university, that as that came to a close my last year, we had a team that didn’t give up a single point all year. And I was coaching the defense and coordinating the defense. And we got into our last regular season game, and Brian was on the sideline, just had walked over from the senior practice and the other, we were winning handily and we had all the subs in, and the other team started to drive towards the end zone, and everybody wanted to finish the season without getting scored on. And so there was a lot of, hey, you know, put us back in coach from the starters.

Rick Gilson (10:09):

And I started to do that, and Brian said, I would’ve thought you might’ve learned a different lesson from your time on my sideline when I made this mistake. And so we, and I’m paraphrasing, I don’t remember the exact words. Yeah. But I called the starters back and I said, guys, we just gotta cheer these guys on. It’s a team record. We gotta cheer these guys on. And sure enough, the backups were able to force a turnover. And we didn’t get scored on. We gave up one point in the playoffs when on a punt return, our punt returner slipped just, just barely in the end zone. So that was it for the year. So that’s kind of how it goes.

Sam Demma (10:50):

It sounds like Brian enabled the potential in you or in some ways helped you see the potential in yourself when, as you described in high school, you barely even knew who you were especially in your grade 12 year. And you hold that belief that you know, we are all sons and daughters of God, and if that’s true, then we all have massive potential. How do you think Brian helped you see the potential in yourself and as educators, how can we help our students or the people in the, in front of us see their potential?

Rick Gilson (11:23):

You know, it was a combination of Brian and my dad <laugh>. I do remember my dad walking across the field when Amy had won a game quite handily and meeting Brian at midfield as the team was walking off, and I was walking off and kind of like, oh, oh, what’s that up to, up to you now? And dad had coached, remember he had coached a long time and he kind of pointedly asked, you know, when you’re winning 49, nothing, do you really need to keep the starters on the field? And so there was these conversations that took place between two adults in my life. And, and I had my ears open and, and kind of understood that principle from a, a long ways back. And I, I think the, the piece of it is you know, I graduated and moved to Grand Prairie, that’s a four, four and a half hour drive away from Edmonton and, and Ainley and, and just at different times, you, you touch base and run into each other.

Rick Gilson (12:22):

And as I said, when I brought my teams down, he would see, he would come watch the games and and even came up a couple times for exhibition games. I, I think it’s just the piece of being willing to mentor and support. And, and the same thing applies in an English or social studies class. That’s what what I taught is just try to see the best, see the potential. Don’t overreact to some of the behaviors that initially ob be there, or, or definitely don’t overreact to the, I can’t, you know, I don’t get, I, I’m not, I don’t think I can do, you know, if we, if we overreact to those and we don’t invite people to see the potential or invite people to see the possibility of themselves being able to do then we miss a chance. We miss, we miss, or they miss a chance, but we miss a chance to positively impact the trajectory.

Rick Gilson (13:27):

Like we, we never don’t impact the trajectory of, of those we interact with. I don’t, I don’t believe very much in neutral. Mm. you know, we, we might tip, tip the nose of the plane down a little bit or tip the nose of the plane up a little bit. But the idea that we can kind of pass through each other’s life and not do anything, I, I’m not so sure that I accept that notion. So if I’m gonna impact, I’d much prefer to impact your trajectory up, even if it’s something as simple, I say to the, the youth and the team, the students that I’ve taught or coached, certainly the youth I work with now, you know, if somebody’s got a name tag, talk to them and use their name, you know, and that’s at the gas station. The hotel doesn’t matter. wherever you are, if someone’s got a name tag and you can see the name tag, then use their name that’s gonna positively impact the trajectory. And it’s also gonna make you a little more responsible for how you interact with that person. Cuz they’re not just a, they’re not just a nobody that’s Steve, or that’s jazz meat or whatever the case may be. And it’s okay if you don’t pronounce it perfectly. They, they’ll tell you, if you ask honestly, sincerely how to pronounce it, they’ll tell you and they’ll appreciate it. Mm-hmm.

Sam Demma (14:51):

<affirmative>, I’ve read about the importance of using people’s names in the book, how To Win Friends and Influence People when I was 16 years old and it, I, I bought the book from Value Village. Mm-hmm. <affirmative>, which is a local thrift store near my house. And Value Village had, and they still do, they have this book purchasing system where if the book is listed for 7 99 or under, their price is 99 cents. And if the book is between 7 99 and 1499 sticker price, then their price is a dollar 99 in the store. And if it’s over 1499, then their price is 3 99 or something like this. And if you buy four, you get the fifth one free. And I remember I picked up that book from Value Village and I read the chapter that was all about the importance of using people’s names. And I went back the next time to buy some new books.

Sam Demma (15:45):

And after I picked out four or five books, they were all non-fiction. And some of them were biographies. Most of the sticker prices were 1499 and above, which meant in their system it would cost a few dollars per book. And when I got to the cash register, it was the first time I had become conscious of this idea of trying to address everybody, not just the people I knew, but total strangers to me by their names. And she had a name tag, I can’t recall her name now because it’s been many years, but I did use it. And she went down from typing or punching in buttons on the calculator to looking at me. And she paused for a couple seconds and said, do I know you

Rick Gilson (16:23):

<laugh> <laugh>?

Sam Demma (16:25):

And,

Rick Gilson (16:25):

And I said, you do now

Sam Demma (16:27):

<laugh>. I said, I said, no, but I, I would love to meet you. You were talking now. And we started talking and one question led to the next, and I found out that her daughter went to a neighboring high school, was in the same year as me. And before I knew it, we had a great conversation and she scanned all the books through as 99 cents and they were all supposed to be four or $5 each. And I didn’t use her name with the intention of walking out of there with less expensive books, but it was interesting to me because I was like, wow, I had a better experience, she had a more pleasant experience and I got some great books and a good deal <laugh>. and I think that was the first time I was introduced to that idea. What, what other tiny habits do you think are impactful in our everyday life? whether as an educator or just as a human being.

Rick Gilson (17:17):

Now, did you pick Tiny Habits? Cuz it’s the book right Over my shoulder here behind me is that I did

Sam Demma (17:22):

<laugh>.

Rick Gilson (17:22):

Were you, were you picking the low hanging fruit here?

Sam Demma (17:24):

<laugh>

Rick Gilson (17:26):

First, let me say that. I don’t always get free books <laugh>, but by using names, I don’t always get a reduction on my meal or anything like onto that. but I do get a smile mm-hmm. <affirmative> and, you know I could tell you just at an, an Italian grocery in Calgary, I, the lady didn’t have a name, so I asked her her name name tag. She had a name of course, <laugh>, but she didn’t have a name tag. So I asked her what her name was, she told me. And I said, well, that’s awesome. Nice to meet you. what’s been the best thing of your day today? And she paused for a minute and she said, well, you asking me my name? Hmm. And, and she’s got a smile. And actually that caught me off guard. That ac that kind of hit like a little bit of a sledgehammer, you know, and you’re like, whoa.

Rick Gilson (18:17):

But that, that was like a pleasant sledgehammer, I should say. Yeah. <laugh>, you know, so it just bounces back and you’re, you’re off having a great day. And I guess that segues a little bit. Tiny Habits is a, is a fantastic book. I don’t know that you meant for me to talk about the book, but the author is BJ Fogg, a professor at Stanford University, and one of the tiny habits there that, that I have been practicing now come up here in February, it’ll been two straight years where it’s called the Maui Habit. And basically every day on Maui is a great day, right? And so we all get outta bed pretty much the same way. When I speak with larger groups, I’ll, I’ll actually ask them this, say, you know, is there anybody here who gets outta bed hands first? And they kind of look at me like, no, I mean, obviously we all swing our feet out of the bed and you, and you stand up.

Rick Gilson (19:12):

And so the Maui habit is that as you put your feet down, you think a little bit about your day. And as you stand up out of the bed, you say out loud, today is going to be a great day. And then you celebrate. And, and that’s the principle behind Tiny Habit. You know, what’s the trigger? The trigger is your feet hitting the floor? What’s the action? And then what’s the celebration? And the closer your celebration is to the action, the more likely the habit will last. Hmm. And so, and, and I mean, I get up usually quite a bit earlier than my wife, and so I whisper it <laugh> and you know, the celebration can be a little shoulder shimmy or whatever it is you wanna do. It’s your choice. You decide your celebration. but I do believe in, you know, that it just states where you’re starting your day, even a day that’s filled with meetings you don’t necessarily want to go to or meetings you, you’re not really looking forward to.

Rick Gilson (20:19):

It still states that, and plants in your mind that seed that today is going to be a great day. Not necessarily all of it, but on the whole, it’s a great day. And of course, any day that we’re above the ground as opposed to six feet under the ground, you know, it’s a good way to take a look at things. But so, so that’s, that’s one that carries me through and, and trying to be somewhat optimistic. I, I think folks might suggest sometimes I’m overly optimistic, but trying to be optimistic is a good way to go. About your day beats the heck out of being a woe is me.

Sam Demma (20:59):

Hmm. There’s a, the spiritual teachers named Sat guru, and I often listen to some of his YouTube lectures, and I find his, his preaching, but also his concepts very applicable. And one of the things he often says is, you know, you came here with nothing and you will leave with nothing, which means that most of what happens while you’re here on Earth puts you on the profit side, doesn’t it? And not on a financial standpoint, but from a life experience standpoint and, and what you experience while you’re here. and it’s, it’s often a reminder for me to try and find the gratitude in everything that occurs and unfolds mm-hmm. <affirmative>. And I think it really resonates with that idea of starting the day with the intention of today is gonna be a great day. And the Maui habit is that because of like the actual state of Hawaii? It’s

Rick Gilson (21:53):

<laugh> Yeah, it, it, well, no, yeah, it, it’s the island in Hawaii, Maui. Okay. And, and it’s literally BJ fa like I’ve been to Maui many times some, several times with all-star football teams from Alberta. Oh, nice. And yeah, there’s a, that’s a good way to spend 10 days in early August is with a bunch of high school football players practicing in the morning and scrimmaging against Maui area teams. It’s great. but yeah, he just, he, he lives in Maui and he just says, Hey, you know, it’s a great, it’s, it’s hard to get up in the morning in Maui and say, oh man, this is terrible. Mm-hmm. <affirmative>. So just, that is, that’s the name that he applied to the habit, and it’s called the Maui Habit. And, and I don’t mind sharing that habit with anybody that that asks, you know, so that’s the story behind that. But, you know, we, we take with us into the next life, everything we learn and everything we experience in this life. And yeah, I think it was, I don’t know, it might have been Denzel Washington, it said you know, your hear isn’t followed by your Brinks car with all the rest of your stuff and everything else, you know, we don’t have that. So

Sam Demma (23:08):

Yeah, there’s a powerful Denzel Washington speech at Dillard University mm-hmm. <affirmative> that I find very refreshing and invigorating to watch. And one of the, one of the lines he says is, I hope you kick your, I hope you kick your slippers under the bed. So you have to bend down to grab him when you’re down there, stay on your knees and say a quick prayer of gratitude, <laugh>. And it’s a great, it’s a great speech. who are some of your biggest influences, or it sounds like your coach and your dad were two of them as you were going through school, and even when you started your career as an educator. Is there anyone else that you think had a big impact on your philosophy?

Rick Gilson (23:51):

Well, I, I, I would be remiss if I didn’t, it’s not, yeah. I would be remiss if I didn’t say that. I’ve been richly blessed by my opportunities to study the gospel of Jesus Christ, you know, and to try to live the principles that are taught there. I do believe in the principle of eternal life and things of that nature. And so those are pieces I’ve had significant leaders in church and in, and in athletics throughout, throughout my life. I think I’m, I’m inspired by just, just like me, fellow everyday ordinary folks who are, are working through the challenges of raising a family trying to trying to work when, you know, we all want our children to be born perfectly healthy and stay healthy. I have colleagues who have, you know, had a young son diagnosed with childhood leukemia, and they, and they lose that young son far, far, far too early in that life.

Rick Gilson (25:05):

And watch how they’ve handled that. And, you know, you just keep your eyes open for people of character. And I, I don’t know that names are important. Yeah. you know, you’re, I’m inspired by some of the athletes that I’ve had the good fortune of coaching. I was a young man by the name of Jeff Halverson that played football for me up in Grand Prairie and went on to play football for the Okanagan son. And the thing about Jeff is in my high school memory, I think he scored somewhere in the neighborhood of 40 touchdowns. And, and I never saw him do anything except toss the ball to the referee and then go celebrate with his teammates. Hmm. You know, no matter how big the game. And he went on to play for the Okanagan Sun and was having a record shattering, not just record breaking, but a record shattering season rushing and scoring and, and all the rest of it.

Rick Gilson (26:04):

And 2004. and, you know, I’d phone him and, you know, how, how did the game go? And that, and he would talk about these teammates. He even would talk about former high school teammates who were playing for Victoria at the time, and Uhhuh <affirmative>, he talked about how they did, and he talked about how his teammates did and, and all that sort of stuff. But you couldn’t get him to, okay, but how many carries did you have? Or how many yards did you get? Or, you know, and, and he, he didn’t bother to ask, cuz if he didn’t wanna tell you that that was fine, you know, you could read about it the next day in the paper or whatever the case may be. Unfortunately, he away suddenly at practice that in that record breaking year he still led the nation in Russian, even though he passed away in the first week of September. Wow. And but he just was in all my experiences with him just a ton of fun to coach and, and work with. But he wasn’t perfect, you know, he didn’t do well in Calm ever <laugh> the career and life management course that you had to have to graduate. Yeah. and it drive me crazy in that regard, <laugh>, but you know, they’re there, they’re, there are people to learn from all around you. I mean, Sam, you, you are how old?

Sam Demma (27:27):

 23 now.

Rick Gilson (27:28):

Yeah. So you’re 23 going on 50 with your reading and like you’re an old soul kind of bit. You know, you’re, your thirst for learning is inspiring. You know, you’ve watched these, you’ve watched those, you’ve, you’ve read some of Wooden’s work. You, you’re keeping your eyes open and you’re learning and you’re receptive to learning. Well, that’s a great example. And anytime you see that with anybody around you, people who are curious and thirsty and desire to learn a little bit more, I, I like wor learning and working with those kindred spirits.

Sam Demma (28:05):

Where does the curiosity come from? Because I think I’ve noticed it in other people too. And it’s inspiring for me as, as it is for you, even when I’m speaking with you, I, I am energized by the conversation and excited to hear your ideas and where they’ve come from. But where does the curiosity come from for you?

Rick Gilson (28:27):

Let me ask you to finish this sentence. Just snap snap, right? You can lead a horse to water, but you can’t make him

Sam Demma (28:33):

Drink

Rick Gilson (28:34):

<laugh>. Okay. Everybody says drink. And, and I get that, and I always say thirsty. Hmm. You see, if you can help a horse be thirsty, they’ll drink. And, and so the same, it’s the same piece with, with our work with each other, you know, curious and thirsty. Think of those things together. If you’re curious about something, if you have a, an appetite to learn, then, then you just need some folks who will bump you a little bit with, Hey, have you heard of this? Or, take a look at this. Or, or, here’s that. Like you talked about Denzel Washington’s commencement speech at that particular university. He’s done three or four. And you know, if we just, if you and I just right now said to folks, Hey, around commencement time, it’s a pretty good time to go on YouTube and do a search. You won’t find all of the commencement speeches that are on there, great <laugh>, but you will find some. Yeah. And you’re going to learn something from those. And, and, you know, you can take a look at that. it, it’s the same around sharing, sharing books when someone says, oh, you know, I really wonder about, or I’m struggling with. And you’re like, well, you don’t have to read the whole book, but take a look at this, you know, and, and be willing to share. those, those are kinds of pieces that can help you get there. But it’s,

Rick Gilson (30:10):

It’s the idea of inviting people to think about the possibilities or letting yourself think about the possibilities. And you can do this, you can learn this DIY is, you know, that whole do-it-yourself world. well, accepting responsibility from my learning no matter what that might be, and then being open to the notion that other people are putting things out there for us to learn. And by reading about them, talking about them, thinking about them, and sharing them, we’re spreading a good word whenever we can.

Sam Demma (30:56):

Hmm. I think it’s really fascinating that you’ve taught a lot, but you’ve also coached a lot. I’ve interviewed a lot of educators as well, who speak very highly about the connections between athletics and education and just teaching and mentoring in general. I’m curious from your perspective what are the connections between coaching and teaching?

Rick Gilson (31:24):

I don’t think you can be a good coach without being a good teacher. Hmm. It, it’s interesting to me that I don’t know, I think it’s this book here. I’m, I could be wrong.

Rick Gilson (31:44):

It’s called Mastery Teaching by Madeline Hunter. And it might not be the right, right book, but there was a time when Andy Reid, the head coach of the Kansas City Chiefs, had a teaching book like unto this, and it might be this one that he gave all of his assistant coaches when they came on. And, and his whole premise was, if we can’t be good teachers, we can’t be good coaches mm-hmm. <affirmative>, because that, that’s, those two things are 100% interwoven. Now, what are you coaching for? That’s a key piece in and of itself, right? Like, I always prefer to win, but in, in everything, like, I, I like winning, I like winning a lot, but it was incredibly important to me that we won the right way when I was head coach up in Grand Prix. And so the notion that, that we can and must be good sports in how we win.

Rick Gilson (32:48):

So we won a lot of championships, but we also were blessed to win a lot of league most sportsmen, like team awards voted on by the other teams. Mm-hmm. <affirmative>, you know, which is, which is kind of gratifying. It’s the same pieces as I would say to my, my players. I would love for you to go on and play junior and university football and go to the pros and fortunate enough to have a few who got that far from Grand Prix all the way to the CFL and, and coached some other kids on Team Alberta teams and national championship teams and things of that nature that some even played in the nfl. but if you’re not a good father, a good husband, a good employer, a good employee, then I didn’t succeed as a coach or, or a teacher, you know? And so with the teacher side, it’d also be, you know, I was mostly coaching guys, but when I, I did coach a couple of girls basketball teams, it’s the same piece.

Rick Gilson (33:53):

Just change the gender roles and all the rest of it. But again, you can be the best athlete you can be, but if you’re not a good person, so I, I take a look and we never know everything about somebody, right? But you, you take a look and you watch someone like a Steph Curry and how he carries himself and how he carries himself with his family. Right Now, I’m, I’m quite taken by coach Robert Seller of the New York Jets. I watch a lot of his press conferences. I am very intrigued by his thought process. And he made a comment early last year in his first year of coaching at the as head coach of the New York Jets that in the end, I, I could look it up, but I’m just gonna paraphrase on it. Yeah. At the end of every day, there is a game film of that day, and you, you and I, there’s a game film of our days too.

Rick Gilson (34:52):

And the truth is told in watching that game film, you can’t hide from the game film. And again, I’m paraphrasing, paraphrasing this statement here, but the, our game film of our life and game film in football is incredibly important <laugh>, right? But so our, our game film of our day and our interactions with all the people that we interacted with and our efforts to do things and learn things that game film does not lie. And, and that’s us, that’s just on us. It does, you know a coach looks at a game film and says, how come I can see you speed up right here on this play? Why weren’t you already going as fast as you could go? Hmm. Well, and when we look at the game films of our days, you know, what did we do with those days? Now that doesn’t mean there’s not leisure time and everything else. You’re not meant to be frantically going about day to day 20 24 7. And remember that Sam <laugh>,

Sam Demma (36:00):

I I was gonna say right before the break, I was imparted with some great wisdom over email by a gentleman named Rick Gilson <laugh>

Rick Gilson (36:07):

On the

Sam Demma (36:08):

Same, on the same topic of moving, moving quickly, but not being in a hurry. <laugh> ghost.

Rick Gilson (36:16):

Yes.

Sam Demma (36:16):

Oh, sorry.

Rick Gilson (36:17):

Be quick, but don’t hurry.

Sam Demma (36:19):

Don’t hurry. Yes.

Rick Gilson (36:20):

And go slow to go fast. Yep.

Sam Demma (36:23):

That’s so true.

Rick Gilson (36:24):

Both John Wooden’s statements.

Sam Demma (36:26):

I was listening to a interview with Mike Tyson, and he was reflecting on his journey as a fighter and controversial individual. but he was telling the interviewer that one of the reasons he loved boxing was because it showed him the truth. And I think what he meant by that was when you stood in the ring whether you did the, you did the required re required training it showed when you, when you started the fight, because if you didn’t, you weren’t prepared. And you couldn’t run from that truth once you stepped into the ring. And I think it’s the same for all sports. There’s no shortcut. You either took the ball to a field and kicked it a thousand times or you didn’t. And once you step on the field and the whistle blows, that effort shows. so I think it’s a, a cool analogy for life, because for me, when I was growing up as an athlete, it always reminded me that there were no shortcuts.

Sam Demma (37:27):

And if I wanted to improve, I could, but I had to put in the, the effort and the, and have good coaches, and was blessed to have some amazing coaches. many of which, I mean, I’m not playing professional soccer today, but many of which really impacted just my personal philosophy. I had one coach who, it was a principle that all of our shirts were tucked in, and it was so much of a principle that if during the practice someone’s shirt fell out, he would blow a whistle and start looking around the room, or looking around the field silently until we all checked our shirts to see if ours was the one that fell out <laugh>. And he would wait for us to tuck the shirt back in before practice continued. And there was a cobblestone pathway down to the field. And if you had walked on the grass and he saw you walking down the grass, he’d wait until you got right up to him to shake his hand before telling you to young man, please walk back up the Cabo Sloan pathway and walk back down.

Sam Demma (38:22):

He had the principle of shaking every coach’s hand before leaving the field, even if you didn’t know the coach’s name, or they were the coach of a different team. and it’s funny, it’s been years, but all those things still stick so freshly in my mind, and I think have really helped shape my own discipline and philosophies in life. So I, I think you’re, you’re absolutely right. You can’t be a good coach if you’re not a good teacher, but if you are a good teacher and a good coach, you not only help students or young people with their athletics, but you shape the people they become. And I think it’s a really big responsibility.

Rick Gilson (38:57):

Yeah, it is a big responsibility. I, I’d say you, you, you can’t be a good coach without being a good teacher. You also probably can’t be a good coach or a good teacher without being a good learner. Hmm. you know, so all of those things are combined, and you also gotta remember every time you coach, you’re, you’re coaching your team, but your team doesn’t play against itself. I mean, it does to an extent, right. There is a, there is an element where you need to be your best. You Yep. Let the other team take care of themselves, but the other team is, is populated with the same age. They, the other team is populated by a group of young men or young women who have parents and loved ones. Like they’re not an alien. You’re not, you’re not playing against an alien. Yep. Right?

Rick Gilson (39:58):

And so any notion that they’re somehow not worthy, Hmm. That’s when, you know, I’m, I’m more than happy to have that debate discussion with anybody. You know, you, the pre-game talk where the coaches like you know, they’re this and they’re that, and they’re this. I can, no, I cannot abide by that. It’s like, why? They’re, they’re not demons. They’re other people with their dreams and aspirations and everything else. And play the game. Play as hard as you can. Like, I’d say hit ’em as hard as you can. Pick ’em up, test them off, tell ’em, good job. Go next game, next play. Hit ’em hard as you can. You know, you gotta play your best. You gotta do your best. But they’re young men or young women just like you with dreams and aspirations, just like you, they have parents, they have families. They might have had a crappy breakfast this morning, just like you did what, whatever the case may be. Yeah. Right. But we’re somehow, we’ve got to get back to where we see that we are the human race, but we’re not in a race against each other. And this, we can do better than we’re doing. we’re not sliding over into a politics conversation right now, but as a society, we can do better. Mm.

Sam Demma (41:25):

I love that. If you could, if you could travel back in time with the, you’ve had coaching and teaching and walk back into the first classroom you taught and tap yourself on the shoulder and impart some wisdom on yourself, not because you, you know, needed to hear it, but you think it would’ve been helpful to hear this when you were just starting in this industry. and in with this vocation, what would you have told your younger self?

Rick Gilson (41:55):

 first off, I would apologize to the students that I had in the, in the first 5, 10, 15, 20, 25, 30, 35 years of my career, <laugh>. because each year I hope there’s a better me, and definitely most definitely when it comes to assessment talking from an educator point of view in terms of grading and marking and evaluating and all of that I didn’t do it differently from other people, but I think collectively in the eighties compared to 20 22, 20 23, what, you know, what I, what I know now, I would do all of that very differently, which spills over into coaching and spills over into leadership. you know, the, the, the simple fact of the matter is life is, and I’ll use the education assessment term formative, and there isn’t half as much about education that is summative as in, here’s your grade, and now we’re over that.

Rick Gilson (43:08):

That’s nowhere near as important to me now as it was made to seem important then mm-hmm. <affirmative>. and, and I think that’s probably the biggest piece. I think standardized exams and all the rest of those things, man, I’d put ’em all the way over there and just say, go away. you know, so, and like I said, I’ve done administration all the way through principal central office, the whole bit. It’s, it’s just not the piece. I didn’t get a 79 yesterday, you know, on whatever it was that I was assessed on. I don’t think I’m going to get a 79 today either. But that doesn’t stop me from reflecting on how I worked and how I did and how I interacted and how well I listened when my super amazing all-star best in the world wife was speaking. you know, I, I think that, that, those are big, big pieces that I’d do entirely different on the restart.

Sam Demma (44:19):

Thank you so much, Rick, for taking the time to chat. This has been a really insightful conversation. I thoroughly enjoyed speaking with you and hope that we can maybe turn this into a series and do a couple more parts. <laugh>

Rick Gilson (44:31):

<laugh>

Sam Demma (44:32):

I, I really appreciate you making the time to have this conversation. And if an educator is listening to this or a coach and they wanna reach out and ask you a question, share an idea, what would be the best way for them to send you a message?

Rick Gilson (44:46):

Well I’m on Twitter at @Gilson1258. My email is the one that’s gonna last for the longest. It’s probably rick.gilson@sapdc.ca. And rickgilson.ca is my blog and, and things. I’m not a, as a daily, a blogger or as frequent a blogger as I’d like to be. but perhaps that’s next in life. We’ll see. But so there’s all those ways to get ahold of me and we’ll go from there.

Sam Demma (45:23):

Awesome. Rick, thank you. Thanks

Rick Gilson (45:24):

Very much. Thank you very much, Sam. look forward to meeting you in person when you get out west here in your Canada-wide journey that you’ve got on Tap <laugh>, and look forward to working with you more in the student leadership piece moving forward. So keep it going. Like I say, you’re, you’re young, but boy oh boy, you are thirsty and that’s really fun to see. So keep it going, <laugh>.

Sam Demma (45:47):

Thanks Rick, I appreciate it. And we’ll definitely stay in touch.

Rick Gilson (45:50):

Take care.

Join the Educator Network & Connect with Rick Gilson

The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education.  By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators.  You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.

Tracy Beaulieu – Administrative Support Leader

Tracy Beaulieu - Administrative Support Leader
About Tracy Beaulieu

Tracy Beaulieu is an Administrative Support Leader for the Public Schools Branch in Prince Edward Island. She has a passion for teaching and learning and brings 19 years of experience as a school administrator to her current role. This background has allowed her to render advice, guidance, and professional training to help administrators succeed in their complex roles – as instructional leaders and operational managers.

In addition to working with those directly in the role, she teaches the province preparatory course for aspiring leaders. Providing a safe, welcoming, and caring learning environment has always been a priority for Tracy. In 2012, her school received national recognition for welcoming new students and families to kindergarten.

Two years later, she received Canada’s Outstanding Principal’s Award after being nominated by the staff for her commitment and focus on character education. She believes neither of these would have been possible without an amazing staff who believed in students.

Connect with Tracy: Email | Instagram | Facebook

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Public Schools Branch – Prince Edward Island

Canada’s Outstanding Principal’s Award

Dr. Seuss Books

Who was Terry Fox?

Empty Your Backpack by Sam Demma

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:54):

Welcome back to another episode of the High Performing Educator Podcast.

Sam Demma (00:58):

Today’s special guest is Tracy Beaulieu. Tracy Beaulieu is an Administrative Support Leader for the Public Schools Branch in Prince Edward Island. She has a passion for teaching and learning and brings 19 years of experience as a school administrator to her current role. This background has allowed her to render advice, guidance, and professional training to help administrators succeed in their complex roles – as instructional leaders and operational managers.In addition to working with those directly in the role, she teaches the province preparatory course for aspiring leaders. Providing a safe, welcoming, and caring learning environment has always been a priority for Tracy. In 2012, her school received national recognition for welcoming new students and families to kindergarten.Two years later, she received Canada’s Outstanding Principal’s Award after being nominated by the staff for her commitment and focus on character education. She truly believes neither of these would have been possible without an amazing staff who believed in students. I hope you enjoy this insightful conversation with Tracy and I will see you on the other side.

Sam Demma (02:01):

Welcome back to another episode of the High Performing Educator Podcast. This is your host and youth speaker, Sam Demma. I’m here with a very special guest today. She was introduced to me by a past guest. Her name is Tracy Beaulieu. I’m gonna give her an opportunity to introduce herself as well. Tracy, welcome to the show. Please, share a little bit about your yourself.

Tracy Beaulieu (02:23):

Hi. Thank you Sam. I appreciate you having me. As you said, my name is Tracy Beaulieu and my role is an admin support leader on Prince Edward Island. So basically what I do is I’m the contact for a number of schools. I have 20 of them. Typically the elementary schools. The contact for any of the administrators if they have any questions or need support helping their teachers or helping students, I’m kind of their go-to person.

Tracy Beaulieu (02:55):

That is a very special role. <laugh>.

Tracy Beaulieu (03:00):

Interesting.

Tracy Beaulieu (03:01):

It’s a lot of support. What got you into education? Did you know growing up that you wanted to work in this industry?

Tracy Beaulieu (03:09):

Absolutely. I actually knew since I was a little kid, that was kind of the same, the thing that was in the books that your parents keep that say, What do you wanna be when you’re in grade one and two? And teacher was always it for me. Ironically, I never wanted to be an administrator and I found myself in that role at a fairly young age. I was only 27 when I became a vice principal. And really only then did I become a vice principal because I had the administrator’s course as part of my upgrading my education. And I was in a small rural school and they needed help and I was asked, I didn’t want to take it on because that would mean that I would be the vice principal of some of the teachers who had actually taught me when I was in school.

Tracy Beaulieu (04:03):

So it was a little awkward, but they were fantastic and gave me a lot of support. So then I never wanted to be a principal. And ironically people then started reaching out and encouraging me to take on the role, but it was actually a student that made me finally make the decision to become a principal. It’s a neat little story. I was just driving down the road, I was going to pick up a sub for my kids and I saw a sign and it basically had said, the signs are there, you just need to listen. And I was like, Oh yeah, sure. And then I get to the place where the sub is and it’s a student and he came over and was happy to see me and said, Are you gonna be the new principal? And I said, No, I don’t think so. I love teaching kids too much. And he said, But you still teach me. You teach me when I’m in the office to make better choices. And I thought, Wow, okay, there’s a bit of a sign. So that’s how I got into administration. But basically my journey has been because other people were tapping me on the shoulder and saw something in me that I may not have seen in myself. And I’m grateful for them for doing that and I hope that I can do that for others as well.

Sam Demma (05:28):

Did you say your first role in admin was at 27?

Tracy Beaulieu (05:31):

Yes.

Sam Demma (05:32):

What was that experience like? Did you ever find it as a young person? I’m 23 and sometimes I have these situations where I’m dealing with individuals who are older than me twice my age. <laugh>, yes, have. How was that experience? Did you ever have any weird situations being so young in that role or what was it like for you?

Tracy Beaulieu (05:54):

Do you know? I anticipated that it would be really awkward for me. I honestly did the first staff meeting where I knew it was gonna be announced that I was the vice principal. I was quite nervous because as I said, I had a couple of people on staff. It wasn’t a very big staff either who had taught me, but they were actually quite remarkable. They were happy for me and I was very lucky because as awkward as it was for me, they made it easy, impossible for me. They were my support and they all shaped me into who I was as an administrator and I was very grateful. The biggest challenge I think for me sometimes would’ve been with the parents, if there was an issue with that, with a student, they would look at me and think, Well, I’m older than her and what does she know?

Tracy Beaulieu (06:55):

Kind of thing. But I’ve always been about making connections with kids. I preached from that time on that it’s okay to make mistakes. That’s part of our learning. And just because you’ve made a mistake doesn’t mean you’re a bad kid. And that’s what some of them would take it as. So I was lucky that I had a lot of the parent support with that as well. But I think it’s a lot because you start off telling them that their kid’s a good kid and that you actually really like their kid. We’re just gonna work together to help them make better choices next time.

Tracy Beaulieu (07:32):

Let’s talk about making connections with kids. When you were in the classroom and even in the administration roles and even in the roles you’re in today, how do you make and build a connection with a young person? How do you think that actually happens?

Tracy Beaulieu (07:48):

Well, first off, I think they have to know that you like them and it has to be genuine. Kids are very good at a very young age at picking up if you don’t really mean it. And kids are really good at knowing how they can control you if you let them <laugh>, ask a two year old as well. So it’s about giving them some of those boundaries that they do need, but having fun with them, it’s about being interested in them beyond the classroom as well. So I would go to some of their sporting events and watch them there and they would be excited to see you at their sporting events. I would go to their music festivals when I was able to and just being part of their life beyond the school. And then to laugh and joke with them as well and to have fun, then they want to do good for you.

Tracy Beaulieu (08:50):

And that’s the biggest thing. Kids, I guess I’ll say that I was at a conference and it was out at B and Chief Cadmus had actually made this comment and it resonated me because I believe it so heartedly it’s show people your heart before you expect their hand. And that really resonated with me and it’s about the connection piece. Kids won’t learn unless they know you like them. So making those relationships is so, so important and letting them know that they are valued and they mean something and they have all kinds of potential. And part of that learning is it’s about making mistakes because you want them to know that they can trust you and they can be safe to make some mistakes with you and you’ll guide them through.

Tracy Beaulieu (09:47):

I think in education, our mistakes are amazing learning opportunities and in life in general, if we choose to reflect on them and learn from them, they can be these amazing professional development moments in our professional journeys and also in our personal lives. And I’m wondering, in your journey throughout education, if there are any mistakes, but we’ll call them learning lessons that you found really impactful personally that you think other educators could benefit from hearing cuz they might be going through something similar.

Tracy Beaulieu (10:22):

I think one of the ones that kinda stands out for me, as I mentioned, I was in a small rural school when I first started and the school was actually in the community I grew up in. So that was my kind of discourse. And then I went to another school eventually that was a larger school and it had more complex needs in that school and those students and that environment actually kind of awakened me to a mistake that I was holding in my head and that’s that everybody kind of had a similar background and experience to myself. We talk a lot about diversity, but I think to that point, my mind on diversity was more about okay, if it’s a different culture, a different language or that type of thing. But they taught me that we are diverse even with the same socioeconomic background, even the same gender and race.

Tracy Beaulieu (11:28):

So that was a big learning for me and it was kind of an eye opening thing. So I learned that I had to talk to even my whole staff about the fact that we have these invisible backpacks that we carry and we don’t hang those up on a hook when we get into this school. They stay with us all day long and it’s not to make assumptions that people’s stories and what they’ve been through based on what you have experienced and been through. So that was a big kind of mistake or learning for me is and making assumptions that really weren’t accurate.

Tracy Beaulieu (12:08):

I often tell people just because you can’t see someone’s backpack doesn’t mean they’re not carrying something that nothing about.

Sam Demma (12:16):

Absolutely.

Sam Demma (12:17):

It’s funny, I actually, I just wrote a book called Your Backpack <laugh>.

Tracy Beaulieu (12:23):

That is so cool.

Sam Demma (12:25):

So the connection is so immediate and visceral for me with that in mind that every student and every human being walks through life with these invisible backpacks. How do we get to know what’s in a student’s backpack? Is it by asking them questions or how have you got to know what your students were carrying when you were in their classrooms?

Tracy Beaulieu (12:51):

Yeah, it was about asking questions. I was usually at the elementary level, so sometimes it was making connections actually with their parents as well. So many people find it difficult to come into a school environment if they didn’t have a positive experience growing up. So it it’s about making your building a welcoming and safe place for parents as well as students and really listening to their story. So we can always ask questions, but if we’re not genuinely listening, it’s not going to amount to any sort of understanding of what they’re bringing with them. And it’s about building that trust and letting them know that they can come and talk to you and share things with you. It’s the basis of everything. And then it’s starting to really understand for me, if kids were making choices that weren’t the right choices, it was really staying in tune to the fact that there’s an underlying reason why this is happening right now and they deserve to have me help them get through that in any way that I can.

Tracy Beaulieu (14:11):

So it is about building the trust and making connections and making a safe environment and then truly listening to what their story is because those little ones may not even know what is beneath that emotion that they’re feeling. And it’s our job to help them support that growth in learning because they’re not gonna learn, they won’t learn the ABC’s if they can’t control those emotions that they have. If they’re worried about what’s happening at home, if they’re coming to school with some sort of trauma that’s going to trump all of their ability to learn. So we are educators, It’s our job to unpack that backpack with them and with their families the best that we can so that we can help them become the best that they can be because that’s the end goal, making them be the best version of themselves.

Tracy Beaulieu (15:09):

It sounds like listening has been a really impactful aspect of your journey as an educator, but I would assume that it’s just a big part of living life. It becomes more interesting when we listen genuinely and be curious about other people’s journeys. When you transition from teaching to administration, who are you listening to or who was in your life in your corner helping you and showing you the ropes and mentoring you? Did you have some other educators who played a big role and if so, who were they and what did they teach you or do for you?

Tracy Beaulieu (15:42):

Yes, I always had, I was very fortunate to have the support, not just in the school but in my family as well. So I was lucky there, but in school I would’ve had different teachers and on my staff as I mentioned, who were kind of aware that they saw something in me, they saw the potential and they were willing to help nurture that potential as I was learning, which I think makes great teachers in general. And then as I got going through, actually there was one gentleman who probably had the biggest impact for me and his name was Doug McDougal. And Doug had this ability to make everybody feel that they were valued and that they were worth something. And Doug would take the time to write little cards and send them to people telling them what he thought was great about either their style or about themselves.

Tracy Beaulieu (16:47):

So it could be the educational style or them personally. And he had that ability to laugh and have fun with you as well. Oh wow. So he was probably my biggest inspiration. He was the person that I thought, if I can be like you, I want to be like you. And he set the bar high for a lot of us and I actually, unfortunately a year ago, a little over a year ago, he passed suddenly. And to see the impact he had on so many people was so heartwarming and I felt I needed to keep his memory alive. So I created the Doug McDougal Inspire Award and just presented that to administrators last weekend, I believe it was, or two weeks ago. And it’s my way of keeping his legacy alive. And we’re going to have that award be presented to anybody in the education system that is making school better for staff and students. So it could be a custodian, it could be the bus driver, it could be a teacher, it could be anybody that is making life better for kids. And that award will travel from school to school just like Doug did. So he was probably my biggest inspiration and motivator.

Sam Demma (18:22):

That’s awesome. I love that you pinpointed some of the actions he took that made a big difference, like the writing of cards, I think that’s sometimes a lost art. I’m 23. I learned how to send a handwritten note in the mail at 18 <laugh> because there was no real reason to send a handwritten note at growing up cuz we had emails and all these. That’s right. Donald mentioned Doug as well on the island. Is Doug very well known as a impactful educator?

Tracy Beaulieu (18:58):

Yes, yes. Impactful educator and impactful community member as well. Interesting story that someone had shared because with his passing you got to hear stories, but he was the type of person that they needed a hockey coach in his community and nobody was able or volunteered to do it and Doug did and Doug couldn’t even skate, but he knew those kids needed somebody and he didn’t look at his inability to skate as a barrier. He still took the opportunity because he wanted those kids to have something and he continued to demonstrate that a lot. He didn’t let his quote limitations that some people would say prevent him from doing something that would help others. So he was quite a remarkable person.

Sam Demma (19:57):

Yeah, that’s so cool. I think what’s also amazing about the story is that you mentioned how after his passing you heard about all these stories of impact and sometimes in education we don’t know the impact that our actions are having. Sometimes we have to wait, sometimes we never know and other people get to see it, which is really, really cool. In terms of impact, are there any stories that come to mind for you of students who you’ve seen transformed due to education? And it could be as a direct result of your activities or someone in your school or the community as a whole helping a young person. And the reason I ask is because I think the reason most people get into education is because they wanna make a positive difference in the lives of young people. And when they get burnt out or overwhelmed, I think it’s these stories of impact that really remind them why the work they’re doing is so important. So do any of those stories come to mind? And if it’s a serious one, you could definitely change the name of the student if you’d like <laugh>.

Tracy Beaulieu (21:05):

A couple of things come to mind. One is when I did first start in my administrative role, there was a student and it was, as I said, a small rural school. So there was one grade per grade level and there was one particular student who his choices weren’t always seen as very positive and made other staff members sometimes struggle when this child would be exhibiting some of the behaviors I guess. And I believed in him and I started listening again when he was acting out he would be getting into other people’s business so to speak. But I started realizing, wow, this boy is actually being an advocate for other people, other students, but he’s just not doing it appropriately. His way of doing it is very disrespectful and kind of clouding people’s opinions. So I started working with him a lot and letting him know that, you know, are a good kid, you are making a good choice.

Tracy Beaulieu (22:23):

Even when he was up in junior high, I would take him to work with some of my grade three students and he was quite remarkable at that. And he was a student who we all worried about would he get through school. And he did. He graduated and he actually became a bodybuilder and was on the cover of one of the, I don’t know if it’s a Canadian magazine or whatever, but he made the cover of a magazine and this is a kid that even in high school we stayed connected and I got an invitation to his wedding this summer and he’s a dad, he has two kids, he’s successful and he actually found his way. And I think that just comes from people believing in him. So he actually had a big impact on me because he showed me that it is true that if we just work, if you get past those challenging behaviors and try to see the person within, they can teach us a lot.

Tracy Beaulieu (23:32):

And so he shaped me to always let kids know that again, it’s okay to make mistakes. So I started a program when I was at the other school that I went to and it was really around Carol Wes work with growth Mindset. Nice. And I had a book and it was called Not Yet. And I went to each class and I read it and it was talking about the fact that Terry Fox may not have actually finished his journey. He would’ve had a difficult time even when he was doing his run. He saw challenges, but he didn’t give up and he just kept saying, I’m not done, not yet. And share with them of all the successful people who tried to do things and failed but didn’t give up and they looked at the mistakes that they had and they turned them into opportunities to dig deeper and find more.

Tracy Beaulieu (24:31):

Dr. Suess was always a big person that I would have his quotes around. Kids knew that I loved him, but I shared that he was rejected 27 times before he got to actually write his book. So it was sharing that those mistakes are part of it. And with the not yet I started, I had little neck laces and bracelets that teachers would be able to give to kids whenever they saw them trying things, but not yet succeeding, but given them praise and highlighting the power of them trying to persevere and get through. So that was a way that we were trying to motivate kids. But when I knew it was working is when I was in walking in the hallways or on the playground and I would hear kids talking to each other and saying, No, you don’t have that yet, but you will <affirmative>. And I thought that’s that seemingly small action of repeating with kids that it’s okay to make mistakes, you just don’t have it yet to keep trying. It will sink in. And that’s what I want for all students is to have that ability to believe in themselves that even when you try and you don’t succeed, there’s still opportunities there for success if you just keep trying.

Tracy Beaulieu (25:56):

I love the idea of not yet, I think so often we hit barriers and it ultimately is up to us to decide when we continue pushing forward or when we stop. There’s no such thing as a failure if you don’t quit <laugh>. Exactly. You never reach that point. So that’s such a powerful thing to remind young people, and again, not just students but human beings, we all face challenges, not just the kids. So I love that analogy and I appreciate you sharing it. When you field phone calls from the principals and the administration of the 20 different elementary schools in PEI that you help and support, what is the most common thing they’re reaching out about? I’m sure every school is very different and unique, but are there any commonalities or things that you think a lot of them need support with right now?

Tracy Beaulieu (26:47):

Right now, I believe the biggest commonality that comes from schools is the kind of challenges that kids are experiencing right now with regulating their emotions, <affirmative>, and also some of them just not having the skills that they may have had in the past coming into school. So we’re already starting behind that benchmark and trying to meet their needs. One of the things, and the other layer is those high conflict personalities of people calling and trying to figure out how do we navigate through this kind of tumultuous time where people are wanting things and they’re wanting it now and they don’t see the challenges beyond their own challenges and it is their story and that’s all they know. So you don’t expect them to always understand that there’s a whole lot of other things that are limiting. I think that’s the biggest challenge and the biggest underlying common theme that is coming with all of the phone calls is how can I help this student? My teachers are burning out because of the needs and this parent is upset and I don’t know how to calm them and help them understand. And yeah, those would be the two main things. Right now

Tracy Beaulieu (28:28):

It sounds like the students are at the forefront of some of the best things that happen in the school and then some of the learning moments. <laugh>. Yes. So true. The center of education. And what do you think for those educators that are burning out, because I think it’s a common theme, especially before the pandemic, it was starting a little bit and then the pandemic just exasperated it and it became a real big challenge. What do you think the teachers who are a little bit burnt out need to hear right now? If you could say something out of your window and it would just reach the ear of every educator across pei, what would you tell <laugh>

Tracy Beaulieu (29:11):

That they are making a difference <affirmative>. And they may not always feel it. They see sometimes the challenges that they’re ahead of them and they feel like they’re not meeting the needs of the kids, but they absolutely are. And really trying to help them understand that it may be five to 10% of your class or of the school community that are struggling and don’t lose sight of the 90 to 95% of the amazing things that are done all the time. And it’s really, again, trying to shift our mindset to acknowledging the positives. If we only talk about the challenges and if we only look at the challenges, that’s all we are going to see. And that begins to shape what we believe the reality is in our building where when I get to go to schools, I get to see all of the amazing things that are happening. So it’s to try to always take time to focus on what went well, what is going well, what are the successes and what are we accomplishing to make these kids be the best that they can be and not only talk about what I can’t do and what I can’t get at. So I think that would be my biggest message. You’re doing a great job. Just try to remember to think of the positives.

Tracy Beaulieu (30:47):

We gotta empty our backpacks of those negative beliefs.

Tracy Beaulieu (30:50):

<laugh>. Yes. Yes. They’re there. If you wanna look for them, they’re there, but so are the positives, so

Tracy Beaulieu (30:56):

That’s awesome. Tracy, if someone wants to have a conversation with you or reach out, what would be the most efficient way for them to get in touch with you?

Tracy Beaulieu (31:06):

Probably email would be the easiest way for them to connect with me and you have my email address. Do you want me to say it?

Tracy Beaulieu (31:18):

Yeah, you can say it out loud right now and I’ll also put it in the show notes of the episode so people can find it.

Tracy Beaulieu (31:23):

Okay. So it’s txbeaulieu@edu.pe.ca.

Tracy Beaulieu (31:33):

Awesome. Tracy, this has been such an insightful conversation. Thank you so much for taking some time out of your morning to come on the podcast and share some of your insights and experiences in education. I really appreciate your efforts and if anyone hasn’t told you recently, just know that you’re making a massive difference as well in so many educators lives and which are ultimately affecting the lives of so many families and students. So keep up the great work and I look forward to seeing you soon.

Tracy Beaulieu (32:02):

Thank you so much Sam for having me, and thank you for all you’re doing as well. That’s pretty remarkable what you’re taking on and it’s very appreciated. So thank you.

Tracy Beaulieu (32:11):

You’re welcome.

Sam Demma (32:13):

I believe that educators deserve way more recognition, which is why I’ve created the High Performing Educator Awards. In 2022, 20 educator recipients will be shortlisted, each of whom will be featured in local press. invited to record an episode on the podcast, and spotlighted on our platform. In addition, the one handpicked winner will be presented with an engraved plaque by myself. I will fly to the winner’s city to present this to them and ask that they participate in a quick photo shoot and interview on location. The coolest part, nominations are open right now, and they close October 1st, 2022. So please take a moment to apply or nominate someone you know or work with that deserves this recognition. You can do so by going to www.highperformingeducator.com/award. We can never recognize educators enough.

Join the Educator Network & Connect with Tracy Beaulieu

The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education.  By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators.  You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.

Anita Bondy is the Team Lead of the International Cohort-Based Master Admissions at the University of Windsor

Anita Bondy is the Team Lead of the International Cohort-Based Master Admissions at the University of Windsor
About Anita Bondy

Anita Bondy is the Team Lead of the International Cohort-Based Master Admissions at the University of Windsor. In this role, Anita oversees the admissions of approximately 9,000 applications annually to many of the university’s largest graduate programs. Her team of 6 works with applicants, educational agents, overseas recruiters and faculty to admit only the highest quality applicants to these very competitive programs.

In 2020, Anita received the Ontario Universities Registrars Association (OURA) Award of Excellence for her leadership in transitioning the course-based admissions process from the Centre for Executive and Professional Education (CEPE) to the Office of the Registrars.

Anita also teaches part-time at St. Clair College Zekelman School of Business and Technology. She can use her MBA and CHRP designation to its fullest by educating students in various areas of Human Resource Management. Her HR expertise is also shown in her volunteer VP-HR role for the Latchkey Child Care Board of Directors, which she has served for almost a decade.

In her leisure, Anita volunteers her time as a Committee Member and coach for the Miracle League of Riverside Baseball association, an all-accessible baseball league for individuals with physical or developmental exceptionalities.

Connect with Anita: Email | Linkedin

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

International Cohort-Based Master Admissions – University of Windsor

Ontario Universities Registrars Association (OURA)

OURA Awards

Centre for Executive and Professional Education (CEPE)

St. Clair College Zekelman School of Business and Technology

Latchkey Child Care Board of Directors

Riverside Baseball association

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:59):

Welcome back to another episode of the High Performing Educator. This is your host, Sam Demma. Today’s special guest is Anita Bondy. Anita is the team lead of the International Cohort based Master Admissions at the University of Windsor. In this role, Anita oversees the admissions of approximately 9,000 applications annually to many of the University’s largest graduate programs. Her team of six works with applicants, educational agents, overseas recruiters, and faculty to admit only the highest quality applicants to those very competitive programs. In 2020, Anita received the Ontario University’s Registrar’s Association Award of Excellence for her leadership in transitioning the course based admissions process from the Center of Executive and Professional Education to the Office of the Registrars. Anita also teaches part-time at St. Clair College, Zekelman School of Business and Technology. She can use her MBA and CHRP designation to its fullest by educating students in various areas of human resource management. Her HR expertise is also shown in her volunteer VP HR role for the Latchkey Childcare Board of Directors, which she has served for almost a decade. In her leisure, Anita volunteers her time as a committee member and coach for the Miracle League of Riverside Baseball Association, an all accessible baseball league for individuals with physical or developmental exceptionalities. I hope you enjoy this insightful and energetic conversation with Anita and I will see you on the other side.

Sam Demma (02:35):

Welcome back to another episode of the High Performing Educator. Today’s special guest is Anita Bondy. Anita, welcome to the podcast. Please start by introducing yourself.

Anita Bondy (02:45):

Hi Sam. Thanks so much for having me. My name is Anita Bondy. I currently work at the University of Windsor as the team lead for our international cohort based master’s admissions, and I teach part-time at St. Clair College.

Sam Demma (02:59):

Did you know when you were a student navigating your own career pathways that you wanted to work in education?

Anita Bondy (03:05):

No. So and so I started at the university in my Bachelor of Commerce actually thinking that I was gonna go into finance or accounting because that to me was where someone with a business degree went. I don’t know why I thought that front, what leading high school. So I started with that thought. And then after my first two years cuz we don’t choose a specialization until your third and fourth year, I just realized I did way better in what I call the soft skills. So like the marketing, the human resources side versus the number side. So I kind of switched my focus and I did my undergraduate degree in marketing thinking I was gonna go into marketing and sales. And I did for a little bit. I did for a little bit. And then when I did my mba, I wanted to do a different concentration.

Anita Bondy (03:57):

So I went into the HR strain and that really sort of changed where I thought my career was gonna go. But genuinely, I I just kind of fell into this for lack of a better way of putting it. my first job out of university was recruiting for the university. So right away I was doing marketing and sales from an educational perspective. And I did that for a couple of years. And then I ended up getting more of a full-time role with our business school doing their curriculum redevelopment. Nice. So that I, I fell really hard into curriculum and, and higher education at that point. But then I was actually offered an opportunity to go back into sales in the private sector. And I did pharmaceutical sales for Proctor and Gamble for about four years. Wow. And that was really cool. It was a very cool job.

Anita Bondy (04:52):

and that’s, that was very sales focused, of course. And then the role that I was in they actually downsized the entire department. And so I was out looking for something and I, I always say that it was very serendipitous because the day that I was told that they were getting rid of like, that they were downsizing all of the sales reps. I reached out to two of my friends who still worked at the university and said, Hey, I’m looking again. And that same day a marketing role at the university came up. So I I I smile all the time. Cause I was like, that’s, that’s interesting. Yeah. So then I went back into education and I did marketing recruitment for our professional programs, which morphed in, these are more internationally focused graduate programs. So my role with that turned into more doing marketing recruitment for all undergraduate and graduate programs.

Anita Bondy (05:49):

And then that morphed into what I do now, which is overseeing the admissions for those programs. So originally when I started, when I was in high school and university, had no thoughts of working in education. and it just sort of happenstance turned into that. And now I’m quite convinced that this is my career. I don’t intend on on leaving. but probably starting to teach at the college was where I really feel like my, my heart is, I think that I should have gone into teaching maybe because that is where I really feel like I’m being the most impactful, even though it’s only part-time and I’m only affecting 50 or a hundred students at a time, that’s where I really find the most enjoyment out of my roles.

Sam Demma (06:39):

Nice. From selling drugs to education <laugh>. Right.

Anita Bondy  (06:43):

It’s so funny. It’s so funny. I remember my, my sister who is an educator, she’s a kindergarten teacher, used to joke around that I was a drug dealer. And I said, listen, it’s, it’s, it’s legal though. I’m a legal drug dealer. and then yeah, now I’m, I’ve popped into you know, and in fact one of the programs that we admit for one, one of their career paths is going into pharmaceuticals. So it’s like I, I completely changed hats and now I’m helping people do that job <laugh> or get qualified to do that job. Yeah.

Sam Demma (07:12):

What are some of the skills you think you learned in the corporate sector doing sales and marketing that have been very helpful in the work you’re doing now in education that you think any educator, whether you’re working in an office or in a classroom, could benefit from?

Anita Bondy (07:27):

One of the things that Procter and Gamble did wonderfully was the training and development program for their, for their staff. And one of the things that we were sort of taught was really identifying really well with your customer or your client mm-hmm. <affirmative>. So understanding what their needs were, understanding where they were coming from, and then recognizing how I, as a person providing the product can help them with that. that I think is really transferable to what I’m doing right now because as much as I have these applicants who are applying to these roles, everyone is a different story. Mm-hmm. <affirmative> people are, are, maybe they’re doing this because they want a career advancement. Maybe they’re doing this because this is their next step in their educational journey. Maybe they’re doing that, the this because they wanna come to Canada and this is, this is a pathway for them to get educated in order to be able to immigrate and have a worthwhile career in Canada.

Anita Bondy (08:25):

So everyone has a different kind of a, a story same as the faculties that I represent. So each faculty that we recruit for and we admit for, has a different rationale as to what students that they’re looking for or what pathway they’re looking for, how many students they want, what demographic of students that they want. So really understanding my client, who I view as being both our faculty members, but also the applicants who are applying I think is really beneficial from the classroom perspective. Knowing each one of my students as best as I can and identifying where their strengths or their weaknesses are is really important as well. and that follows the same idea. You gotta know who you’re selling to, so you’ve gotta know who you’re teaching to. And if I’m teaching to someone who doesn’t have the background that I think they have, it’s gonna be a loss. But if I’m teaching to someone who maybe already has 10 or 20 years in the subject that I’m teaching, because I do teach continuing education, so I do have professionals who take my classes, then I teach a little bit differently because I know what they’re trying to get out of the course is different from what someone who’s taking it as a first year might take, might get out of it.

Sam Demma (09:43):

Ah, that’s so cool. I think selling is teaching because you’re not necessarily, if you’re doing a good job trying to sell somebody something, you’re trying to teach them something that moves them to a decision. And I think that’s so true in education as well, right?

Anita Bondy (09:58):

You just like nail on the head right there, Sam. So one of like, that is, that’s per, it’s a perfect way of, of putting it, to be honest. It’s a perfect way of putting it. Because as a salesperson, especially in pharmaceuticals, they don’t buy from me. I’m reliant on them writing a prescription, and that’s my sale. So when I’m sitting there, and it’s not like you’re selling a pair of shoes where you’re saying, okay, do you want the black or the white? And then someone makes a choice and leaves with that product. At the same time, with this type of sales, you’re educating the physician as to why that product is superior, or what demographic that that product works better with. And hoping that through that educational process when the physician has a has a patient come in who identifies with those characteristics, they look and they say, okay, this product is the best for them. So like absolutely. It’s a, it’s, it’s, it’s an educational point for first and foremost,

Sam Demma (10:59):

One of the things I love about education is the facilitation of mentorship. Mm-hmm. <affirmative>, I’ve found in my own experience growing up as a student, some of my teachers became some of my biggest mentors. And I still stay in touch with some of them to this day and have coffee on their porches to catch up. Did you have some mentors in your corporate career and also your educational career that played a big role in your own personal development? And if so, like who are some of those people and what did they do for you?

Anita Bondy (11:29):

So my partner when I was in sales was a woman and by the name of Mary Hallett, who had been in the role for years. And she was, she was my partner. I, every piece of my success went to that lady cause she taught me everything that I needed to know. She taught me who, who the doctors were and, and what their personality were. She taught me how to sell to this person versus another person. She taught me a lot about our products and things about our competitors. So I, I owe a lot to her and I am still in, in touch with her. Cool. from a business perspective, when I was working for the Otet School of Business, part of my role was doing recruitment, part of it was doing retention. So I actually created a bit of a mentorship, a tutoring program for our business students.

Anita Bondy (12:20):

Nice. Through that I was able to hire some students, and one of the students that I hired as a third year business student is actually one of my colleagues at the university now. So she was, yeah. So, so I actually have tea with her on a very regular basis, and she was someone who I mentored a long time. So Clementa. Hi. How are you? <laugh>? from a, from a professor’s perspective, in that same role, when I did recruitment, I was partnered with a professor, Dave er, who Dr. Er was in charge of the ODT recruitment. Nice. So he and I would go out and we would go to high schools and ses and colleges to advertise for, for the b o program. He taught me a lot more about the actual curriculum and, and things along those lines that really helped me to be able to sell the program to a prospective student.

Anita Bondy (13:19):

He was very important to me in that he was such a personable professor to me. He knew me, he knew who I was, he knew my sister, he knew my family, he knew everything about me. And I so distinctly remember my first day of my MBA program, I was meeting all these other students and one student was from the University of Toronto and Dr. Bustier walked over and he goes, Hey, Anita, how you doing? I said, oh, I’m good, Dave. How are you? And he said, great, great. He’s like, did Nicole start, you know, Beed yet? And I said, yep, she’s already started. She’s doing, she’s doing I j And he’s like, great. And then we, and then he kind of left and this student who is now also a colleague of mine turned around to me and goes, that’s our marketing professor. And I said, yeah.

Anita Bondy (14:01):

And he goes, he knows your name. And I said, yeah. And I go, he knows my name. He goes my sister’s name, he knows my, you know, she’s studying <laugh>. Yeah. And, and he goes, wow. And I said, yeah. And I was kind of confused because at our school we got to know our professors really, really well. Yeah. And this, and this fellow turned around and goes, I, there’s not one professor who would know me. And I said, really? And he goes, it, he’s like, I, I’m an A student and I can tell you this man has an exceptional career now, but as an undergraduate student, he was just a number at, at the, he came from. And he was so amazed that this random professor who was walking down the hall happened to know me and that I, I saw him the other day. He’s telling me about his grandkids and what they went for on a Halloween.

Anita Bondy (14:47):

And, you know, like, I’m still in touch with him. so I’ve had some really good mentors in, in every aspect of my, of my my career. Both mentoring people or men or, or being that mentee. So I think that’s a really, really important part, especially for young people who are just getting out into their career. Mm-hmm. <affirmative> no one knows what that job is on day one. No one is expected to know what that job is on day one, but you are expected to do it. You’re expected to do that job right away. So if you don’t have someone there to guide you and to lead you and to show you the way you can get really lost. Mm-hmm. <affirmative>. So I love the idea of mentors and, and mentorship programs and, and partners and things like that to, to really help you understand your role a little bit better.

Sam Demma (15:40):

Sometimes mentors are even people you haven’t met before. Right. You have a, people can’t see it, but I see you on Zoom right now with a big bookshelf behind you. I’m curious to know if there’s any other resources that you found that were helpful in your own personal development or professional development, whether that be authors, books, conferences podcasts you listen to, or anything at all that’s been helpful.

Anita Bondy (16:05):

I, I do a lot of sort of some like not self-help books, but our motivational books. So I do listen to like the Brene Browns and, and things like that as well. periodically I’ll, I’ll pop in for a TED Talk and I’ll, and I’ll read through that. through the university we have a few different organizations. So we have Aura, which is the Ontario University Registrars Association. Nice. That meets fairly regularly. And there are some coffee chats that we can participate in if we’d like to. and there’s a similar sort of organization acro as well as just some internal ones that we have at the university. one of the things the university does do is offers quite a bit of professional development opportunities. So I’ll reach out to you know, someone who maybe led one of the, one of the webinars that I went to and asked for more advice that way. there are some good resources as well within our organization. So I’m having coffee this week with our talent manager to go through like possible career options for myself because, you know, and I’ve been in this role for four years, so it’s time to maybe start looking for Yeah. For something different. so I’m sitting down with her to kind of go through some other options or maybe some development opportunities. So nobody that I would pinpoint as being a go-to other than like some little pieces here and there.

Sam Demma (17:34):

Cool. Yeah. That’s awesome. You mentioned one of the things you did with the School of business was develop curriculum for an educator who doesn’t know what goes into doing something like that, can you share the process and like what you actually did in that role? Yeah.

Anita Bondy (17:48):

So the, the re the rationale behind that was within the business school world, there’s something called an AACSB accreditation. And this is a special accreditation that not a lot of business schools have. I wanna say that it’s something like 10% of the business schools around the world have this. So it’s hard to get the reason and in order to get that accreditation is based on your curriculum. It’s based on your curriculum, it’s based on your professorships and, and things along those lines. And so the ODE School of Business said, we wanna do this. We want this accreditation, so we need to revamp our curriculum. So I worked on the undergraduate committee with other well mostly professors and to look at what we were missing. And so what I did for the better part of probably a year is research schools that already had the AAC C S B accreditation looked at what their curriculum was looked at.

Anita Bondy (18:48):

And this is looking at learning objectives or learning outcomes. It’s looking at hours spent on certain topics. It’s looking at is it a tenured professor who’s teaching it versus a sessional teacher? Is it a PhD teaching it versus someone who has a master’s degree? So it’s, it goes into who’s teaching it as well. You have to look at textbooks that are available in that subject and if they encompass what is required in order to meet that accreditation. So over about a year, we researched dozens of schools to see what were the commonalities that curriculums had. And then we looked at our curriculum and found the gaps. What are we missing or what are we teaching that we don’t need to be teaching? Or what’s a duplicate or what are we missing? And through that, they, they revamped the entire undergraduate curriculum. And now, for example, we didn’t have business communications when I was in my B C O.

Anita Bondy (19:46):

Now that’s what you take in your first term, first year. they changed around some of the we didn’t have operations management when I was a student. Now that’s a required course. So there’s a lot of different pieces that were missing that through this process we were able to go through. But it’s a lot of research of other schools. It’s a lot of research of the accreditation bureau to ensure that we’re meeting all the pieces. But then it was also tasked to the faculty because they do look at things like how many people are on staff with a PhD. Mm-hmm. How many people are on staff with maybe a doctorate, how many people are employed with an accreditation versus you know, hands on experience. So that, that actually changed the hiring process for the next few years for that school because they had to emphasize more PhD or doctorate acre like accredited people for their hiring purposes. So it was a long process. And in fact, I ended up leaving for my other job before it was, was finalized. Gotcha. But I, I did present it at a conference with a, with a professor who I worked on it with. And that was, that was rewarding. It was a lot of work. Yeah.

Sam Demma (20:57):

It sounds like it was a lot of work. <laugh>. Yeah.

Anita Bondy (20:59):

Yeah. A long time ago, but it was a lot of work. <laugh>,

Sam Demma (21:03):

How does the organization of data and research look like? Is it just a never ending Google Doc <laugh>

Anita Bondy (21:09):

That it’s, so, it’s, well this was back in the day. So this was Excel spreadsheets Nice. And access databases. Okay. cause this was probably, oh gosh, it’s been a while now. So I probably completed this in like 2007 or eight. Oh wow. Cool. It was a long time ago. Right. so it was, it was before the world of Google Docs took over. So it, it was a lot of spreadsheeting. and in fact, back in that day, we didn’t even have shared drives. Ah. So it was, it was saving on USBs and, and bringing to someone’s office to upload, because our email wouldn’t send files that long <laugh>. So like, I’m very much aging myself here. But yeah, it was, it was a year’s worth of, of Spreadsheeting and documents before we got it into, and then it ended up being like a, a full report, dozens of pages. I couldn’t even tell you how many it was that led to our recommendation to the faculty as to how to change the curriculum.

Sam Demma (22:09):

Hmm. One of the things I love about education is no matter what role you’re in, you know, it has an impact on the end user, the student who’s going through the whole system, whether you’re developing the curriculum they’re gonna participate in from future years, whether you’re in accounting and writing invoices. So students can have new opportunities, you know, whether you are the teacher, the bus driver, the custodian, like every person plays a role. I’m curious from your perspective, the role you’re in now, what do you think is the impact on the end user and have you heard some of the impact <laugh>?

Anita Bondy (22:43):

Yes, I have. So both positively and negatively, I’ll be honest with you. the programs that I oversee the admissions for are very competitive. So we’ll get annually, anywhere between nine and 10,000 applications. Wow. We have about 3000 seats at the most. Somewhere between two and 3000 seats, depending on the term annually. Right. So there is a lot of students who are not admitted. So they, so I do have to deal with the negative aspect of it affecting someone as well. So, and, and so I do, so I’ll start with that. So, you know, I have had to answer emails from students who are not admitted asking why or what are pathways now. And sometimes this is an opportunity to put them on a better pathway. So if they’re not maybe qualified for our program, but I’m looking at their transcripts and I can see that they would be qualified for a different program on our campus or maybe a different program that I just happen to know about at a different school.

Anita Bondy (23:47):

Yeah. And I’m able to give them a different pathway to be able to get in On the positive end. I have students who come into the office every term wanting to see me to say thank you for their, for, for guiding them. Thank you for accommodating them. I, as I’ve told you, Sam I’m, I’m an identical twin. So I had one set of twins actually contact me. One got into a program for fall, the other one got into a program for winter, and they called me and they said, we can’t do this alone. I need my sister there. What can you do? And I ended up being able to push one to, to the previous semester. And they came in, the two most identical people I’ve ever seen in my life. I don’t think these two girls have been a part for a day in their lives.

Anita Bondy (24:40):

So they, they were very thankful that I was able to help them out and to, you know, to get them. So every day I get thank yous every day I get, can you help me with this? Or can you give my direction on that? So I know that my day to day work is impactful. I’m not the person making the decision on the file. That’s my team is able to do that. So I’m not the person ultimately deciding, but I am the person that if any concerns come up or any accommodations need to be made, or any special circumstances have to be approved, I’m that person that, that has to make those decisions. So I know that what I’m doing is going to be impactful. The programs that I oversee are graduate level programs. So these are not 17 year olds. These are 25 to 30 year old people likely coming from another country who are coming here to Canada.

Anita Bondy (25:36):

So it’s, it could be them bringing their families, it could be them leaving their country for the first time that they’ve, and they’ve never left. It could be that they’re coming from a non-English speaking country. So there are concerns that way. so I get a, I get a very long list of different concerns or questions or you know, can you guide me in this direction? And in many cases, this admission to this program and how they handle their admission to this program could impact the rest of their lives. Because if they are successful in getting in and they are successful in the program they are eligible to apply, apply for a postgraduate work permit. Ah, yep. And if they’re able to get that job and they have a company who’s willing to support them, they can apply for permanent residency. So this could actually really change their lives significantly once they’re admitted to the program.

Anita Bondy (26:34):

And if they’re successful in, in all of those steps. Not every student wants to stay in Canada. Not every student is successful in staying in Canada. but for those who are this could really impact. We have also had students who, you know, parents pay for them to come over to study with the expectation that they’re gonna come back to their home country and maybe take over their family business. So I know that the education we’re providing here is gonna be impactful not only for that student, but could be for the entire family that they are now in charge of because they’re running their family business or, or something along those lines. So I definitely see the work that I do having an impact For sure.

Sam Demma (27:19):

That’s so cool. Thanks for sharing that. There’s so many different ways that the things you’re doing ripple into the lives of the people going through the programs. this is just a question from pure curiosity. Sure. Have you ever had someone, and I know you don’t make the decision a part of your team, does, have you ever had someone not get admitted and then share something, send something, say something, show up and change the result to an admission?

Anita Bondy (27:48):

Absolutely. So, like for example, if we look at a transcript and we see a bunch of failures, right? That’s usually a red flag to us that they likely will not be successful. Cuz if they were not unsuccessful in their undergraduate degree, they might not be successful. So we do have some rules about that, but periodically I’ll get an email from a student saying, you know what, I had a death in the family that semester and my mental health was not where it needed to be and my grades suffered, or I had a medical issue and I was unavailable to write the final exam. So I didn’t fail it, I just, you know, was unavailable. So I do get quite a few of those. If the applicant is able to properly prove what happened, we might reconsider, of course the decision is up to the faculty at that point. but yeah, we have, we have definitely had students who maybe were initially declined that came to us with maybe a personal story that really changed what the outcome was.

Sam Demma (28:51):

Mm-hmm. <affirmative>, I’m a big advocate for solely in a business context or like a, you know, professional context that no, doesn’t have to mean never and stop. It could mean try again in a more creative way or provide the person with value. And even as an educator, keeping that in mind when you’re navigating your own career journey, I think is just something to remember. At the end of the day, it’s humans making the decisions, so. Right. Right. Yeah. that’s so cool. When you think about your, all your experiences in education if you could take that experience, travel back in time, tap Anita on the shoulder in her first year working in education and say, you know, this is some of the advice. I think it would’ve been helpful for you to hear at the start of your journey, right? Not that you would change anything about your path, but what would you have told your younger self that you thought might have been

Anita Bondy  (29:41):

Helpful? I actually probably would change my path. <laugh>

Sam Demma (29:44):

OK. <laugh>.

Anita Bondy (29:47):

 one of the things, so I didn’t start teaching proper teaching until I was in my thirties. Ok. and that’s when I was like, oh my God, this is what I was meant to do. And I, I love it. I love it. So genuinely, if I had to go back in time, I probably would have, I had applied for my Bette at the same time as I applied for my mba. And in my brain I was like, no, I’m a business person. I’m gonna go, I’m gonna do my, my mba. I genuinely wish I would’ve gone the other pathway because I think that, I think that I would have been a great teacher. I think I would’ve been a great grade school or even high school teacher because I connect so much with my, my current students. So that is something that I would’ve actually probably gone back to.

Anita Bondy (30:33):

 teaching at the college came as a fluke as well. I when I was let go from p p and G, they gave us a severance package that included money to go towards schooling. And I said, well, you know what? I need three classes to get my C H R P designation. I’m gonna, I’m gonna go to the college and I’m gonna take three classes. And I got in touch with the professor and he said you know, if you use all your transfer credits, you can actually get a diploma from us with five courses. And I was like, really? And he was like, yeah. So I ended up completing a diploma without intentionally meaning to completing a diploma. And when I was done he turned around to me and goes, Jerry Collins, by the way, is his name. He’s still a professor at St.

Anita Bondy (31:19):

Clair and says, Hey, do you wanna teach for us? And I said, yeah, I do <laugh>. And he, like, as soon as I finished my diploma, he gave me a part-time role. Nice. And I, and I’ve now been teaching at St. Clair for about six or seven years now. So he was, again, all of these things in my life happen as kind of flukes. So I think one of the best pieces of advice that I could give to anyone when you’re starting your career journey is you never know what’s gonna come around the corner. You never know what’s gonna happen. I did not expect to be let go from p and g. I thought that that was gonna be my career, and now I’m in a role that is so much more enjoyable that I’m getting value out of. There are some days when you’re in sales where you finish the day and you’re like, I I didn’t make an impact anywhere.

Anita Bondy (32:13):

Yeah. You know, where did I make that impact? You know, I’m, I, I didn’t connect with anyone. I can genuinely say that in my, in my current role, I think I make an impact to someone multiple times in a week. Mm-hmm. <affirmative>, if not daily. So that would be my, my best advice is take every chance that you can to try different things out. Because you never know what’s going to make sense for you. Had, had Jerry not said, Hey, do you wanna teach? I would’ve never thought about applying to teach. And through that, I now have a really good second job that is very rewarding to me. that has really shown me sort of what, what I’m good at. So that would’ve never happened if I hadn’t have taken a different, a different pathway.

Sam Demma (33:02):

Shout out to Jerry

Anita Bondy (33:04):

<laugh>. Yeah, that’s way to go. Professor Collins. Yeah.

Sam Demma (33:07):

<laugh>. Awesome. Anita, thanks so much for coming on the show to talk about your different experiences, your career journey, what brought you to where you are today. If someone wants to reach out, ask a question, get in touch, what would be the best way for them to send you a message?

Anita Bondy (33:21):

Yep. So emails probably the most direct, and it’s just my, my first and my last name. So anita.bodny@uwindsor.ca. I’m also on LinkedIn and happy to answer any kind of questions that anyone has if you wanna get me through that, that medium as well.

Sam Demma (33:39):

Awesome. Anita, thanks so much. Keep up the great work.

Anita Bondy (33:42):

Thank you for having me, Sam.

Sam Demma (33:43):

And we’ll talk soon.

Anita Bondy (33:44):

For sure. Take care. Have a great week.

Sam Demma (33:47):

I believe that educators deserve way more recognition, which is why I’ve created the High Performing Educator Awards. In 2022, 20 educator recipients will be shortlisted, each of whom will be featured in local press. invited to record an episode on the podcast, and spotlighted on our platform. In addition, the one handpicked winner will be presented with an engraved plaque by myself. I will fly to the winner’s city to present this to them and ask that they participate in a quick photo shoot and interview on location. The coolest part, nominations are open right now, and they close October 1st, 2022. So please take a moment to apply or nominate someone you know or work with that deserves this recognition. You can do so by going to www.highperformingeducator.com/award. We can never recognize educators enough.

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The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education.  By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators.  You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.