Principals

Glenn Gifford – Principal at Saint Michael Catholic High School

Glenn Gifford - Principal at Saint Michael Catholic High School
About Glenn Gifford

Glenn Gifford has worked for the Niagara Catholic District School Board for over 28 years. Currently, he is the Principal of Saint Michael Catholic High School in Niagara Falls Ontario. Mr. Gifford began his career as a Long Term occasional teacher before settling in at Lakeshore Catholic High School in Port Colborne.

While at Lakeshore Catholic Mr. Gifford taught English, History and World Religions. He was also the head football coach of their Junior Football team for 14 years. Eventually, Administration called to him and he decided to finish the second half of his career as a high school administrator.

He has had stops as a Vice Principal or Principal at Denis Morris Catholic High School, Lakeshore Catholic High School and Saint Michael Catholic High School. With enthusiasm Mr. Gifford wants you to be “ALL IN” for both your staff and students!!

Connect with Glenn: Email

Listen Now

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

Resources Mentioned

Mike Loudfoot – Retired High School Teacher

Saint Michael Catholic High School

Niagara Catholic District School Board: Home

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 (00:02):
Glenn welcome to the high performing educator podcast. Huge pleasure to have you on the show here this morning. Please start by introducing yourself.

Glenn Gifford (00:10):
Okay. first off, thanks for having me, Sam. My name’s Glenn Gifford. I am the principal of St. Michael Catholic high school, in Niagara falls, Ontario. And yeah, thrilled to be here. Thanks for asking me. And I’ve been an educator now. It’s my 29th year. So one more year left after this and yeah, things have been going well. It’s different, but good. Yeah. So that’s for sure.

Sam Demma (00:35):
How did you figure out at a young age that you wanted to get into education? Did you know this since you were a kid or how did you stumble into this career?

Glenn Gifford (00:46):
Yeah, I stumbled. That’s a good word. Yeah, no, I didn’t. I mean, I had a good educational experience growing up. My dad was a teacher but when I went to university had had a good time at university and my grades were okay decent, but I, I thought it was gonna be a police officer and was, was ready to apply to the Ontario provincial police and figured that was the way I was gonna go. And I had a, a lab that I was asked to jump in and teach. I was a fourth year student and asked to help out for some first year students. And I went in and taught the lab. I think it was three weeks. I had to teach this lab and I had about well, my class kept growing in size, my lab.

Glenn Gifford (01:37):
And, and so the professor who came to me, remember his name is Dr. Rod priest. He came to me and said what are you doing after graduation? He said, I think I’m gonna be a cop. And he goes that would be a terrible mistake. And that was in fourth year university. And he said, have you given any thought to teaching? I was like, I, I hadn’t really but I liked it. It was fun in the three weeks limited time that I was doing it. And and so I applied to, to teachers college and and, and, and got in, and I hadn’t heard back from the police force. So I was like, I’ll do this. And nice. And the funny part is, is when I started teaching in Niagara cap, like I still remember the day I opened in my first check and I, I looked down at the bottom right hand corner.

Glenn Gifford (02:29):
And even then it wasn’t, it wasn’t a ton, but I mean, I was a student, so I looked at the bottom right hand corner and I thought somebody made a mistake because I had so much fun. I was like, they’re paying me this to do this. Like, this is, this is great. And I literally didn’t spend any of that money, Sam for, oh, probably about four months, because I thought like the, you know, somebody was gonna show up and say it would’ve made a terrible error who overpaid you. And I was waiting for like the Niagara police to come. And so I finally called the board and I said to them like yeah, this is Glen calling. I was at the time I was at Notre Dame Wellon and I said, and I just wanted to ask a question about my check and they’re like, yeah, sorry, Mr.

Glenn Gifford (03:08):
Gifford, we didn’t. And I’m like, oh, here comes like we didn’t we didn’t give you all your credit for your supply dates. We’re sorry. We’ll send you a retro check. And I was, oh my God. Then I realized, I was like, this is great. And that was truly what so thanks to my to my university professor for planning a seed that really got me to education. Then I realized, oh my God, I love doing this. And, and I’m, I’m paid at the time, you know? Yeah. I’m going from a starving student. I was like, oh my God, I get paid this to do this job. And to me, it, it just, it’s never seemed like work since then. So it’s always been just a, just a thrill to do it. And yeah, it, so the, I guess the, the thing to grab from that is you never know where, where it’s gonna come from, you know, somebody planning a seed that’s gonna grow into. So thing that, I mean, look, 15 years teaching and then five years as a vice principal and 10 years as a principal. And yeah. All from a, just a random comment from a, a university professor. So it was, I didn’t wanna start out as a teacher, but no regrets.

Sam Demma (04:16):
And tell us, tell me about what that journey looks looked like of, through the different roles and schools that you’d worked that you’ve worked at.

Glenn Gifford (04:25)
Yeah. When I first started, I was working at a, a program called the ACE program. And so it was really it wasn’t really, it was teaching, but it was with students who were struggling academically struggling with the whole concept of school. So what we did was we had ’em in class for a couple of weeks, and then we would have them at a co-op placement for a couple of weeks. And again, it was a lot of times for students, it wasn’t special education, but it was specialized education. And it was for kids who were struggling. And I think I had the personality where I could, I could kind of reach those kids and try to keep those kids in engaged in getting credits and maybe hopefully finding some type of career that they were interested in. A lot of them had had a lot of difficulty.

Glenn Gifford (05:11):
So that is a great way to start your career with regards to classroom management, with regards to all the, all the different things that come up in a, in a teacher’s career to start there with some pretty difficult kids. And I did that for about a year and a half and that worked out well. I think that laid a good foundation. Then I did some long term teaching for about a year. And then then, then received my full-time contract, where I was a teacher and, and football coach at lake shore Catholic high school in port Colburn. Nice. For, for teen years. And then and then again, just like I, I said with my professor, I had a, a principal who tapped me and a couple other colleagues on the shoulder and said, have you ever thought about administration and much, like when someone said, have you ever thought about teaching?

Glenn Gifford (05:56):
I was like, no, I haven’t thought about administration at all 14 years in in, and he said you should you’re you’re, I think you’ve got the I think you have what it takes you, you, I think people would follow you and I think you could lead. And really, again, just all the, all the planting that needed to happen there. And I looked at my friend and, and I said Brad, do you wanna do this? And he said, yeah, let’s go. And within six months we had all of our, our credits and our additional qualifications and, and and went from there then placed principal for five years, and then morphed back into a principal at league shore Catholic after five years of being a vice principal. So yeah, I’ve kind of, I’m pleased with it. I’m pleased that I spent enough time in the classroom that I wasn’t one of these people who just decided to when they enter teaching have decided that they’re going to be the superintendent of education and really don’t earn their stripes.

Glenn Gifford (06:59):
I guess, if you will, as teachers, I, I would like to think that after my 30 year career that most will remember me as a, as a teacher first and foremost, and then administration was Hey, you get to have your whole school as your classroom which is another, and they’re different jobs. Let’s face it, there completely different jobs. Like you would not believe so, you know, teachers that, you know, that’s rewarding and, and fantastic, and very difficult right now with COVID. But an administration is just wow. I just remember my time as a vice principal. I just, those people, those men and women they’re warriors. Yeah. It is so difficult. And then principal is a whole different ball game, as far as difficulty goes. And so many things come across your, your plate. You wouldn’t even believe things. I didn’t even realize when I was a teacher that were going on in a school, oh my God, that’s happening like it in 14 years, I had no idea this was going on. But as a principal, you see it all so different jobs, a hundred percent but no less rewarding.

Sam Demma (08:04):
I had another, another guest tell me the best principles are those that love teaching and didn’t want to leave their teaching job. And the, you know, if they were asked to teach tomorrow would do it gladly. And the best superintendents are the principles that never will wanted to leave being a principal and would become a principal again tomorrow if fast. And that mindset and mentality really reminded me of what you were just saying. Like, you really gotta love the work you’re doing.

Glenn Gifford (08:34):
A hundred percent. In fact, even now, like we’ll have teachers that are absent and I’ll look back, but my teachables English and social science and some world religions. And, and I’ll be like, oh, what classes, you know do we didn’t get a supply teacher? And they’ll be like, no, what class is it? Oh, it’s Mr. So-And-So an English teacher. Of course, I know what he teaches. And I would be like, well, I’ll do it. And I, and I, I just run in and do it. And because it was fun and I, I loved it and enjoyed it. And it gets the students to see you in a, in a different light, really, you know, some something in class as opposed to well, I, I see kids every day and I probably come up in one of these questions, but like, my things as principal is, I mean, you’ve gotta be invested into what you’re doing.

Glenn Gifford (09:21):
And I always use the analogy with my staff. I was like I look at a bacon and eggs breakfast. Let’s just look at it that way, the chicken participates, because the chicken donates the egg, but the pig, well, the pigs committed, right. Because the pig gives us life for the, for the meal. Right. So I ask my staff, I’m like, I need you all to be pigs for these kids. I need you to give it all. Yeah. And, and, and give me everything we’ve got all in t-shirts that, you know, the staff wear when I, when I first got to St. Michael’s and so I want, I want the level of commitment to kid. So one of the things I do is it sounds so silly, but I do cafeteria do all the time. And a lot of times places you know, teachers do that, or other people do that.

Glenn Gifford (10:08):
I do it, my vice principals do it because I want to get to know, I, I hand out we have a school of over a thousand students. I hand out about 250 to two or 80 diplomas every year, not since COVID, but even, even with COVID, I wanna know every single one of those kids. And I wanna make the effort to get to know those kids by first name, which is hard right now, because they’re wearing masks. But so it is difficult now, but I go back to pre COVID. And my, my goal is to be committed enough to, I’m not gonna be at a school for four years, and there’s gonna be a student that’s walking across my stage. And I have no idea who this person is. Mm. You’re not committed if you’re not doing that. So, and, and there’s a variety of ways that you can do that.

Glenn Gifford (10:49):
I just my personality was such, that is such that I can just get out there and just walk up to a table full of kids and start talking to ’em and chirping ’em and, you know, shooting the breeze with them and having fun and asking ’em questions about, you know, dad texting and all these other things and making fun of their phones or lunches or whatever. And you just get to talk to ’em and then they, they get to know you in a, in a, in a different type of relationship. And and that that’s worth its waiting gold when you’re, when you’re trying to establish an effective school culture that, that has made all the difference. So

Sam Demma (11:21):
How do you build deep relationships with students in the school building? Obviously communication is one of the major ways. And thinking back to your time in the classroom maybe you can pull from some of your beliefs on relationship building. Like how do you think you established that, those relationships with students?

Glenn Gifford (11:39):
Well, I think you hit the nail on the head there, Sam. I, I think a lot of administrators spend too much time. And again, again, not like I have the blueprint here, but yeah, like there’s so much that happens in a day that you can get focused on. You know, and, and maybe this isn’t the greatest thing to say, but, you know you can get focused on curriculum or you can get focused on the OSSLT or EQ AO, or you can get focused on programs. And I just remember this people don’t remember what you say people remember how you made them feel. Mm. And so for me, getting to know kids and meeting them where they are, and maybe that’s where they are at the time is getting to my student council to engage kids on social media to do fun things at school.

Glenn Gifford (12:27):
It sounds so simple, but if school is fun and you do that, engage kids, the rest takes care of itself. And I know people sit there and say, what about the curriculum? The curriculum takes care of itself. Kids will learn, listen, right now, we’re, we’re facing the challenges we’re facing with COVID and learning gaps and all that other stuff is incredible. But if kids have fun and they like coming to school and they respect their teachers and their teachers treat them well, treat them with respect and actually care about their wellbeing so that they feel it, the rest is easy. And so I’ve, I’ve empowered my student council to go and don’t sit on the bench, get up and take a swing. Let’s try this. Let’s try, let’s engage here. We had a program not a program. We came up with something called super locker at my previous school, which was in another one of my colleagues Andrew Boone brought that to Notre Dame and holy cross.

Glenn Gifford (13:29):
And, and I had it at lake shore Catholic, and now it’s St Michael’s and you know, the student of the month that it gets this giant locker, it’s all decorated in doc. And, you know, we just, and we just, our, our social media pages are, are fun and interactive. And and it, it, it, it just is something where you’re trying to create a culture of things like color wars and a lot of different things that you can do to engage students, even during COVID like you, we were doing just silly things. You know, just to keep, try to keep school fun because let’s face it for the last two years. It hasn’t been, it’s been awful. And so to try to do things at distance, to try to keep things fun when, when you have a culture that’s working in a building and you can come up with some creative ideas to do that, all the other stuff. And I’m even talking about student achievement, all of those things will fall in mind.

Sam Demma (14:21):
Mm. I couldn’t agree more. I think back to my own high school experience. And when I was excited to show up to class, I actively participated when I was excited to show up to fourth period world issues with Mr. Loud foot. This is one educator who totally changed my life. I would take notes on everything this guy said, not because we had to, but because I was so I was so invested and engaged in the class because he was invested and engaged in all of us individually and as a, a whole class. He

Glenn Gifford (14:53):
Got, and there’s that where you use Sam, right? You just use that word invested that came through loud and clear with that teacher that you had. And look what you’re doing now. Like you’re running podcasts for educational leadership. Like, I mean, so it clearly had a huge impact. So that’s one I told, you know, my staff and I say my staff, but the staff, cuz they’re not mine. Just like kids, you, you rent ’em, you don’t own ’em right. So the is just be invested and that needs to come across. And all the studies show for all of my left brain, people who want to quote studies and statistics, you know, that all the studies show that it it’s the people that are truly invested and truly care about people with. And I’m talking all people in your building, I’m talking about your teachers, your, your, your students, most importantly your, your cleaners, your caretakers, your EA, your, your cafeteria people when they know, and they all feel that they belong and that they’re going to be listened to.

Glenn Gifford (15:47):
And that the people that are around them care about them. The rest is easy. The literally the rest will take care of itself. So that’s, that’s my main focus as, as an educational leader right now is to, is to, is to try to make people not again, I don’t know if I can motivate anyone, but hopefully inspire people to motivate themselves. Yeah. To be invested as best they can. Everybody’s not a cheerleader. I am. That’s I know that’s, that’s my role at this school. I’m, I’m kind of like at my school is, is I’m the cheerleader, I’m this. And I have some vice principals who are fantastic at logistics, which is great because I’m not. And I have the prudent humility to understand that that’s not my, you know, wheelhouse, but we have some people that can help out. So together at all, pretty smooth, but big ideas and trying great things and, and, and engaging people and kids that that’s.

Glenn Gifford (16:40):
So there’s probably administrators out there. Like, that’s not me. I can’t do that. I’m not on social media. No, but, but somebody is, you know, like I, I always use this one, you know, that the only time I’m the smartest person in the room, Sam is when I’m by myself. Yeah. Otherwise you gotta lean on your people and their skillsets. And there are some people who are like, you know, mathematics, isn’t fun. And I can, yeah. But just, if the kids know you’re invested and you care about them and their wellbeing, the math just teach ’em the math and they’ll, they’ll understand and they’ll get it. So, but they just have to know that from you. We don’t have the little kids, we don’t sit there and criticize kids, you know, and I’m not saying kid gloves, but I’m just saying, let them know you care.

Glenn Gifford (17:21):
And, and the rest will take care of it and then rely on your people that you have around you. Because again, everybody has gifts and talents that I guess the question is, are you, are you using now, are you using people to the, the, the, the peak of their talent? And are you getting the most out of them? And you have to figure out what, like I said, I have some vice principals who are so technically savvy. It’s incredible. I’ll come up with an idea to say, Hey, can we live Simon cast the announcements during COVID so that we can do, you know, hi, it’s Mr. Gifford here. And, and can we set up a link and do this and share this on the Google meet and blah, blah, blah. And they’re just ideas. Yeah. But I can’t do it, Sam. I can’t do it. But, you know, I have VPs who can I have, you know, teachers and tech teachers who are like, yeah, well, you have to do this. And then I lose them because they’re speaking some different language, some technic I don’t understand, but I’ll show up like this and click on a link and, and, you know, and go to town. So, you know, I think people need to really access the resources they have in front of ’em that way.

Sam Demma (18:22):
Yeah. You know, it’s funny. I started thinking about my experience as a soccer player, the first five or six years, my coach put me in centerback. And towards the end of my career, I, he moved me to center mid and it was like a totally different change. And it felt like I was supposed to be in that position for my whole life. But I was always placed in center back.

Glenn Gifford (18:43):
And I think, were you reluctant to go there? Like when he first moved you, were you like.

Sam Demma (18:47):
Yeah, slightly, slightly, because it was, so it was so fresh and new. But afterwards I realized that the skillset that I had and the way the ball passing and certain skills that I had were very suitable for a center, mid position. And I actually ended up loving it even more than I did center back.

Glenn Gifford (19:04):
You know what, that’s, that’s a perfect example. And I, here’s the example. I can give you an education teachers. A lot of times, administrators they get into this, well, that’s my class like I’m the grade 12 law teacher here, or I teach grade 12 university level biology, and this is my class. And I had a lovely teacher one time when I was a program chair who was teaching grade 12 and and, and doing a fine job, no question about it, but I just saw her skillset. And I just, the next year I, I moved her into grade nine courses and I cannot get over. I cannot tell you Sam, how upset she was at me for moving her out of her courses. And I’m like, wow, technically they’re not your courses, but let me tell you why I put you in this course, because I think your skillset is going to be ideal for this and kicking and screaming to the point where, you know, I’m not talking to him.

Glenn Gifford (20:04):
And at the end of the first semester, she came and thanked me because it was the most rewarding change that she had ever had in her career. So, but it’s not just teachers. Most people are very apprehensive to change. Yeah. And because they’re used to things we’re built for comfort, we, nobody likes to take a step outside their comfort zone and, and try something new. Like the I will, or I’ll just, you know, when you’re working on something, anything that requires that kind of discipline we’re, we’re not built, honestly, we’re not built for that. And, and teachers are, and administrators have it. We’re creatures of habit. We do things out of habit. And then when something disrupts that, you know, it’s hard. So when they ask you, when you were asked to do something at first, you know, I didn’t like that.

Glenn Gifford (20:48):
But you say it turned out to be, you know, a great thing. Some of the greatest things you’ve ever accomplished, weren’t easy. Right? And when you look, when you get to my age, you’re gonna be like anything worth anything that you’ve ever accomplished in your life required, some suffering and some discipline and, and, you know, not the easy, you know, unless you won the lottery or something, you know, most of the things you had to work for. And, and so I think that’s, that’s a great example and getting people outta their comfort zone and and, and, and pushing ’em to greater things is, is good. Hopefully you can convince them that it’s, it’s a good idea, especially when you’re, when you’re talking to teachers who may or may not, I’ve been teaching you know, the same course for 14 years. Yeah. And, you know, that becomes hard, but most of the time I I’ve had a lot of success with, with anything like that, that, that people at least are, are ready to move forward.

Sam Demma (21:41):
Education is like gardening, you plant seeds, like you mentioned earlier, your professor planted in, and sometimes you’re lucky enough to see them blossom. Sometimes they don’t pop out of the ground 15 years down the road. And they, you know, sometimes come back and they’ll tell you, you know, how big of a difference or an impact you made. What are, you know, one or two of the stories that come to mind when you think about seeds that have been planted in your school community, maybe by teachers, by yourself that you’ve been lucky enough to see blossom. And if it’s a, a serious story, you can change the, the student’s names, but do any, any stories come to mind?

Glenn Gifford (22:22):
Well, I always look at it as, as something like that as individual students. Right. I, I like, like you said, the flower rarely seeds the seed. So there are times when, you know, and this is, I really wish that kids when I call ’em kids, but young adults now, when, if they have a run back into their teachers, you know, have those conversations, cuz it’s so important. You mentioned the one teacher year that you had Mr. Long, long fellow.

Sam Demma (22:51):
Mr. Loudfoot

Glenn Gifford (22:53):
Loudfoot. Okay. Loud foot. Nice. Even perfect. What a great, what a great handle, what a great handle, but Mr. Loud foot, like what an impact he had on you and, and, and every, every student can remember. Some of those, I I’ve been fortunate enough that I’ve had a few a few students that, you know, have, have been, have come back and, and, and said things to me and, and have told me, you know, what an impact that, that, that I’ve had on them. And and I say programs, programs, it would either be as a football coach or, or, but I, you know, going back to what I was saying, initially, Sam not so much programs is people coming back to you and saying, oh, Mr. Gifford, you know, I loved your class, you know? And I think you made me feel you know so, so like your class was funny and you made me feel like I loved learning and, and those type of cor those type of comments.

Glenn Gifford (23:47):
And so that’s the thing I’m going for as an administrator now, too, is to, you want them to feel something, not remember what you say, no, one’s gonna remember, you know, you know, how would you do right now, Sam on a, on a, on a great 11 biology test? Like you, you you’d fail it horribly, right? Yeah. As would I okay. As would, so, because I don’t remember. I have, I don’t, I haven’t taken that for 30 years, 40 years. So you know, the more the story there is, what, what the, the, I guess the edification that I get is, is kids going back and reflecting on their experience in the classroom or on, on the football field? You know, I have former student says to me, one time he calls me up and I don’t mind name dropping it’s Mattie Matheson.

Glenn Gifford (24:30):
He’s a celebrity chef. And he’s got his own TV shows and, and he’s hugely successful. And I’m so proud of him. He’ll you know, text me like on Christmas morning to go get a coffee, like just crazy. But when he says, oh, Mr. Gifford, will you be on my TV show? You know, or when another student says, Hey, Mr. Gifford, will you be on my podcast? You know? And, and it’s all, you know, just because of the relationships that you’ve made, right. Not the, oh my God, that class was great because of all the knowledge, you know, it was the, the relationship that you forged with, with those kids and, and, and had left an impact on them. And I think that’s, that’s, what’s important. And then now, now, as an administrator, you that’s, those were classroom moments, right? As an administrator, it’s harder, you know, you just wanna make sure that your school culture is such, that kids have a good time at school and are having fun and and are enjoying themselves.

Glenn Gifford (25:26):
School is a, you know, things that are important now for kids, school is a safe place. School is a place where you, can you, you address you address any kind of bullying that might happen, or you address some of the things that, you know, what do kids really need. And you look now, and there’s a, there’s a lot of needs now with COVID that kids, you know, they’re, they’re our emotional needs and their, their social needs have not been met for a few years. So, you know, we, we’ve got a, we’ve got a tall task and education ahead of us for the next couple of years, as we hopefully wind down through this pandemic taking care of kids, not only the learning gaps that they have for the last two years. I mean, you know what I mean, by a learning gap, right?

Glenn Gifford (26:06):
There’s kids that left the pandemic in March and we’re taking in a semester at high school, we’re taking mathematics. And then it was all basically online for grade 10 and now grade 11, it’s been in a, and so everybody’s sitting there going these, these kids, like, and it’s not the kids’ fault, and it’s not the teacher’s fault. Just this kid’s been outta school for two years, or he is been dropping in and doing a quad master or not bill Meer or online and synchronous and asynchronous and all these different terms. And at the end of the day, there’s huge gaps, learning gaps. There’s going to be maturity gaps. Oh my God, you know, you got, you got grade twelves. And you’re like, these guys aren’t in grade 12, but but they’re, you know, we have to work at it and we have to get through it. And, and if they feel like they’re, they’re respected and loved and wanted and, and respected in their building, the rest will take care of itself.

Sam Demma (26:56):
If you could take all the experience you’ve had in education, bundle it up into, you know, a little ball, which is almost impossible. Go with that ball back into your first class you ever taught in and hand it to your younger self and say, Glen, this is what you needed to hear. What pieces of advice would you have shared with your younger self? And I know obviously building relationships and being invested is two of the, that we’ve really touched on this whole interview, which is awesome. What else would you have told you younger yourself that you wish you heard when you first started?

Glenn Gifford (27:30):
I, that you don’t know everything yeah. That you need to have the humility to realize that, that, again, like, I, I, I didn’t start saying things like I you know, I’m the smartest person in the room when I’m by myself. I, when I was 21, you know, or 22, I kind of I’ll do it this way, because this is the way it is, you know, as, as you age. And I know everything just ask me and you know, as you age, you, you realize that, or, or different ways of doing things, or, you know, just because I had a certain personality and certain brain style, right. That, that, you know, I’m, I’m more balanced brain. I can see left and right. You know, I can see both sides and I’d see other people approaching something in a different manner. And I would be like, that’s dumb.

Glenn Gifford (28:15):
And now I look at it and I’m like, Jesus buddy, you really didn’t know much there. You, you were kind of fine by the seat of your pants and you, you probably should have been a little bit more yeah, probably would’ve been a better teacher if you were a better listener. Mm. And, and I think that’s I, I learned that probably about when I was 14 years in the classroom and probably about year seven or eight, where I just kind of really had a couple of colleagues who were, who were special teachers. And I thought to, and, and I thought I was, but then I looked at how these, these guys and girls were doing it. And I was like, man, the, like, it’s not all about me getting up there and entertaining people and making kids laugh. Like, I really gotta leave them with something other than a magical 60 minute experience with Mr.

Glenn Gifford (29:04):
Gifford every day I need, I need to leave them with you. You know, I gotta get to the, the business of education. And even my assignments, like, I mean, are you doing the same thing again? Like, are you really gonna pull this assignment out again? Like, you know, everybody knows that this is coming. And, you know, I had a colleague say to me one time, why don’t you, why don’t you look at it and do this and have the kids do? And I was like, oh my God, brilliant. But, you know, I wasn’t thinking of it because I wasn’t thinking of it. So I needed somebody else to kind of shine the light. So what I would say to younger Glenn Gifford would be listen, buddy, you can, you can even have a bigger impact if you start to listen to people as opposed to just listening to yourself.

Sam Demma (29:49):
Yeah. I love that. That’s a phenomenal piece of advice. And I think it’s, it’s a human thing. It’s not a teacher thing. I think that’s advice that we could all take yeah.

Glenn Gifford (29:59):
A hundred percent. And sometimes it’s an age thing right. Where you just think, ah, you know, everything when you’re young. And, and I remember one time, one of my grad speeches, I said to, it was funny because I just said to graduates, I just said, you know, you know, very little, you think, you know, but, but you don’t, you hear all the parents laughing because they’re like, yes, they know nothing. And they do, they know lots and you should listen to them as well. But you, you really, again, so I, I would say to myself, if I had to go back and visit young Glen, the teacher is you have two ears in one mouth. So you sort listen twice as much as you talk.

Sam Demma (30:36):
Love that. Glenn, if someone’s tuning in, wants to reach out to you, ask a question or just have a convers what would be the best way for them to get in touch?

Glenn Gifford (30:46):
They could contact me via email which is glenn.gifford@ncdsb.com, or they can call St. Michael Catholic high school. And and I’m not hard to find so St. Michael Catholic high school and that Niagara falls Ontario, or through the board website through the school website they can reach out and all the messages go to me.

Sam Demma (31:13):
Awesome. Thank you, Glen. Thank you so much for coming on the podcast. This has been a pleasure and a really fun time. Keep up the great work and we will talk soon.

Glenn Gifford (31:24):
Yeah, Sam, appreciate it. Thanks very much. I appreciate that you doing this.

Join the Educator Network & Connect with Glenn Gifford

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.

March 7, 2022 by Athletic Director Experiential Learning Principals Teachers 0

Darryl Tinney – Principal at Sioux North High School

Darryl Tinney - Principal at Sioux North High School
About Darryl Tinney

Darryl Tinney (@DTinney17) is an Indigenous educator and has been in education for 23 years, starting his career as an unqualified supply teacher while working towards his Ba/Bed at Lakehead University.  Darryl’s first qualified position was with Pelican Falls First Nations High School in Sioux Lookout, ON. 

He did a variety of positions there including classroom teacher, athletic director, vice-principal and principal.  Darryl has since joined the dynamic team at Keewatin Patricia District School Board and has been the principal in three communities:  Pickle Lake, Red Lake and Sioux Lookout.  He can now be found as the proud principal of Sioux North High School in Sioux Lookout. 

Darryl focuses on the power of positive relationships and utilizes a team approach in his position.  These skills were acquired through years of competitive hockey at the junior A and University levels.  When Darryl isn’t busy fostering student success he can be found outdoors in beautiful North Western Ontario. 

He is a proud dad to Cesar and Roman and husband to Jennifer, all of whom have helped support him during his educational journey!  As a lifelong Toronto Maple Leaf fan, no one can question Darryl’s commitment to the things he is passionate about! 

Connect with Darryl: Email | Twitter

Listen Now

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

Resources Mentioned

Keewatin Patricia District School Board

Sioux North High School

SHSM – Specialist High Skills Major

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 (00:01):
Darryl, welcome to the high performing educator. It is a huge pleasure to have you on the show this morning. Please start by introducing yourself.


Darryl Tinney (00:09):
Hi, good morning. My name is Darryl Tinney and I’m the principal at Sioux North High School. And we’re part of the Keewatin-Patricia district school board in Northwestern, Ontario.


Sam Demma (00:20):
When did you figure out education was the career that you wanted to get into and how did it happen?


Darryl Tinney (00:27):
Well, my, my journey’s been an interesting one. I think I first had the seeds planted when I was in high school. And you, you get to grade 12 and back when I was in it grade 13, oh, a C and, and you’re kind of thinking, where am I gonna go from here? And it just so had happened. I was in OAC and I, the way my courses lined up, I never did get an opportunity to take a co-op. And I had a spare and my teacher, one of my teachers had to step in and become an acting vice-principal for a short period of time because the vice principal had become sick with something and they couldn’t get coverages for her art class, her grade nine art class. So art is definitely not my strength or anything, but I, I just watched them kind of struggle for a couple of days.


Darryl Tinney (01:12):
And I just said, Hey, you know, I’ve got a spare this period. And I’d like to just jump in there and see, see what happens. So I I’ve shot, they allowed me to do it. It was a great experience. And I got that was my first dabble in working with students and youth. I was in grade 13 working with grade nine kids, and they kind of planted that seed for me that this might be something I want to do. And then like, you know, when I reflect back too, I had a lot of impactful teachers and even administrators that impacted my, my way in, in career when I was younger. I know in hindsight, a couple of my teachers slash principals, like one of, one of them being Terry Elwood in grade seven and eight and another one being Jack McMaster in high school, they were my principals. They took extra time to like coach and do you know, extended math with plus things like that that were interesting. And both of those principles that I had went on to become like directors of education in multiple boards. So it, it kinda planted that seed for me that, you know, this is something I might be able to do. Yeah. As a teacher, that the administration thing was a totally different avenue, but we, we can get into that if you want.


Sam Demma (02:28):
Yeah, absolutely. So they planted the seed. What was the first school you started at and what was the position and then, yeah, let’s, let’s go through the journey. Tell me how, you know, how it started and what brought you to administration.


Darryl Tinney (03:39):
So when I first began I’m not even gonna exaggerate, but that first year was so overwhelming because what you kinda learn in teachers college is all like the theory and the practical. And sometimes the real learning happens when you’re doing it on the ground. And, and I remember it was Thanksgiving and I was like, wow, is this what I signed up for? And I was really lucky. I had some really strong mentors working with me, one, Darren Lance, he’s now a principal at the Lakehead district school board. I see. And then Wendy, who’s actually one of the teachers I work with now at my current school. And they really helped teach me time management and just the BBDO flows of the job. And you can’t do everything every day and just that the pacing that’s required to be successful in teaching.


Darryl Tinney (02:44):
All right. So when, when I first started teaching, I, I, I did it unqualified for five years. Mm. I I was going through university. I, I would do the Northwestern Ontario thing work at the sawmill in the summer. And then I would supply teach in the Springs and in our region sometimes there’s a shortage of qualified teachers, which allows opportunities for unqualified people, but it was, it was a win-win for me because from my first year university, right through the fifth year, I was able to supply teach at been qualified rate mm. Which gave me some extra experience. And then once I graduated university in 2004, my, my first teaching position was with Pelican falls, first nation high school, which is a federal school in S code here. And, and I spent 10 years there in, in a variety of roles.


Darryl Tinney (04:27):
And then, so I, I did that. I, I did a number of different courses over, over the years. I got into, even though I never took PHED in university in a small school, sometimes opportunities present themselves. And before long I was teaching Fyed in, in an athletic director. So I, I got a lot of experience very early in my career. And I remember I was in my fourth year of teaching. And in that particular school, I had four different principals in four different vice principals in four years. Wow. So it was, it was really challenging for the whole staff. It was like every year you’d have a new person leading the ship, new visions, new things you had to navigate. And then at the end of the year, you started all again. Right. So I, I remember I was at a meeting where the board kinda brought all the staff together from our school and just kinda brainstormed what what’s up.


Darryl Tinney (05:23):
And again, I was a fourth year teacher, but what I didn’t realize at the time was when, when it was my turn to speak, I, I kind of identified what some of the challenges were, but I also provided some solutions, some suggestions, some out the box ideas. And I remember after that meeting, I got called into the directors office. I’m like, oh man, what did I say? And as it turns out, they just said, Hey, look everybody had a chance to speak. And you’re the only person that provided solutions and suggestions, and didn’t just complain. So we really want you to consider the bacon vice principal position and apply for it. Nice. And as a fourth year teacher, that was overwhelming. It’s like, ah, I don’t know about that. Right. Yeah. But I, you know, I, I, I really put some thought into it and I said, I’ll give it a shot. And that’s kind of where my administration career took off.


Sam Demma (06:13):
That’s awesome. You have four letter is on your shirt, SHSM for the Ontario principles tuning in and for the ones outside of Ontario who aren’t familiar with, what SHS< is, are you involved in it personally and tell, tell us a little bit about SHSM.


Darryl Tinney (06:31):
Sure. Yeah. So SHSM is a program we have in Ontario that kind of opens the, the door to some red seals and different apprenticeship opportunities for students as they work through their high school career. So in our particular school, we have four SCHs we have construction auto health and wellness and business. And then as you get into grade 11 and 12, you kind of have of complimentary courses to your core courses that are the, the SHSM courses. And, and they when you graduate, you get like the red seal, it helps you to get into those fields. And it’s great experience. So yeah, I figured today I would wear like, you know, some promotional things for the, for the school, the board in the province. Yeah. Awesome. All people weren’t here.


Sam Demma (07:20):
No, it’s amazing. I I’ve done some work in SHSM with other schools before, and I think the program is phenomenal and is an amazing way for students to explore different career paths and opportunities before they even leave high school. So it’s cool to hear that your school has a couple of those programs in place. You, you mentioned at the beginning of the interview that you had teachers and educators that played a big role in your own life, who are some of those people and what impact did they have on you or, you know, when you were a student, how did they influence you and have an impact on you?


Darryl Tinney (07:58):
When, when I was in high school, I played hockey as well. So I, I jumped schools a little bit, so I got to see a wide range of teachers. I played triple a hockey Kenora. So I went to beaver bay, high school there, but then part of the year, I, I remained in my home community here, Sula coat, which at the time was queen Elizabeth district high school. We we’re now in a brand new school called to north high school. But when I, when I think back to some of the teachers I’ve had in both of those schools, to me, it was always the, the ones that took a, a vested interest in not just me, but all kids and, and found ways to get through to them, motivate them just bring out the best in them. And, and to me, that always resonated with me cuz it’s all about helping people in, in the importance of relationships.


Darryl Tinney (08:44):
Right. And but also challenging people to do the best that they can. I remember I had one teacher in particular where I had transferred from Kenora at the midterm mark and I had like a 92 and finite math or something and I’m thinking, oh yeah, I’m just gonna cruise control right into a 90. Right. And then I came into his class halfway through and we were doing stuff I had already done, but it was like next level stuff. It wasn’t just a basics. He was trying to like really build on what we already knew and challenge us to do to do more with that math. And at the time I was like, oh, what, what are you doing? I just wanna get this 90 and, and call it a day. But like in, in hindsight, he, he was, he saw more potential in, in some of the students and wanted to help us get to that next level. Right. For whether it be university or life or whatever.


Sam Demma (09:32):
That’s awesome. I even think back to teachers I had, who made a big difference. I often quote Mike loud foot is one educator who really got to know each and every one of the students, like you’re saying, had a vested interest in us as individuals and would take his content and curriculum, teach it and then figure out a way to tie it into our interests. So he would teach a lesson and then say for, for Sam, for you, this means X. And for John, for you, this means X. And for Olivia, for you, this would mean X. And that really made all of us as students bought into the lessons he was teaching. Right now I would argue that things are a little different. They look a little different in education. What are some of the ch challenges that your school community is currently faced with?


Darryl Tinney (10:21):
Yeah, I, I would say some of the challenges most recently are definitely some of the the COVID challenges. And then I would even throw in some of the, the buzzword that, that come with COVID like pivoting and empowering and, and things like that. Right. Like it it’s really like for our school board, the last two years we’ve been doing something called quadmesters where instead of taking the traditional four courses over half a year, you’re taking two for half a day for a quarter of the year. And, and it’s worked out fairly well for our students in success and retention. But it’s interesting as we were debating going back to semesters right before hit, some of the students were like, what’s a semester. Like we, we’ve never done that. So then like, to me, I look at the challenges, but also what could come from those challenges.


Darryl Tinney (11:13):
And, and we’re really given an opportunity here with COVID to look at education, the whole thing, and hit the reset button and look at some best practices that might be able to shift how we’ve traditionally done things, including the timing of the year and, and whatnot. I’ve seen some interesting things with collaboration, innovation, like even most recently when we started January for I’m a distance in, in continuing with remote learning. I, I saw teachers through different social media platforms and different boards, Toronto peel, Durham, our board sharing resources with the whole province like, Hey, this is tough. Here’s some templates, here’s some best practices, feel free to try it, feel free to add to it. And, and I, I’ve never seen that in education. Like I see the past couple years. And, and I, I think in, in the past it might have been more of a guarded thing. Like these are my resources. I worked hard for them. I don’t really want to just share them. And, and you know, there used to be that concept of teachers paid teachers, those kind of resources, but this is all just people sharing their best practices to try to make it easier for someone else who might be having a hard time. And to me, that really resonates with me that that gives me a lot of hope for, for how we can tackle challenges in the future.


Sam Demma (12:34):
So collaboration, teamwork are two things that give you hope. What else keeps you motivated every day to show up despite the challenges and try and do the best work possible for your school community?


Darryl Tinney (12:51):
For me personally, like I’m competitive in nature. Like I, I played some, you know, competitive sports when I was younger junior hockey, university hockey and nice with that too. It helped shape who I am today with the whole concept of the importance of a team. Right. And, and working together to a common goal. So for me I’ve had the privilege of working in five schools now as, as a principal and each of those schools was D for different challenges, different staff with their strengths and, and whatnot. And, and my job isn’t to be someone that sits above, but someone that sits within with a different role, I’ve, I’ve always viewed myself as like a coach GM when, when I’m the principal of a schooler, right? Like not like as a authority figure, right. I’m part of the team.


Darryl Tinney (13:39):
I just have a different role. And part of my role is to try to bring out the best in the team and, and to do that, you, you have to know your team. And, and for me, it’s the importance of relationships. I, I really value that. And so some of the, like, I, you know, following other educators on, on Twitter and social media, attending some conferences and stuff, you, you pick up little nuggets and quotes over the years, but like most recently for me, I would say, I, I read a quote re I think it was last week a gentleman by the name of dot Brad Johnson. And he was talking about school culture. And that minutes, after walking into a school, you, you can see the school culture by the demeanor and interactions of staff and students, and everyone impacts culture, but the leader is the thermostat. And to me, that that’s true. Like we, we do have that responsibility of setting a positive tone for everybody. And I, I, I don’t take that lightly with my role.


Sam Demma (14:43):
Yeah. I think it’s a really important role as well. And it definitely trickles down very quickly. What, what resources, and you just gave us one, which is awesome, what resources or different learning have you been through throughout your entire career that you think was really valuable for your own personal development that may also be beneficial for other educators or teachers, and it could be absolutely anything or it could also be a, a mindset shift or maybe the importance of mentorship, whatever you feel is valuable, feel free to share.


Darryl Tinney (15:22):
Yeah. I mean, I, I think whether you’re a teacher, a principal, anybody in the education field you’re, you’re in there partially because you’re a lifelong learner. Mm. And I, I think we have an obligation to continue to learn ourselves. Right. So for me, I I’ve I I’ve done that a number of ways reading books authors who have like currently, you know, in leadership, I, I read, you know, some Simon Sonic and some different authors that promote leadership and best strategy is I I’ve gone to some conferences earlier in my career. Like, I know there’s an organization called solution tree. They have a, a wide library of different topics that are education relevant. And top-notch speakers. I I’ve actually met, met a couple of those speakers over the years, and I do consider them like professional colleagues, not like, like, you know, hang out and, and have coffee together.


Darryl Tinney (16:15):
But like, we stay connected, right? Like, there’s one, one guy in, in BC, Tom, her, he, he, some of his work on relationships and Ken Williams, they, they just, those lessons, they stick with you and then they, they help you reflect and form your own practice and, and whatnot, but also you know, just AQ courses as well. Like a number of universities have some really top-notch courses that can expand your learning. I I’ve taken a number of them, like based on interest, but also sometimes based on things I need here, here’s what I would say, like the, the P Q P courses, like if anybody’s interested in school level leadership, even if it’s not to be a vice vice principal or a principal, it’s, it’s a great course to just learn kind of why maybe sometimes decisions are made and, and then you have that context. Right. And like currently right now, I I’m taking the so Q P modules. Not that I want to be an so Q P tomorrow or an so, but it, it just, it helps you to understand why sometimes at that 30,000 foot level things are, are happening the way they are and how they connect with the bigger picture with the ministry and things like that just helps you to understand your context and apply it in your local context.


Sam Demma (17:31):
Got it. For educators outside of Ontario who may have slightly different abbreviations, what is a SO and a PQP?


Darryl Tinney (17:40):
Yes. Yes. So supervisory officer qualification program. Cool. And then the PQP is the principal qualification program.


Sam Demma (17:47):
Got it. Awesome. And if, if you could go back into your first year class with the advice, the first year class that you taught with the advice and experience that you have now, if you tapped yourself on the shoulder, what advice would you have given your younger self? Or what if wish you would’ve heard?


Darryl Tinney (18:07):
Well, yeah, I, here, here’s some advice, I would say, say whether I was beginning teaching or whether I was beginning into administration, you don’t know everything. And, and once you can say that and say it with confidence and not as like a demeaning quality, but actually a liberating quality, it makes your job a lot easier. I I’ve had colleagues before, or, or I just, you see them with someone asks the question that they don’t know the answer to. They take it personal, like they’re out to get me, they pulled out the hand grenade and pulled the pin out and dropped it in my lap kind of thing. Right. And that’s not, you can’t look at it like that way. Like sometimes those are legitimate questions and that’s their problem and practice for the day. And if you don’t know the answer, it’s okay to say that. And again a quote I, I saw here is one second here.


Sam Demma (19:02):
Oh, no worries.


Darryl Tinney (19:03):
If this is a Simon Sinek quote, when we admit we don’t know the answer, it increases the chances that someone will offer to help. Mm. And then you know, leadership is not boasting about what, you know, it’s about having the confidence to admit what you don’t know, but committed to finding the solutions. Mm. So for me, I think when, when I started my education journey, if a student asked me a question and I didn’t know, like re reality, you you’re teaching sometimes you’re a, a week ahead of where they are. Right. You’re, you’re learning a new course and how to flow it. And things like that, just be, be honest, be, be authentic. And I think people, they, they gravitate to that. And it, it helps with the other things I’ve been talking about, like the importance of relationships. Like for me, I I’m a secondary educator.


Darryl Tinney (19:54):
I’m a secondary principal, but a couple years ago, I, I was asked to do an assignment, which was a elementary principal at the time was the biggest elementary school in our board. And it had a number of number of challenges with with students and, and a high special ed population, things like that. And if I went in there, if they, I knew it all, I, I wouldn’t have lasted the year. Mm. But you, you have a strong team, you have to trust the team. And to me, that was a really a growth opportunity for me. It was outta my comfort zone. I, I do think we had success for the two years. I was there, but not, not because of me, just because I was able to tap in with the the team that we had and, and find the common areas we wanted to work towards and trust them. And they trusted me. And it, it worked.


Sam Demma (20:45):
Teamwork feels like a main theme of this interview, which I really love. I think it’s important now more than ever, especially because things are changing left right center every single day. So being connected is super important. Final question here to wrap up the interview. Tell me about a time where a program that you brought into your school, or you and your team brought into the school made an impact, maybe on the school culture, on the students, on the staff feel free to choose whatever type of impact you wanna share.


Darryl Tinney (21:24):
Sure. I, I, I have a couple different programs I can kinda highlight, but I guess one that our board is pretty proud about and, and I can’t take any credit in developing it. It was developed at Dryden high school, but I’ve now worked in two schools that have benefited from that. And we have the position as well. And that’s the the grad coach program, the indigenous grad coach. Mm. So in, in in our region, there there’s a high indigenous population in a number of our, our schools, including ours, which is like 78%. And, and there’s lots of research and data over the years where there’s like, I hate to use the term like a gap, right. But in success rates. So Dr. High school at the time, they, they recognized that. And they came up with this idea of an indigenous grad coach who would assist the students to try to remove the barriers to their success, whether it be sitting in a class and, you know, the, the students just aren’t learning the way you’re teaching them or whether it’s, they, they need supplies, they need food, they need to get a taxi to get to school and try to remove the barriers and support them.


Darryl Tinney (22:37):
So for, for us in our school board that’s been a program that’s had huge impacts on student success for a number of students in a number of communities. The grad coach program grew to four of our schools now. So north high school, beaver bra, and red lake school. Wow. And it’s been the template for other boards in the province now to also have those programs. And we were kind of like the champion pilot at the beginning, working with the ministry, it is ministry funded. So I, I think that is something we’re, we’re pretty proud about in our board our work around reconciliation. We, you know, you always have more work you can do around it, but it’s something we’ve, we pride ourselves in working with our indigenous partners to try to move that work forward. And then like on, on a lower scale, like, just like I talked about earlier, looking at out of the box innovation, we, when I was in red lake the vice principal myself there, Sean de Norac, we had a partnership with the M and R where they would provide the S SP 100 course for the outdoor ed students.


Darryl Tinney (23:40):
And they, they did that free pro bono as hoping to be a recruitment tool that maybe they would recruit some of our high school students into force firefighting in the summer. Right. So I remember my second year there, they kind of said, Hey, look, you know, we’ve been doing this. It hasn’t really been giving us what we needed and in getting some people back, is there something we can do to kind revisit isn’t that and see if we can enhance our, what we can get out of it. So we, we looked at it and we kind of did this little pilot project where we, we did it so that it was like a paid co-op in the spring when firefighting season started, we switched around their schedules and stuff. And all of a sudden we had like, I think six kids go right from school into firefighting.


Darryl Tinney (24:26):
And just by shifting how we did business and supporting kids it, it was a win-win for them and our, and for our students to the point where like the following year, we randomly got a call from another school board. I think it was superior Greenstone saying, Hey, we were talking with our M and R locally. And they mentioned you, you did something to try to promote this. How, how did you do that? What did it look like? And, and to me, that’s what education’s all about, right. Looking at trying to be innovative and then sharing out your best practices and if it benefits somebody else. Great.


Sam Demma (24:57):
I love it. Dar, thank you so much for sharing a piece of your experience today on the podcast. Some cool ideas and resources. If someone, one wants to reach out, ask you a question or talk about anything that was mentioned, what would be the best way to get in touch and reach out to you?


Darryl Tinney (25:14):
Well, I’m, I’m very active on the Twitter community. So my handles at (twitter) So and again, a lot of the people I mentioned that I follow and you, some of their coach today, I also see on Twitter. Some of them I’ve never met before, but their, their tweets definitely resonate with me and, and give me some suggestions. Alternatively, you can look me up on the KP website, under Sue north high school, and my contact information can be found there.


Sam Demma (25:44):
Awesome. Dar, thank you so much again, keep up the great work and we’ll talk soon.


Darryl Tinney (25:48):
Awesome. Thanks so much.

Join the Educator Network & Connect with Darryl Tinney

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.

March 4, 2022 by Principals Student Leadership Student Success Teachers 0

Valerie Dumoulin – Proud Principal of Ecole Secondaire Cochrane High School

Valerie Dumoulin - Proud Principal of Ecole Secondaire Cochrane High School
About Valerie Dumoulin

Valerie (@Val_Dumoulin) is a proud member of Taykwa Tagamou First Nation and a wife and mother to two amazing children. She is approaching her 30-year mark in education having taught in Attawapiskat, Moosonee and Cochrane.

She is currently the proud Principal of Ecole Secondaire Cochrane High School and has been in this role for 4 years. Previous to that, she was the Vice-Principal at Cochrane Public School for 3 years. Valerie enjoys walking at 5 a.m., spending time with my family and doing Indigenous beadwork in her spare time. She is a Board member at the Ininew Friendship Centre and is passionate about the importance of relationships, mental health and resiliency.

Connect with Valerie: Email | Twitter | Linkedin

Listen Now

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

Resources Mentioned

Ecole Secondaire Cochran high school

Taykwa Tagamou First Nation

Dr. Robin Hanley Dafoe (Resiliency Expert)

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 (00:01):
Valerie welcome to the high-performing educator show. Huge pleasure to have you this morning. Why don’t you start by introducing yourself?


Valerie Dumoulin (00:09):
Well, I’m Valerie Dumoulin and I am the principal of Ecole Secondaire Cochran high school in Cochran, Ontario. I’m a proud member of the Taykwa Tagamou First Nation. I have been a high school principal now for four years previous to that, I was a vice-principal at our sister elementary school, and I’ve been a teacher I’m actually approaching my, 30-year mark. I’ve taught it in a variety of grade levels all the way from kindergarten to adults. And, I really am fortunate to be in the role that I am right now. And I really enjoy working with, teenagers and the staff that I have.


Sam Demma (01:09):
Did, you know, growing up that education was the career and vocation for you?


Valerie Dumoulin (01:18):
Probably in some sort of sense. I actually wanted to be a social worker nice when I would younger. So I always kind of knew that I wanted to be in a field that was in service of others somehow. I always was very empathetic almost to a fault and I wanted and I knew I wanted to help people. And I grew up in Moosonee Ontario, which is a pretty remote place. Only accessible by train. It’s a, mostly an indigenous community. And you know, there was a lot of inequities that were there and a lot of systemic barriers and I always felt like I wanted to, you know, help people. So when I was in grade 11, we moved to Cochran is where I live now. Nice and finished high school here and then went off to university and you know, somewhere along that, that, that line, I, I changed my mind and decided to apply to teachers college instead. So here I am.


Sam Demma (02:22):
And did you have teachers that really inspired you back when you were a student that you can recall or remember anyone that stood out or maybe even the opposite and that’s why you wanted to change and, and get involved?


Valerie Dumoulin (02:37):
Absolutely. I think when I think about where I grew up and, you know, just a lot of, like I said, the inequities of the area, I mean, my parents had, had their family quite young and they certainly didn’t go off to post secondary school. And a lot of my classmates that I, that I grew up, a lot of my good friends that I grew up, you know, as a child in, in, they also like have kind of beaten the odds and their teachers and lawyers and doctors and nurses and, and it, and I always wonder, like how did we, you know, kind of break through that cycle. And I, and I do think it was probably a common, the nation of things, I think like when I think about our parents, even though they were young they had high hopes for us and they always instilled in to us that we, you know, that they wanted better for us and that we could invoke change.


Valerie Dumoulin (03:31):
And I think it was, it was teachers too, because the school did play a lot of a big, big role in making us believe that we can do better and do anything that we put our minds to. So I think that and certainly lots of different teachers who stood out, you know I think about you know I had a, my grade three teacher was named Carol Bernie. She became our, she was the principal of, of the public school that I went to. She had a, she had a huge impact on me because she was female, she was indigenous. And she, she kind of made me feel like I could do something like this.


Sam Demma (04:34):
Inequities in education definitely have started really bubbling to the surface over the past. I would say, you know, two years in total, roughly what are the inequities that still exist? And maybe you can even think back to when you were a student, cuz you talked about those inequities, which are the ones that are still around and, and, and are you passionate about changing and working on?


Valerie Dumoulin (05:01):
Yeah yeah, there, there, there are still lots of barriers that we’re, we’re continuing to work on. It’s hard to believe it’s still 20, 21. And, and a lot of the, the things that I faced as, as a student in growing up in or still exist for, for some families, you know, I think about our indigenous population, for example, and at, Eole Secondaire Cochran high school, we do have about 40% of our student body that is indigenous. And there still is a lot of mistrust of the education system and we’re, we’re breaking it down slowly, but it’s, it’s slow. Yeah. You know, just because of all of the history with residential schools and all of the experiences that perhaps their families have or perception of teachers and schools and buildings you know, we’re slowly chipping away at that. So I, I, I feel like that still exists on some level.


Valerie Dumoulin (06:03):
And it’s gonna be a constant process. You know, I, I, I often think it’s gonna take, you know, more years to actually break that generational kind of cycle, but you know, it it’s, it really is inspiring to know, know that we have a lot of supports in place for, for students like that. And it’s not just the indigenous students, it’s also educating the non-indigenous students because they also didn’t get the true history because their parents just weren’t simply taught it. So it’s not their fault either. You know? So we really are, you know, together in this, in this path to reconciliation.


Sam Demma (06:42):
I agree. Absolutely. And along with equity being something that bubbled to the surface, COVID brought so many other challenges. What are some of the things that have been challenging over the past year to years? And how’s the school community, have you strive to sort of overcome these things?


Valerie Dumoulin (07:03):
So I I’m finding lately the biggest challenge is keeping our spirits up. Yeah. Cause it’s been 22 months now that we’ve been dealing with COVID. And so it’s almost been two years. And as we speak today, it’s January 30 we’re approaching it’s January 14th today. And, and we’re going back to, you know, there’s so many changes that are happening. So it’s, it’s dealing with this constant change and this stress of living in the pandemic and, and we’re basically COVID weary. So I feel like it’s my job to help staff feel calm, supported, and as happy to, as I can so that they can in turn, make their students feel safe and happy and calm. Yeah. So how I deal with this challenge is I, I, I listen, I, I try to make, think of ways to make things better for people. And, and I’m here to remind them constantly that they can do hard things and they can do more than they thought that they were capable of.


Valerie Dumoulin (08:03):
And they can also do that them well, you know, so yeah, when I think about it, COVID has really changed the face of education. There have been really a lot of positive things that have come out of having to deal with COVID. So something like, like paper, for example. Yeah. You know, you wouldn’t believe like the amount of school budget that we spent on photocopy paper before the pandemic, and now we’ve become paperless pretty much, you know, we still use a bit of paper, but using asynchronous platforms and using the cloud and ditching hand outs more, I think that’s been a positive change. Nice. also I think teachers have really shifted into the 21st century rather quickly and they’ve done, done so really well. You know, they they’re using digital platforms, they’re managing break rooms, they’re using collaborative apps. I would’ve said probably before the pandemic that students probably had the edge on, on teaching staff and, and teachers on, you know, being digital. But now I, I, I could, I bet that a lot of our teachers could probably show the kids a few things. Yeah. You know, and that change has happened super, super fast. So it’s been pretty amazing.


Sam Demma (09:26):
Oh, go ahead. Keep going.


Valerie Dumoulin (09:27):
Was just gonna say the, the last thing that I, that I kind of have been really impressed with is, is the focus on mental health. Mm. And I think that’s been a positive of impact of COVID too, because you know, now people are prioritizing, what’s important, you know, self care and as taking like a front role and people are, are starting to take care of their minds and bodies more and, and, and organizations and systems are feel like that is that’s something that they wanna, they wanna promote as well.


Sam Demma (10:01):
And prioritize sometimes in front of the curriculum or the KPIs or the outcomes of the organizations, which are, which is super awesome. What does exactly, what does self-care look like for youth, for how do you fill up your cup? So you can ensure that you’re pouring into your staff, like you said, and, you know, listening to them and making them feel happy.


Valerie Dumoulin (10:26):
Yeah. I, I definitely have started taking, you know, time off, like trying to ditch the email a little bit more, you know for myself, I I’m a Walker, so I have, I’ve always had dogs and I have two Huskies that depend on me to get up every morning and walk them for, for an hour. Nice. So I find that’s a really good time for me. It’s, it’s my thinking time. It’s very peaceful. I, I walk at 5:00 AM.


Sam Demma (10:52):
Nice.


Valerie Dumoulin (10:52):
Streets are quiet. You know, I get to think about like, reflect on things. Think about the day prioritize things that I wanna get done. It, it’s just a good time and I it’s me time. I also beat, I, I do some I make earrings and oh, cool. Do some indigenous type beat work. So I think that’s, that’s really helped me in the evenings kind of just you know, keep busy you, but also like focus on something else other than school, because I would say too, like, it’s, it’s been a learning curve for me to kind of let things go. I’m usually on like 24 hours, somebody would email me at nine o’clock. I’d probably email the back within five minutes, but I’ve been kind of stopping myself and saying, okay, no, that can wait till tomorrow and feeling okay to do that, which is pretty amazing. So I think that’s helped tremendously.


Sam Demma (11:42):
Boundaries. I struggle with them too. Sometimes I don’t ever turn off and people talk about burnout and you always think to yourself, oh no, I’m, I can work like this. And one day it just hits you and you go, holy crap. Like this is a real thing. And I need to set up some proper boundaries for myself. And I think a lot of people hit that threshold at some point in the last two years. So I couldn’t agree more and that’s awesome that you’re up so early walking, very that’s a cool practice. What, what do you think are some of the opportunities? I know there’s a lot of challenges right now, but what do you think some of the opportunities in education are?


Valerie Dumoulin (12:24):
Well, the, some of the opportunities that I think well, the students, like, I, I, I feel like another benefit of COVID is that families have been kind of forced to spend more time with each other. And I see that as, as, as being hopeful for, for, you know, the future because you know, I, I do, I did see kind of an alarming trend of, you know, families being really disconnected from each other. And they, you know, being tied to their phones, for example, and, and not listening or talking with their kids. And I think that’s really negatively affected kids. And as a result, we’re seeing like anxieties and behavior issues and things like that. So I’m hoping that COVID has kind of forced families kind of do things together. I have been seeing positive things. I’ve mentioned Taykwa Tagamou for example that first nation I’ve I’ve, you know, I belong to like their Facebook page and I, and I see things where programs that they have in the community are putting out really neat challenges, for example like a immune kit, like something simple like that, they’re saying, you know, we’re distributing pizza kits and we challenge families to make pizza together and then post it on the page and, you know, and, and people get to see these fam families doing things together.


Valerie Dumoulin (13:48):
So that makes me hopeful that families are, are connecting and, and talking and doing more with each other because kids have been craving that I think, and it, it will, it will help the future. So that, that gives me kind of hope for, you know, the future and, and what’s in store. And certainly with my own family too, you know, like we, you’re kind of isolated. I’ve been like, oh, let’s play a board game. We haven’t played a board game many years, you know, those kinds of things. So it has brought families closer together. I think. So I think that’s been a positive.


Sam Demma (14:23):
Me and my entire family got COVID actually over the holidays. And whenever someone asked me that question, oh, how is your holidays? I feel so bad giving them the response because they’re gonna be like, oh my God, I’m so sorry. And we, we ended up being okay. The symptoms were, were mild, thankfully, but the positive of it was like you said, we spent an unusually large amount of time together, dinner, breakfast, lunch walks, board games, movie marathons. And it was awesome. It was really cool. So I think with every challenge, there is an opportunity. Sometimes it’s just hard to find them or, or see them, especially when you’re going through a storm. And yeah, I, I agree. I think connection is a big one. That’s come out of this and a desire for more connection. We realize how important face to face communication, not over the phone, but actually in person really was. And I think that will, that will hopefully remind us after this all passes, that we need to continue doing those things and continue prioritizing mental health and continue prioritizing relationships. Over your, the course of your career, what resources have you found helpful? Whether it’s mentorship, whether it’s actually things that you’ve read watched, or been a part of that informed, you know, the way that you lead?


Valerie Dumoulin (15:56):
Through this board, like I’ve been fortunate that our board has really prioritized mental health for, for all of our staff. So they’ve brought in some great speakers. Nice. You know, so Dr. Robin Hanley defo on resiliency, like she I’m listening to her audiobook. Again, having listened to some of her, her her talks that she’s had nice Jesse Wente he’s a, an author participated in his online kind of talk that he had for, for staff and students of DSB one. So lots of different influences, but definitely restorative practices that has been really that that’s something that’s really influenced me as, as an administrator. You know, I, I view mistakes as learning opportunities, so it’s really, it’s, it’s really good to talk to kids and I know kids are gonna mess up, you know, and, and do silly, stupid things and things that they regret.


Valerie Dumoulin (17:01):
But I mean, if, if you bring the people that they’ve harmed together and have a restorative conversation, it changes into a learning opportunity. So sometimes being firm is the way to go, but I’m finding more and more that having those restorative conversations and giving chances to kids is paying off. Kids are learning how to you know, restore mistakes and talk to people that they’ve harmed make future decisions based on learning from, from their actions. And the biggest thing is taking responsibility for what they do, you know, and, and owning up to it. And, and admitting that, you know, they’ve done something wrong and that they are committing to, to rectifying kind of their mistakes.


Sam Demma (17:54):
That’s awesome. Restorative practices are so important. I even think back to when I was in elementary school I did some silly things and got a suspension. It’s just something I don’t really talk about often to be honest. And my principal was at the time his name’s Mike was big into restorative practice and he brought me the other students into his office. We cried, we were so upset with ourselves and what we did, but at the end of it, it was a serious learning opportunity. And, you know, seeing it from the student’s perspective, I found it really helpful. And I think it’s a really important thing to continue doing.


Valerie Dumoulin (18:31):
Exactly.


Sam Demma (18:33):
If you could take your experience in education, bundle it up into a ball, walk into the first classroom you taught in and tap your younger self on the shoulder and say, Valerie, this is what you needed to hear. Like, what would you have told or what advice would you have given your younger self?


Valerie Dumoulin (18:55):
That’s a good question.


Sam Demma (18:56):
Yeah,


Valerie Dumoulin (18:58):
I think back actually, my very first year teaching, I was I was teaching aa a grade two teacher. So what would I have told myself? I probably would’ve said, you know, take it easy on yourself. Like you don’t have to do, you don’t have to know everything. Cuz I remember feeling, you know, as a first year teacher really confused, like, can I do this like really doubting myself and you know, maybe trying to do too much. And I remember being so exhausted just like even after a day’s work, I’d go home and have a two hour nap and then I get up and plan for the next day, you know, but you, you have to really like just take it easy on yourself, rely on your colleagues and really get to know the community that you’re in for myself.


Valerie Dumoulin (19:47):
It was a first nation community. I, I was used to living in small Northern communities, but it was still quite a different at world just because when I was up there, there, you know, a lot of the, the, the nurses and the teachers had running water, nobody else had running water. Wow. So they used to have to go to like a community area to, you know, fill their jugs, to take home, to do washing and cooking and cleaning and all sorts of things. So it was, it was quite a different world. And so I had to really, you know, understand where my students were coming from. And and, and maybe that’s how I, you know, became really interested in and understanding like how important relationship is and understanding and being empathetic towards other people’s situations. So I think that probably kind of helped me as I move forward in my career.


Sam Demma (20:41):
Love that. Awesome. Valerie, thank you so much for taking some time to come onto the podcast, share your experiences, your philosophies around education. If someone listens and wants to reach out and ask you a question, what would be the best way for them to get ahold of you?


Valerie Dumoulin (20:58):
Well, on social media, of course, I am on Twitter (@Val_Dumoulin) and I am on Facebook and Instagram. Email works as well: Valerie.Dumoulin@dsb1.ca. Anyway, you know, I, I’m more than willing to, to talk with people and invite people to, to connect with me for sure.


Sam Demma (21:15):
Awesome. All right. Thank you so much for coming on the show. This has been a pleasure. Keep up the great work and we’ll talk soon.


Valerie Dumoulin (21:21):
Okay. Thanks, Sam.

Join the Educator Network & Connect with Valerie Dumoulin

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.

March 2, 2022 by Experiential Learning Principals Student Leadership Student Success Teachers 0

Annibale Iarossi – Principal at St. Marcellinus Secondary School

Annibale Larossi - Principal at St. Marcellinus Secondary School
About Annibale Iarossi

Annibale Iarossi (@Princ_Iarossi), is the Principal at St. Marcellinus Secondary School in Mississauga.  Annibale’s passion has always been working with diverse learners and seeking opportunities for them to experience success.  He began his career in 2002 at St. Augustine Secondary School in Brampton as a Special Education Resource Teacher. 

In this role, Annibale sought to provide his students with the necessary tools they needed to achieve their best results.  In 2005, Annibale accepted a job as Student Success Teacher at the newly built St. Joan of Arc Secondary School.  In this role, he was able to work collaboratively with students, teachers, admin and support staff in planning for the success of all students. 

This role also motivated Annibale in moving forward with his personal goal of being a Secondary School Administrator.  In 2013, entered into administration as a Vice Principal until 2019 when we was appointed Principal of St. Marcellinus Secondary School.

Some of Annibale’s favourite moments as both an educator and a student have been outside the traditional classroom.  As a teacher, he has enjoyed coaching football, soccer, basketball,  and cross country. 

He continues to firmly believe that significant learning occurs outside the classroom when collaborating with other individuals in a team environment.  In his spare time, Annibale enjoys watching his children play basketball and working out at the gym.

Connect with Annibale: Email | Twitter | Linkedin

Listen Now

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

Resources Mentioned

St. Marcellinus Secondary School (DPCDSB)

Catholic Principals’ Council of Ontario

Peel Principals’ and Vice Principals’ 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 (00:01):
Annibale, welcome to the high performing educator podcast. Huge pleasure to have you on the show this morning, please start by introducing yourself.


Annibale Iarossi (00:10):
I’m my name Annibale Larossi. I am the principal at St. Marcina secondary school in Mississauga with the din peel Catholic district school board.


Sam Demma (00:21):
When did you realize in your own career journey that education is what you wanted to pursue?


Annibale Iarossi (00:28):
I think that was rather early. When I was a student, I, think what motivated me to get into teaching was having great teachers and great teachers allowed me to fall line myself and allowed to me to realize the leader that I was, and so that translated into me getting involved in, in things in high school. And then that moving, moving into volunteering while I was in university and working with learners of all types. And I realized, yeah, this is, this is for me. I want to, I wanna be a leader in my classroom, my school, and now ultimately you know, I’m leading the school as a principal.


Sam Demma (01:12):
Take me back to yourself as a student, you mentioned that you had some great teachers. Do you remember two things, one who they were, and secondly, what you do for you that had a big impact?


Annibale Iarossi (01:26):
For sure. And, and when, when I looked at you know, who these teachers I was talking about they influenced me in different ways. Some of them influenced me by actually teaching me in class. So I had to teacher I, I recall Mrs. Roberts and who who taught, who was a history teacher and, and that’s, that’s my teachable area. That was the area I went into, got my degree. And, and she really motivated me through her lessons. And you know, you never knew what was gonna happen in the class. She was very enthusiastic, very creative and which allowed me to then in, in turn grow in my creativity. Other teachers that I had that were fantastic for me were some of my coaches in, in high school whether that be my football coaches or soccer coaches you know Mr. Barco, miss Dayton, Mr. Dayton Mr. Hollowell, Mr. Desna, all these, all these guys that motivated me to be a leader on the field then, and and all played a part in building who I am as a person.


Sam Demma (02:45):
Were athletics, a big part of your upbringing as well?


Annibale Iarossi (02:50):
Yeah. You know what I was, I was always involved in, in sport. I guess not to the same degree as, as kids are nowadays, when you stay involved in sport. And I look at my kids were involved in both are involved in basketball and I was never involved that, that much into sport, but it, it kept me engaged in school and it kept me to be affiliated with something that had purpose. So it in school, especially, I love being involved in sports and that’s why when I moved to become a teacher, I, I coached and I, I coached cross country. I CRO coached soccer. I coached football all of these sports. And it, it, it allowed me to give back to what those educators did for me.


Annibale Iarossi (03:54):
Yeah. So, so when I started when I started teaching, so I started teaching back in 2002, 2003, I was at St. Augustine secondary school. And I was I was in the special education, the academic resource department. So I was working with some of our diverse learners and, and that’s where my passion started in terms of with diverse learners and helping them achieve success. I was mentored by my department head Joce, Neves, who has now passed away. And he cared so much for students. He cared so much for not only them getting their credit, but their wellbeing, where they were going to be after high school, what they were doing outside of school, were they okay. And that resonated with me and it wanted me to work to the same standard as he did.


Sam Demma (03:39):
Absolutely. And when you think about your journey through education, where did it start and what brought you to where you are now? And I don’t mean you as a student, but you as an educator.


Annibale Iarossi (04:56):
So as a special education teacher, I was, I was at San Augustine for three years and really loved that, but I felt, I felt I needed a challenge and then a new school was opening up and St Joan a and the principal at the time CLA pit Tosha. Another one of my mentors brought me on staff as a student success teacher and student success at that point was a new a new role. And I remember going into it not even knowing what I had to do. And ironically we started out in this building at St. Mar Salinas. We were housed in this building. And basically I was, I was ensuring students experience success, worked to the best, to their ability and ensure that they graduated and got to their post-secondary destination where wherever that would be.


Sam Demma (05:50):
And is that student success position, does it serve the same purpose today, or for someone who has never worked in student success, what does it look like and, and what are you doing day to day?


Annibale Iarossi (06:01):
Yeah, so student success it, it, it really, and the student success teacher, it really is defined by the, the, the person who is in the role. Cool. because everybody does interpret it in a different way, but the essence of it is how can I get my students to graduate experience success, go to the post-secondary destination that they need to get to, whether that be university college work apprenticeship what tools can I provide my students what support can I provide my students to get them where they need to go? So I think that’s how I always approached it. And, and it’s, it’s been those were, those were some of the best years of my life in term in education because the students I worked worked with in those eight or nine years, I still, I still keep in contact with them today. Whether I run into them in the neighborhood or they’re coaching my kids or, or whatever. They’re, they’re there. And, and it’s, every time I see it, I, I feel like, you know, I it’s, I, I, I live my purpose. I live my purpose through being able to support them.


Sam Demma (07:19):
Right now student success is very important. Student wellbeing is very important. Staff wellbeing is very important. Staff success is very important. All those things are kind of at the forefront because of what’s happening in the world. What are some of the challenges that are facing your school community and potentially other school communities right now that you and the staff and students are striving to overcome?


Annibale Iarossi (07:48):
Absolutely. I think you hit it right there with you know, being in a pandemic. It is highlighted a lot of challenges. Some of the challenges though have turned into opportunities and those opportunities to, for instance, a challenge at the beginning of the pandemic was technology and, and being able to navigate technology and, and staff and students being able to navigate technology well, that, that that’s turned into an opportunity to, to, as, as professional teachers, they’ve turned that into an opportunity to be better teachers and to offer their students more. And and as students you know, digesting that, that new, this new technology and these new apps and, and all kinds of things, it’s given them a different skillset. Now, if we, you look back to the wellness piece, I, think that’s high.


Annibale Larossi (08:46):
I think that’s something that remains a challenge. I think moving in and out of school buildings has provided students with some, some mental health cha challenges, some wellness challenges, and as staff, what we’ve tried to do is keep the lines of communication open through our guidance department, our student services support services such as child and youth worker, social workers but, but the people who are on the ground first, our, our teachers are the ones that, that bring it to our attention so we can deal with it. And, you know, I have a wonderful administrative team who, who you know, shout out to all three of my VPs, Maria Laurie and Sheena, who who do a fair, fantastic job every day promoting student success and wellbeing for all our students.


Sam Demma (09:41):
And how do you personally fill your own cup? I know it’s sometimes a challenge. I, I struggle setting boundaries between work and life. And sometimes when things get overwhelming, you might be spending every minute of every day thinking about work, how do you, you know, set up the boundary for yourself and also fill up your own cup?


Annibale Iarossi (10:05):
Yeah, I’ve gotten better at it as I’ve transitioned from vice principal to principal. I know starting as a vice principal, I thought, I, you know, I was a single vice principal, so I had, it was me and the principal. And I thought I had to be everything to everyone. And I thought I had to be on call all the time. And you know, you let you let yourself slip you, you, you get into a rut. And and then you question whether you’re, what you’re doing is the right thing for, for everyone. And but as, as I’ve moved on with experience in this role and in having mentors in this role I’ve realized that the balance is important. So I, you know, I, do things like take care of myself, take care of my diet, take care of myself at the gym workouts get involved with, with of within the community as well.


Annibale Iarossi (10:58):
So it, it’s very important that that we do strive the balance. And, and I, I, I do now you know, I have more time to spend with my, my kids more time to spend with my wife being able to coach my son in basketball has been has been another great thing. So you know what, busyness, isn’t always bad. It’s just where you allocate the, the busy time that if you allocate it all one spot, it’s not always healthy, but if you break it up, busyness is pretty good.


Sam Demma (11:29):
It keeps you moving forward.


Annibale Iarossi (11:30):
Yeah. Yeah. Keeps you young.


Sam Demma (11:32):
Yeah. A hundred percent. And throughout your educational journey, what resource is experiences, programs, or things that you have been a part of, which of which of those things have been helpful to your personal and professional development? Did any, did anything come to mind?


Annibale Iarossi (11:51):
Yeah, I think I think first and foremost, I am a big proponent of mentorship. I, I think I’ve, I’ve served as a mentor through our administrative team through our principal vice principal association and through our board. And I’ve been a mentee I’ve, I’ve, I’ve had the opportunity to work some with some great principal within our board to be able to rely on for for assistance when I need it, because I don’t have all the answers. And you know, I, I think I’d be fooling people if I, if I had the answer to every question. I think relying on some PD through our association Catholic principals, council, Ontario and our board is, is, is, has been very beneficial to, to myself. And I, I would say most most administrators and, and that I’ve worked with.


Sam Demma (12:46):
Love that. And what did that mentorship look like? I’m also a huge fan of mentorship and there might be some new teachers wondering how do I find myself a mentor and might be a little overwhelmed with the idea of it?


Annibale Iarossi (12:59):
Yeah. Like I think so first I being, I remember being appointed a mentor and I was like, I’ve only been in this role for like three years. How am I mentor? Like, I, you know, I, I barely know anything. But then, you know, it, I think the cornerstone of a cornerstone of mentorship is listening and, and, and listening to what your mentees need listening to what they’re asking and listening to what they’re not asking. I think it, it’s, it’s, it’s very important. I’ve had some really great mentors as as principal, too as a principal as well. You know some former principles of mine Dan Kaun, Michael Grady guys, I’ve relied on to ask questions where I didn’t have the answer. And you know, what it allowed me to then pay it forward with other principles or vice principals that call me, or email me and say, Hey, do you have the answer to this? Or do you know, can you lead me in a certain way? And it it’s, I think it’s a great cycle to be a part of.


Sam Demma (14:07):
You mentioned earlier that in those moments of potential burnout or over pursuing work and not by balancing it with, with life and other important activities, sometimes you question not you specifically, but in general, as an educator, you question is this the right thing for me and everyone else. I’ve asked educators that similar questions a few times, and they’ve told me that during those days they have this little folder on their desk and it’s filled with all the notes that students would’ve sent over the years. And they’ll peek into this little this little notebook and remind themselves that the work makes a massive change. Yeah. Is that a true, is that a true thing that educators, do?


Annibale Iarossi (14:48):
You, you know what, so for a lot of people who really know me, they, they, they know that I am probably one of the least sentimental guys who are gushy or, or you know, that kind of guy, but I I’ll be honest. I, I do keep, I, I do keep, like, thank you cards. Like I’m looking right across from my desk right now to the table in front of me. I have about, you know, 12 thank you cards that are, that are there. And you know, I, I do keep those then in my desk just to, if I do need to rely on it you know, letters that I’ve gotten from students. Absolutely. I think those are the ones that really resonate and, and, and keep you are going on, on on days where you’re like, am I still making a difference emails from parents? You know, you always remember that you are make, you might not be making a difference for everyone, but you’re, you are making a difference for someone.


Sam Demma (15:46):
Mm it’s so true. If you could take the and knowledge you gained from your entire teaching career, kind of bundle it up into some advice and then travel back in time, walk into your own classroom of the first year you started teaching, tap yourself on the shoulder and say, Hey, an evil, you know, this is what I wish you heard when you just started. What would you have said to yourself?


Annibale Iarossi (16:15):
Yeah, I, I think maybe one of the first things, that’s a good question. One of the first things I, I would probably say is don’t take yourself too seriously. Mm. I know when I started when I started teaching, I, I was, I, at the time I, I, I, I was overwhelmed. I had a number of students in my, in my classes with a number of needs that I didn’t think I could I could help them with. And I, I even reached the point that I was like, is this teaching for me? And I, I, I think gaining perspective is important. Listening is always important in, in this profession. You need to be able to listen, you need to be able to process the information and then you need to be able to act. So I would say a first year teacher don’t take yourself seriously. Don’t stress out, get self balanced, and you’ll be okay.


Sam Demma (17:17):
Awesome. That’s a great advice. Thank you so much for taking some time to come on the show, share a little bit about your experiences, some ideas that have been helpful for you. If someone’s listening and wants to reach out what would be the best way for them to get a hold of you.


Annibale Iarossi (17:33):
Sure. Email is always good. I don’t know if you want me to, I can give you my email address. It’s annibale.iarossi@dpcdsb.org, or you know I’m on Twitter. So you can look me up on Twitter and or LinkedIn, and feel free to contact me.


Sam Demma (17:59):
Awesome. Thank you so much for coming on the show and keep up with the great work.


Annibale Iarossi (18:03):
Thanks, Sam. All right. Take care.

Join the Educator Network & Connect with Annibale Iarossi

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.

February 28, 2022 by Athletic Director Principals Student Leadership Student Success Teachers 0

Rob Gilmour – Principal of Loyola School of Adult and Continuing Education

Rob Gilmour - Principal of Loyola School of Adult and Continuing Education
About Rob Gilmour

Rob has been an educator for over 30 years with the Algonquin and Lakeshore Catholic District School Board and involved in computer-managed and online course delivery for most of his career. Rob started his career at Loyola teaching through the Pathfinder Learning Systems computer-managed program before initiating the online course program for the Board.

He co-founded the Ontario eLearning Consortium where he served as Executive Director before being seconded to the Ontario Ministry of Education as Education Officer for eLearning. Rob returned to the ALCDSB where he was elementary vice-principal and principal before returning to Loyola as Principal and taking on the additional role of eLearning Principal and Principal of International Education.

Connect with Rob: Email | Linkedin | Website

Listen Now

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

Resources Mentioned

Ontario eLearning Consortium

Algonquin & Lakeshore Catholic District School Board

Michigan Virtual | Demand more from online learning

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 (00:02):
Rob welcome to the high performing educator. Huge pleasure to have you on the show this morning. Why don’t you start by introducing yourself?


Rob Gilmour (00:10):
Sure. so my name’s Rob Gilmour and I’ve been an educator for over 30 years with the Algonquin and Lakeshore Catholic District School Board, kind of in the Kingston Pickton area of the province. So like I said, I started my career at Loyola, a school of adult and continuing education. I said 30 years ago, I looked after it was called Pathfinder learning systems. So it was computer-managed learning. So what would happen is the student would do a, kind it, of a pretest, a diagnostic test based on that score, they would be referred to a, a physical library of books. And so I’d say, go to this book and do this question, go to that book, do that question. Then they’d come back and they’d do a post test and based on those results, that would kind of guide them in terms of what to do next through the course.


Rob Gilmour (01:06):
So like I said, I went from that into kind of computer programming you know, Cisco networking courses. I then moved to the school board as a special assignment teacher to look after creating a an e-learning program for the board. Excuse me. From there, I, I met some other people from other boards in the province and kind of co-founded the Ontario e-learning consortium. Cool. and I was kind of the first executive director of that group. So helped lead that group for the first couple of years to I then was succonded to the Ontario ministry of education where I was an education officer for e-learning Ontario.


Sam Demma (01:53):
Nice.


Rob Gilmour (01:55):
So did that for a couple years. And then I got to a point where I, you know, I kind of had to make the decision, am I going to continue with the ministry or do I want to go back to the board? And I kind of missed working with students. Yeah. That’s the one thing with the ministry job. You’re kind of a long ways away from direct contact with students. And I missed that. That’s kind of why I went into teaching. So I returned to the board as elementary vice principal, the elementary principal, and eventually made my way back kind of full circle. So I’m back at Loyola, but as the prince, as the principal of Loyola. So yeah, as I’m principal here at Loyola, I also had duties as the e-learning e-learning principle for the board. I’m currently a, also the international education principal. So that’s for students coming overseas to Canada to study. So I kind of managed like after that program as well.


Sam Demma (02:57):
That’s awesome. Very diverse experiences. Take me back to your initial decision to get involved in education in your own career journey. Did you always know that you wanted to work with students in a school setting, or how did that decision come together for you as a professional?


Rob Gilmour (03:14):
Yeah, no, I didn’t. So I, I like and was involved with coaching early on in elementary school and high school coaching, younger students. So I knew I loved coaching, loved working with younger people, but I didn’t know if teaching was what, you know, the career path I wanted to go, Dale. My, my father was you know, involved with coaching. So I saw him he was a, not a teacher, but, you know, I had other friends that were so actually when I graduated from university, I became an educational assistant. Mm. So I was worked as an EA at local high school here in town and being in the classroom, being in the school you know, working with some students with special needs. I really, you know, after that experience, I knew that, okay, this is what I want to do for the rest of my life is, is working with kids and, and working in the school. So at that point I applied and went to teachers college and kind of the rest is history, as they say. Yeah.


Sam Demma (04:18):
You also mentioned the interest in engagement, starting the organization in e-learning. Where did, where did that passion for e-learning come from and tell, tell me a little more about that venture.


Rob Gilmour (04:32):
Yeah, so, like I said, it’s, it’s one of those things where, you know, as I started with the in Pathfinder learning system, so it was kind of computer managed learning, so it kind of very, so this is back in the early nineties. Yep. Very early nineties, so very kind of tiptoeing into kind of computer managed, computer online, learning in a sense. And so I kind of really started there. I mean, I didn’t have a background in computers. You know, I came outta teachers kind with, you know, geography, social sciences, and, you know, there was a job opening, so I took it and it was this computer managed learning. And from there they thought I knew something about computers which I really didn’t. And so, you know, but learned as I went along, so, you know, got into, I said, did got my Cisco certification and you know, to other courses in terms of software courses.


Rob Gilmour (05:27):
So there, I got kind of my love, I guess, for technology and working with computers. And and then, you know, e-learning was just kind of starting up right, as, as kind of the late nineties you know, they’re looking hot, you know, universities and postsecondary are starting into kind of the online learning. And so I think because I got into it very early on and it was new and, and I guess that’s something I’ve always liked in my career. I mean, I’ve always liked new challenges, new things, you know, maybe cutting edge or what have you, you know, so that’s always been attracted to me. And, and so, yeah, yeah, I kind of got involved with it, you know, met some great people along the way. You know, other educators had great support from my school board. So had great principals had great, you know, superintendents and director of education who really supported me along the way and kind of allowed me to go off and kind of develop and try to grow a program.


Sam Demma (06:37):
Very awesome. When you think back to your journey, what resources courses or other people, like what resources, whether it’s books, courses, or people did you did, did came across your path and you found really helpful that you might wanna shed some light on?


Rob Gilmour (07:00):
Yeah, I mean, at that time, the, the United States, the us were a little bit further ahead in can than Canadians in terms of online learning. So there was the Florida virtual school. There was also the Mitch Michigan virtual school. And so I, you know, the, luckily I was allowed to go to some conferences down in the United States where I, I got to hear speakers you know, people kind of leading these programs. And, and so, you know, kind of hearing what they’re doing, kind of the innovative things that they were doing and how they’re approaching not just kind of the delivery of the courses, but you know, how courses were created kind of the whole student engagement part, you know, trying to create, you know, those relationships online you know, all the challenges that, you know, typically online courses have, and, and talking kind of brainstorming with these other leaders kind of in, in the, in the area about how to overcome those challenges really kind of, you know, helped support me.


Rob Gilmour (08:07):
So, I mean, I don’t know if there was necessarily one person there was a, there was a book on a digital game-based learning, and certainly that had a real kind of interest. There was actually a gentleman at university in Kingston at that time who was doing a master’s program and, and looking at creating kind of a, a grade nine math curriculum. That would be basically almost like a digital game. Oh, wow. So, so, you know, you’d kind of go into it and, you know, based on question and should answer and guide you kind of through, you know, different doors and different options. So it is fairly basic, but just the whole concept and idea, because, you know, as you know, I mean, teenagers and you get them online and playing these video games, what, whatever game it might be, you know, Minecraft or whoever it might be. They’re certainly engaged. And so we are kind of thinking if we could create online courses similar to that you, you know, you and have to worry about telling students to go to school, they’d be engaged in it all the time. So that that’s kind of certainly the vision and the hope you know, that, that we get there at some point.


Sam Demma (09:26):
Yeah. That’s awesome. Would you buy any chance, remember to the name of the book or the, the professor?


Rob Gilmour (09:34):
I sort, I don’t, I mean, I think, I think the book was digital. Game-Based learning. Cool. I think is the name of the book. Okay. I can’t remember the gentleman, but


Sam Demma (09:44):
No, that’s okay. No worries. You mentioned that you, your career is come full circle and now you’re back at Layola, which is awesome. What does what does your role look like to day in this school?


Rob Gilmour (09:57):
So just to get background about what Loyola is, so Loyola’s kind of adult and continuing education. So we serve students 18 and over nice that are either coming back to get their high school diploma, or they’re looking to upgrade to go to college, or they need it for work. Also we offer English as a second language courses. So for newcomers to Canada. Yep. We have a personal support worker program. We have literacy and basic skills. So my, my role here is kind of supporting the teachers and the department heads but very fortunate to have kind of great department heads, great teachers. You know, a lot of times they say my role is to get outta the way of them because they do such a fantastic job and, and it’s kind of support them, look at, you know, I guess my role is to look at funding you know, kind of the financial side of things you know, making sure that programs are viable making sure that we have the right staff and the right positions.


Rob Gilmour (11:09):
And you know, I, I try as much as I can to, to talk with students because I mean, again, that’s, that’s kind of the, the love and the passion, right? Why you kind of go into education to begin with is you know, to, to make a difference in students lives to kind of help them in terms of where they wanna go in terms of their goals and their next steps. And we just try to help support students best we can to so that they can reach those goals and achieve whatever dreams that it is that they have education.


Sam Demma (11:40):
I’ve said this many times is like a gardener, or is like gardening, you, you plant seeds and the hope that they grow. And sometimes you see them grow right in front of your eyes. And other times, 20 years later, they flourish. And, you know, you’re lucky if the student comes back and finds you and says, Hey, Rob, you know what you said, had a massive impact. I’m curious to know when you think of stories like that, of transformations that you have seen, whether it’s a student or someone in the school that you heard about do any of those stories kind of jump to mind that that you’d like to share? And the reason I ask is because I, I think hearing those sort of transformations reminds teachers why this an educator is why this work is so important.


Rob Gilmour (12:28):
Yeah. I mean, certainly, I mean, you do hear some of those stories. Yeah. You do have some students that will come back to you and they’ll write you an email or they’ll send you a note or, or they’ll come up to you, especially during graduations. Yep. That, that they’ll come up and they’ll say, you know, thank you, you know, this program changed my life. You know, this teacher really helped me and, you know, helped me stay on track. You know, when I was ready to give up their, you know, they had the encouraging words or, you know, gave me a second chance. That’s, you know, you know, our sure. We’ve got it in the classroom here. You know, the big thing here is we, we talked about instilling hope. Mm. So kind of our role here is type to instill hope in our students, that they achieve success, that they can be successful.


Rob Gilmour (13:18):
And so, you know, yeah, you hear those stories, like I say, at graduations, now you will hear other things from other people. I, I, you know, a few years ago, I, I had a student when I was vice principal in elementary school. You know, I had a student who’s had ’em for a couple year. He is a little more challenging perhaps than kind of the other, other students. And we spent a lot of time together. And I think I was only with him for grade one and two, but in grade eight, he had to you know, write, write a paragraph on who had the greatest impact in his elementary career. Mm. And I heard that he, he put me down, which I was, you know? Yeah. I mean, kind of chokes you up a little bit. Yeah. The, you know, to know that you had that impact and, you know, like I say, I think most teachers will say, we don’t realize we have that impact.


Rob Gilmour (14:12):
Right. And that’s actually something that, you know, oftentimes you tell, you know, new teachers or young teachers to be aware of that you may not realize that impact, you know, the words that you say to students, you may not realize kind of the, the impact that you’re having on them. And, and, you know, you can quite literally change people’s lives and change people’s perspectives and, you know, mental health and everything else. So, so taking that responsibility seriously and, and making sure that, you know, you’re, you’re always being positive and you know, putting students first is, is always really critical.


Sam Demma (14:50):
That’s awesome. And so you explained you did a really great job explaining what Loyola stand Loyola stands for and the purpose of the school. What drew you to this school as opposed. And I know you’ve worked in elementary schools and others, but this is definitely unique a school. And I think it’s a really important, a really important school. What, what drew you to it?


Rob Gilmour (15:14):
Yeah. So I mean, the reason why I wanted to come back to, to Layola is you know, you’re dealing, you’re dealing with people here that you know, they’re not forced to come to school. There there’s no requirement that they must come to school. They’re coming back here because they, they want to come back. Yeah. and, and not that, that makes it any easier. But you know, you’re coming back with people that, you know, have a dream that they down deep inside, they really want to come back. They really want to try to improve their lives for themselves and for their families. And, but they have a lot of obstacles, whether or not it’s substance abuse, whether or not it’s you know, poverty, whether or not it’s mental health you know, there’s a lot of obstacles and, and so that makes them not in a necessarily the easiest students all the time to deal with.


Rob Gilmour (16:16):
But, you know, and oftentimes that makes it, you know, it can’t make it the most rewarding students to deal with. Yeah. Because, you know, when you do, you know, help somebody, you really are helping them. And, and, and they are very appreciative of it. Certainly, and yeah, so, so it’s, you know, it’s just a different student that you may find in, in a, in an elementary school or a regular high school, kind of that adult learner is you know, they’re, they’re motivated, they’re, they’re dedicated, but, you know, oftentimes they’d have families, they have work, they have all these other commitments right. On top of them. And, and so anything you can do to kind of help them and support them is is tremendously rewarding. And so that’s kind of, you know, in terms of ending my career, that’s certainly kind of the, the place I wanted to be to, to, to, to go out For, for sure. Yeah.


Sam Demma (17:19):
And if you could, if you could take all of the knowledge and experience you’ve gained in education over the past, I think you said 30 years you’ve been working in education. Yep. Yeah. If you could bundle it all up, walk into the first that you ever taught in and tap yourself on the shoulder and say, Hey, Rob, here’s what I wish you knew. What advice would you have given yourself?


Rob Gilmour (17:48):
Well, I mean, you’re always told, right. You know, going through teachers college anywhere else, or any PD that, you know, professional learning just about the whole relationships piece. Right. Yeah. You know, it’s a, you know, as a young teacher, perhaps you’re so focused on curriculum. Okay. So, you know, my lessons that, you know, know sometimes you, you forget about the relationship piece. And so I would think that, you know, that’s the kind of the most important thing to, you know, and think that needs to really guide you is, is having those relationships with students, having those relationships with staff, with parents you know, you’ll cut, you’ll get the, for the curriculum, you know, that, you know, don’t, don’t worry and panic about, well, I, I need to cover, you know, fractions next week because if I don’t cover fractions next week, I’m gonna be behind.


Rob Gilmour (18:40):
And, you know, and, and there’s that, you know, that little bit of panic sets in, you know, as, as a young teacher, because you wanna do a good job and you wanna make sure you’re preparing your students for, you know, the next grade and the next step that they need to do. And you know, so you’re trying to make sure they have all the knowledge and things, all those pieces, but, you know, like I said, that relationship piece and, and, you know, the building, the whole child, they talk about, you know, making sure that, you know, that, you know, the, the they’re respectful that they get along well with their peers and that, you know, you’re helping them with those pieces too. Because they’re, you know, as equally important in terms of, you know, their future and where they help to go having those pieces. So yeah, I guess that would be my, my main message that would tell myself.


Sam Demma (19:30):
That’s awesome. And if someone is listening to this conversation wants to reach out to you and ask a question, what would be the best way for them to get in touch with you?


Rob Gilmour (19:41):
Yeah. So they could you know, through Loyola. So certainly they could talk, contact me at Loyola either by phone. They’re welcome to email me (email). I have a LinkedIn you can, you know, search me through, through LinkedIn account. You know, so there’s few different ways and I, I’m more than open to, to talking to, to people. I mean, that’s, you know, that’s the one great thing in terms of education is you know, I kind of learned through my, my career is there’s a lot of great people that know way more than me, or others do. And oftentimes they’re very keen and eager to share that knowledge and experience with you.


Rob Gilmour (20:37):
You know, you just need to ask sometimes people a little bit shy cuz they feel that they don’t have much to offer, but once you kind of ask the question, you find it they’re full of great information and knowledge and can really help you out. And you know, be, and because of the, kind of the work that I’ve done, you know, kind of doing things that are somewhat new, like I said, with e-learning in, in the province you know, you’re always discovering something new and a new way of doing things, a new approach. You know, the biggest challenge the last little while that, you know, everyone’s had in education is, you know, with the pandemic. Yeah. you know, you’ve been forced to find new ways of doing things. And, and it’s, you know, it’s not all bad either.


Rob Gilmour (21:28):
And some of those new ways new approaches to, you know, deliver programming, you know, you know, bringing in a part, you know, hybrid type of delivery of courses is, you know, I’ve, I’ve always been a big advocate of it. We did action research project a couple years ago that that proved in terms of adult education anyway, a that kind of the hybrid approach. Some in class, some online provides the flexibility for students, but also provides that, you know, relationship piece, that accountability piece, you know, look in the person eye to eye you know, really helps to lead to, to success. So yeah, but like I said, by all means people are more than welcome to, to reach out to me. I’m happy to, to talk and to share anything that I can offer. Yeah.


Sam Demma (22:18):
Awesome. Well, again, this has been an amazing conversation, Rob, thank you so much for taking the time to share your experiences and come on the show. I keep up the great work. Can I look forward to connecting again soon?


Rob Gilmour (22:31):
Great. Thanks very much, Sam. I appreciate the opportunity.

Join the Educator Network & Connect with Rob

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.

February 24, 2022 by President Principals Student Leadership Student Success Teachers 0

Al Mclean – Principal at Timmins High & Vocational School

Al Mclean - Principal at Timmins High & Vocational School
About Al Mclean

Al Mclean has been an educator for 25 years and is currently the Principal at Timmins High & Vocational School (TH & VS). Al taught in a small community high school for 6 years, in K-6 school for two years and a Grade 7/8 school for four years. Before becoming Principal, Al was the Vice Principal at two high schools in Timmins for 11 years. Outside of the classroom Al enjoys hiking, backpacking, squash, hockey and hunting.

Al has been married for 17 years with two children. His favourite quote is: “The road we travel is equal in importance to the destination we seek. There are no shortcuts.” – Murray Sinclair (former Senator and chair of Truth and Reconciliation Commission)

Connect with Al: Email

Listen Now

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

Resources Mentioned

District School Board Ontario North East

Timmins High & Vocational School

National Day for Truth and Reconciliation – Canada.ca

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 (00:01):
Al welcome to the high performing educator. Huge pleasure to have you on the show here this morning. Why don’t you start by introducing yourself and sharing a little bit about why you’re passionate about the work you do?


Al Mclean (00:11):
Okay. So first off I’m Al I work with district school board Ontario Northeast. I am currently located in Tim’s Ontario. We’re about eight hours north of Toronto. So I’ve been working with the school board for 25 years now six as a teacher, 19 as an administrator principal at all levels, of the system from K to 12. I’ve also been VP at this school, particularly for seven years. And this is my third go-round at this school. And I’m back for my first time as principal for the last two. But I think what kind of gets me very excited is that it’s, it’s always changing and you get to see the best in kids. You get them as they come in in grade nine and you get to see them leave in grade 12. And the changes that they exhibit in four years is amazing. I thoroughly enjoyed my time at the elementary levels as well just to see the changes there, but it’s just so exciting to be with the kids and the energy that they often provide is fantastic for guys like me as I get a little older in my career.


Sam Demma (01:26):
That’s awesome. Would your school be located close to O Gorman? I know it’s different boards, but is that in the same area in Tim’s are very far away.


Al Mclean (01:35):
Yeah, we’re, we’re actually fairly close. So we’re in like a little educational hub. So not only do we have at other high school from Urman from our, our English Catholic, but right. We’re actually right beside a French Catholic high school as well. Nice. And across the road from us is our grade seven, eight feeder school. And around the corner is the French Catholic school, seven, eight feeder school. So it’s always a busy place. And my colleagues at all those buildings, I know very well and you’re fantastic people and but that’s basically where we are.


Sam Demma (02:08):
That’s awesome. And what, what got you into education when you think back to your own career journey and search, did you know you wanted to be in education and how did you land here?


Al Mclean (02:20):
Well, mine actually, I was that typical when I was in school at, we had the OAC year, the grade 13 year. Yep. So I was wandering around and basically my guidance counselor said, look, you have two days to decide what you’re doing and where you’re applying to. And, and so I was fortunate. I had two teachers and and I’ll start with probably the second greatest influence in my teaching career is a guy named Bob. And he was came to me. I came to my stool in my grade 12 year and was a PHY ed teacher. And and so I remember two particular incidents with him, but one that really stood out and why I wanted to be a teacher is that he, he came to watch a basketball game. So he had taught me in PHY ed.


Al Mclean (03:06):
He knew we were playing basketball and he came to watch a switch was surprising, cuz we weren’t a good team at all. I grew up in, in bury Ontario and there were much better high schools at basketball than us. And so Bob was in the stands. We lost by I think, 48 points. And I remember going in a class the next day and Bob pulled me aside and we said, you know, good game last night. And I kind of chuckled and said, well, Hey, we lost. Right. And he said, but, but your effort didn’t change. Right? Your effort from start to finish down by two, down by 48, never changed. And he said, that’s gonna serve you well in your future life. And at this time he didn’t know kind of what I was thinking of doing. So I really appreciated that.


Al Mclean (03:51):
And then I went the next day to another gentleman by the name of Brian and Brian was my English teacher for a couple years. And Brian was ahead of the curve. So back in 1992, when I graduated, you know, there’s no computers there’s no internet. There’s nothing like that. Right? Yeah. So Brian just had this creative way of teaching us and letting us do stuff. So for example, he said I want you to Chronicle you every year from zero to 18 and you decide how you want to present it to me. So you can imagine kids are doing all sorts of different things. So I, I met with him and I said, look, I’m going into teaching. And you’re a big reason why, like the last two years with you seeing what you do with kids. And, and he really helped me come outta my shell in terms of taking risks, taking chances.


Al Mclean (04:44):
Right. And, and he gave me that confidence. So I said, I’m going in because of you primarily. And I, something he always said to me and I can’t credit him for, for actually coming up with this. Cause I don’t know. But he said to me, he said, look, when you get into a teaching career, he says, I, I’m very thankful you’re going in. I think you’re gonna do a great job, but always remember this, just try and seek to change the life of one kid per semester or change the course of a life. And he said over 30 year career, two semesters that 60 kids, what other profession, other than medical or emergency services can say that if, if you use that as your guide, you’ll do very well in life. And I’ve always taken that to heart. And, and I’ve tried to tell other teachers that along my way because it’s been very true for me.


Al Mclean (05:34):
Right? And, and one of the good things sadly Brian passed away years a few years after his retirement, but I’ve did get the chance to tell him his impact and everything. And so a couple years ago, about six, seven years ago, I get this random email from a secretary that says this, this girl’s trying to reach out to our school. She remembers this teacher and I’m not sure, but you were here at the time. You might remember. So I said, well, it’s me give her my email. And I remember the student, I had taught her and she she had a, a serious incident mentally and needed some guidance. And I was just there, you know, just listening. Yeah. And, and she wrote this email to me, that basically said, because you listened because you did this you know, I now had the confidence to seek out mental health.


Al Mclean (06:29):
And I am now working for Canadian mental health. I’m an advocate. And I use you as an example all the time. Wow. And you know, those are, are some of the things that it obviously brings a huge smile to my face and that’s why we do, and I do what I do. But it’s just nice to hear that. And you don’t always hear it, you know, a year later or two years later. So it’s, it’s gratifying. It it’s, it obviously makes us feel very good when we do get those things. But even just little things when you see a kid change in four years, and whether you had a little hand in that as an administrator or teacher, it just feels good. And, and I think that’s why we all do what we do in this profession.


Sam Demma (07:11):
I loved what you mentioned about the goal or the intention of changing the course of one student’s life per semester of, of our 30 year career Tupac Shakur, who is a poet he’s passed away now, but he would always say, I might not inspire the kid or change the life of the kid, change the life of a kid, but I will spark the mind of somebody who will, and I think in education, it, it creates such a ripple effect. You have a positive impact on, or change the course of the life of one student. They might change the course of the life of another 10. And it just can, it continually ripples, which is really awesome. And like you mentioned, sometimes you don’t hear the stories. Sometimes you plant the seed and it gets watered 20 years later. I but it doesn’t lessen the impact in any way, shape or form. No. So your journey, so, so tell me a little bit more about that journey itself. So you made the decision, you were gonna get into it because of these two teachers. And then what did that journey look like?


Al Mclean (08:14):
So it after university I applied to a job in a small north remote community, about 45 minutes north of here called Erica falls. And I had a, like I said, I grew up in Sudbury. I went to school in thunder bay, Ontario at Lakehead university. Nice. So the north was always something that attracted me and, and I love the lifestyle of it. So I got this job in this small remote community. And then it was about 5,000 people that lived there. So as a new teacher, when I walked in there, it was, everybody knew you like, you were the new kid, you were the new person in town. I stuck out like a sore thumb, right? Like you’d walk into a place and people would be like, you didn’t grow up here, you know, type of thing. So it, it really taught me teaching in there.


Al Mclean (09:02):
It, it was great. I met some wonderful students that have now actually are teachers in my school. Cool. And, and just some other wonderful kids that have become friends along the way through a variety of different means. But it was really interesting because when you teach in a small community and you know, our small, Northern remote communities, even up the coast that would, would do this too. It’s. Everybody has like, feels like it’s, it’s a piece of you, right? Like they just feel like they see you at school. They see you in the community know, they might see me at the gym and, and it’s this expectation that you’re available to them. And, and I really appreciated that because when I grew up in Subbury sometimes in some classes you feel my high school was 1200 kids. You feel like a number going through.


Al Mclean (09:50):
Right. But the kid that sees me at the gym in Erica falls that comes back and says, Hey, you know, I saw you at the gym. What were you working on? Arms legs, back chest. Like, what were you doing? You know, it’s, it took on a different idea for them. And it just this idea that they could relate to you, but at the same time, you know, keep that professional student distance. But I just found, it was a way in and a way for me to get to know them. So when I teach them, it doesn’t become like some of the teachers I had where you’re in there for an hour and 20 minutes. And you leave. Yeah. You know, some kids really appreciated that, you know, we knew them, I knew their parents. Let’s say I got to know some of their parents. So it’s just that small community feel.


Al Mclean (10:33):
And it, it really impacted me in terms of ING every day to, to really reach out to kids. Right. So in the role I play as an administrator whether it’s vice principal or principal here, you know, there’s 620 kids here right now. And, you know, the pandemic is one thing because of mass. But when I was here as a VP, I really tried to reach out to the kids that I see in the office. So that a kid walking through this building could say, you know, what, the principal or the vice principal talked to me today, you know? And, and, and to me, that’s what the small community brought that, that was part of my biggest learning of the journey. Was that always remember that, you know, whether Al McClain was doing well in school or not, he needed somebody to say, Hey, how’s your day today? Mm. You know, how was that basketball game last night? And, and there’s always those kids that may not get that. And we forget that sometimes that, you know, that there are kids that we think go along okay. In schools, but always reach out to them because they need that.


Sam Demma (11:37):
A hundred percent. And back to the good game comment that one of your mentors, men, you know, said to you staying motivated and showing up, despite the fact that you’re down 48 points yeah. Is a quality that’s important for all human beings. I would argue that that situation is replicated in education right now with all educators. Absolutely. It feels like we’re down 48 points.


Al Mclean (12:05):
Absolutely.


Sam Demma (12:07):
How do you, or how do we still do our best to show up positive? We, during times like this?


Al Mclean (12:14):
Well, I think for me and the staff I work with and I’ve worked with some of these staff members on and off for 15 years now. Wow. And, and I would think, and, and the one thing that keeps me motivated, and I like to think keeps them motivated is they’re invested in these kids. Mm. Like this is whether they’re family, friends, or kids of family, friends, whether they, they know the parents, the grandparents just the fact that teachers are invested in kids and, and know that they can make the difference. Like when I look back you know, one of the comments I made to my staff about Brian and Bob was, you know, 30 years ago, 25, you know, 30 years ago, they didn’t call, ’em a caring adult, but we do now. Right. They didn’t talk about teaching resiliency to kids, but that’s what they were doing.


Al Mclean (13:05):
You know? So these practices have always been there. And I’d like to think that our staff is well aware and staff across the board are well aware of these ideals and, and what motivates us and, and me, and a lot of the ones I work with and have worked with is that idea that they do have that impact regardless of what’s going on. So, you know, whether we’re in a pandemic and over a computer screen, they’re trying to reach out to make sure your experience is the same as in a classroom. When you walk through the door, they’re trying to make sure that, Hey, Sam, you know, how was your night you know, did you have hockey last night? Did you play, you know, did you have your music lesson? How’d that go? So they’re invested. And I think that’s what motivates us all is that we know on some level we make a difference and what we do day to day, whether it all, whether it’s a large impact, but we recognize that we wanna make sure we replicate that day after day. And like you said, with Tupac provide that spark.


Sam Demma (14:04):
Absolutely. And as an educator, curiosity is something that you have to have. I, I think back to the teachers that made the biggest impact on me and his, my teacher that changed my life was named Mike loud foot world issues, teacher. And he’s retired now. And he started the semester by walking into the middle of the class and saying, I don’t want you to believe anything. I’m gonna tell you. But if it makes you curious, I want you to go home and explore more yourself. And it instantly hooked me. And he, he spent the whole semester with this thick binder like this Al and it was all his own personal notes on history, on different aspects of history and different aspects of world issues. And he was so curious about learning himself, that his curiosity just naturally rubbed off on all of us. I’m, I’m curious throughout your journey throughout education, have there been any resources or books or programs that you’d went through as a teacher and an administrator that you thought was meaningful and helpful for my own in like personal development and curiosity. And if there is anything that comes to mind, maybe not an actual physical resource, but even a mindset shift please feel free to share.


Al Mclean (15:20):
Well, I, would think one of the things that O over my, my career and, and when I started my career, like I said computers, weren’t a big thing in the inner Annette, wasn’t a big thing. So, you know, you talk about that binder. When I, I was remember in E falls, I was teaching a law class and I would have a subscription of McLeans and I would photocopy articles that I could bring into my classes. Mm. And, and talk about in my psychology classes. And it, it’s interesting in, when you talk about a program, I would say the tire equity, inclusivity change. That’s been happening in education. Yeah. It’s been coming for a while. It’s been term that now. But I would think, I look back to when I was in high school and in no way did the students, I went to school with resemble the students I see in high school now.


Al Mclean (16:09):
Yeah. So when I think, you know, whether it’s, you know, I, I made the, I’ll make this comment later probably, but black lives matter. Every child matters our LGBTQ two plus community. When I really look back at it. And I say, those people have come to the forefront of education and their needs have been put forth more than Al McClain’s needs. And I think that’s a good thing because the Al Blains of the world might just, by the way I look get through, but not everybody. And I, I really have to say that you know, I know you interviewed our director as well. And and she has the indigenous portfolio. I’m very fortunate to work with some amazing indigenous you know, student advisors and an indigenous vice principal. And one of the things, and, and they’re able to provide to me is a perspective that I can’t get through a history book.


Al Mclean (17:05):
Yep. Right. And, and so I really appreciate that. And I say, that’s the biggest change on, on me and my journey. And my learning is that now these textbooks that didn’t tell us everything, I now work with professionals that have that knowledge and are willing to share it. And it’s, it’s fantastic, you know, and, and I, I’d be remiss to say that, you know, I’ll talk about a student later, but the students too, they’re the student voice. And, and I that’s been the offshoot of everything is that we have allowed the student to have a greater voice, and they’re taking advantage of it to be able to tell us a lot of different things.


Sam Demma (17:45):
Tell me more about that student voice aspect. What have you seen slowly start to come to life by giving students more of an opportunity to speak up and share?


Al Mclean (17:55):
So I’ll, I’ll refer to one of the things that happened to us on September 30th. I apologize if there’s a, a sound in the, in the background.


Sam Demma (18:03):
No worries. You’re a busy guy.


Al Mclean (18:06):
But one, one things that happened on September 30th and the national day of truth and reconciliation is we, we had wonderful community partners that came and they set up a TP the night before. And we had a couple of students who spent hours here helping them set it up. The next day, when we came to school, we had two who students practice traditional teachings out of the TP. And we invited teachers to bring their classes down and to sit in and afterwards I was talking with one of the students and I said, you know, how was today? And, and he said to me, he goes, you know, it was excellent. He goes, I can’t believe I’ve had an opportunity to teach what has been taught to me through my elders in a school setting. Wow. And as a, as a I’m English history qualified.


Al Mclean (18:57):
So as a history teacher, it, it really hit me to say, you know, here I am in my 25th year, we’re 2021. You only now are students feeling comfortable to, to do this. Yeah. Right. You know, and, and so that really hit me and, and I thoroughly enjoyed it. I enjoyed the teachings that they had. And I think it’s one of the things that we wanna hold close is that, you know, we want students to be able to feel comfortable because when I started here in 2007, I made this comment to the staff in my first year and a half here, when I started here in 2007 you know, we have an indigenous population. That’s almost a quarter to a one fifth of our school. And I remember talking with some students who were fearful to walk through the building, whether you were indigenous or non-indigenous, you just didn’t feel like part of the building, you know? And when students say that they don’t feel like part of your building part of your workplace, that, I mean, that hits home. Right. So now to see the change in the last 15 years, it’s been and I’m not claiming responsibility for some wonderful administrative teams before me that have done a lot of groundwork. But it’s just great to see. And I think that’s, that’s the thing I noticed most about student voice is that that transition from this is a building I walk into versus this is a building I haven’t impacted.


Sam Demma (20:23):
Mm that’s amazing. And as you go through education, work in different roles and positions, I’m sure you’ve learned a lot personally. If, if you could wrap up your experience and you could walk into the first classroom that you ever taught and like, watch your younger self teach and kinda like tap yourself on the shoulder and say, Hey, Al, here’s one piece of advice for you. Yeah. What would you say to your younger self and also to other educators who are just getting into this vocation?


Al Mclean (20:57):
I, would think, and, and I thought I thought about this question and, and I always go back to nine 11 you know, what happened in 2001 and nine 11 in the us. And I remember I was in class and it’s my fourth, fourth year of teaching. And I remember a guidance counselor coming in and, and saying, you know, the world, like there’s planes hitting, you know, towers. And all of a sudden all the internet went down and people were crashing the internet trying to get information. And I remember afterwards what came out of that was, you know, these are the people that did it. And, and again, no fault of the people I worked with, but it almost came, if you look like this, you’re not a good person. Mm. Right. And, and when you watched a lot of the media, and I think I’d go back and I’d, I’d really talk to my, my younger self about, about, explain more about media to, to students and, and the interpretation.


Al Mclean (21:54):
Right. And, and we see it now, we’re lucky that kids are socially aware and the internet provides a lot of things. But I think back then, you know, I didn’t realize it until a couple years later when I got into an administrative role that, you know, you look at the kid, you know, you don’t look at oftentimes, you know, where they’re coming from, or, or who, they’re a part of. Sometimes you look at the kid, you look at their situation because I think for a good year afterwards, it was like, you know, if you’re from this country, you’re bad. Mm you’re. You are the country that terrors. And I don’t think it, it still happens today. Yeah. Right. We still have that. But I think, you know one of the things I’d say is try and do a much better job when you’re younger of changing that narrative.


Al Mclean (22:42):
And I think that’s my, that’s my, my one thing to young teachers coming in right now is regardless of what’s happening in the world starts to change the narrative. If there is a, a report on, on the news, or, you know, we always like to joke here with one of our, our history teachers. We’re big, obviously big history guys, you know, the change in politics, let’s say in the us, from Barack Obama, to Donald Trump, to Joe Biden, you, you look at those things and you don’t want that narrative coming out without some context. So yeah. Don’t let things just go by right. Talk about it you know, engage students in it because they will engage in these conversations and they want to, so that would be my biggest advice is, is just to engage in the conversation and, you know, frame the narrative, let students talk about the narrative frame it, because the other thing I find is, and this was you know, going back to my, my very first year I had a student come back or sorry, my second year I had a student come back from university saying like, sir, I came from a town of 5,000.


Al Mclean (23:48):
I went to Ottawa, which was, you know, 850,000 people. And sir, like, there’s things going on that you’d never realize, like things that happen at night. And, you know, and I, I sat there and I said, well, that’s, that’s life, that’s life in a big city. And she’s like, I was never exposed to it. We never talked about this. Right. So I think that’s the thing is, is engaging people. And it’s hard to do. I think we’ve seen with certainly the events of all the, the mass graves that we’ve that, you know, Canada has exposed over the last year. Those come conversations can’t be avoided and, and they’re good conversations to have framed correctly. That would be my, my biggest thing to get to young teachers is don’t shy away from that because there’s opportunities in there if done correctly.


Sam Demma (24:40):
So important. I interviewed a lady named Pella who runs a media literacy company, and she is hyper focused on media. And, you know, she explains that media is anything that communicates a message, like absolutely everything that communicates a message is a form of media. And yeah, there are so many things to worry about or, or not to worry about, but to think about and reflect on when consuming media first being who’s the publish. Sure. And what is the publisher’s point of view and understanding those two things first kind of changes the way that you interact with it and engage with it. And I think having those discussions in classes about media is so important. So that’s a phenomenal piece of advice. If, if someone’s listening and wants to reach out to you Al and just shoot you a message, what would be the best way for them to get in touch?


Al Mclean (25:30):
I would say there’s a couple of different ways. So Timmis, vocational school does have a website. You could easily search it off our dsb1.ca. You’ll get to it. We do have th HBS Instagram accounts, but if somebody wants to reach out, my email is Al.Mclean@dsb1.ca. I’ll welcome any conversation.


Sam Demma (25:59):
I’ll keep up the great work and thank you so much for coming on the show.


Al Mclean (26:02):
All right, Sam, thank you very much for inviting me. I, certainly appreciate the work you do too. And, and your messaging around last year as well. I, I watched your messaging and the work that you’re doing is, is awesome. And it’s great to see. And again, a, another example of a teacher lighting, a spark, as you said, and, and, and look what’s happening, right. And I think you’re doing awesome things, and I’m just, I was glad to be a part of this.

Join the Educator Network & Connect with Al

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.

February 21, 2022 by Principals Student Leadership Student Success Teachers Teaching Tips 0

Greg McLean – Principal of Sacred Heart Catholic School in Bruce Grey County

Greg McLean - Principal of Sacred Heart Catholic School in Bruce Grey County
About Greg McLean

Greg McLean (@WalkertonGreg) has been in the educational field for the past 28 years as a teacher, school administrator and instructor for Niagara University and Catholic Principals Council of Ontario. Greg has worked in 9 schools and in 3 different school boards and is currently the principal of Sacred Heart, Mildmay after a year of being the principal of St Isidore Virtual School, the first-ever virtual school in Bruce-Grey Catholic District School Board!

Greg graduated from Laurier with a Certificate in Positive Psychology this past year and also obtained a certification as a Life and Wellness Coach. He is also a musician (drummer, vocals and guitar) and has performed live over 300 times in a variety of venues over the past 20 years. Greg is also a community-minded individual who embraces volunteerism- being a member of the local Optimist Club and a volunteer at the food bank, Victoria Jubilee Hall and Special Olympics. Greg also advocates for individuals with Down Syndrome- helping others to see their abilities.

Greg has been married to his wonderful partner Jayne for 26 years and has three children, Abby, Lucas and Dashiel. The family resides in beautiful Walkerton, ON.

Connect with Greg: Email | Twitter | Facebook

Listen Now

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

Resources Mentioned

Catholic Principals Council of Ontario

Laurier Certificate in Positive Psychology

A Slice of Brockton (Greg’s Podcast)

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 (00:01):
Greg, welcome to the high performing educator podcast. Huge pleasure to have you on the show here today from Brockton start by introducing yourself and sharing a little bit about who you are?


Greg McLean (00:10):
Well, my name is well, first of all, thank you for introducing me as a high performing educator. That’s awesome. My, my name is Greg McLean and I work as a principal in the Bruce Gray Catholic district school board. I reside in the town of Walkerton that sits in Brockton. So Brockton’s municipality and Walkerton’s a town in there. The same Walkerton that endured that water crisis back in 2000 best water in Ontario, right? This is what we say. And I’ve been in education. This is, is my 29th year and I’ve been a principal for the past 15. So we’re looking at about a 50 50 split and I’ve got a family. My wife Jane is a guidance counselor at sacred heart high school. I have three children, well adult children now. My oldest is 24 and resides in, in Guelph and is working time. Yay. And my middle child, my son is 22 residing at Toco. And my youngest boy is 16 years old and he’s in grade 11 at the local high school at sacred heart where my wife works.


Sam Demma (01:14):
That’s awesome. Very cool. And as educators, we always preach the importance of lifelong learning. There’s never a day you stop learning. And I understand that you’re someone who, when the COVID initially hit, took it upon yourself to actually obtain more education. Can you please explain how that process unfolded and what you set out to learn and achieve?


Greg McLean (01:36):
Well, sure. First of all, yeah, like lifelong learning. I think if you’re in the education world, you’re forced with lifelong learning, but I don’t wanna use the word force because I’m thinking that the vast majority of people who get into education are, are lifelong learning by choice. And whether it’s a course an AQ course so that you can teach a different course or it’s something that’s just something you’re really interested in. We, we, we kind of attract those, those people. It it’s actually a character, character strength to have a love of learning. And it’s actually a Catholic graduate expectation, lifelong learner. So yeah. Putting all those together. Yeah. Like during the pandemic, I mean, it was really, really easy for people to get down and to get you know, that sense of being you know, I don’t, I’m gonna say hopeless, but cabin fever.


Greg McLean (02:25):
But just knowing like what, what do you do to, to feel good in this and, and mentally well, and I think one of those things that you can do and that I’ve learned is that, you know, obviously part of self-care is, is, you know, having hobbies and things that you can do. And so part of the spirit of my lifelong learning as I kind of went back to school and I got a certificate Laia university in positive psychology which is kinda the study of all the stuff I just talked about. Yeah. And spent the year learning about how to live your best life knowing that your best life isn’t avoiding stress and avoiding problems. It’s actually how to deal with them in a really healthy way, because that’s the price of admission, right? Discomfort’s the price of admission. You just have to learn how to, to, to manage it and, and to, to thrive as opposed to, you know, just languishing. So, and then just this past year, I worked on getting my life and wellness certification coach. So I’m gonna try to at all those things together and you know, kind of push that forward and, and hopefully serve serve my community and the people around me.


Sam Demma (03:26):
That’s amazing. When you say positive psychology how do you explain that to somebody or like when, when you use that term, what does it mean?


Greg McLean (03:37):
Well, I guess there is a catch phrase. I, I kind of used it before. It’s like the study of use of living your best life, like how to live your best life. So that’s how you kind of boil it down. I think there’s psych, when you think about psychology, you might think about what’s wrong with you. Right. But cause of psychology is the study of what’s right with you. Ah, and it’s so much right with us and it’s also about mindset. So the good news is that in the education world, I was able to bring that perspective in the course at all times to say, you know what, I’m really affirmed right now because some of this stuff that I’m learning about, we’re actually doing like the Mo the positive you know, mindset work by Carol Dweck. Right. How important that mindset is in, in resilience and overcoming adversity.


Greg McLean (04:21):
I mean, we’re talking about that right now. Right. We’re back into another adverse moment. So you know what, where’s your mindset. And I mean, let’s not be Pollyannaish here, right? Like pandemic’s a pandemic and job loss and job loss and, and, and, and sickness and illness and death. Aren’t, aren’t positive things, but it’s like a acknowledging that, and it’s okay to not be okay, but what can you do to get out of being not okay? And you can, and we are all, we’re all skilled and we’re all gifted that way. We just sometimes just don’t know it.


Sam Demma (04:52):
And it’s obvious you have a passion for learning, teaching, sharing, which makes you a phenomenal person to get into the vocation of education. How did you, how did you determine you wanted to become a teacher when you were a kid and someone asked you, Greg, what do you wanna be when you grow up? Did you always say a teacher, a principal, someone in education, or how did you discover this path?


Greg McLean (05:14):
Say, I don’t know anybody who starts by saying they wanna be a principal. I don’t know. I don’t know about that. Well, you know, it’s funny because my, I feel like my life has been very serendipitous in the sense that I don’t, I don’t think like some other people, they just have a life track and they’ve got this vision about what they want to do. And, and although as a kid, I do remember getting satisfaction from teaching someone, something, whether it’s a, a skill or something like, you know, you’re working together of the group of kids and you’re one of the kids and those kids get it cuz of something you did or said, and there’s, there’s immense joy and satisfaction in that. And, and certainly obviously that resides in me somewhere because I wouldn’t have gone the root of, of, of, of being a teacher. I disappointed my mom. You know, I think for about three weeks when I was in grade three, I did declare I was thinking about being a priest being in the priesthood. But as I said, that was a three week three week dream and, and with a broken dream for my mom she wanted grandkids.

Greg McLean (06:11):
Yeah, yeah, yeah. Well, that’s what I said. The good news is you got grandkids out of it. Right. and so yeah, like, I mean, going through high school, same, the same thing, right? It’s this niggling thing at the back of your head? I don’t think I was necessarily convinced that that that’s what my, my pathway was. I certainly liked music. I’ve always liked music. And my life, my, my career journey basically is a mesh of, of, of music and, and of, of like leadership and of teaching. Like it all kind of, kind of coalesced and, and again, it evolves and, and, and sometimes it’s, you’re taking specific steps towards it. And other times, again, as I said, it’s serendipitous things just appear before you, but if you were talking to my wife, she’s, she wouldn’t say things don’t just appear, you manifest them with your thinking. So I give her a huge shout out Jane, because certainly from my, the lifelong learning thing, I mean, yep. I can take certain courses, but, but she’s got a real pension for this mind, body spirit avenue that I’m kind of going in towards knowing that it’s of such a benefit to, to everybody.


Sam Demma (07:11):
That’s amazing. I couldn’t agree more. So explain the path that you did take and how you did end up where you are today.


Greg McLean (07:23):
Well I love to say that, oh, I mean, I have heritage a hundred percent heritage in Newfoundland. I’m a, I’m a, a Newfoundlander by heart, but I wasn’t born there. Yeah. I, I basically from my beginnings of being schooled and living in, in Georgetown, not too, not too far away from Pickering you know what, I always have been a believer in. I’ve always gone to Catholic school. I’ve always been a believer of, of the Catholic schools. My parents have been people have always promoted cause I have to pay actually tuition in high school to continue to go to a, to a Catholic school. But, but basically my, my journey into high school where I loved music and I, I loved, I guess I had, again, I set that pension somewhere in there for teaching all came together because eventually as I applied to teachers college, I got accepted and moved to Bruce Gray, moved to Walkerton.


Greg McLean (08:20):
It was a call I got from a superintendent in the middle of, of August looking for a music teacher. Now, I’ll be honest with you. I love music, but I don’t, I don’t have a music background in terms of a degree. I played the drums. I played the drums in the school band, Cardinale school band in the, in the mid to, to late eighties. And and I guess that, that superintendent happened to be my vice principal at the time said, oh, band equals music teacher, which it, it doesn’t really, I mean, it opened the door, but I mean, the first, first little bit was a struggle. And I, I never actually saw myself as a music teacher until probably about four or five years after the fact where I’m going. I, I had that realization that moment where I’m going, I am right, because before I was either thinking I’m gonna get out of this, or I don’t know enough about this, but somehow through self-teaching and absorption.


Greg McLean (09:10):
And the fact that the kids were so excited to learn an instrument, like kind of pushed me to learn it. And then, you know, we had bands and we were going to music festivals and we were doing quite well, and I’m going, you know what, I teach grade seven, eight, but I am a music teacher. And I was really proud of that because that’s unlike math or science or, or, you know art or, well, art, I’m gonna keep art of that. But these are, those are passions of, I think the mind and music is of the heart and, and to be able to have that it’s a real gift to see kids get that gift and to be excited about teaching music. So somehow that ended up me getting a job teaching at Bruce Gray Catholic district school board. And you know, what about halfway through the career? About 15 years later, it became a principal and, and in leadership and that’s a different story.


Sam Demma (09:55):
Of course. So your journey was slightly unexpected. When you were thinking about, you know, getting into jobs in the workforce what was the other options on your mind? Like what the other things you were thinking about?


Greg McLean (10:13):
That’s a good question. We won’t count the grade three example. What we, I actually thought about music production. So I actually was accepted at haw college for music production. Wow. I also thought fleetingly about being a pilot. Oh, wow. And but those two are the kind of the areas coming out of grade 11 and grade 12 that I kind of thought of. And you know, it’s like a lesson to, to people maybe listening if they’re in high schools, like I avoided physics because I thought it would be too hard and I didn’t really give myself a chance. And and because I didn’t take the physics meant I didn’t take other courses. And therefore kind of that pilot thing kind of was chosen out for me. Right. And that’s too bad because I mean, we don’t live in, we don’t live in regret, but I’m thinking that that was a, a pathway that was shut down because I shut myself down and, and I, I would’ve been able to do it.


Greg McLean (11:09):
Right. I think about my, my head self now is like, no, Greg, you would’ve been able to do that. Like, don’t sell yourself short. Right. So those are some of the other areas I, I would was I was certainly thinking about, and of course, and, and teaching, and, you know, back to a conversation earlier, before the recording started Sam, like you talked about, you know, even now, like no one I think gets into the business, wanting to be a principal when you start in an education, maybe some people, but, but it’s, as you go along, it’s, it’s the, the higher level view of what you want for kids that are around you in the school, around you. Whereas a classroom teacher, you are, you are responsible for those 25 or 30 kids in that, you know when you begin to look at the higher view of all the kids and the building and the, the you know, how well people are and how much fun people and how, how people are learning is when you start going, okay, well maybe that’s where maybe that’s my, in my sphere of influence needs to be beyond 25 people, but 300 or 400 people.


Sam Demma (12:07):
Yeah. And, you know, you mentioned not shutting yourself down for potential opportunities. It’s not only relevant to people in high school, closing yourself off. I think it’s relevant to all human beings, whether you’ve been teaching for 50 years or not, there might be something you wanna do. And if your mind talks you out of it, there’s 0% chance it’s gonna happen. So I think it’s, it’s an important lesson for all on the topic of you know, things that are helpful, pieces of advice, mindset shifts. What have you found beneficial in helping you show up as your best self in your day to day job at school? Are there any books, resources, programs you’ve went through that helped you as an educator or someone that worked in schools?


Greg McLean (12:56):
I don’t know if there’s been one resource. And as I had mentioned, like there were some of the things that we were doing in schools for a long, for a little while now, at least for 10 or 12 years, if not longer, that help with that kind of positive psychology, we were calling it positive psychology with the kids, like the fact that we do guided meditations with, with kids. Yeah. And we do mindfulness with kids and, you know you know, we talk about mindset and those sorts of things. That’s been helpful for me as well, because not only am I learning about as an adult to help the kids, but I’m learning about it as an adult to help myself. Yeah. So that work all the way through. Now we’re, we’re a little bit more fortunate than say 20 years ago where we didn’t have the same mental health support 20 years ago.


Greg McLean (13:38):
I don’t know if we needed, had the same mental health need. I don’t, I don’t have the data on that, but the fact that I work with professionals who are in the, in the you know, the know about these things is also incredible. I’ve learned a little, like a lot about that. And certainly just a speaking with my wife today about a, a new book that I’d really like to read that Torene brown has just released. And she talks about emotions. I think it’s something about Atlas of emotions or something like that. Don’t quote me on that. I’m gonna look it up, but it’s really fascinating cuz she talks about 87 emotions and I’m thinking and she says that, you know, most adults can only name that they’ve experienced three or four emotions. And to know that there are 87 and what do you do with that information?


Greg McLean (14:17):
The fact that you know yourself that way, and you’ve got that language and then how does that, how does that benefit you? Right. So there’s always things there’s always things to learn and kind of the pathway kinda opens up as you go, right? Like it’s like, you’ve got this flashlight and you’re seeing as far as the flashlight can go, but that the outer edge of the flashlight it’s still opening up for you. Right. So it’s, it’s good stuff. I’ve been very fortunate to be in education because I can’t imagine how much less I would know if I wasn’t in education.


Sam Demma (14:43):
Yeah. So true education is a, a seed planting career, a seed planting vocation sometimes, you know, your actions plant a seed in somebody else who you may never realize the growth of you. They may be far gone out of the school building when you see the growth happen, but sometimes the seeds you plant and a student and a staff member and we that we plant in each other, you have the opportunity to see it grow and flourish in front of, and it’s really spectacular and cool. And it’s a very fulfilling feeling when you think of the students who you’ve seen grow and transform over the past 29 years and all different schools you’ve been in. Are there any stories that come to mind of a student who first came and wasn’t their best set or striving to live their best life and, and somehow had a transformation. And if you do, would you be willing to share this story?


Greg McLean (15:39):
Yeah. I might speak in some generalities as opposed to like naming anyone, but of course from, from an elementary school standpoint, I, I mean, that’s a really great stance to have is to know that you’re potentially planting a seed. And you’re not gonna, you may not see that. And that’s the, that’s the faith piece because you, you, you, you are doing what you can in grade one. Like people might remember the grade one teacher, but they’re not gonna remember the content. They’re not gonna remember all the songs that they sang. They’re gonna remember that. So, and so was a love, loving, caring person. That’s a pretty good seed to plant love care. The virtues, you know, like those things are super important and the importance of relationship, but, but when you run into students and you see them three or four, like, okay, so for me, we’re in a small area kind of a rural area.


Greg McLean (16:31):
And we recycle a lot of, of our grads back into education, which I think I, I take as like a real feather in the cap for what we’re doing because we, a lot of our young teachers and EAs and support people are people that were students. And now I’ve been in it long enough that they’re coming back as students and they’re coming back as employees. So I have a co you know, I have people on staff who’ve, I’ve, I’ve worked with or worked with their parents. Oh. Or I’ve known their parents. And, and thinking back to what that student, when, and I’ve been primarily a grade seven, eight teacher when I was teaching to think about the kids that struggled and then finding out that a couple of ’em own their own businesses. A couple of them you know, work at Bruce power here locally, which is, you know, a great, a great career to have.


Greg McLean (17:13):
And, and thinking that, you know, at the time, maybe in the back of your mind, you were thinking, wow, what’s this guy, what’s this person gonna do. Right. Like, I, you know, you don’t see that, but that’s a back of your mind thing. And if you keep in the front of your mind at all times that, you know, it’s a work in progress. And what you’re seeing now is like a brushstroke and the painting’s not done. Yeah. That has to keep, and you have to keep reminding yourself of that because there are times you’re going to come up against some challenging, challenging behaviors and, and, and, you know, and people, who’ve got some life circumstances working against them, but that’s what education’s all about. You know, Catholic education, that moral purpose, right? Like we’re here to kind of, even up the playing field. Right.


Greg McLean (17:50):
You’re I always say we’re here for all the kids, but we’re, we’re there for some, a little bit more than everyone. It’s like, kinda like an analogy of going to the doctor. Does everyone go to the doctor? No. and some people need a doctor more often than other people. Right. So you think of yourself in teaching an education as you go to the people that you need to bringing the faith piece back into, it was, you know, who did Jesus minister to like, wasn’t the rich and famous wasn’t the people who were doing well. It was people that weren’t so like, let’s, let’s emulate what we’re doing there in, in education. And, you know, I mean, it’s worked for me.


Sam Demma (18:21):
Yeah. I love the philosophies. Thanks for sharing. When you think of 29 years all the experiences you’ve gained, the people you’ve met, the people who have poured into you and helped you become the school leader you are today. If you could wrap it all up, it’s a hard question. Go back, walk into your first year of teaching, walk into that classroom, look at your younger, as he was doing his job. What advice would you give knowing what you know now and what the experience you have?


Greg McLean (18:59):
Wow. You’re right. That’s a good question. That’s hard. That’s a tough one. That’s, that’s a question I’m gonna include on my podcast, by the way that I’m gonna, if you could go back to your younger self yeah. You know what, that’s, that’s, that’s a great reflective, I think number one is to tell myself, you, you can do it, have faith in yourself. You’re resourceful. You’re whole, you’re talented. You’re you, you’re perfect as you are. And just embrace that and that lets you go, cuz I didn’t think so when I was first starting, right. I’m thinking, you know, you’re a confident which is again, maybe the, not a natural, but to know that, you know, you’re doing the best, you’re bringing the best. And if all your, if you’re bringing your best at every single moment, like, you know who you can be, then you have to take, you have to be happy with that and have be satisfied with that and be kind to yourself about it.


Greg McLean (19:48):
I think the other piece is, is, is the, is the kindness for other or love for others? And I certainly have come from evolve you know, evolved in my depth of understanding of what that looks like. And, and not just an education standpoint, but just in, in a relationship standpoint is, is, is knowing that if you’re, I always thought I was empathetic, but I think I I’ve grown my empathy. Knowing that you can’t always account for what people are bringing in behind them. And what you’re seeing is just face value and there’s so much more behind them that you don’t know about. And, and so don’t make assumptions and just, just, you know, love one and love them for who they are. And, and you don’t try not, you know, try to be like, not judgemental, I guess, or, or you don’t shut anyone down. Right. That’s I think that would be it like those open, maybe some like an open kind of vision towards all people.


Sam Demma (20:40):
Love it. Cool. And if someone is listening to this right now and was inspired, intrigued, curious to learn more, what would be the best way for them to reach out to you and get in touch? And by the time this comes out, you might even have your own podcast. So maybe they’re gonna reach out about that show also. So please share some contact information.


Greg McLean (21:00):
Okay, well contact information let’s start with email: gregmcle@icloud.com. You could also find me on Twitter at @WalkertonGreg and also I have a Facebook presence, just look up Gregory, J McClean. And I’d love to hear from people who’ve heard this and have a question or wanna talk to me about being a priest when they’re in grade three.


Sam Demma (21:29):
Sounds good, Greg. Thank you again for coming on the show. This was awesome. Keep up the great work and we’ll talk soon.


Greg McLean (21:35):
Thanks very much for featuring this. And it was great to talk to you as well.

Join the Educator Network & Connect with Greg McLean

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.

February 9, 2022 by Experiential Learning Principals Student Leadership Student Success Teachers 0

Cathy Beauchamp – Principal at Englehart High School in North Eastern Ontario

Cathy Beauchamp - Principal at Englehart High School in North Eastern Ontario
About Cathy Beauchamp

Cathy Beauchamp (@cbeauch) is a principal at Englehart High School (Grades 7 -12). She started in administration in 2006 as the vice principal of Timiskaming District Secondary School. She was the principal at this school when it transitioned to a 7 – 12 school in 2014.

Cathy comes from a sports background and incorporates an action-oriented teamwork approach. She puts the needs of the learners at the forefront of all of her decision-making and supports building capacity within her staff while focusing on wellness for all within the school community.

Cathy enjoys coaching basketball and encourages students to get involved in extracurricular activities in order to deepen their connection with the school. Outside of work time, she enjoys spending time with her family and being active in nature, usually with two golden doodles by her side.

Connect with Cathy: Twitter | Instagram | Email

Listen Now

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

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 (00:01):
Cathy welcome to the High Performing educator podcast. Huge pleasure to have you on the show here today. Please start by introducing yourself.


Cathy Beauchamp (00:10):
Well, good morning, Sam, and thank you for having me on your show. I feel very honored that you reached out to me to include me in your podcast. I am a principal in a 7-12 school in Northern Ontario in a little town called Englehart we have about 200 students in total. I’ve been at that school for four years. And previous to that, I was the principal at new district secondary school, which is a a half an hour south of where I am now and a larger school, seven to 12 again, and probably about 700 students.


Sam Demma (00:52):
When you’re a student, you always get that question. What do you wanna be when you grow up? I’m curious to know when you are going through school yourself, when people ask you that question, was your answer a principal?


Cathy Beauchamp (01:08):
No, it actually wasn’t. I was a little bit of a resistor and I think it had to do with the fact that both of my parents are educators or were educators. My mom was a secondary art teacher and my father comes from a PHED science background and he actually went on to be a principal as well. And fun fact, he was a principal in the same two schools that I’ve been a principal in. Oh, wow. So that’s kind of neat. So being around the dinner table and being around a lot of talk of edge in my youth sometimes it can kind of sway your decisions on things and it’s also it, it’s also something that it was kind of thought that I would do that. And I kind of felt like I wanted to prove that there was more to myself then at the time I was very athletic in high school and, and through university.


Cathy Beauchamp (02:12):
And I think everybody thought that I was going to go to university for something PHED science related and I thought, no, I’ll, I’m going to do something different. And I went off and did a commerce degree which was, which was a interesting sitting in a university first year accounting class when I had never taken any high school accounting. It moved really quickly, but I managed to model my way through that learned a lot along the way made some good friends. And I worked in the world of, of, in Toronto for about a year and a half. And then I, it, I literally woke up one morning in Toronto, in my basement apartment and thought, what am I doing? Mm. I felt like I was kind of resisting something. And I said, you know, I, I wanna teach. And at that point I, I made up my mind.


Cathy Beauchamp (03:10):
I, I moved back north with my parents. I supply taught for the year. And then I actually went to the following year, ah to a first nation community along the James bay coast. And I taught at Northern light secondary school. And that was a, a great experience. So I was teaching unqualified at the time. But then as life would have it we ended up moving. I was engaged at the time and my husband had a job offer in Alberta. And so we moved to grand Prairie Alberta. After I finished that year and the education dream was put on hold a little bit. I dabbled in, in some more business type careers and had my children nice. I have two children Sabrina who is now RN at Ottawa general in the emerg department and my son, Randy, who is just finishing up teachers college at EPON university in north bay.


Cathy Beauchamp (04:17):
Nice. so we are at the, for seven years at which time I started my masters of education program online through Ning. And then we ended up returning to Northern Ontario. You think, you, you say you’re leaving and you are not coming back, but it’s funny how the world works. Yeah. And we ended up back in Northern Ontario. And I went to, I actually taught again unqualified at to miss being district secondary school, a couple of courses in business, and then went to teachers college. And, and then I did like a five years of teaching and then moved into administration.


Sam Demma (05:02):
W it’s funny, I, I interviewed another principal named Kevin wedling who’s from Mousonee. Which a small world, what, along your journey, what helped you make the decision that education was for you?


Cathy Beauchamp (05:18):
I think it’s, it was just that it did come very natural to me. And I think I always had my hand in coaching after I left playing basketball and I, I just always felt very comfortable and at home in that environment and sometimes you don’t realize that that’s your place and you’re until you go other places. And not that those other experiences, I think they really add to it and they help you appreciate when you’re back into the area that you have the passion for. So I think that’s why the journey wasn’t quite as straightforward for me as it is for some people. But all of that experience along the way of that journey certainly helped to enrich what I brought to the table.


Sam Demma (06:14):
And you’ve worked in various roles within schools, you know, both teaching and administration for an educator out there who wants to know what it’s like to work as a principal. How, how would you break it down?


Cathy Beauchamp (06:33):
Well it’s like being transformed out of your classroom and sometimes as a teacher we’re very fixated on our class and now we’re very fixated on our school as a principal. So it’s just a little bit wider lens. But it’s, I always find it very inspiring. Working in it education, there’s so many great people in our school, in our board, just I mean with technology and social media, it’s really busted open education in the way that we can communicate with others and bounce ideas off people and connect with people to share ideas. It’s, it’s very inspiring and very uplifting, like the ideas that people come up with and that as a principal, you’re able to sit there and bounce ideas off people. It’s, it’s great. They’re, you know, dealing with families, dealing with students is always a lot of fun and seeing at growth now that we’re in a seven, just 12 school. When I first started in administration, we were in nine to 12 school. So the, the seven and eight experience added in in my first year as a principal added a whole new, an area of development that I wasn’t as familiar with. And you know, I, I like having that, I think it’s a good transition for those students to be in a high school environment


Sam Demma (08:07):
For educators listening, who, you know, want to remain optimistic and positive, despite the challenges of our time right now, what do you think are some of the opportunities in an education? Maybe that exists because of current situations, but also just in general?


Cathy Beauchamp (08:29):
Oh my gosh. There’s lots of opportunities. You know, I, I have to applaud teachers on these this past two years. They have undergone some of the greatest professional development really kind of was forced upon them for survival. Yeah. And they’ve done a fantastic job pivoting to remote learning. And in our, we we certainly had our share of it. We’re in it now. Last year we weren’t in it as long as some of the schools in Southern Ontario. But I, I think, you know, as an educator, it’s important to, to set goals and, you know, you may be happy with being classroom teachers, lots involved with that. But I think it’s important to keep yourself open to learning and to new ways of teaching or different technology and finding that balance in your program, keeping it fresh, keeping it current, make sure we’re preparing our students for their future.


Cathy Beauchamp (09:38):
Those are all good things in terms of movement, I mean, in a, in a high school, you have an opportunity to maybe move towards a, a department head position to try out, to see if you like a leadership role. And then there’s also, you know, taking non responsibility of maybe doing teacher in charge or something like that, too, that gives you an opportunity to be in an administrative role for a short period of time to cover for principals when they’re away. And it is, it, it is a very different job. It’s if you were to ask me to give you off description, I couldn’t, if you’re the, like, if you’re a person that likes to know exactly how your day’s gonna roll might not be the position for you because there’s something that either comes through your door or a phone call or whatever it can change your day quite a bit. So but it is also very satisfying career being able to work with youth, being able to work with teachers, being able to work with principal colleagues in our senior admin team. We are very fortunate being a smaller board that, you know, we know our, our senior administrators for our board very well and meet with them on a monthly basis.


Sam Demma (11:00):
What keeps you personally motivated hopeful and inspired to continue doing this work day in and day out?


Cathy Beauchamp (11:10):
You know, I think just like talking to students can just turn your day around. Hmm. You know, and, and sometimes I, I, and I do find it’s important as an administrator to get out into the halls and, and get into those classrooms because you’d be surprised by the conversations that happened that probably wouldn’t happen if you had stayed in your office. So I think I, I am, I’m always, I see, you know, some of those principles putting their desk out in the hall and I kind of like that idea too. I don’t know that I’m there yet. I seem to have to have too much on my desk, but I do like that idea. I do have a standup desk already, so thanks. I’m, I’m moving there. But and also so that from a student perspective but teachers also inspire me in terms of just the ideas that they come up with, the visions that they have.


Cathy Beauchamp (12:14):
And it’s, it’s great to see, you know, where our kids move on to the different careers and having them back in to the school to speak to our students or having back in as staff or, or whatnot. It’s, it’s really encouraging to see, I think like being in this career kind of keeps you a little bit in touch with not, I’m not saying that I’m very, no, all everything going on with youth, but it does give me a little bit it kind of keeps you a little bit more youthful, I guess, in terms of what’s happening.


Sam Demma (12:52):
That’s so true. I think schools and just working with youth in general is always energizing. They have awesome ideas and not just young people, all people, but, you know, you’re less, you have less conditioned beliefs as a young person and you believe that everything is possible and you chase really unrealistic. And not that that stops as you grow up, but I think that’s where the energy and the youthfulness kind of comes from. It’s true. But you also are heavily involved in athletics. How has that shaped the way you’ve approached teaching and, you know, working with young people?


Cathy Beauchamp (13:33):
Well, I’ve always felt that coaching allowed me to give back to the community that I really enjoyed. I could not imagine going to school and not being involved in athletics. And I know that that could that sediment could be shared whether it’s the arts or trades or whatever, lots of different extracurriculars, but for me, it, it definitely was athletics. And I just think, especially as an administrator and coaching, it’s allowed me to have a connection with students in the school. That’s just at a different level. It’s, it’s it, I’m not the principal in the office anymore. I’m their coach. I’m, I’m traveling at one point when I was at TDSs. I used to drive the bus. Oh, nice. As well. So you know, lots of hats that you wear and it, it is just really rewarding to see the kids enjoying that.


Cathy Beauchamp (14:37):
And I, I do really feel for our students right now that extracurriculars have kind of been in a stop start, you know, pattern. And we, we were able to start this year with extracurriculars and instantly I could see a difference in the kids that were involved. There’s just more of a connection with the school. And I think, and that goes for all of our extracurriculars, whether it was students, council, jock, chapters guitar club, just they just saw school as something more, and that’s the way it should be. And I think it’s so important to have those things. And I really hope that we’re able to get them going again. Shortly


Sam Demma (15:23):
I agree as someone who pursued athletics pretty much my entire childhood up until the age of 17, 18 years of old, I identified a large majority of my life with, with an identity as a human being with the sport of soccer and found community there found success, found happiness, found so many things from, from sport. So I hope things open up soon, too. And all for all your, for all your students as well, not just me and soccer players, but for all extra cooker activities and clubs. In terms of your own journey and education, what have you found helpful when it comes to resources or learning materials, books, things that you’ve come across that have maybe influenced the way you approach your work or have enhanced it, or taught you something that you found or thought was really helpful?


Cathy Beauchamp (16:21):
Well if there’s one like really positive thing about the pandemic, I think it really has opened up a lot of learning opportunities for people not just in educate, but certainly during our last lockdown last year, I took advantage of a lot of the free professional development out there that was available online and jumped in where I could to to, with learning that kind of Cohen side, it with things that we were working on within our board or school or things that I could share with my staff or students that might help through this journey. I do like to kind of align whatever I’m reading or whatnot with, because it’s kind, it can be very overwhelming to try, try to have too many ideas in education. And so I try to align things so that it makes sense to me.


Cathy Beauchamp (17:23):
And I hopefully make sense to my staff that I’m not throwing too many different things at them. I think it’s important to have curiosity and to ask questions and to learn as, as much as possible. I do do professional reading, but I think more so I do more just personal reading in the evening, just as a way to kind of unwind for my own wellness. And I try to do more professional reading you know during the day or, or even the, like I find sometimes talking to people is, might be a bad source of digesting some of that information too. So lots of different sources. I I’ll look on Twitter. I, I have to say that I am kind of like that stalker type person on Twitter. I, I should, I have to force myself to get out there and respond more. But I do like to make connections when I see things that I know maybe someone in my staff is working on that I’m sharing things with them and being that kind of resource for them, as well as just resourcing things for my own professional development. So that’s, it’s kind of of a mixed bag.


Sam Demma (18:51):
I was speaking to someone literally two days ago, who, when we started the call said, oh, I saw you live in X. And she named the city I’m from, and I said, well, how did you figure out that? And she says, oh, it was on one of your Instagram pictures. And I was like, oh yeah. And I already know that you’re from Winnipeg. And she’s like, where’d you find that like, from your Instagram page? And we both started laughing because I feel like social media has made it acceptable to some degree to like stalk somebody like to like, you know, like figure out some basic information about them before you actually talk. So that’s kind, that’s kind of funny, but that’s awesome. And you sound like you read a lot. Is, is reading a, a big part of your life or is that something you’ve always done?


Cathy Beauchamp (19:35):
It’s something that I have tried to do. It’s kind of one of those goals. I think it’s very easy to, to watch Netflix in the evening, which I will admit that I, I do sometimes unwind, but I usually try in the last half hour, hour of the evening just to read something just to reduce the screen time, especially during the school year. Nice. Yeah, that, it’s just, I try to work on a, a girlfriend of mine talk to me about habits. So it was talking to our, our friend group about habits and she was saying that it takes 33 days to develop a habit. Oh, wow. And so that you should write it down what it is that you want to do, want to eliminate, want to add whatever it is, and try to do that for 33 days and not to be hard on yourself.


Cathy Beauchamp (20:26):
If you missed a day, it’s not like you have to go back that you, you missed a day and, and carry on. And so I tried that actually this year when you talk about athletics I found that I’m an a weekend summer athlete and during the school year, Monday to Friday, it’s not very good. So I tried to adapt Monday to Thursday, philosophy of doing something for at least a half an hour as a habit. And I did that through the fall and it, it makes a difference and, you know, taking that time and, and I often found it was at lunch. I would just take that time and go out for a walk or go down to the weight room and do a little bit of yoga or something to that effect. It was important to, to make that time. And once again, if, if the day gets away from you and it doesn’t happen, it’s okay. You start again tomorrow.


Sam Demma (21:29):
That’s awesome. There’s a phenomenal book called atomic habits, and it talks all about the practice of replacing habits and the science behind habits. And maybe you’ve actually heard of it already,


Cathy Beauchamp (21:40):
But I it’s probably that what this discussion came from for sure. I, I, I guess I got the Cole’s notes version of it from her.


Sam Demma (21:49):
Cool. That’s awesome. And you were an athlete, you still are involved in athletics, both as a coach, but also a part of Neo for some people wondering what that weird word that they don’t know what it is. Can you explain what ne is and your involvement?


Cathy Beauchamp (22:09):
Sure. It’s just a Northeast Northeastern Ontario athletic association. And so our association encompasses schools basically from the north bay area, right up through to Hearst whether they be French, Catholic public boards. And I sit as a principal rep on our association to represent our region, which is actually Tamy to to Hearst. And then we send teams through to a, or meet about things regarding a and extracurriculars to deal with sports.


Sam Demma (22:55):
Awesome. And this is gonna be the hardest question of the whole interview, but oh boy, No pressure. If you could, if you could take the wisdom and experie into knowledge, you have now bundle it all up, go back in time, walk into the first classroom you ever taught in and speak to your younger self. When you were in your first year of education, knowing what you know now with the experience and advice, what would you tell your younger self?


Cathy Beauchamp (23:31):
Well, there’s a few, few things I would tell my younger self. I think initially I always felt from a team perspective and, and we talked about how teams develop those life skills for us. But I was often surrounding myself with similar minded people. And I think as I entered education, there was a habit to do that as well. And I think it’s really important to respect and, and try to, and people that have differences of opinions because it’s, there can be a lot of growth that happens there if you’re not resistant to it and it can help to create a stronger team. And so you, you know, what, and giving people a opportunities to share in leadership, it’s not just sort of like a dictatorship that you’re having other voices be heard too. I would say as an educator, it’s important not to take things personally.


Cathy Beauchamp (24:42):
I know that we all do but it it’s at times you, you need to let things slide for sure. I’ve always had a philosophy of not letting things Fe in terms of communication. If something has go gone wrong, I like to address it and not let it build up to something that I don’t want it to become. I have a strong belief in that I should model what I expect to see. So whether I’m working with students I’m modeling what I would expect them to do, or whether I’m working with a staff I would model what I want them to do. I shouldn’t be expecting them to do something that I, I can’t do. And I think that has served me well. It’s important to be fair. And that probably the most important thing is to admit when you’re wrong, because you’re going to be


Sam Demma (25:49):
So true, Kathy, thank you so much for taking some time to share your experiences and stories on the podcast. If someone is listening and wants to reach out, ask you a question or send you an email, what would be the best way for them to get in touch with you? You can share the actual email itself. And I will also put it in the article we post on the website.


Cathy Beauchamp (26:11):
Okay. I’m on Twitter at (twitter). Or I am my, my school email is (email).


Sam Demma (26:33):
Thank you again for taking the time. This has been a lot of fun. Keep up with the great work and I look forward to talking again soon.


Cathy Beauchamp (26:39):
Thanks very much, Sam.

Join the Educator Network & Connect with Cathy Beauchamp

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.

February 6, 2022 by Athletic Director Principals Student Leadership Teachers 2

Kristina Willing – 38-year teaching veteran (Lessons Learned)

Kristina Willing - 38-year teaching veteran (Lessons Learned)
About Kristina Willing

Kristina (@wewilling7) is a retired teacher/administrator in the beautiful Bulkley Valley of Northern British Columbia. In her 38 joy-filled years as an educator, she has taught in BC, Alberta and Manitoba in almost all subject areas from Kindergarten to Grade 12; she loves helping kids reach for their goals and dreams.

In her “retirement”, Kristina is the team lead on Northern School District and Rotary District committees to bring excellent Leadership opportunities to BC students.

As well, she continues her 30 yr. passion for making the world a smaller place by organizing student and family tours to various worldwide destinations, including New York, Japan, Costa Rica, Scotland-Ireland, and multiple European countries.

Connect with Kristina: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Rotary International

What is a TTOC?

Bulkley Valley SD54 School District Website

Leadership Studies at University of Victoria

Bachelors of Education at University of British Columbia

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 of the High Performing Educator podcast. This is your host and youth speaker Sam Demma. I’m so excited to bring you today’s interview. Our guest today is Kristina Willing. She is a retired educator and she’s done a ton of work related to service. She has a demonstrated history of working in education management, strong professional skills in word Excel, PowerPoint textiles.


Sam Demma (01:04):
She’s been heavily involved in student leadership, taught social studies and history, is passionate about teaching and, and lesson planning. The things that were very intriguing to me though, was her work that she did in Africa. And you’ll hear about a bunch of it, not only in Africa, but a ton of different countries and the work that she’s done in Kenya and the work that she’s done with rotary international and the work that she’s done in, in launching leadership events, around her province and internationally there’s, there’s just so much that Kristina and I get into here today that I, I know you will love, and I know you will learn from, so enjoy this conversation and I will see you on the other side. Kristina, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the show. Why don’t you start by introducing yourself and sharing a little bit about the reason behind why you got involved in education?


Kristina Willing (01:59):
Oh, in education okay. My name is Kristina Willing and I have been a teacher since 1982, so I don’t know, 38 years, something like that. And I actually started teaching the little kids around our neighborhood when I was about seven years old. So my mother said she knew I was gonna be a teacher. You then , but it’s, I’ve just always loved it. I, when I was seven, I was teaching the three and four year olds, their colors and numbers and, and yeah. And then as I got older, I would help out in the library and help out in the lower classes. And when I was in high school, I would tutor the younger kids. And so it’s always, it’s been part of me. I love working with youth.


Sam Demma (02:47):
Hmm. That’s so awesome. And when you look back, like, I mean, working with youth, you’ve done it in so many different capacities, whether it’s training teachers in rural Kenya or doing work with rotary or doing work in the classroom what made you decide to get into formal education and work as a teacher? Did you have a teacher in your life who really inspired you and, and motivated you and pushed you, or like what exactly led to the direction of the, the direction or the decision to being a teacher?


Kristina Willing (03:16):
That’s a really good question. Actually. One of the reasons was because of a, a teacher that trying to figure out how to word it, that wasn’t necessarily didn’t handle things the best way. And, and traumatized me when I was in this teach classroom when I was in primary school. Wow. And I thought if I’m ever gonna be a teacher, I’m never gonna be that kind of a teacher so, yeah. So it’s, it’s funny that, you know, you say, what was the motivation, but and I don’t know, maybe that’s, that’s one of the reasons why I became the kind of teacher that I was. Mm. I had some for ally dynamic teachers over the years, and I, every time that I would be in a classroom or be working with a teacher that had qualities that I admired, and I tried to exemplify that later in my own teaching.


Sam Demma (04:16):
Hmm. No, that’s awesome. And the, throughout your journey as a teacher you did so many different projects and you’ve done so many different things even outside of the classroom. What inspired you to take your, your passion for teaching outside of the walls of a, of a school?


Kristina Willing (04:35):
Well, within the walls of the school, you’re, you’re restricted to the parameters of the subject. UT teach. You can teach it in many different ways so that you can open opportunities up for kids, but I wanted to give kids more opportunities than what is available in the classroom. And I wanted to show them that there’s things out there that if they have a passion for, there was ways to go forward with that passion. And if I could help them in any way, then was it, I did a rotary exchange when I was 15. Wow. And that really, really opened my eyes up to the opportunities that were there for youth. Yeah. I turned 16 in Australia and lived with 10 different families and just, it was just one of the most exquisite experience is that I’ve ever had in my life. Hmm. It really helped me to not only just to grow up, but to see the world differently. And so I just wanted that opportunity for my students. And I figured that one of the ways of doing it was to expand outside the classroom. I actually take students on still to this day, take students on excursions around the world and will continue doing that. And as long as I feel able to , mm-hmm.


Sam Demma (05:50):
That’s so awesome. Can you tell me more about how that experience of living with the exchange families really impacted you as the young person? Cause I wanna understand where your passion comes from for giving students those similar opportunities. Okay.


Kristina Willing (06:06):
well, when I first got to Australia and I was with the rotary club I went to the first meeting and I was put into the family of the home. That would, was my kind of guardian for the, for the year. And then they sat down with me and they said, well, we have quite a few families who would like to host you. So really you can choose between three and no more than 10 of those families. And I said, okay, how about 10 ? And they said 10. And I said, yeah, I said, that’ll give me more opportunity to get to know people and, and, you know, have have a bigger, bigger cultural experience for me. Hmm. So I, I lived with 10 different families in 12 years and every single one of those families were different from each other. So I lived with, I lived with families that had quite a few kids and I lived with families, a couple families that had no children.


Kristina Willing (07:03):
I lived with a pastor and his wife and his aging mother. And and that was, that was just amazing. I got, he, he was one of those pastors that traveled to different churches every single Sunday. And I think he had three or four different churches. So, wow. I went on a, on a few of those as well with him. I live with with a family that owned a tobacco plantation and, and had a they had a, a tragedy where a couple of their silos where intentionally arsoned and I was living with them at the time and they kept me through that. Like they said, you know what, we’re going through a family, you know, sort of a financial crisis. And that’s okay. Like, if you’re, if you would like to stay with us, then you can also learn how to go through a financial crisis in your future in a different way. So like all of the, those different experiences. Oh, sorry. My children, I have that’s have people living with me, so no worries. I’m just going to I’m just gonna let them know that I’m on a conference on my room with my door shut. Oh, sorry, sorry, sorry. Sorry.


Sam Demma (08:15):
it’s okay. It’s okay.


Kristina Willing (08:17):
So yeah, there, no, I love having my family lived with me into this that’s okay. So yeah. So living with the different families I, I loved every different aspect of it and they were all very different and I mean, truthfully, some were easier than others and, and you learn all sorts of different experiences by going through stuff where you, you get along really super well instantly with other people and other with others, you need to learn adaptations and you need to learn empathy and you need to learn another person’s perspective and you need to not give up.


Sam Demma (08:59):
Yeah. So true. And I was fascinated that you said you went on a rotary trip when you were in the middle of your teens. I think that service, education and service learning is so important. And it sounds like you’re someone who wholeheartedly believes in the power of exp learning and being of service to others. Why do you think those types of experiences are important even today?


Kristina Willing (09:23):
You mean the service?


Sam Demma (09:25):
Ones? Yeah, the service aspect of them.


Kristina Willing (09:28):
Oh, because I think that to become a whole person, you, it’s good for you to understand another person’s perspective and, or even another culture’s perspective or it’s easy. It, it’s better for you if you learn how to see both sides and you do that by giving. I think that’s my, my feeling anyways. Also that’s awesome. Giving has also always been something that completes me. Like it’s, it’s a part of my nature. I’ve actually had to learn how to not give so much that I don’t have anything , But that that’s another story in itself, right.


Sam Demma (10:13):
Yeah, no, that’s awesome. And you did do a trip to Kenya to teach teachers. Can you tell me more about that and what sparked the interest in doing it?


Kristina Willing (10:23):
Oh my gosh. That, that is just, it’s an amazing, and, and we still are, actually are in contact with, with the teachers to this day. So it’s only a year and a bit, but well, when we got the notification from our school district that teachers could apply for this the vocational training with rotary, I took a look at it and thought, oh my gosh, like it’s got everything I love, I love the rotary aspect. I love the working with with other teachers who are working with children. I love the helping aspect, I, the travel aspect. So everything sort of fit together. And then I put my application in and was just ecstatic when I was chosen. And it just, it, again, it opened up another door to, to helping others, but also to growing myself, like I’m, when you work with people from a completely different culture you have to come at it from where they are.


Kristina Willing (11:28):
So that was one of the things that our team, when we were first trying to figure out what is the best way that we can help these teachers help the students they work with. And we all stepped back and said, where are they now? And what could we do to help them get further? Not necessarily help them get where we are because we, you know our education system is, is quite a bit different. Mm. And then we also realized that once we got down there, we might be altering on the spot, which is exactly what happened. We would walk into a school and there’s, there’s no running water and there’s pit toilets and there’s there’s classrooms that have playing brick walls with absolutely nothing on it and dirt floors. And the kids were carrying their chairs from their room to the, to the meeting area where we would have a big group thing going on with, with the whole school.


Kristina Willing (12:28):
Like it’s just a totally different experience. So being able to help the teachers come from where they are and have them, and, and a lot of the learning in Kenya, not so long ago was really wrote mm-hmm, , they don’t have a lot of textbooks, so wrote, worked really well. But for, for all of the new stuff for the kids to be kind of part of where the rest of the world is, they needed to have, they need to have some of those other skills. And it’s those teachers that need those skills to give it to the kids. And they’re just leaps and bounds ahead of where they were. Even, and like a year or two ago, they’ve been working with other people as well as the vocational training team. But the rotary international grant brought technology with us as well that we left with the schools and then taught them how to use that technology and continued to use it. Wow.

Sam Demma (13:34):
That’s so cool. And, and, and you strive to bring students on experiences similar, I guess when we’re not in a global pandemic


Kristina Willing (13:44):
Yep. I love, I love taking kids all over the world.


Sam Demma (13:47):
And where have some of those trips taken you with students?


Kristina Willing (13:51):
Oh my gosh. Okay. So with students, I’ve gone to Japan a couple of times,


Sam Demma (13:59):
New York, New York. Tell me about why, like, what was the, tell me about it.


Kristina Willing (14:03):
Well, well, the Japan one actually started when I was younger because my family took in exchange students through rotary as well as through other areas. And we Siri is, which is where I grew up and went to school. Siri had a teacher who had taught in Japan and had created the, sort of like a sister city with Goma. So, so Siri and Goma, which they’re both, both, almost the same size actually, they, they formed this bond with this teacher who used to work over there, who taught for, so he started an exchange program. I went over the year I graduated for a few weeks on the exchange with students from all over Siri. And I can’t remember how many high schools, but all of us were from different high schools. And we lived with host families over there.


Kristina Willing (14:52):
And I ended up living with with an English teacher for a while. I, I lived with the girl that stayed with me, but she was in the middle of exams. So I moved in with the English teacher. Hmm. And we were totally immersed in school. And and I ended up actually working in the English teachers class classroom all the time, instead of going to all the classes and helping him with his classes. And then I got the opportunity when I started teaching for Siri to to join the students who were going on exactly the same exchange that I went on over to Japan, but now I’m going as a teacher mm-hmm and that was in 2001. So two of my own children actually came on that particular exchange, but I went as a teacher with another teacher and I was able to have the kids again, they hosted with students there and I was able to meet up with Mr.


Kristina Willing (15:49):
Waa, who was the teacher that I stayed with when I went there in 1977 and met up with him who he was now a principal, and that was exciting. And then went back again a few years later, again, met up with him. But but this time I went over with other teachers and it just, Japan has always been such a nice place, but that 1977 was the one where I realized this is really cool. And the next opportunity I had to take students overseas was in 2001. And it was basically kids from all over Siri. Exactly the same exchange that many years later. And that just opened the door from then on. I started trying to figure out places I could take students.


Sam Demma (16:35):
Wow. So cool. So Japan, where else you don’t have to dive into the rest of the stories, but I’m curious to know where else have you gone.


Kristina Willing (16:43):
so I’ve gone to, I’ve taken students to, or like on, on places to Japan, New York France, Denmark Belgium, Italy, Costa Rica. I know there’s more, I love Costa Rica. Yeah. I love Costa Rica.


Sam Demma (17:09):
That was the, the culture. The people are so kind, pura vida, right?


Kristina Willing (17:13):
Pura vida. Yeah. Yeah. And the really cool thing about the Costa Rica one was we worked in some service stuff, so we did two things. Okay. One of the things my students did was help plant trees. Cool. Cause that’s a big thing we’re doing in Costa Rica is replanting. So we went to a, a place where we got a bunch of different native trees for that area. We went into the side of a hill that didn’t have many trees and my students planted trees. And the other thing was I requested that we get to go to an orphanage or, or some kind of a school site with my students. And both times we went, one time we went to a school and one time we went to an orphanage and we brought things for them like that we had put together. So my students had collected books and papers and, and art supplies and all sorts of different things that we left behind with the school and with the orphanage. And I just think it gives the students that opportunity to help. Yeah. So yeah, that’s pretty cool. It’s to the Vimy 100th anniversary of the of the, of the, the Vimy battle. Yeah. Who went to that, that was eye opening for everybody that went and that on that one, that was that actually, when I, when my tours transitioned a little bit, because I had quite a few parents on that one and the kids loved traveling with their parents. So now all of my tours involve family members as well.


Sam Demma (18:39):
Wow. That’s so cool. You know, speaking about opportunities, I think travel is a huge opportunity to learn, although right now it’s, it’s, it’s more to difficult unless you have VR headsets yeah. And virtual reality technology, but speaking of opportunities, what do you think are some of the opportunities that exist in education today that right. Like right now it might not be travel, but what do you think are some of the, the opportunities that exist right now?


Kristina Willing (19:07):
In a way it is travel because now you can do the virtual thing. Right. Mm-hmm and that we didn’t, we didn’t know how to utilize the virtual to the best. And I think when the COVID hit, everyone went, oh my gosh, where are we going with this? Right. And I think we’ve actually turned it into something fairly wonderfully positive. And having it done, having students be able to meet other students virtually is, is a good thing. Like for an example, this opportunities conference it we’re having students be able to meet each other from all over the north. And like we’ve got, we’re gonna have kids up in DS and Atlan meeting up with kids in prince Rupert and, and Kimma and Smithers. And like that might not have been able to happen any other way. Yeah. Because of cost or travel or whatever. Right. Yeah. And so I think that’s really opened the door up for that. Hmm. Like, you know, making a good out of a bad thing.


Sam Demma (20:17):
Yeah. It’s so true. Sometimes it’s, it’s a lot about perspective O of the challenge, right? Sometimes if you look at it from a different angle, you see something very different, something that might even be positive, like you’re saying which is so awesome. Now what comes with education hand in hand is seeing young people grow, change, evolve, and transform. And I think one of the reasons, and I’m, I’m not a teacher myself, although I do work with a lot of young people in schools, but I think one of the main reasons why people are so drawn to education is the, the ability to impact and the possibility that you can, you know, not be solely responsible for someone’s success, but be someone who waters the seed or plants the seed, or nudges the student in a specific direction. And I’m curious to know over all your years of education and, and just working with young people in general, do you have any stories that stick out where students have transformed or, you know per se, if they were a plant started to grow because of an educator who was watering them and if it’s a very serious story, you can change the student’s name for privacy reasons.


Sam Demma (21:26):
But the reason I’m asking is because someone listening might be burnt out and forgetting why they got into education and working with young people. And one of your stories might remind them why it’s so important to keep doing what they’re doing. The world needs it now more than ever.


Kristina Willing (21:40):
Well, the one that jumps out at me is fairly serious. And I had, I don’t know if you, if some of my background came up, but I’m I also have taught and, and have been involved in theater for decades. I, I started in theater 50 years ago and I just, I love that aspect of it as well. And so in one of the schools that I was at, we, we would put on these huge shows. And one of the shows that we put on was sometimes I would do a musical and sometimes it wasn’t, and, and in this one show, and I’m not gonna say the show or anything because it’ll kind of pinpoint it more. Yeah. But I had, I had cast the play and we were doing the rehearsals. And the night before opening night, I had a student come up to me and say I just need to know how much you impacted me.


Kristina Willing (22:36):
And I’m like, well, thank you very much. And this student said, I was, when we were auditioning for this show, I was at my absolute lowest, and I didn’t even wanna live anymore. Mm. And then you cast me and and the student said that I believed in this student, it says, you believed in me to the point where, like I got, I got a, a lead role, one of the lead roles. And one of the things you’ve been telling us is that, you know, we are an ensemble and everybody’s challenges. We can help each other out, but we all make the show happen. And this student said that that’s what kept me going, because you had said, the show must go on and you trusted me. Mm-Hmm . And I did not go home and do what I was going to do the next night or the night after that.


Kristina Willing (23:29):
And I’m, I’m looking at this student and I went pardoned me. And they said that they actually had considered committing suicide. Wow. And changed their mind. And yeah. So that’s the biggest one. There’s been many, but that’s the one that you realize you don’t know when you’re impacting students negatively, you’re positively. So really you should try and make it positive. And I’ll tell you, sometimes you feel so burnt out. In my 38 years of teaching, I have had moments where I’ve thought, why am I doing it would be so much easier to do something else easier for me to do something else. And, and I know one time I was kind of, I felt like I was stagnating. I’d been teaching the same thing. And I actually went to the principal and I said, can you change up my assignment next year? Cuz I just need, I need something new.


Kristina Willing (24:24):
I need to I need to look differently at things. And so vice or the principal changed my assignment. And that was actually before I got back into to teaching theater. But yeah. So anyways, that’s the most impactful and every day AF before that and after that, but more so after that, I thought, I wonder if what I’ve said has in impacted a kid in a way that is a good way. And I’ve had students years later that have run into me on the street and said, oh my gosh, Mrs. Willie, like, look at, I have three kids now. And they’re just so excited to share their life with me. That says a lot. Cause I know that or I feel that if I wasn’t a teacher that had made some kind of a positive impact, they would probably cross the street. Yeah.


Sam Demma (25:16):
Wow. It’s such a powerful story. I, I was talking to Sarah Dre, who’s a phenomenal teacher, a huge service education advocate. And she said, the reason I was so passionate about teaching and, and mentoring young people is because when I grow up, I don’t wanna be worried if they’re my neighbor. And I thought, what a, what a cool like perspective she’s like, I wanna make sure that they know that they should always be helping others and being kind to others and being a good neighbor. Even if it means helping your, you know, your neighbors shoveled their driveway or carry their lawn, their, their groceries or like yourself, if you see them on the street, you can have a beautiful conversation. Such a good story.


Kristina Willing (26:00):
Yeah. One of things that we have to remember as instructors that like, I know we say we need to take care of ourselves and I, I haven’t all always done that well. Mm. But it, when you start taking care of yourself, then you have the strength to continue helping some of those really tough, tough ones. Like yeah. Not tough kids, tough cases. Like when I look at a kid that’s struggling, I don’t see the, the negative. I don’t, well, it’s hard to say. I, I see I see pain and trauma and and a desire to maybe change, but not know how, or maybe not. I mean, even when, even when students have looked at me in the face and sworn at me cuz I, I did teach in like alternate programs and stuff. Mm-Hmm stuff like that. I’ve had kids throw things.


Kristina Willing (26:54):
I’ve had kids like, you know, be violent and stuff outside of my room. And you have to be able to see what’s under, underneath all that. Yeah. And that’s tough. And that’s where you need to look after yourself so that you can be able to look after other people. I love that. So taking the time, you know, taking the time to have a quiet space I started reading again. I stopped reading for a long time. Once I started just that’s one of my passions is reading. So I’ll it’s it gives you whatever it is that gives you that solace and that way to rejuvenate yourself, take the time to do that for yourself.


Sam Demma (27:35):
Hmm. I love that.


Kristina Willing (27:36):
And then there’s and then there’s more of you, right. Then there’s then you are able to help others.


Sam Demma (27:42):
It’s the whole idea. Not get better. Yeah. The whole idea that you can’t pour from an empty cup, right?


Kristina Willing (27:48):
Yeah. Even though you think you can.


Sam Demma (27:52):
Hmm.


Kristina Willing (27:52):
I love that. I had a, I had a principal who once said to me I was having when I was having one of my children and I was having some challenges during the pregnancy and I, I went into the, into the office and I said, I don’t know what I’m gonna do here. And I explained some of the things and the, and the principal said, you need to go home. And I said, what and she said, you need to go home and put your feet up. And she said, you know, I can get another teacher to look after your classroom. I can’t get another person to look after that baby. Mm. And I thought, oh my gosh, like that really open my eyes to, you have to take care of yourself or you can’t take care of others.


Sam Demma (28:29):
That’s such an empowering and powerful feedback. And it leads me to my next question. I was gonna ask you, if you could go back in time and give your younger self advice, knowing what you know now, what would you say? Like what, what wisdom would I part on, on younger on your younger self?


Kristina Willing (28:50):
Hmm. Wow. That’s a really good one. I’m not a back that I, I, would’ve learned to take like care of yourself. Yeah. Take care of myself and learn some of those things earlier. But I don’t know if I still would’ve done it. I’m thinking, listen to my mother said, if somebody says something about you and they don’t know you, but they’re calling you down or whatever, that’s not your problem. That’s theirs. Mm. But if someone says something about you and they know you well, and they think that they could help you, that’s your problem. If you don’t take their mm. And, and I think my best thing is to find people you trust that can give you that advice and mentor you through it. And then allow that. So maybe that’s taking care of yourself.


Sam Demma (29:46):
Yeah, no, that’s awesome.


Kristina Willing (29:47):
Be, be open to the people in your life and the, and the lessons in your life that you like, the people that you respect and the lessons that might help and not all of them are gonna be kind and fun lessons. Yeah. But every lesson is a lesson. And I use the example of, you know, one particular teacher in my early, early primary years that that really made it tough. For me to it, it just was not a good situation. And years later, I was, I realized I was able to take that situation and say, that’s the kind of teacher I’m not gonna be. Mm. Right. Rather than have that, this stuff that was happening. Devastate me.


Sam Demma (30:33):
I love that. Yeah. I think everyone around us is an example or a warning. Right. and your story makes it just ring so true to that. And you know, I think about, I was talking to a gentleman named Allen Stein the other day. And he, he was fortunate to work with some of the best basketball players in the world, Kobe Bryant, Steph Curry, like these big names in basketball. And he said, you know, Steph Curry, wouldn’t just take basketball, shooting advice from a random stranger. But if it was someone that he knew that could really help him and, and give him advice, he’d be the first person to tell that person, Hey, please give me advice. Please hold me accountable. So I think what you said about not, you know, not taking advice from people who don’t know you and who, who are just saying maybe negative things about you, but when it’s someone who does know you, who can help you, who, who is maybe even close with you, then yeah. You, you should probably give that person an opportunity to share.


Kristina Willing (31:33):
Yeah. And sometimes it might not be things you wanna hear. Mm. Like, you know, sometimes for an example, if it was my mom and my mom said something to me that my, my name with my family is Chrisy. So she said, Chrisy, you know, if you kind of looked at this a little bit differently, your life might go a little easier. I would listen because my mom loved me. And you know, that the only person like she wanted me to be was my best. Hm. So, but if it was somebody, you know, somebody else has said, you know what? You suck, you did this, or you did that. Then I might look at that and say, this is, this is coming from a different perspective. Yeah. And that, that person’s opinion doesn’t really matter to me because what they’re saying is more from their perspective then from what would make me better.


Sam Demma (32:26):
Hmm. Love that. So good. That’s so awesome. And if someone’s listening to this and has been inspired by any part of the conversation and just wants to get in touch and have a conversation with you, what would be the best way for them to reach out?


Kristina Willing (32:39):
Well, probably through through the email. I mean II work at the school district 54 Bulkley valley. So people could like email me through that.


Sam Demma (32:56):
Email yeah. Email, email works the best. I’ll make sure to include it in the show notes of the episode. And yeah. If anyone wants to reach out, they can definitely do so, thank you so much again, for taking the time to chat and share some of your traveling stories and immense amounts of wisdom from so many years of teaching. I know that educators will listen to this and be inspired and learn a ton. So I just wanted to say, thank you again for taking the time to, to come on here and chat today.


Kristina Willing (33:22):
Yeah, you’re welcome. And if there is any other educators, especially the young ones that you know, would like to bounce some things around, I’m more than willing to maybe that’s the next area. I’m retired now from full-time teaching. So maybe that’s the next area I’m going to, although I’m now working with youth in conferences and stuff outside of the school, and still doing the traveling. Nice. But I would love to mentor other teachers if they’re, if they’re needing that.


Sam Demma (33:45):
Cool. All right, Kristina, thank you so much. And I will stay in touch with you and keep up the awesome work. Talk soon.


Kristina Willing (33:51):
Sam, it was good to talk to you.


Sam Demma (33:53):
And there you have it. Another amazing guest and amazing interview on the High Performing Educator podcast. And as always, if you enjoy these episodes, please consider leaving a rating in review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Kristina Willing

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.

January 30, 2022 by Experiential Learning Principals Student Success Teachers 0

Diana Speranza – Catholic Educator and Life Long Learner

Diana Speranza – Catholic Educator and Life Long Learner
About Diana Speranza

Diana (@speranza_dpcdsb) is committed to a life of learning, inspiring students to be engaged in the learning process, building strong relationships, ensuring that all voices are heard, and working hard to help the underdog and the most vulnerable. She studied at St. Michael’s College-University of Toronto and the University of Western Sydney, Australia.

As a secondary administrator in DPCDSB Diana works hard to create a welcoming school culture of inclusivity that allows for staff and students to share their gifts and talents, voice their opinions and work collaboratively to make school a safe place of learning, growth and compassion.

Connect with Diana: Email | Instagram | Twitter

Listen Now

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

Resources Mentioned

Dufferin-Peel Catholic District School Board

Cardinal Ambrozic

Anti-Racism Resources

St. Marguerite d’Youville Secondary School

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 to the High Performing Educator podcast. I’m your show host and youth speaker, Sam Demma. Before we get into today’s awesome interview with another amazing educator, I have something of value that I wanna share. If you’ve ever struggled with teaching your students virtually, if you’ve ever struggled with getting them to turn their cameras on, I have have assembled all the information that I’ve learned and developed over the past six months of presenting to students virtually I’ve spoken at over 50 events since COVID hit back in March and I’ve taken my best tips, my gear list, and any special ninja tricks and assembled it all into a free five video mini course, you can go and get access to it right now www.highperformingeducator.com. And if you do pick it up, you will also get added to a private group of educators who tune into this show. People who have been interviewed on this show and you’ll have access to opportunities to network and meet like-minded individuals during this tough time.


Sam Demma (00:59):
So if that sounds like it might be helpful, go to www.highperformingeducator.com, grab the free course and get involved in the high performing educators network. That’s Enough for me and onto the show. Today’s high performing educator guest is Diana Speranza. She was educated at St. Michael’s College University of Toronto, and at the University of Western Sydney all the way in Australia, she is committed to a life of learning, inspiring students to be engaged in the learning process. Building strong relationships, ensuring that all voices are heard and working hard to help the underdog and the most vulnerable as a secondary administer in the Dufferin-Peel Catholic District School Board, Diana works hard to create a welcoming school called of inclusivity that allows for staff and students to share their gifts and talents, voice their opinions, and work collaboratively to make school a safe place of learning growth and compassion. Enjoy today’s interview with Diana. Diana, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the show after connecting with few times, why don’t you start by introducing yourself and sharing how you even got into education?


Diana Speranza (02:11):
Okay. Well thank you, Sam so much for having me. It was nice to have a couple chats with you and I’ve done a little bit of research and, you know checked out a little bit about what you, you know, the stuff that you’re doing and you’re doing amazing things for kids. And thank you so much for doing that. So I’m Diana, Diana Speranza. I’m currently at Cardinal Ambrozic CSS formally, I guess like VP, but currently in the role of interim acting principal currently. And I’ve been in education for a long time by what, 25 years, 26 years. And I came into education because I had a lifelong need to learn. And was turned on to learning in school in high school. And it wasn’t necessarily, you know, becoming an educator wasn’t necessarily always the top thing on my list of priorities, but the learning process always was right.


Diana Speranza (03:15):
So like wanting to continue to learn, going to know why did I go to university to continue learning? Not because I had it in my head, this is what I wanted to be. And a lot of that came from and was sparked by the experiences that I had as a student in high school and in elementary school, so different raised nice. And now working too. So yeah, it’s lengthy journey to get here, but absolutely. You know, I wouldn’t trade, I wouldn’t turn trade it, you know, in, for the world. Like, I mean, I know that I’m doing what I was called to do and, you know, working with kids and working with teachers now, my teachers and students, and trying to share that you know, that’s inspiration for learning and you know, is, is kind of, you know, it’s important right to me.


Sam Demma (04:08):
So it’s awesome. I love that. Tell, tell me more about how you were turned onto education. Like, what does that mean? What were those experiences that you had that kinda led you down this path?


Diana Speranza (04:20):
Okay. So I’m gonna give you like an example that, you know, we talked about before I stand, right. but in high school I had always been a, a student, like, you know, even prior to high school, a student who kind of, you know who worked hard, was conscientious you know you know, insured that, you know, I doing everything that was asked of me to do in a sense of like, you know meeting all the, the, you know, the guidelines and regulations and whatever. But it was really in high school particularly with this one teacher Ramona Gosky who I think was the turn on to really lifelong learning to me. Right. because it was with her that I started to see that it’s not about just checking the boxes, ensuring that you’re, you know, studying and, you know, and, you know, passing tests and doing well and getting good grades and appeasing your parents.


Diana Speranza (05:13):
And, you know, it wasn’t just that, right. It was with her, it was all about, you know, why is it that you wanna learn? And let me tell you in grade grade nine in English I was, it was my first failure, really, like, you know, it was at that time when I was going to school, cause it was many years ago, we were like terms. And so you had the same eight courses for the entire school year. And if you passed like, you know, your first term exam, then you got exempted from the rest. So, you know, that was happening in all of my courses with the exception of you know, my English class was morning course. So first English exam in high school. And technically, yeah, well, yeah, first English exam in high school and failed, it got a 47.


Diana Speranza (05:57):
Right. and, and I really hadn’t failed at anything, you know prior to grade nine. And so that was a big thing for me. Right. He was like, oh my goodness, what happened? How could this possibly happen? You know, my answers were, you know, along and they were like, I filled in all the boxes and I felt right. And for me that was a huge moment in the sense that, oh my goodness, like, how could I not have right. Achieved, you know, with the expectations of what she was looking for then turns, you know, after that you go, you know, how did that happen have that conversation with the teacher and in that conversation with her that one conversation, even though we had had many it was in the, in those moments that I learned that, you know what was I going to do?


Diana Speranza (06:45):
What did I have to do to try to impress this woman to get a passing grade and I worked so hard, right. You know, okay. Tell me what I need to do. Okay. I’m gonna do this, I’m gonna try it once. I’m gonna try it twice. I’m gonna show her to see if this is good and I’m gonna work on progress. And so the rest of that school year became me trying to work towards, you know meeting her expectations. And as I was meeting her expectations, I was then starting to actually get turned onto that process of learning. Right. Mm-hmm and how it’s all about like, you know, getting better, you know, doing more expanding your knowledge. Right. So all of that became part of not just checking the boxes of accomplishing things. It became part of the process of kind of learning.


Diana Speranza (07:24):
And it was at that moment that I, that, you know, and I’m so glad that I had that in early high school, because the way that I then treated high school for the remainder of it was to what are my interests, you know you know, what are the things that I, it, it became very different for me. And I, I don’t wanna say that I was no longer mark driven but I was very, very much less mark driven, right. Because of that particular experience. But I wanna talk a little bit more about her and what she did.


Sam Demma (07:52):
Yeah. Tell me, yeah. Tell me, like, I wanna pause for one second though, and just reflect on the, a fact that you fell in love with learning through failure. And I think that’s really awesome because a lot of the time we think that you’ll fall in love with things when you succeed at them. But sometimes it’s the total opposite. And I think your story is a phenomenal example to show that sometimes struggle, isn’t a bad thing. You might find yourself in struggle might find yourself in hard times in, in hardship whether it’s failing French class or blowing up your knees on the pursuit of a career, you know so with that being said, please tell me more about what Ramona did for you that made it such a transformative experience in her class.


Diana Speranza (08:38):
And it was that, that sitting down with you and kind of walking you through her life, like actually bringing her life examples. Right. Mm. And talking about her failures in life, right. Yeah. And not too much, cause I didn’t really reveal a lot as like high school teacher that I eventually went on to have in multiple years. And I think I, I might have mentioned this to you before that you know, I wanted to have her as a teacher. Right. later on. And so that did get an opportunity to have her two times more nice you know, in high school because I wanted to be pushed and I wanted to be challenged and I wanted to have all those things happen. Like I, I said before, like this is, that was my first kind of failing experience, but it, it definitely has not been my only right.


Diana Speranza (09:20):
Like I continue to go through life failing at particular things, you know, you work hard. But you’re so right. Like we learned from those particular examples. Right. so in that process with her it was just a spark, right? Like there was a enlightenment that I had in, in high school about wanting to learn, wanting to be more wanting to be better. And starting to learn from the times that I wasn’t right. Successful or things didn’t necessarily go my way. Right. How do you take those particular examples or, you know, those times and turn them into something that’s gonna then motivate you and make you stronger. Right. Mm-hmm so with her I continued like, you know, having this relationship, I went off to, you know, study at university and, you know, everybody, what do you wanna be? What are you studying at university?


Diana Speranza (10:10):
And again, for me, it was, what do I want to learn more about? Right. It wasn’t a matter of, this is what I wanna be, you know, like thoughts have gone through, like, I studied science in my first year university. So I had dentistry and I had some things on my mind, but it wasn’t a matter that I had a kind of ideal job or career that I wanted to do. It was about learning. And so that’s why I went off and, and, and and it was her and in a, in a series of conversations that I remember her having a, with not only with me, but with students in our class about, you know, life is this journey, right. A, a, a, a long journey of learning and becoming right. And in those moments is when I learn that, okay, that, that’s what I want for myself.


Diana Speranza (10:55):
I wanna continue to expand the things that I know, expand the experiences that I have, and, and eventually turn those into opportunities for other people. Right. And going off to university and studying, and then eventually going to teachers college and then landing myself, you know, a, a full-time teaching gig was so, you know, I was so grateful and so blessed to be able to, you know, do that, that, you know, it has been, I, I, I’m just gonna, I’m gonna switch gears for just a second and just say, yeah, a couple years ago, I was on a trip to New York city with a cousin of mine from Australia, my brother and my nephew. So my nephew at the time, I think was probably nine and were sitting in the airport on the way back you know, waiting for our flight to come back Toro.


Diana Speranza (11:43):
And he says to me, out of nowhere, Diana you know, what’s your ideal, what would be your ideal job, right? What would you love to be doing? And my answer was so quick and I responded to him, I am doing it, I’m doing it. And I really like, it was interesting for him to ask me that. And then, and then I kind of reflected on not only how great of a question that was for him to actually ask me, but how quickly I responded with that piece. Right. And, and it, and the reason I think for that is because not only the role of, you know, the vocation of an educator for me is so important, it’s this learning process and it never stops. It never stops. You’re learning from everybody around you, right. You’re learning from students, you’re learning from your colleagues. And and it’s been, you know, such a, a godsend to be able to, you know, to, to experience this. And, but my Ramona story gonna go back to.


Sam Demma (12:35):
It sounds good. I love the, I love the story about New York.


Diana Speranza (12:40):
He so let’s go back to the morning. So I go off to talk teachers college in teachers college. I’m in Australia actually. So I undergrad at U of T off to teachers college at the university of Western Sydney, just outta outside of Sydney, Australia. Nice. And in one of our courses, I can’t remember which one it was. We had an assignment and that assignment was kind of to reflect on a teacher who had inspired or touched you in some particular way that caused you to come to this particular moment, you know, being in the faculty event. And I did that right. Reflected on the fact that I know it’s, I don’t, I don’t need much time to kinda, I know exactly what woman that was in my life who had that impact. And so I took it a little step further.


Diana Speranza (13:23):
And as I was writing this reflection that we had to him before, for the course, I thought, you know what, I haven’t been in touch with miss Gorsky. How amazing may it be to be able to write her letter? So I wrote her a letter. And so I wrote her a letter saying, you know, we got this assignment in class, and this is what I was asked to do. And I just want you to know that this is the impact that you have had on my life, right? Mm. This is the inspiration that you may not really know that you were, but I want you to know this is who you were to me and put it all in the letter and off it went. So I get back from the faculty of ed. I proceed to go through, you know, I get, I, you know, I get a job quite quickly when I get back to Canada.


Diana Speranza (14:01):
And I go on to teach and I teach at St. Paul’s for seven years when I first, you know, graduated from teacher college and came and came back home. So seven years at St. Paul’s, eventually I end up at you know, I guess in, I guess, eight, the eight year of teaching. I end up at St. Margaret Deville in Branson. And so as department head of social science, I had applied to a job there and moved to another school knowing at that time only when I got into do the when I went in to have the interview that Ramona Gorsey was on staff. And I had heard that she was up at a school in Brampton. I just didn’t know which one it was. And so I was excited that I would eventually be on staff if I was successful in this interview with this woman.


Diana Speranza (14:46):
And so I become a, a, you know, a staff member at at St Margaret Jugo at the time. And just before the start of the school year, like we got together for like a series of meetings and like, you know, a day in August like a, a retreat and, and so on. And so I see her, she sees me, I’m like overwhelmed with emotion, and I go up to her this huge hug you know, and, and we are crying both of us. And she says to me I just got your letter and I’m thinking, what letter is she talking about? I just, cause it’s been years now, right. It’s been almost 10 years from the fact nine years from the time that I wrote that letter to the time that, you know, I’m having this moment with her, she goes, I got your letter.


Diana Speranza (15:32):
I said, when did you get this letter? Yeah. A long time ago. And she says, no, I got the letter 10 days ago, or last week. It was just like the week before. Right. Wow. And I said last week and she had, she didn’t have it at that moment. But when we met in September, she brought the actual letter in, it had been all over the place. She had moved from the time that I had, you know, written that letter. She had changes, she moved homes and I guess back and forth the post office, it had stamps, you know, markings and all over it. It looked like it had been through everything. And she had said to me, I just got this last week. I had just got this last week. And the like, wow, to me, that’s not chance. Yeah. That that happens.


Diana Speranza (16:14):
Right. Like, I mean and being mentored by Ramona Goby and having that opportunity now to be able to work as a colleague, it took me a while you know, to be able to work as a colleague with her because she was a huge inspiration to meet. Right. Yeah. And I know that a law of what I became as an educator was because of who she was. Right. And what, you know, what the process that, you know, she helped instill in me and that whole focus on the process, focus on the journey. Right. The outcome will come when the outcome is ready. Right. Like, I mean, it’s that development process and I’ve taken the out as a lifelong, like real lesson. Right. Like, I mean yeah, like I’m, there’s been other things in my life that I had to go through.


Diana Speranza (17:02):
Like I’ve had, I had a challenging illness a few years ago. And, and that too has been, been, had, has become part of the journey for me. Right. on ensure that you learn like these things are, I don’t wanna say they’re put on our plate. Right. Because a lot of what we achieve in life and a lot of things that we do are because of the decisions that we make because of the, you know, the choices that we make because of the roads or past we’ve we’ve chosen. But I, I wanna go back to that point that you made at the beginning, like, you know, it really is like out of the failure, out of the, you know, the lows in our life is where we, you know, oftentimes can do the most learning. Right. And and I’m hoping that that’s what I’m instilling in the students that I kind of, I come in contact with. Right.


Sam Demma (17:53):
Awesome. I love it. That’s such a good story. And it’s such a cool story because, you know, if we think about how many letters students have wrote to educators and teachers that didn’t find them, right. Like yours got through after nine years. Right. But there’s so many letters that kids probably write. And so many emails they try send, but sorry, teacher moves school. So their email bounced back. Sorry, we can’t, you know, there, I want you to think about this, like the educator listening. I want you to think that you probably have someone just like Diana when she was a student that you inspired, just like Ramona did that tried reaching out it to you and maybe couldn’t find you, you know, sometimes sometimes the teacher hears about it other times they, they, they might, they may never, but you know, the, the same goes, if a tree falls in the forest, it still makes noise. Right. So, you know, you’re still impacting the kid, whether, whether there’s a letter attached to it or not. But your story’s such a be example of fate. It’s like a, this is, I dunno how else to put it, right. Yeah. It’s just 10 days before you meet her in your school. That’s, that’s insane. Are you still in touch with Ramona today?


Diana Speranza (19:03):
So I am well, not that we contact each other, you know, daily or, or, you know, regularly. She lives in a, like, you know, in a smaller town. And I often visit that small town. Nice. And oftentimes we’ll connect on the streets right. Where, you know she’s you know, taking her walk and, you know, I’m going to my favorite place for coffee you know, and, and will meet on the, on the side of the street. So I have spoken to her a few times in over the pandemic just because my getaway place is to go country driving. Yes. You know, and head out her way. And so oftentimes I’ll, I’ll see her out there. But yeah, she’s absolutely, you know, a phenomenal individual and I’m so grateful to have had her and have her in my you know yeah, it’s just, it was great to be able to teach beside her. Right. Yeah. For the years when, when, when we were together at St. Louisville.


Sam Demma (20:03):
Oh, that’s awesome. And I, I mean, this, this interview gives you a reason to send her a link, maybe right. Exactly. Yes. Which is awesome. But shifting gears a tiny bit into what school looks like now, you know, you started education, I think you said 25, 26 years ago. Things probably look a little different this year. and maybe the end of last year. And I’m curious to know, you know, like what are some of the important things you think we should keep mind when it comes to educating students today? Like in today’s environment.


Diana Speranza (20:37):
Yeah. and that’s a big question.


Sam Demma (20:40):
Yeah. There’s, and there’s so many perspectives, but if you have one or two ideas, like yeah, yeah.


Diana Speranza (20:45):
Like it is very different, right. Like, I mean, it’s very different today. It just, at our school alone, we’ve got the majority of our kids are online versus physically in the building, even when they’ve got that choice to be back in the building. So we don’t have that. Right. so with, you know, with that being said just the not being connected and not being face to face is hard. Not having those, you know physical daily check-ins right. Like you’re doing that. Teachers are doing that online. But you know, kids are comfortable in their homes. You may not have your camera on you know, when you’re in a classroom if you’re used to the, you know, the way that a kid kind of you know, walks in and what they’re are like, you can tell if they’re not, well, that day body language you can ask that’s right.


Diana Speranza (21:32):
You can ask today, is everything all right today? You don’t have that. Right. So I think right now teachers are very concerned with, do they have a good sense of how their students are feeling right, because delivering material to they delivering content you know, and being able to challenge and engage kids I think, you know, teachers are good at making that switch. Okay. So now you’re not here in front of me, but I’m gonna have all these other ways of which I’m gonna be able to reach you and teachers are good at making, you know, planning and doing those things to be able to engage students, you know, now in a different, in a different way. But that checking in to make sure that they’re okay part right, is, is harder at, you know, when they’re not physically in front of you.


Diana Speranza (22:17):
I think that’s a big thing right now, and that’s also for us as administrators checking in on our staff. Right. Making sure that, you know, it’s very easy to go through this and, you know, you’re coming into work and, you know, yeah. I’m okay when you’re at, but are we really okay? Like, are we all really doing okay? Yeah. Like you’ve heard it, you know, many, a times over the pandemic, you know, call, you know, your loved ones, call your friends, check in on them. Like the same thing. Like, you know, we’re doing stuff like, you know, we try to make contact in the building during the day when we were off, like, you know, when we were, everybody was online learning and there weren’t students in the building or staff in the building, you try to do that, pick up the phone, you know, give a staff member of call, find out how they’re doing.


Diana Speranza (22:55):
But it is, it is extremely difficult, but like I also, I also must say that, you know, education has, has needed a little bit of a, a change, right. A shake like yes, shake revolution. I, I, I keep saying, you know, education needs a little bit of, of a revolution and, and it’s starting to happen. Right. Yeah. And it’s happening, happening in the, in the way of the forced inclusion of multidimensions of technology, right? Various technology the forced, you know, revolution of ensuring that our curriculum is inclusive for everyone, right? So there’s a shake up that’s happening. And to me, this excites me as an educator. It excites me that, you know, these are things that are going to be happening because ultimately these are things that are good for kids. So if I, anything that we can do to improve the educational experience for kids I’m all about supporting that, right.


Diana Speranza (23:54):
So as much as it’s been difficult and you know, sometimes you’ll hear people say, I just can’t wait till we go back to normal. I don’t wanna see us go back to normal edge education, the way that it was prior to this happening. Right. Mm-hmm there needs to be, we need to come out of this situation improved. We need to come out better people. We need to come out better educators. Right. and we, we, the, that’s my, you know, hope that as we’re going through these things and learning more and they don’t become, they’re no longer, oh, this is a new way. It becomes the way then I think it opens and it creates a path for continuing to evolve. Right. Cause the question you really asked me was, you know, how do I, you know, because I’ve been in education for so long, it must look so different.


Diana Speranza (24:41):
Right. And the fact is up until this, it really didn’t look that D it didn’t really look different from, you know, it didn’t really even look different from when I was in school really. Right. like if I look at other industries they all change other in yeah. And, and education, there was a lot of it that was still very similar. And over the years, like, I mean, you, you jump on the train and you make the change that need to happen. But I think this has really caused us to have to make some real, real big changes that will ultimately have a, a greater impact.


Sam Demma (25:20):
I believe that so true. Like my, my parents used to, my dad used to lecture me on the side of the soccer, her field, Sam, there was a guy open on the right side of the field. Why didn’t you pass him the ball? I’m like dad. And I’m like, I’ll do what I wanna do. And he always just, he always used to tell me, he’s like, but you don’t understand when you’re in the game. You don’t see the things that I see. And it’s a whole analogy of when you’re in the picture, you don’t see the frame or when you’re in the frame, you don’t see the picture. Not sure the analogy, then it’s kind of true with, like, with work, you get into the grind of things and, you know, you just continuously do the, the things that work or provide a great opportunity and at no fault to education at all.


Sam Demma (26:01):
But I think you’re right. Like the challenge is leading to growth, new questions, new opportunities shaking things up, shaking things down. Like, I think it’s a super cool shift. And I know like your school has so many different clubs that have come to fruition and, you know, you’re putting a huge emphasis on student voice. What are some of the initiatives that are going on in the school right now that, you know, maybe Angelo and Jason and yourself kind of collaborated on and all the other amazing teachers that I don’t know about just yet, but I will soon.


Diana Speranza (26:32):
Our, our school is extremely vibrant right. In the area of extracurriculars. And even during this pandemic you know, all of these things are still happening. They’re not physically necessarily happening in the building. You know, our kids aren’t gathered after school in the building, but they’re gathered online. I can tell you that they’re in zoom meetings and team and, you know, and and meets, and, you know, they’re in places where there’s wonderful things that are happening. So we’ve got quite a few you know, ongoing committees or, you know student groups. So you got a student kind of leadership program, right? Well, not program, but like a student leadership group. And it’s called castle. And basically what it stands for is partner lambic, student leadership experience. Nice. and and, and under the umbrella, there are series of different of groups.


Diana Speranza (27:18):
So we’ve got our student council, we’ve got our core and chaplaincy group. We’ve got brave which is all about kind of anti-bullying and mental health awareness. We’ve got our black history month, we’ve got our equity and diversity ambassadors. We have spectrum, which is our LGBTQ group. So we’ve got I’m hoping I’m not missing any groups. And then that’s from other things that are running, right. This is just kind of our, our big, our leadership groups. And all those, you know, groups are so vibrant right now and, and still working on things. And so what kind of things are they working on? Our, so we’ve black history, our black history committee, cuz we are in the month of, of February has been working on a series of of not events, but you know, ideas.


Diana Speranza (28:10):
They put out through social media, a number of, of different things celebrating black excellence. And so they’ve kind of the group has gone and looked at. They’ve wanted to kind of bring it up to today. Like oftentimes in black history members were studying people from the past and kids, their, their voice has been saying like, you know, tell us about the people today that are doing things like, let’s talk a little bit about, I love that what people are doing today. And so this way I can feel like I can relate. Yeah, I can do what that person’s doing or I can see myself having that. So they’ve taken kind of black, excellent through the decades. Right. And so we started off with black once they started from the beginning to just 2000 to 2020. Right.


Diana Speranza (28:48):
So they took that time. And I think yesterday we just published the fifties to seventies. So on our Instagram, on our Twitter feed for Cardinal Ambrosek, we put that out there with some hashtags, which is, you know, the hashtag remembering black excellence. And, and yes, that’s what they’re doing right now with that. They’ve also putting together the focus students want to be heard, right. Mm-Hmm all, everybody, everybody wants to be heard. That’s a human thing. Right. We just wanna be hurt. And so the they’re focusing on an exhibit, they’re wanting to create a students created exhibit where teachers would kind of almost like a museum where teachers would walk through this exhibit and hearing their voices. Right. So it would be images of them their voices explaining their particular feelings about, you know, racism or inequalities.


Diana Speranza (29:46):
Hmm. You know, and, and it’s called, hear us, can you hear us? Right. Interesting. And so, and that will be for, you know, the adults in the building for teachers in our adults to kind of hear this is what students are feeling about the experience they’ve had in society and have they haven’t always been open, right? Yeah, yeah. That they want to be able to now voice and, and be heard we had an anti-black racism campaign. So Angelo was, you know, the lead on that. And we started that think in November. And we’re continuing they, I guess in December we started the of 100 days of anti-black racism and posting to social media, there were announcements and reflections, and that was quite a an eye opening experience, I think for a lot of our kids.


Diana Speranza (30:35):
And I think the, the best part that’s come out of that is that kids are feeling still to be able to share their stories. Cause they know that people are listening. Right. And, and that’s our greatest thing in education, right? Like, I mean, I’ve, I’ve been a believer. I continue to believe that every kid should be able to come to school and know that there’s one adult in the building, that’s got their back, right. That there’s somebody that they can go to somebody they can trust somebody that they can go to if they need some mentorship. And if they’re feeling, if we amplify that by saying that there are multiple people in this building that you can go to and you can trust because you know, you’re being heard and you’re being seen then we’ve done our job, right. Because at the end of the day, yes, education is important. And you know, the courses in getting credits and graduating are important, but it’s also important on how we make students feel. Right. And the connections that the, that we ensure that they have.


Sam Demma (31:31):
Yeah. Yeah. It’s so true. I mean, if we think about action and taking action, it all stems from your beliefs and emotions. So if a student doesn’t feel safe, they’re gonna take actions that relate to the feeling of not feeling safe and that will lead to a specific result if you change their beliefs and they start to believe, no, there are people I can talk to in this school that care about me. And like you said, who wanna support me and help me, that would lead to a more empowering emotion, which would lead to more positive action, which would lead to the better result, hopefully. So I agree. I think like caring for the person is so important aside from the curriculum. And I think it’s really cool that the school is putting a huge focus on that. I wanna shift this interview slightly for a second and ask you to ask your younger self. So if you were speaking to, you know, Diana from year one, as a teacher, what would you have told your younger self, knowing what you know now about education, about teaching advice for yourself when you were getting into this role?


Diana Speranza (32:36):
I’d have lots to say to her because I have seen, I’ve seen that, you know, the transition. Yeah. I, I have seen that. Well, it’s call it progression, right? Yeah. I’d say don’t be so hard on yourself. Right. That’s what I say to her. And lighten up a little bit. That’s what I’d say. Those would be the main things I say. And the reason why I’d say them is because as a, a, you know, a new educator, once you come into this field and I think it’s, I’m sure it’s true in many jobs is that you’re so worried about doing it. Right. Right. And so you’re so worried about ensuring that, you know, your, your lessons are planned to ITT and it’s organized and there’s, there’s no little wiggle room that a kid can’t get off topic. And, you know, you’re concerned about the way you’re marking.


Diana Speranza (33:19):
You’re not necessarily giving second chances because this is the way that it is. Right. Mm-hmm . And and I was fortunate like, well, I was fortunate to know that for me, that transition happened a lot after having hi, having had my own kids. Right. So you know, I was a teacher for, I don’t know how many years before I had kids, maybe let’s call it five years. I actually then had, had a child five, six years that having a child then became another piece for me to add on because now every kid in front of me was somebody’s kid. Not that I didn’t realize that before that. But it made me really realize that after having had my own. Right. so I, I would say that’s what I would say. I’d say kind of like get to know the learners that are in front of you get to know those kids.


Diana Speranza (34:05):
And, and I think I did that, but not at all. As well as I believe I did that as I continued on that journey. Right. that’s what I’d, I’d say, you know, the rules need to be followed right. You need to be doing those things. It’s very, very important, but I’d also say you know, don’t be so hard in yourself and really get to know the kids, because once you get to know the kids, get to know the learner, then you’re better at doing everything. Cause you know, who you’re preparing for, what you’re doing. You know, you’re able to make your assessments and you’re, and their material, you know, targeted towards what their interests are. And so that’s, that’s what I, you know, would’ve said to Diana, you know when she was starting off.


Sam Demma (34:53):
I love that. I love that. That’s awesome. And if someone’s listened into this conversation has been slightly inspired or, or feels the need to reach out to you and have a conversation about something you shared or something you said, what would be the best way for another educator listening to this, to reach out to you?


Diana Speranza (35:11):
So they could reach me at my email address at diana.speranza@dpcdsb.org. They could follow me on Twitter or on Instagram. And on Instagram and Twitter, I’m there by my first name and my last name. So you find me there, my first name, last name and yeah, I’d be you know, happy to engage in conversation in regards to, you know anything that we talked about here today.


Sam Demma (35:47):
Cool. Diana, thank you so much for doing this. I appreciate you sharing some of your story into education, some of your philosophies on education. Yeah, I really appreciate it. I look forward to staying in touch and watching the cool stuff that continues to unfold at Cardinal Ambrozic.


Diana Speranza (36:01):
Thank you so much, Sam. Thank you for having me on your program. And thank you for having this, you know, this, this podcast for people to be able to kind of join and listen and, and share ideas. Thank you so much.


Sam Demma (36:13):
You’re welcome. Talk soon. And there you have it. Another amazing evening guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating in review. So other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

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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.

January 22, 2022 by Experiential Learning Principals Student Activity Director Student Leadership Student Success Teachers Teaching Tips 0

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