About Melanie Randall
Melanie Randall has been teaching and coaching dance at the LKDSB for over 20 years. Her lifelong passion for dance began at the age of two, continued as she attended Canada’s National Ballet School at age 9, and inspired her to earn teaching certification in Ballet with the Royal Academy of Dancing and National Dance with the British Association of Teachers of Dance.
She has also studied and performed jazz, tap, and Modern dance and choreographed and produced numerous musical theatre and dance productions. Randall started teaching dance professionally in grade 10, completed her Honours Bachelor of Arts in Dance at the University of Waterloo, her Bachelor of Education at the University of Windsor, and her Honours Specialist in Dance at York University. She is a founding member and current vice-president of the provincial dance education organization: Ontario Secondary School Dancefest.
Randall founded the CKSS Dance Program in 2001, and the Dance Team in 2002, and she has been the head coach of the team ever since. Under her guidance, this student-led team has won dozens of awards, including a provincial championship in 2007. Randall has a passion for helping students improve their technique as well as providing opportunities for student dancers to become confident, creative leaders through choreography and teaching. In addition to dance education, Randall is passionate about literacy, employability, social justice, and supporting student mental well-being.
She is a member of her school’s literacy and antiracism committees and advises the GSA and student well-being council. She incorporates literacy, career studies, social justice, and well-being in the dance classroom as well as when she teaches English, Civics, and Careers.
On a personal note, Randall is a partner, mom, stepmom, sister, daughter, and grandmother. She loves reading, listening to podcasts, travelling, visiting galleries and museums, camping, hiking, and canoeing.
Connect with Melanie: Email | Instagram | LinkedIn
Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.
Lambton Kent District School Board (LKDSB)
Canada’s National Ballet School
British Association of Teachers of Dance
Honours Bachelor of Arts in Dance at the University of Waterloo
Bachelor of Education at York University
Ontario Secondary School Dancefest
**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 the High Performing Educator podcast.
Sam Demma (00:59):
This is your host and youth speaker, Sam Demma. Today’s special guest is a good friend of mine. Her name is Melanie Randall. Melanie Randall has been teaching and coaching dance at the Lampton Kent district school board for over 20 years. Her lifelong passion for dance began at the age of two, continued as she attended Canada’s national ballet school at age nine, and inspired her to earn her teaching certificate in ballet with the Royal academy of dancing and national dance. With the British association of teachers of dance, she has also studied and performed jazz tap, modern dance, choreographed, and produced numerous musical theater and dance productions. Randall started teaching dance professionally in grade tent completed her honors, bachelors of arts and dance at the University of Waterloo, her bachelor of education at the University of Windsor and her honours specialist in dance at York University.
Sam Demma (01:52):
She is a founding member and current vice president of the provincial dance education organization, Ontario secondary school dance Fest. Randall founded the (CKSS) Craig Keilberg Secondary School dance program in 2001, the dance team in 2002, and has been the head coach of the team ever since. Under her guidance, the student led team has won dozens of awards, including a provincial championship. In 2007, Randall has a passion for helping students improve their technique as well as providing opportunities for student dancers to become confident and creative leaders through choreography and teaching. In addition to dance education, Randall is passionate about literacy, employability, social justice, and supporting her student’s mental wellbeing. She’s a member of her school’s literacy and anti-racism committees and advises the GSA and student wellbeing council. She incorporates literacy, career studies, social justice, and wellbeing into the dance classroom, as well as when she teaches english, civics, and careers. On a more personal note. Randall is a partner, mom, stepmom, sister, daughter, and grandmother. She loves reading, listening to podcasts, traveling, visiting galleries and museums, camping, hiking, and canoeing. I hope you enjoy this interview with Melanie and I will see you on the other side. Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today we are joined by a special guest and a good friend who rocks the be someone’s taco merch. Her name is Melanie Randall. Melanie, please start by introducing yourself.
Melanie Randall (03:31):
So my name is Melanie Randall, as Sam said, and I am a 21 year high school educator. Although my education career started way before then, about the age of 12. And let’s see, I have three kids and I coach the dance team at the school and life is busy and wonderful.
Sam Demma (04:01):
When you say your educational career started much longer ago, in fact, when you were 12 years old, what do you mean by that? Tell me how it started when you were 12.
Melanie Randall (04:11):
So my mom thought I would be really bored at home all summer. Okay. So she signed me up for the summer that I was 12 and 13 as a counselor in training a volunteer. So I didn’t get paid. Okay. But a counselor in training for a camp for kids from age two and a half to five. So I really feel like I started back then. And then when I turned about 14 is when I started teaching dance to young children. And eventually I was students just as a high school student, middle school student.
Sam Demma (04:56):
Awesome. Yeah. That’s so cool. So it went from volunteering at a camp to teaching dance, to transitioning. At what point did you realize? One day I see myself working in an actual school setting. And once you made that decision, what did your educational pathway look like?
Melanie Randall (05:18):
So I didn’t make that decision until later I kind of have an unconventional pathway to my career. So I started out I, I, wasn’t a very good high school student myself and I was pulled aside by my guidance counselor who had caught me skipping again,
Sam Demma (05:43):
Skipping rope. You mean? Right. Skipping rope. <Laugh>
Melanie Randall (05:46):
Right. I shouldn’t admit that, I guess.
Sam Demma (05:48):
No, it sounds man,
Melanie Randall (05:49):
But it’s going somewhere. It’s going somewhere. So he pulled me aside and he said, I’ve looked at your file. What are you doing with your life? You know, you’re in grade 11, you’re in grade 12, like, this is ridiculous. What’s going on with you? What do you wanna do? And I said, I have no idea. So he haul me down to his office and he said, what do you like doing? And I said, the only thing that I like doing is dance. And he showed me brochures from post-secondary schools that offer dance programs. So I thought, wow, that’s interesting. I better get my marks up. Mm. So that really all of a sudden engaged me. And I just that’s when I set the goal just for postsecondary. And yet, while I was at postsecondary school, majoring in dance at the university of Waterloo, I still had no idea what I wanted to do with my dance degree when I was done. Had originally thought that I wanted to start my own studio, open my own studio, but then I realized that people who run their own studios work evenings and weekends, and I wanted to have a family. I was pretty traditional. I’d always wanted kids. So I thought that schedule probably isn’t going to work out.
Melanie Randall (07:24):
So, and, you know, went from job to job like retail, restaurant services hospitality, things like that just while I was trying to figure out what I wanted to do. And then I ended up getting married and having two kids and staying home with them for a couple of years. And then my sister was graduating from her undergrad at Brock. And my dad was picking up back in the day they were paper applications. Nice. So my dad was picking up a paper application for my sister to apply to teacher’s college. And he brought one to me too. And he said, you know, I think this would be a really good fit for you. And so I basically applied for fun. My dad said if I applied, he’d pay the 75 bucks or whatever, it was nice to apply to teachers college back in the day. And yeah, I got in, so it was kind a, I took the long way, but I got there and yep. Been doing that and loving it ever since
Sam Demma (08:39):
Every pathway is a valid option. So there was no right or wrong choice, just how it unfolded for you, which is awesome. And thank you for sharing. It sounds like one of the key aspects of your story was that one individual who made education personal to you by asking you, what are you passionate about? Mm-Hmm <affirmative> and when you said dance, you kind of connected the dots to, you know, there’s a future and a career doing that in this system, if you would like to tell me about how some of your educators or teachers you had growing up made an impact on you. It sounds like that individual did, is there anyone else that you can think of when you think back to your own educational journey that stood out? And if so, like what did those people do for you that made a big difference?
Melanie Randall (09:26):
So it’s been a really long time and I don’t remember any specific teachers remember that there was a Fette teacher at one of my high schools cuz they went to three different high schools. Oh wow. Yeah, dad was opp, so we got transferred a bunch. Got it. And and there was this P teacher and it was like a leadership course that we were taking and he really helped me to see leadership potential in me where I had never seen that in myself before. I also had a couple of English teachers who really had an impact on me. The, my favorite course I probably ever took was an, it was an O cause I’m really dating myself. Nice. <Laugh> so back, back in the day, O just in Shakespeare and yeah, I just, I, the teacher let us pick what we wanted to learn and she took us on field trips and you know, she appreciated my writing once she copied my essay onto transparency paper and put it up on the overhead projector <laugh> oh,
Sam Demma (11:06):
Melanie Randall (11:07):
<Laugh> to show that rest without my name on it or anything. Yeah. So no one knew that it was mine, but you did, but but yeah, to show the other students what the expectations were. So that was pretty exciting. I really felt like someone believed in me.
Sam Demma (11:24):
That’s awesome. And
Melanie Randall (11:25):
That, yeah, it’s really important.
Sam Demma (11:27):
I think one of the most important things we can do working with youth is put the battery in their back, not just teach them curriculum, but help them realize that they can do the things they envision themselves doing, no matter how difficult it might be or how long a road it might take to get there. Because even if they don’t accomplish the big dream or goal, they tell you about just pouring self-belief in their brain will help them accomplish. So other tasks and activities in their life that just require that extra ounce of self-belief. And self-confidence mm-hmm <affirmative> when you think about your journey in education, you know, once you started, what are all the different roles you’ve worked in? Like tell me like kind of chronologically where you started, what you’ve done and where you are now.
Melanie Randall (12:15):
Okay. So when I originally went to teachers college, it was at a satellite campus of the university of Windsor. And there were only about 20 of us in the class. And it was teaching primary junior, which is BA basically JK to grade six. And I found out pretty quickly that I did not want to do that. <Laugh> it was, it was, that was not my path. Yep. But I still worked really hard and I did my best for the children and did my best for other professors and you know, all of those things. And the summer that I graduated, I headed to Western university to upgrade, to teach high school right away that first summer. And I got hired right away as a supply teacher. This is another neat story in my pathway. So I was supply teaching different courses, kind of all over the county and nice, you know, going to different schools. Everyone knows how supply teaching works. And I had a couple of long term supply gigs and that was cool. And then one of the high schools here in town the parent, the president of the parent council said, you know, she was saying to the
Melanie Randall (13:48):
Princip Thursday could be offering that here. And the principal said, well, yeah, but who’s gonna teach it. And my sister who had been hired full time, right out of teachers college with her high school qualifications happened to be walking by when they were having this conversation. Whoa. And she said, she said, my sister has a dance degree and she’s a qualified teacher. Wow. And I got her phone call that afternoon for an interview. Right. <laugh> and the interview was like very informal. It was, we hear you have a dance degree and teachers college, would you like a job? <Laugh>
Sam Demma (14:27):
Melanie Randall (14:28):
<Laugh> yeah. So I started teaching it actually after school and in the evenings at two different high schools in town. Okay. And then they were kind of test driving it to see if there would be any interest. And there was a lot of interest. I think I had 60 students. Wow. sign up from both schools total. And yeah, I was still supply teaching during the day. And then I was teaching those courses at night and you know, it was a lot but really worthwhile because both schools ended up offering the program full-time during the day. Nice. So then though,
Sam Demma (15:15):
Yeah. A mom teacher
Melanie Randall (15:16):
<Laugh> right. So for two years I drove back and forth and taught at both the schools. And at the end of, I guess my third year of teaching, I wrote a letter to a superintendent and said, you know, I’m exhausted. I’ve been through three sets of breaks. <Laugh> wow. I didn’t tell ’em that, but you know I said, you know, I don’t mind which school you assign me to here are the pros of working at both schools. And I don’t mind which school, but please just assign me to one. Mm. And the one school had built a brand new state of the art dance studio. And at the other school, the principal was retiring. So the principal with the dance studio went to the staffing meeting and said, we want her. And we’re gonna take her at our school. And the principal who was retiring said, eh, do what you want <laugh> <laugh> cause he was retiring.
Melanie Randall (16:28):
He didn’t care as much, no longer invested in it. Yeah. So he yeah, he didn’t fight for me. And the other principal did, so I’ve been there full-time for 17 years and part-time, well, I guess, 18 years and part-time for three. So yeah. And then it wasn’t full-time dance. So my other qualification is English. So I was teaching English and dance at the same time and yeah, it was wonderful. And then about eight years ago, I was assigned civics and careers, which a lot of teachers don’t enjoy teaching or don’t want. And I was really nervous at first, but I love it. I absolutely love teaching those courses, especially the careers. I, I like civics because I really get the kids engaged in social justice and you know, their role in society as an active citizen of the world and the O you know, I can them to so many diverse topics and they get to choose what they explore.
Melanie Randall (17:54):
And, and that tells me so much about them. And you really get to know your students and these classes and the careers I love for the reasons you already said, you know, you get to know the students really well. You know what great things they’re, they’re going to accomplish, and you can fill them with so much confidence to follow their goals. And yeah, it’s great. Having them come back. A lot of them will come back at the end of grade 12 and they’ll say, guess what, miss I got into that program that I always wanted to get into. And I’m like, I teach 75 of you a semester. And I don’t remember what college program you wanted to be in, but that’s awesome.
Sam Demma (18:44):
That’s, that’s, that’s phenomenal. Taught dance, still teaching dance, also teaching English. How do you fill your cup outside of work? So when you’re not dancing, teaching dance or teaching English, what does Melanie do to make sure that she can show up at the best of her ability?
Melanie Randall (19:05):
So lifelong learning is really important. And so I like to take courses I’m actually in the middle of one right now, or actually I’m in the last week of one right now taking courses through the faculty of education, nice at various universities, just to, you know, either upgrade or know something new, or be able to teach something new.
Sam Demma (19:31):
What course, what course are you taking now or working through
Melanie Randall (19:35):
Senior social science. Cool. So it would qualify me to teach like sociology, psychology, anthropology, nice challenge and change in society, social justice and equity studies, gender studies. I, I’m kind of, there are so many I’m listing the ones that are world religions, things like that. Nice. We don’t offer all of those courses at my school, but you know, the, those are all part of the curriculum. So that’s the one that I’m working through right now. And then in the fall, I’m going to take a course called teacher leadership, part three, and I’ve already obviously taken one and two did really well. And I’m considering potentially taking principal course in January. Now I’ve put it out there.
Sam Demma (20:34):
TP some P QP
Melanie Randall (20:35):
P QP. Yeah. Yeah. it’s offered by our board in January 20, 23. Nice. So yeah, I think I might try it. I, I work really well with my administration and I have, you know, all these connections with students and, you know, I don’t, I don’t see the, the students as, you know, bad kids who need discipline in the office. I see troubled kids who need help from the office. Mm. You know, and I really think that I can help them. Not everyone, you can’t help everyone, not everyone wants your help, but if you can reach some or most yeah. Of the students, then, you know, that’s, that’s where you can, and you can do that in the classroom. Absolutely. But you know, next year I’ll be in year 22 and of teaching. And I just think maybe it’s time to try something a little bit different. Sure. And, and I feel that I have the skill for that position and it’s just a matter, sorry. Someone just started their lawnmower.
Sam Demma (21:53):
Can’t even hear it. Don’t worry.
Melanie Randall (21:54):
Okay, good. Yeah. It’s gonna get louder though. I think it’s okay. Yeah. So I forget where I was. You
Sam Demma (22:05):
Have the skillset for the job and yeah. Something that you,
Melanie Randall (22:09):
Yeah. So the course, because it’s offered by our board, I feel will give me a lot of opportunity to network and for the superintendents to get to know me and see my potential. And then I can decide after that, whether or not I want to actually interview to go on the list.
Sam Demma (22:33):
Nice. So, so many different roles, different opportunities. You, you, you said lifelong learning is one of the ways you fill your cup. Is there anything else you do, like aside from books and learning? Cause I feel like you can only do so much reading before. You’re like, I need a break, you know, <laugh> right.
Melanie Randall (22:52):
Well, you know, I love my Netflix. <Laugh> nice.
Sam Demma (22:55):
Hey, that’s, that’s valid. That’s, that’s valid. <Laugh> I do too.
Melanie Randall (23:05):
But not too much. We don’t watch too much TV. And because my partner is a teacher also, we talk a lot about work.
Sam Demma (23:16):
Melanie Randall (23:16):
And you know, we count on each other for that support too. I love to travel and I like to do more of that now that my kids are much older and more independent, two of them are completely independent, but nice. The one, you know, and yeah, just traveling, camping, getting outside, going for walks, hikes in the woods are the best going to the beach with a book. Nice. I love that just by myself. I’ll do that quite a few times in the, in the summer. Oh, nice. And yeah, think that’s,
Sam Demma (24:04):
Those are great. Those are great outlets. Thanks. Thanks for sharing and digging deep <laugh>. When you think about your journey in education, if you could wrap up your 21 years of experience travel back in time, tap Melanie on the shoulder when she was just starting. Not that you would change anything about your path, but if you could take all the wisdom and go back, what would you have told your younger self in the form of some advice that you think would’ve been helpful to hear when you were just starting
Melanie Randall (24:36):
Not kind of to follow up with what you said, not to stress so much over the curriculum and you know, the curriculum, it all comes. It all happens anyway. But to really focus on not so much teaching curriculum, but teaching human beings. Mm. And really making that effort to connect with students as you deliver curriculum and, and allow them to explore the curriculum as well. And yes, just take advantage of all the professional development opportunities that are presented to you. And it’s all so useful and yeah, just don’t stress as much. I used, I used to be super uptight and now I’m chill.
Sam Demma (25:33):
<Laugh>, <laugh> love
Melanie Randall (25:35):
It. That’s what my students, well, that’s what my students say that I am, they say MROs so chill <laugh>. But you know, I have high expectations for my students because I believe that they all can reach those expectations, but I’m not an intense teacher. I’m not in their face about it. Cool. Just provide the opportunities. But I used, I used to stress out about every lesson and every every over schedule every second and make sure that I was doing everything by the book and I still do everything by the book, but I realize that it’s not as hard it’s, it’s easier than I thought.
Sam Demma (26:24):
Melanie Randall (26:24):
You know, and I think you just get better at it. So it comes more naturally and that’s experience.
Sam Demma (26:32):
Yeah. Right. Less, I guess, I
Melanie Randall (26:34):
Think, yeah. We all need experience to get to the point where everything’s kind of second nature. But that’s what I would tell younger me is just connect with students and relax a little bit, just enjoy it
Sam Demma (26:49):
And empty your backpacks and eat some tacos. <Laugh> <laugh>.
Sam Demma (26:53):
Yeah. That’s awesome. Yeah.
Sam Demma (26:57):
Mel, thank you so much for coming on the show. This is a great conversation about your journey in education. Some of your beliefs around education, some of the things you’re working on or resources. If someone’s listening, wants to reach out or ask a question, what would be the best way for them to get in touch with you?
Melanie Randall (27:13):
I would say Instagram probably. And that is @_melrandall.
Sam Demma (27:25):
Awesome. @_melrandall, hit her up. She’s super chill. <Laugh> ask the questions. Connect. if you are a teacher who also teaches dance, you know, reach out or you’re looking for dance ideas, reach out. Mel’s an awesome person and a friend, and I know she’d be more than happy to chat with you. Mel, thank you so much for coming on the show. It’s been a pleasure to have you keep up the great work and we’ll talk soon.
Melanie Randall (27:52):
Thank you. It’s been great talking to you as well.
Sam Demma (27:56):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the High Performing Educator podcast. If you or someone, you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the high performing educator awards. Go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022. And I’m hoping you, or someone you know, can be one of those educators. I’ll talk to you on the next episode, all the best.
Join the Educator Network & Connect with Melanie Randall
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.