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Student Success

Mike O’Neil – Superintendent of Education at the Durham Catholic District School Board

Mike O'Neil - Superintendent of Education at the Durham Catholic District School Board
About Mike O’Neil

Mike O’Neill has over 25 years of experience as an educator, consultant and school administrator with DCDSB. In addition, he has played many significant leadership roles within the system as Restorative Practice Lead and Facilitator, Development of the Bullying Awareness and Prevention Curriculum, and Executive Member of the Catholic Principals’ Council of Ontario (CPCO) Durham Chapter.

His committee work includes involvement with Mentoring for New Administrators, New Teacher Induction Program, and the School Effectiveness Framework Committee. In 2013, he was recognized nationally by The Learning Partnership with the Outstanding Principal Award for achieving increased academic success of students, building a positive school climate, and strengthening partnerships with parents and community.

Mr. O’Neill is a graduate of the University of Western Ontario where he earned his Bachelor of Arts; and University of Ottawa where he earned his Bachelor of Education. He earned his Master’s of International Education at Charles Sturt University. Mr. O’Neill is a member of the Knights of Columbus and belongs to St. John the Evangelist Catholic Church in Whitby.

Connect with Mike: Email | Linkedin

Listen Now

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

Resources Mentioned

The Durham Catholic District School Board

Pickering Catholic Principal Outstanding

The Learning Partnership: Innovation for Educators

What are Restorative Practices?

Sunshine calls

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):
Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker, Sam Demma. Today’s interview is a special one. And I know I say that often because almost all of the guests I bring on are incredibly special and doing amazing work, but today’s special guest is Michael O’Neil, who was actually the principal of the elementary school that I attended as a young person. Mike has over 25 years of experience as an educator consultant and school administrator within the DCDSB – Durham Catholic district school board. He has played many significant leadership roles within the systems of restorative practice, lead facilitator development of the bullying awareness program and prevention curriculum, and executive member of the Catholic principal’s council of Ontario Durham chapter. His committee work includes involvement with mentoring for new administrators, new teacher induction program, and the school effectiveness framework committee. In 2013, Mike was also recognized nationally by the learning partnership with the outstanding principle award for achieving increased academic success of students building a positive school climate and strengthening partnerships with parents and community. He is also extremely involved in his own local community, being a member of the Knights of Columbus and belonging to St. John, the evangelist Catholic church in Whitby. I hope you enjoy today’s jam-packed, informative interview and conversation with Michael. And I will see you on the other side.


Sam Demma (02:40):
Mike, welcome to the high performing educator podcast. Huge pleasure to have you on the show here this morning. This is a, a very full circle moment for me because you were my principal at elementary school and , and now we’re together on this podcast. So welcome. Thank you for coming on the show today.


Mike O’Neil (02:56):
Aw, thanks very much, Sam. This is definitely the joy of, of being in this vocation, being able to see success amongst your students who you, you know, I, I recall you running around with the soccer ball on the field there. You know, and several times I think some of those soccer balls may have come towards my head, but I I’m thinking that that was unintentional Sam. So I, I won’t hold you to it. So congratulations on your success as well. I’m very happy to be here.


Sam Demma (03:26):
I really appreciate it. Well, why don’t you start by introducing yourself and sharing a little bit about what brought you to where you are today in education?


Mike O’Neil (03:33):
Yeah, sure. Sam so currently Sam I’ve, I’ve been in education for 25 plus years. And currently I’m residing in the role of superintendent of education for human resources here at the Durham Catholic district school board in the human resources department we’re responsible for over 3,500 employees and serving and supporting them in terms of you know, services ranging from recruitment payroll you know, support with leaves maternity leaves, et cetera. And any other issues that arise with employees collective bargaining. So it is being for me, I, I am now sitting kind of serving at a system level, trying to serve our students and ensure that our students have a qualified teacher in front of their classroom that they’re supervised that we have enough staff, which there’s definitely a teacher shortage at the, at the moment.


Mike O’Neil (04:37):
But you know, I, I’m working on a assist them level with our senior administrative team as well in enacting some of the strategic priorities around equity, excellence and engagement here at the Durham Catholic district school board. But I have, I began my career back in 1993 with or sorry, 1994, I’m aging myself even more . And I began as a kindergarten teacher, so it’s like, I’ve worked my way up from kindergarten to the system level here at superintendent. I, I was teaching a teacher of multiple grades grade six for a long time. I served as a consultant for the teaching and learning department here for the area of literacy. And then I spent 13 plus years as an administrator, a vice principal and a principal primarily in Pickering. And then I have as I mentioned before, come to full circle to be at the system level now and supporting our employees and students that way.


Sam Demma (05:46):
Did you know when you were a student that you wanted to work in education or how did that profession in vocation call out to you and become a part of your journey?


Mike O’Neil (05:55):
I could say I was probably most inspired by my parents. Both of them are educators, my mother, a kindergarten teacher and my father was a principal as well for over 25 plus years. So if I always had education in our household and there was always the education talk and but I, I didn’t really I’ll be honest. I wanted to, you know, if you were to ask me in grade, you know, 12, what I wanted to be, I wanted to be a firefighter. And then I got up a couple ladders and realized that was my fear of Heights would not allow me to do that. And then I, you know, in primarily in you know postsecondary education and I was primarily focused on being a lawyer to be honest.


Mike O’Neil (06:45):
But there was always a I always had, you know, being involved in extracurricular activities or on the stage and in theater and in drama, I always had an interest in you know, acting and then I think it was you know, when I, I went into a volunteer in a couple of schools just to get some community service and I realized, listen, I can be an actor here and I can be a kid, a little kid all the time. and so,youknow, I know that may sound,uunprofessional, but it allowed me to just have not necessarily be a kid, but feel the spirit of being a kid mm-hmm . And I think that,uis what inspired me is that I want to keep that spirit alive in myself. And so,uthen I pursued,uthe pathway,uto education.


Sam Demma (07:39):
And you live that mentality, like, I think back to growing up in St. Monica’s, you know, elementary school and you were one of the most energetic, and I don’t wanna say fun principals I ever had, cuz the rest of them were great too, but yeah, you really connected with the students and I’m curious to, do you believe that you should keep your, you know, your kid-like spirit alive, even in your adult work? Has that been important to you?


Mike O’Neil (08:09):
Oh, I, I, I think it’s education is challenging if you don’t keep that kid’s spirit alive and if you don’t feed off, I, I mean, I, I fed off the spirit, the innocence, the, the pure joy of, of children the curiosity of children. So you have to be able to feed off that. I, I, I wanted to enjoy work every single day. I wanted to, to be a part of the difference. It allowed me to just smile with the kids every single day. I mean Sam, you can remember, I think one of my most favorite moments there at, at St Monica’s was doing, I did the gang man style dance with everyone you know, just spirit days, pep, you know, pep rallies. It was like, I was a, I was a school president in for my student council in high school.


Mike O’Neil (09:09):
And I just felt like I could be school president without having to campaign for it all the time. So you know, again, that spirit alive, but that, to me, I mean, you mentioned their Sam connection and I, I think that’s that has been transformational for me in terms of where I you know, I think all educators need to, to realize that they, the they’re not responsible, you know, not that they’re not responsible, but they’re, they’re not, the importance is not whether or not someone gets into an Ivy league school. The importance is that someone feels connected and connection at that school. I mean, we, they spend just as much time with us in, during the day and with their peers and with their teachers, as they do at night with their family before they go to bed you know, for 190 plus days a year.


Mike O’Neil (10:08):
And if they, you know what do we want to do and what is, what you know, is important in family connection. So it needs to be in important in those schools. The kids need to know that they’re cared for that. They are loved that they’re allowed to make mistakes. I, I, you know, I always had a, a, a post or a in my classroom when I was a teacher that said, this is a mistake making class, you’re allowed to make mistakes. And you have to be feel comfortable. And the only way you can feel comfortable is by feeling a sense of belonging to that school mm-hmm to that classroom. So, you know my, the most important aspect for me was building up the social architecture in, in a classroom. And then as a principal in a school I was, you know, charged with, I wanted to make the school, the best school in the universe for those kids. And I always instilled that and said it every single day. You heard me on the announcements, Sam saying that every single day, and I, I drew believed it. We needed to, everyone needed to feel connected to one another, regardless whether they were in kindergarten or grade eight we are in it together. And once they felt comfortable and connected, guess what, they’re going to find success. It’s not going to matter who the teacher is or what they’re teaching. If they feel a sense of belonging and action, they’re going to succeed.


Sam Demma (11:40):
And where did those beliefs and philosophies come from? Did you have some mentors in education were they built off of your own personal experiences? Yeah. Maybe explain where those beliefs and ideas kind of originated for you.


Mike O’Neil (11:56):
Again, I think I, I, I bring it back to my my father and his his that was his approach as an administrator. It was all about making you know, a positive school, culture and climate for this staff because the staff needs to feel a sense of belonging together. And you know, he did have some great staff parties at you know, at the house that I remember. I mean, I won’t get into them now, but , it was just a sense of, you know, you had to have a, you know, share you share around the table. And that was instilled in me by that. And then I also had a a principal pat McKinnon that served as my first mentor and Mr. Mckinnon, who was the principal. He, that was his whole philosophy.


Mike O’Neil (12:50):
It wasn’t about, you know, what the kids were learning or what you were teaching is how are you treating these kids? Are you treating them fair? Are you treating them with a sense of humility? Are you you know approaching them at their level and you know Mr. Mckinnon let’s serve just as a role model for that, for me, just the way he operated being visible. And I think that was the one thing that I had previously seen principals who were just in the office and you never saw, but when I saw, you know pat McKinnon being the visible leader, that’s what inspired me to say, Hey, listen, I think I can enjoy it. Cause I don’t want an office job just sitting in an office, but I think that I could enjoy making a difference by being visible in the school and, and leading the school as an administrator.


Sam Demma (13:48):
That’s awesome. Shout out to pat McKinnon.


Sam Demma (13:55):
So connection, I also agree is so important as you mentioned, and over the past two years, that’s been a difficult one, you know, with COVID with the pivot in education and a lot of students being forced to tune in virtually how as a school board, or even as individual of schools, do you think teachers and educators can still make sure their students feel, you know, connected at least to their teacher or to their subject? Is there anything you’ve seen happen in the Durham Catholic district school board that’s worked out well? Yeah. Anything can speak on,


Mike O’Neil (14:32):
Yeah, I, you know, I think it’s, you’re right, Sam, that it has been probably one of the most challenging periods. You know, I didn’t realize that when I signed up for this job that, you know, we’d be facing unprecedented plague. Yeah. That would, you know ground the world to a halt for two years. But what it is, I, I think the key to building those connections is not necessarily lying in a tool that you know, there’s been many programs that have come and gone, you know, and, and you know companies saying use this tool with these activities to create the connection. At the end of the day, it really comes down to the personnel and who the person is that’s in front of our kids. They, you know, it’s human nature to want connections and to build on those connections.


Mike O’Neil (15:30):
So I think if you have, and what I think has been demonstrated in Durham Catholic district school board is that our teachers are the right caring adults at the right time during this period of challenge for our students. They are giving it them all, they’re all. And they are you know, I, I think the same way that we had to come closer together and we reached out and dug deep into our, our, our souls to find more connections with our family and friends went during this time. That’s the same thing that we had to do as teachers, you know because most of the kids would be, you know, when they were connecting virtually they’re on their, you know, bed in their pajamas with their cameras off, you know and they, you know, probably are sleeping but we had to engage them and find new tools and, and the ability to pivot, and it still make those connections and a different mode of learning.


Mike O’Neil (16:37):
But at the end of the day, it’s what the person says, what the teacher does how they demonstrate that they care and the respect that they show and the culture that they a built that is centered around understanding empathy. You know, curriculum came secondary during COVID you know, some of the things were where I saw the most successful classes where when they just, you know, teachers, even at the end of their ropes would say, Hey guys, it’s not a good day for me. It’s not a good day for us all, we keep getting bad news. So let’s just talk. And I, I think just the ability to connect and talk to our students during COVID, I believe teachers are the unsung heroes of the, the frontline workers during this time because parents were stressed to levels you know, unprecedented levels and, and, you know, they wanted someone to, they wanted some relief and somebody to teach their kids, and they wanted that journey of their children to continue.


Mike O’Neil (17:59):
And our teachers stepped up. So it’s not a tool, it’s a mindset. It’s a, an approach . And I, I think that our leaders, our principals did a fantastic, amazing job of, of helping support their principals to emphasize that message. You know, it’s not about, who’s getting an a, now it’s about who’s learning, who’s connecting who’s getting the supports that they need during this time and to health supports, et cetera. So you know, I, I truly believe that. And, and it, it comes down to my philosophy. I, I, I have a restorative mindset, a restorative practice mindset where you know, it’s built on connections, built on accountability to one another, but built on understanding one another. And so I think that restorative mindset that our teachers have here in Durham Catholic has made a tremendous difference for our students.


Sam Demma (19:03):
And curiosity in asking questions is so important. At some something that every teacher I’ve had or administrator that I’ve had, who’s been curious themselves, it ends up making it a better experience for the school and the students, because you realize that they’re not only there to teach you, but they’re also learning along the journey. And for any educator who’s tuning into this right now, who might be in their initial years of teaching, you know, back back when you were just starting someone like that. Uwhat resources have you found used or read,uon your own personal development as an educator or someone who works in education that you found helpful. And also if you could speak to your younger self, what advice would you, would you give?


Mike O’Neil (19:51):
What advice wow.


Sam Demma (19:53):
Don’t cheer for the Toronto Maple Leafs. That would be your first one.


Mike O’Neil (19:55):
Yeah, exactly. Yeah. I would say, you know, to my younger self is be confident, be resilient, because you need that in this job. I would also say to myself, don’t lose the joy because the times when I’ve struggled in, in this, and again, don’t lose that kid spirit. Yeah. You know, being inspired by that kid spirit, I, I would say to my recommendation for,youknow, new teachers coming in,and, and we hear, and I’m responsible for, or the new teacher induction program here. And we, we train them,uin a course,ucalled restorative practice. And again, it’s about,umaking connections. You know, it’s a, it’s, it’s an approach that is not adversarial, but collaborative with your kids,uin front, in your classroom. And so I would definitely recommend,youknow, looking into restorative practice and the tools that can be used to make those connections, restorative circles.


Mike O’Neil (21:02):
They were transformational for me in in intentionally and deliberately getting to know my students. Mm. And then getting to know me, my fears. The second thing I, I would say is as an educator, I mean, I would say I listen to a lot of brand, a Brown’s podcast about vulnerability, and you have to be vulnerable as a teacher, it’s okay for you to make mistakes as a teacher like Sam. I know I think, you know, if I, if I see some of my former students you know, especially the ones early in my career here that I taught in grade six, or even in kindergarten, I, I always, if I see them in a pub or whatever, I’ll buy them a, a drink and say, I apologize, because I wasn’t at my best at my first couple years.


Mike O’Neil (21:59):
Right. Yeah. But you know, it’s, it’s like always, you’re always need to strive to get better. Don’t rest on the lesson plans from, you know, your first year go in and always be a reflective person. And it’s okay if that lesson plan falls flat. And it, you know, my, my advice to my younger self or to new teachers would be it’s okay to go in and say, Hey, that lesson yesterday just did not go well, and we’re gonna have a, a redo. And that’s the best thing you’re in charge. You can have a redo, you can do things differently and you can reach them. So be vulnerable be you know ignite continually connect to that kid spirit that is shown and intentionally focus on the social architecture of your classrooms. What are the things that you can do that are so small that can make a difference whether it is, you know, joke Thursday, you know, I used to do those and having the kids come down and say a joke on, on the line, whether it be intentionally greeting kids at the door you know smiling acknowledging the kids acknowledging every single one of them.


Mike O’Neil (23:37):
And you know, I used to do what I used to call sunshine calls, and those sunshine calls were sometimes our parents, the parents, and this is the thing we always think that I think as teachers, we’re always afraid to call parents you know, what are they gonna say? Are they gonna question what I’m doing in the classroom? And, and everything well be vulnerable, but reach out to them, connect with, get those channels of communication going. I used to do sunshine calls, so I’d make it a, a purpose to make sure I called 10 kids a month 10 parents a month of children. And I’ve got through, you know, the whole class and repeat it to just not call, to say, Hey, listen, you know, Sam kicked another soccer ball towards my head. . But rather say, you know as Sam I just noticed this with Sam you know, he, I just observed him, you know, inviting someone into the soccer game that was you know, excluded from that. And I would just tell the parent that, so I would take notes about sunshine moments for my kids, and I think the parents needed to hear that you know, and that you know, helped you build even the kids’ confidence. I’m sure around the dinner table, when those calls were discussing,


Sam Demma (24:59):
Those are some phenomenal resources and mindset shifts that I hope yeah. You listening can implement in your own practice in your own school. Mike, thank you so much for taking the time to come on the podcast here. If someone wants to reach out to you to ask a question, it’s typically another educator from somewhere around the world, what would be the best way for them to get in touch?


Mike O’Neil (25:21):
Oh, definitely. Absolutely. And like I said, I love making connections with colleagues because that, that’s another thing, Sam advice for everyone just before I leave on this is rely on your colleagues. Mm. And you know, build relationships with them, work together because the best ideas come from one another, they don’t come from above from your principal, or, you know, the, the board, they come from one another. So I always encourage people to reach out. They can reach out to me at: Mike.ONeill@dcdsb.ca. So the Durham Catholic district school board and shoot me an email and you know, I’ll be more than be to connect with resources or things like that. And we’re always looking for qualified staff members. So you know, if you’re looking for a position, please reach out you know, like I said, all, what we want are caring adults in front of our classrooms. Those that are committed to making a difference in child’s lives, not just academically, but socially, emotionally in all aspects of their development so that we can have success stories just like you, Sam.


Sam Demma (26:40):
Mike, thank you so much. It’s been a pleasure chatting with you. And again, a very full circle moment. Keep up the awesome work, keep cheering for the Leafs. And I will talk to you soon!


Mike O’Neil (26:51):
Go Canucks! Hahah. Thanks Sam. Cheers.


Sam Demma (26:57):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the high performing educator, their 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 forwards the 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 Mike O’Neil

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.

Deb Lawlor – Coordinator, Intermediate/Secondary Student Success OCSB

Deb Lawlor - Coordinator, Intermediate/Secondary Student Success OCSB
About Deb Lawlor

Deb Lawlor (@deb_lawlor) is the coordinator of student success at the Ottawa Catholic District School Board. 

Her interests include authentic learning experiences & inquiry.  She is also an avid outdoor enthusiast, photographer, traveler, optimist & cook.  In this episode, we talk about her educational journey and her travelling sabbatical. 

Connect with Deb: Email | Twitter

Listen Now

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

Resources Mentioned

6 Modern Sabbatical Ideas

Specialist High Skills Major Program

Ontario Youth Apprenticeship Program

Hapaweb Solutions

Smiths Falls

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. Today’s guest, I had the pleasure of working with back in 2019, and then in 2020, she took a sabbatical to go travel the world and she’s finally come back and I convinced her to come share some of her wisdom on the show. We talk a ton about her social sabbatical. Today’s guest is Deb Lawlor. Deb Lawlor is the coordinator of intermediate and secondary student success at the Ottawa Catholic school board. She also now has taken on the portfolio of helping to coordinate anything related to SHSM and OYAP, specialist high skills major, or the Ontario youth apprenticeship programs. And she is a powerhouse. She won’t be in education too much longer but while she’s here, we can learn a lot from her. I hope you enjoy today’s episode. I’ll see you on the other side.


Sam Demma (01:34):
Deb, thank you so much for coming on the high performing educator podcast. Huge pleasure to have you on the show. Can you start by introducing yourself and sharing a little bit about how you got into the work that you do in education today?


Deb Lawlor (01:47):
Okay. Hi, I’m Deb Lawlor and I’m currently working at the Ottawa Catholic school board as a coordinator in the intermediate secondary student success department. And I have been an educator for about 25 years now. I started way back when, and I was able to leave from high school, get into university to take a teaching degree. I did my Phys ed degree first and was able to start yeah, actually with adults in the beginning, I sort of, I call it, I went through the back door to try and get a job at the time because there wasn’t anything available. And through, some people who were in a class of mine, they told me about it and I started teaching adults. So I was probably, I was in my, my mid twenties and I was actually teaching adults who were anywhere from 18 years old and my oldest student was 54.


Deb Lawlor (02:36):
I can remember Florian because he was his grandfather in my class trying to get his education after having left. I think he left like grade five, six and went to work on his farm and he was just trying to get his basic grade nine math and, and get his G E D at the time. And from there I moved on to teaching grade seven and eight. I wanted to get into working with the kids. I, I enjoyed working at adult Ted, but it was really, I wanted to do the extracurricular. I wanted to coach, I wanted to have activities beyond, you know, student council with the kids and work with them in that way. And so I was able to, to go into grade seven and eight. And from there I moved into a high school when, when St mother Teresa was opened up in the day when, when we were expand quite a bit in the Ottawa area for, for schools out in some of our outside the city areas.


Deb Lawlor (03:23):
And I taught there for almost 14 years teaching F ed mostly for anything from grade 9, 10, 11, 12 girls to mixed classes with grade 11 and 12 girls, boys and I, my last class I taught was actually a grade 10 boys class, which was quite fun. They, they, they made me laugh. and partway through that time, I started consulting at the school board as if I said consultant halftime and did that for about eight years. And after that, I moved on into being the coordinator within my department. And the section that I have is called specialized pathways, which really covers some programs for are students who are trying to get through high school and explore areas within options for them after high school, whether it’s apprenticeship going right into the workplace or if they take a college or university pathways.


Deb Lawlor (04:12):
So I have focus programs, dual credits, specialist, high skills, major or Chisholm program as we call it. And oh yeah, the Ontario, a youth apprenticeship program, which is some fascinating areas where you can really look at what are the options we can offer students today that are not just taking a class, you know sitting, listening, and, and learning, but they’re actually doing, they’re doing the hands on pieces, getting into job work experiences and finding out about what the work world would would be like in their career that they’re wanna choose and pursue.


Sam Demma (04:42):
I love that. And if you can think back for a moment to when you were younger and going through university or school and teachers college, when did you actually know, ah, I want to be a teacher. Was there like someone who pushed you down that path or did you just know at a young age that that was the calling for you?


Deb Lawlor (04:59):
It’s funny, you asked me because my path sort of, I had a very direct path and I meandered for many years and then I came back to it. So I actually, I wanted to be a teacher in grade four. I, I loved school as a kid. I wanted to that was all I wanted to do was to be a teacher. And, and then I hit grade six and all of a sudden I met somebody in my class and they were very well off. And when I looked at what she had, I wanted that and I thought, well, her dad’s a lawyer. I’m gonna be a lawyer. They’re rich. I’m gonna be a lawyer. I wanna get into them pursuing that. So from grade six, all the way to grade 11 until like took grade 11 law, and then I went, I don’t wanna be a lawyer anymore.


Deb Lawlor (05:37):
so a way too much detail and article and the, the research you had to do to look up stuff did not interest me. So then my brain went to the second thing. Okay. At the time I was in grade 11 and in grade nine, I got braces. So I went and had braces grade 9, 10, 11, 12. And again, I’m going, Hmm. My orthodontists are making a killing and not hurting people while doing it. So I thought, great. I wanna be an orthodontist. So I went down to see my guidance counselor and he’s like, yep, you’re gonna need to take this science and this science and this science and here’s, I said, oh, I don’t wanna do that. That’s not of an interest to me to take all the sciences. Yeah. And at the time I, then I was grade 12 by then I had started, I had started working at a summer camp when I was in grade 10 and I was working with kids mostly anywhere mostly preteens, like kind of like your 11, 12, 13.


Deb Lawlor (06:28):
And then I took over the program to work with kids who were counselors in training. They were the 15, 16 year old. So in working with them and I wasn’t very, and still am a strong athlete in, in my abilities. And so I was playing on all the school teams at school and it wasn’t until I finally talked to my dad. So if you talk about who was my influencer, it was my father. Hmm. He said a couple of things to me, one of the things was he, he told me, and this was really important to hear as a female back in 1980s, you, you can do anything you want to like, whatever you choose to do and to be, go for it. That’s, that’s your, your, your ability to try and do that. So that was one thing that was very important to hear.


Deb Lawlor (07:07):
The other thing was he’s, you know, I had this idea that, you know, I did well in school. I had good grades. I could be anything I wanted to be, I could apply to any program and probably get in. But when he said to me, think about this for a moment, if you’re gonna work for 30 years, you better darn well, like what you’re gonna do. And I kind of went, whoa, I’m like, yeah, like 30 years, that’s a long ti 30 years is a long time. Yeah. I have to try and imagine what I would wanna do for 30 years and was at a time when, like, people actually did the same thing for 30 years. That’s no longer the case anymore. But in thinking about that, I went, all right, well, look at your life, Deb, you are playing all these sports. You’re an athletic person.


Deb Lawlor (07:51):
You enjoy being active and you enjoy working with kids that you’ve been doing this at this camp, put the two together. And it was like, well, okay, yeah. Be a PHY ed teacher. And in my mind, at the time though, I was like, well, but you know, I could be more than a pH ed teacher, but I went back to the thought of, you had always wanted to be a teacher anyway. So it doesn’t matter what, you know, that stigma that might have been around it was, is I thought I could enjoy that for 30 years. And so, yeah, my dad was, was a very big influencer and what I could do and that I could choose anything I wanted to, whether I was male or female at the time. And also to say like, you wanna enjoy what you do. And I remember my first years of work going, I, I don’t, I didn’t work a day in my life because I didn’t feel like it was work, you know, in the beginning I, you know, I was doing with my physi and that, and I was kind of like, yeah, like I’m, I’m getting paid to play.


Deb Lawlor (08:43):
You know, now there’s a skill to making play interesting to kids and having them engaged. Yeah. Don’t get me wrong. But yeah, I, I, I really don’t feel for most of my career that I’ve really worked a day in my life in that sense that it, it it’s enjoyable. I, I love what I do.


Sam Demma (08:58):
That’s awesome. And it’s changed a lot over the past couple of years, specifically this year and something I’ve recently started to realize is that our beliefs lead to our emotions, our emotions lead to our actions and our actions lead to our results. And when we get a different world view, our beliefs change, then our emotions change, our actions changes and our results that we might even project onto our students change. You recently took a sabbatical and traveled the globe for a year, gained some new perspectives, came back to the classroom. And I would say arguably back to education, arguably more passionate, more inspired with a new clarity. Could you share a little bit about what prompted you to make that decision to travel and how it affected you as a professional in education?


Deb Lawlor (09:47):
Okay. I’ve always loved to travel. I, I started traveling in, in my mid twenties and the nice thing. I mean, it’s, it’s to double edge sword as a, as an educator, we are pegged into times that we have to travel mm-hmm. So we have to travel at March break. We have to travel at Christmas the two week time break. And then we, and we graciously have a summer time where we can choose to, to do some, some intensive traveling during that time on the flip side of that, it’s also very costly at all those high season times. But what sort of got me into wanting to pursue some sabbaticals and, and, and to travel in that way was in order to go to New Zealand in Australia. And I, and I did that on a sabbatical that I took back in oh 5 0 6. It was my first one.


Deb Lawlor (10:32):
I, I had that care at dangling in front of me for five or six years as I was on reduced pay in order to, to get to that goal. But what drove me was I wanted to see Australian New Zealand, but the time to see their summertime was in our wintertime and as a teacher, I wasn’t gonna be able to do that. Mm. And so that gave me the drive, the push to kind of go, okay, let’s try this, this sabbatical where I do a reduced pay. And it’s given, you know, I’m paid from a, that final year from my own money. And when I did that, it allowed me to see places. I, I, I had never, you know, had an opportunity to see. And this time when I went to go, my, my dream was to go to, to Asia. I wanted to go explore Thailand, Cambodia, Vietnam, and Laos, and see cultures that I didn’t know very much at all about.


Deb Lawlor (11:16):
And it allowed me to immerse myself into a place that there was new things to see there was new things to taste. There were new people to get to know. And I traveled with people who were internationally spread across the world. There was people from the UK, people from Switzerland, people from Germany, I met people who were Dutch all over the globe. And I think just that exposure to people, you start seeing other perspectives. And I’m always very curious about the education systems in other places. And you talk to them about how long’s your school day and what do your kids do? You know, what are the sports that they might get involved in? What extracurriculars do they run? How do they do that? And it was very interesting to me going to Asia because it is very different in some ways to, to how we do things.


Deb Lawlor (12:04):
I, I had a really great opportunity. This little boy in Vietnam came and, and approached me while we were wa walking between PI places on, on the tour. And we had a chance to stop. And I was sitting on a bench and this little nine year old boy came up and he said to me, is it okay if I sit and talk with you? And I said, sure. And I kind of looked around for the parent and, and the parent and his father and his grandfather was sitting on the bench across from me. And what I had ended up finding out later from my guide was that this was how a lot of the children would try and learn English. They didn’t wanna learn from their teachers who were Vietnamese. They wanted to learn from English speaking first language people. So they were often encouraged to see, seek out the tourists and have conversation to practice through English.


Deb Lawlor (12:49):
And so I was fascinated because this little guy, he knew, knew more about Canada than some of the students that I knew. And he was like, he, I told him where I was from. And he started talking about, well, your population is approximately this million, this number million. And you have a very large country, and it’s very cold there. You know, he had all these, I, you are nine years old and can tell me about my country. It was very interesting. But then to ask and say, so, you know, like, what are the types of things you do? What do you like doing at school? And he liked computers and he liked reading. And I asked him about sports and I said, physical activity. I said, do they do it at your school? And it wasn’t popular among some of the kids. And there were some things that were happening, but it was very oriented to achieving and to practicing your lessons and working on those types of things.


Deb Lawlor (13:42):
So I always find it interesting to travel elsewhere, to find out what they, what they do. And, and can we learn anything from, from other other cultures and, and, and having other perspectives. I mean, just on the, on tour itself my tour in New Zealand that followed that was, I was probably the oldest on that tour for most of the time of that tour. I was probably 20 years senior, too, to most of the people on the tour. And again, to have that perspective of youth and say, you know, how do you see these things and what do you, think’s happening in the world? And is this working, and, and why would you do this? Or wouldn’t you do that? Was very interesting. And I met a, I met another teacher from the UK and she was 32 and, you know, worked at elementary.


Deb Lawlor (14:24):
So again, something different for me to kind of probe. And I’m actually still in contact with, with three of the four of the gals that I met. We’re still on, on WhatsApp together to, to connect and talk about things and see how, how we’re doing. So the opportunities. And then, so what that brings back with me then Sam, for coming back to work is, is a, a renewed vigor about what I do and, and listening then to finding those other perspectives when, when I’m dealing with what I deal with now and making sure that, you know, there’s not somebody in the room that’s not heard mm-hmm , and if I’m not hearing a voice, I start to look for it and thinking or asking myself, well, what would this person think? Or how would this impact this person? Whereas before, you know, if you, it might have just been a bit more narrow because you haven’t had all those other different perspectives to hear about.


Sam Demma (15:15):
That makes so much sense. And would you recommend other educators listening to travel?


Deb Lawlor (15:20):
Oh, absolutely. I highly recommend I’ve done three sabbaticals over my time. Nice. And my next one will be permanent but no, I, I think it’s a great, I think it’s a great opportunity. And you know, what, you, you also don’t need to travel extensively far away. I mean, I, I went to Asia, I went to New Zealand. Yeah. Those are big, big options to try and, and get away from. But what COVID OS taught me is that you can actually explore around the area you live. I’m actually trying to, now that I’m restricted in where I can go from auto it’s like, well, what new trails can I go check out? And what are the new, I went to a grocery store the other day that I, I kept seeing fruit for a long time, on my way to my, my physio appointments.


Deb Lawlor (16:02):
And I said, I that’s Adonis. I’m like, that’s telling me something. That’s not a Sobeys. It’s not a Loblaws. You know, I thought, well, what kind of, you know, what’s, what’s the type of foods and stuff. So I went in and I, I had a, a little mini exploration, you know, for half an hour of just walking through aisles and going, wow, okay. Like in their deli, they’ve got a whole bunch of chickpeas and they have nuts and they have different produce that I couldn’t normally find in the wintertime. And I thought, you know, looking at the different culture that’s been brought into a store and it was very exciting in that same way of just going something new, something different and something to try. So I absolutely, I, I would highly recommend travel for, for anyone to do, but it, it can be travel even to another province.


Deb Lawlor (16:42):
If you haven’t explored Canada, it could be to a, to a small town. We live in Ottawa here with my board. But I mean, there’s Smith falls around there’s, Almont, there’s Kingston, not far our way, there’s these small little town Smith falls, Richmond, like you can explore, you know, and I think that it adds to when we’re lifelong learners, mm-hmm, , you’re constantly in, in education, you are a lifelong learner. Whether you like it or not, because you’re not always gonna be teaching the same courses, the same grade level, you’re gonna change positions. You might go into advance, you’re always gonna need to learn. And if you keep open to that learning, then it makes it a lot easier for, for what you’re


Sam Demma (17:20):
Gonna do. I was speaking to an educator yesterday on a phone call, Michael Kelly from the Toronto Catholic district school board. He teaches a GLE learning strategies course. And he was telling me that he has a passion for history, and that’s what he got into education be cause of. And there was this opportunity to travel to Italy with his students and show them history. And he said, by going on that travel experience, it renewed his passion and reconfirmed for him that he does love history. And it’s so exciting to him. And it’s so cool. And he said, he came back to school with so much more passion to teach it. And I think it’s the same case for you, but in a slightly different position that you’re now working in with the school board. What new challenges though, have you been faced with over the past? I don’t know, a couple of months that you’ve been placed back into this position right after a global pandemic?


Deb Lawlor (18:11):
Yeah, definitely a, a change in in experiences coming back to this, I, I wasn’t, so therefore I wasn’t in, in place working when COVID hit in, in the spring when schools were, were, were adjusting that I think part of the challenge I’ve seen is trying to find ways to make activities. And this is activities with my teachers or the activities teachers are doing with students trying to make activities that we normally would do engaging. Now that they’ve a lot of it switched online. And I, I think the screen time is a challenge. I, I think it’s, it’s very difficult for people to be on screen, how they’re in school. And then, and then they go home on, in our board. They, they flip flopping days at high school and then go home and then you’re expected to be on screen all day long with that.


Deb Lawlor (18:59):
And then a lot of what people’s personal interests and hobbies are, is to be on social media or to be online on, on their device. So, so I think that’s the, the biggest change that I’m, I’m on screen now all day long and I’m on meetings and, and doing trying to connect with teachers through Google meets or individual Hangouts, or it it’s a lot of a lot of time that just sitting. So I just, you know, before I, I got online with you, I just came from my walk outta lunch that nice, you know, get outside dress for it. It’s a little chillier there today. Yeah. but, and, and I also thinking it’s trying to reach out to our students and, and our teachers for me, cuz I, I work with our staff to, in a meaningful way. It, it’s making sure that they’re is those human connections that we still need.


Deb Lawlor (19:54):
And so something, you know that you can try and create, that’s fun. Something that, you know, is lighthearted being able to make use of time. That’s precious for people being consistent in terms of what you want to try to accomplish and be clear about things. It, it’s a challenge to try and make sure that, you know, you’re not wasting people’s time for different pieces. And then also for me in the, the role that I have is I get funding to run some of these programs. And there’s a lot of funding this year that we’re not using it for buses. We’re not using it for supply release. We’re not using it for hospitality reasons. So now it’s like, well, what do we use that funding for? And it’s trying to find ways to brainstorm and to think outside the box of, okay, I can’t, I can’t bring a, a, a provider and to give a certification to students. So what am I gonna do instead? You know, we ask, we can do it online, but it’s like, well, can I give you kits that you can have someone zoom in live with you and you guys each now all have your individual piece to build a house and to work on that and understand the, the makings behind construction and, and, and the skills that go with that.


Sam Demma (21:08):
I love that that’s an amazing understanding and how things have changed and shifted what is going really well though. I, you talked about an online system that specifically the O C D S B or the OCS B is using that’s working really well for teachers and students and helping them keep track of their it’s. I believe it’s like a Google workflow or something along those lines.


Deb Lawlor (21:30):
So ha power workspace is what we use. Yep. And teachers are able to load up all of their different materials in there. But the nice thing about Hapa is that the students it’s already set up for them when they walk into their, into their, their, they say, walk into their class when they begin their class, when they get yeah. Virtually, if they sign in and the folders for each of their courses are already in Google drive. So if they had math history, religion, and English happening, then there’s already a folder that has all their documents that they need. So it kind of removes that need for a binder. You’re not losing papers, things aren’t falling out. If the teacher knows the student’s gonna be away, they know that that information is in there to access wherever they are remotely and be able to do that.


Deb Lawlor (22:13):
And that was a, a nice thing to be able to see happen where it really, I mean, COVID, that’s a plus side of it. Is it really accelerated how quickly our staff is using it and becoming comfortable with it? Because we had to last spring when everything went, went remote, now I could see in the future that, you know, let’s say a student has a lacrosse tournament that we can misses some of their classes, right? Yeah. Then they come back and they know everything’s already in there, or they’re on their bus, taking the ride out, or they’re driving to Toronto to, to do a tournament you know, in their personal life. And then they can be worth on the stuff and not miss anything that that’s gonna happen there. And Harara allows the students to actually add cards to it. So you can actually collect evidence and, and they might have something where say, you know, Sam, I want you to add, you know, your ideas to this slide and Deb, I want you to put your ideas in this slide and each student would have a slide to add into it.


Deb Lawlor (23:06):
So now you have collaboration happening between students, even though they’re in their different places or it could even be happening in the same classroom because now you can’t touch each other’s, you know, laptops and materials, et cetera, but they can still be collaborating on the same document together. And and the assessments are done there through there as well in track so that they teachers able to see their progress as they’re working on it, to see where they’re at and whether they need some little reminders to, you know, keep going at it, or if they, you know, need feedback and get some help and they can do that electronically as well.


Sam Demma (23:37):
I love it. And you mentioned that your, your next sabbatical will be your final one before that parting day mm-hmm . What, what keeps you hopeful and motivated when working in education with young people, despite the challenges that we’re facing?


Deb Lawlor (23:53):
There’s always hope if you look for it. It it’s, I, I have an attitude of gratitude and I think that alone really gives me hope because as even, even walking outside today, I was thinking, you know what, I, I can go outside and walk. I’m not sick with COVID right now. Yeah. And I have my health and I’m in an area that I can do this in. I think that the the ability to not give up that there is that there’s always going to be something kind. I see people being kind that’s hopeful to me. So when you see simple kind gestures during your day, someone opens the door for, for you at work, you’re out in the grocery store. And, you know, you can still see the smile of people’s eyes above the mask, right. If, if you look for it, if, if you, so it’s pain attention to the little details.


Deb Lawlor (24:47):
Sometimes watching that, you know, someone’s got a real joy for Christmas right now in my department, and they’re just, every decorations are going everywhere and it makes people smile. And I think the other thing too, is just knowing that this too shall pass like it, this isn’t gonna be forever. It’s inconvenient. Absolutely. it’s, it’s depressing for some at times it’s certainly financially impacting people and, but it’s not gonna last, it will, it will be done someday. And I think you, that having that belief, knowing that it, you know, when you think of something hard that you went through it, wasn’t forever mm-hmm . And at the same time, what gives hope is that there’s other people that you can, that you can be helpful to around you. And that in itself is very, oh, very inspiring to, to see others doing that, to, to watching, you know, students making things for others, for the can.


Deb Lawlor (25:46):
I mean, the can food drives aren’t happening in the same ways that they did before, but we’re still finding people who are thinking outside the box. And I think when I see that when I see people being innovative, when I see people being creative with the situations they’ve been given, and yet seeing really neat things that they’re doing with their students, that gives me hope within, you know what’s gonna happen. And, and you sort of get pushed outside your comfort zone. But I think that gives me hope in the sense too, that we’re doing things that we might not have done. Had we not been put in this position? Yeah. You know, there’s been a lot of quick changes. People are collaborating a lot more now because they need to. Yeah. And they’re seeking help out from other people. I, I, I put an all call out to my, to my Chim leads across the province, you know, back in October when I was like, oh my gosh, I don’t know what to do with this.


Deb Lawlor (26:35):
And, and I got 13, 14 responses. And then I connected with those people by phone and followed up. And then we chatted about things. And then I went, okay, I’m not the only one dealing with this. Someone else is feeling the same thing I am. And someone else is going through something similar. And as you talk to someone, you just kind of go, okay, I’m not alone in this. There there’s others who are going through the exact same thing. And then you stop being so hard on yourself in what you’re trying to deal with because others are doing the same thing.


Sam Demma (27:02):
Yeah. I love that. And your hope is hopefully rubbing off on your hope, the listener. I hope this reminds you that there is always a perspective shift that you can have, right? That’s the whole idea of change. What you’re believing about the situation. It will change how you feel. It will change your actions and you’ll get a totally different result. Deb, if you could travel back in time and speak to your younger self, when you just got into education, what would you say?


Deb Lawlor (27:30):
Oh, so if I’m, I’m speaking to myself from my perspective now to my younger self?


Sam Demma (27:34):
Yeah. In education. Okay.


Deb Lawlor (27:37):
Don’t take it personally. I love it. I think as young educator is we take everything personally. We are upset if they don’t do the homework, the student doesn’t do their homework in our class. We’re upset when they walk out and say, I hate you. That we’re upset when, you know you, you plan this great lesson, you put all this effort and it totally bombs. And the kids think it sucks. You know? Like I, I think you can’t take it personally. You do the best that you can with what you’ve got and that’s gonna develop over time. I think part of it is I would tell myself I would tell myself it doesn’t have to be perfect. I think there’s so much, we strive that, you know, you’ve gotta have that perfect lesson. It’s gotta be, everyone’s gotta receive it in the right way.


Deb Lawlor (28:20):
And, and everyone being happy with it. I’d probably tell myself not to work so many long hours. I burn the candles a lot when, you know, and you do as a young teacher because yeah, you just, you need to you until you get the experience until you, you know, figure out what it is you, and if you’re teaching something different all the time, it’s, it’s inevitable it’s gonna happen. What else would I tell myself? I would tell myself to, to enjoy the ride. Mm. But really enjoy the ride because it, it, and I think I did, I eventually, I, I started to do that to really, to, to it’s about the journey. It’s not about the endpoint really, to, and, and not to be afraid to, well, certainly to not worry so much about the content. And it’s more about, it’s more about the skills that you’re teaching the kids.


Deb Lawlor (29:08):
And again, sort of my beginning year, my first, you know, five, six years that wasn’t in my mind as I, as I grew, and as I got more experienced, you, you start to enjoy those kids who who are the challenge, the kids who don’t agree with you, who, who will push and who have issues that you start to realize that you can help mold and help guide them. And it’s not all about having the kid who puts their hand up all the time and raises their hand and hands everything in and does everything you want them to. And doesn’t talk back to you. After a while I started seeking out the kids who I thought you’ll be okay without me, you’re gonna do fine and be all right, but you need a little more attention and, and, and you need in year and you need me to ask you, how are you doing today? You know, scale of one to 10, where are you at just doing a check in? Doesn’t need to tell me a, any information. I don’t need to know the details, but if I know you’re a four today, then I’m gonna deal with you a little bit different than if you’re at an eight, you know, and, and, and cut you a little slack and give you a little bit of room and be understanding that, Nope, you’re not gonna get that assignment into me today. And it’s not the end of the world.


Sam Demma (30:18):
I like that. That’s awesome. Deb, thank you so much for coming and sharing some of your wisdom and advice on the show here today, and some of your own personal journey through education. If another educator wants to reach out to you, what would be the best way for them to do so maybe Twitter or an email or whatever you prefer.


Deb Lawlor (30:35):
Yeah, they can, they can give me an email at debbie.lawlor@ocsb.ca. So debbie.lawlor@ocsb.ca. My Twitter handle is @deb_lawlor.


Sam Demma (30:55):
All right. Awesome. Thanks so much, Deb. I look forward to staying in touch and seeing where your travels take you next.


Deb Lawlor (31:02):
Sam’s it’s been a pleasure to be here.


Sam Demma (31:04):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and 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 want to 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 so soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Deb Lawlor

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.

Hugues Bertrand – Social Studies and Leadership Teacher

Hugues Bertrand – Social Studies and Leadership Teacher
About Hugues Bertrand

Hugues Bertrand is a Social Studies and Leadership teacher at Pierrefonds Community High School in Pierrefonds Quebec for 26 years now. Long time Quebec leadership advisor, Canadian Student Leadership Conference (CSLC) 2010 chair and Canadian Student Leadership Association (CSLA) member. 

Hugues has always been a student life enthusiast helping students discover themselves and reaching their true potential. He truly believes in being open-minded when interacting with students and emphasizes the importance of simply listening to what they have to say.

Connect with Hugues: Email

Listen Now

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Resources Mentioned

Pierrefonds Community High School

Canadian Student Leadership Conference

Canadian Student Leadership Association

Speakers Bureau of Canada

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. Today’s guest is Hugh Bertrand. He’s been teaching for over 26 years. He’s also a huge fan of the Pittsburgh Steelers. He had a virtual background on zoom during our interview, and he airs so many amazing insights into ideas to engage his students, to make them feel a little more appreciated and valued during this time. And he also shares this idea about keeping an envelope of all the notes he has been receiving over the years of teaching and calling it his bad day file, where if he’s not having a great day, he pulls a note out, reads it to remind him self, why you got into education. There’s so many other insightful ideas on this episode. I hope you enjoy it. Take notes, listen actively, and I’ll see you on the other side. Thank you so much for taking some time out of your busy schedule to come out onto the High Performing Educators podcast. I’m curious to know, can you share with the audience who you are and what you into the work that you do with youth today?


Hugues Bertrand (01:04):
Okay, well, I’m I’m Hugues, I’ve been teaching for 26 years. I got started teaching, I guess my dad was a teacher, so that that’s obviously I knew a bit about the job but definitely doing a lot of student life stuff that that’s just, you know, wanting to make a difference and helped kids reach their potential you know, overcome the roadblocks. That’s thrown at them like by themselves or by others. So that’s kind of been my motivation.


Sam Demma (01:31):

Awesome. When did you know a lot of teachers, I speak to say they, they knew at this super young age, some of them say they figured it out after going to university. What was the case for you?


Hugues Bertrand (01:39):

I think you know, what I decided just before, you know, university I had all these different jobs you know, from being a lawyer notary to dentist and and and then just before university, when I to decide, I, you know, decided to go into teaching first it was Phys. Ed. and then high school degree. And you know, and then I just kind of branched out to social studies and in high school. So that’s, that’s when I decided it.


Sam Demma (02:06):

That’s awesome. And you’ve been teaching longer than I’ve been alive. That just means that you’re a wise and, and you know, so much about it and can provide so much great insight. And I’m really curious to kind of dive a little bit more into that. Have you been at the same school for your entire 26 years? Have you bounced around what kind of different roles have you played in?


Hugues Bertrand (02:29):

I have been pretty lucky. I’ve been in two schools. I started in, in an inner city school in Montreal for four years. Yep. And then that school closed. And then I moved to the, the school I’m at now PCHS in Pierrefonds. And I’ve been there for while now it’s like 22 years.


Sam Demma (02:42):

Awesome. So cool. And there’s a lot of challenges this year in education. Things are definitely different. I don’t want to make it negative or seem like there’s roadblocks in every way we turn, but COVID presented us with opportunities and challenges. What are some of those challenges that you’re seeing day to day in your school and whether it’s virtually while you’re at home or sitting in an office?


Hugues Bertrand (03:04):

When I think about that question is it’s, you know, like overall, like the help, right? Like, that’s like, you gotta be conscious of your own health. And then your, and your student’s health and your own family. As I explained to my students, like on day one you know, guys, like, you know, I’m more, all this PPE welcome to the new normal this, this didn’t feel normal to me. And I was very honest with them. And know they were all wearing masks in class. I was very lucky. My students were pretty good. I mean, they don’t have to wear it. They can, they can take it off while they’re sitting, but most of them do which share reassuring. So that that’s definitely like some of the challenges, like the hell aspect of it, it kids being off for six months in Quebec, like that was like, you know, that was like, they’re rusty. So that’s something that we need to keep in mind. you know, and in the mix, my school, like the seniors mix one day at school, one day at home. So like juggling the online and, and in class you know, like you got to adapt, like they have to, but you also have to adapt.


Sam Demma (03:59):

Yeah. That’s so true. How do you find teaching virtually is it a challenge? How do you get cameras? How do you get students to turn their cameras on and raise their hands and, and speak in class is difficult?


Hugues Bertrand (04:10):

Right. I, I find it’s made me a better teacher. Like I realize that the other day, like you know, I was being ready for a session and, and I definitely keep it shorter. Our classes are 75 minutes school and, and, you know, I pants to myself, lecturing. I rarely lecture for 35 minutes at school anyway. So I try to like mix it up and you know, having them to have their cameras on is, is a challenge. You know, like I know like there’s some schools that have rules and they have to have it on, but then it’s like, you know, it’s, it’s facing a wall or, yeah. You know, I noticed this morning, I was, I was teach out a few online classes and some of their bad, they were, some of them were in their bedroom and it was really dark.


Hugues Bertrand (04:45):

Like I could see the shades were down and everything. And I, I made a few comments, like guys, like, you know, like, it’s almost like it’s night in your room. Like, , you know, let, let let in some lights. But yeah, it’s not easy. I, I try to to flip the classroom a bit. So I put some talking points up and then I, and I try to engage them. And even though like, when you share documents, depending on what you’re using, you don’t see them all, but like, I call out their names, so then they have to kind of be there. And and I, you know, I, I kind of like share, like, I usually share material with them ahead of class or during class. I’m like, Hey guys, there’s a video here. That’s 15 minutes when I’m done, you’re gonna know, watch this. And then be ready to talk about it next class. So I kind of like, it’s, it’s made me a better teacher, I think, cuz I have to think about delivery. I have to think about the material I’m using. Some of the things that I was using, I can’t use anymore in the same way. So I, I think like, you know, it’s forced me to be more creative.


Sam Demma (05:37):

That’s awesome. I think that’s a beautiful way to look at it. No, one’s given me a response like that yet. And I’ve done a dozen in interview so far making you a better teacher. So you look at it from the positive perspective. There’s so much challenges going on right now, but like you are looking at this from a positive angle. I’m curious to know what gives you hope personally despite the challenges, what keeps you going, what keeps you motivated and hopeful with the work that you’re doing?


Hugues Bertrand (06:03):

I think I, I believe in the end science will win. I mean I think that’s, you know, you have to think that this is gonna, this too shall pass is gonna end. If not, I think you just gotta go bonkers. So you gotta, you gotta believe that it’s gonna, there’s gonna be an, we don’t know when you know, I mean so, so, and I think it, it forced people to take a look at their own life. What really matters obviously when we were quarantined for like all these months in the winter last year, you know, like, I mean like my, my wife’s the teacher also, so we were both at home teaching from home. Our two kids were at home going to school at home. So, you know, so that forced us to kind of like, you know work around those things. But it’s a, it’s kind of like, you know, you gotta slow down. I think, I think it’s forced me to slow down and then, okay, so I can’t do this and this and this anymore. So I think, I think, you know, like I have the hope that it’s, you know, I, I hone, I, sorry, I hope I, I hold onto the hope that it’s it’s, you know, science will win. And then basically you know, and then I kind of like just kind of prioritize things.


Sam Demma (07:04):

That’s awesome. I love that. It makes perfect sense. There’s nothing else that we can do this. Stuff’s kind of out of our control and we have to just let it play. Its play its part and then we’ll get going when it’s done. I’ve spoken again to dozens of educators already. And I’ve asked them this question, you know, we’ve, you’ve been in education for 26 years. You’ve helped dozens of students, maybe not even academically, but also with their mental health, with their physical health. Maybe you’ve mentored them, gave them some life changing advice. And maybe once or twice someone’s written you a letter when they’re like 20 years older saying hug, you changed my life back in class. And now I’m doing this job because of what you said. And I’m curious to know what can we do during COVID that will ensure that the kids that are in your class right now have that same response 20 years later. Like how do we, how do we care for our kids right now?


Hugues Bertrand (07:56):

I think, I think we gotta be there and listen we gotta be patient. You know, I mean, I’m getting like, you know, they have lots of questions and, and they have a lot of things that they’re not sure about. And then so I think we gotta hear them out. I like, for example, like, you know, like I mentioned, there’s six months, like kind of rust that asked needs to be knocked off. So, you know, things like, you know, maybe you would’ve done three, three projects and from one and then maybe you’ll do two and maybe you’ll have to walk them through things. You know and then if they’re like, you go off topic, like you gotta, you know, like you ha you have to take the time to listen to them. And, and, and sometimes this is the best thing you can do is listen.


Hugues Bertrand (08:34):

You know when I think back of kids, who’ve gone back to me over the years. You know, and unfortunately I there’s been many in, in those are bonuses that I call as I call them. Mm-Hmm you know, I think, I think, yeah, what did I do while I listen? I gave him the time you know, and like we had a case at school yesterday, like it was announced, but the way it’s announced, it’s, it’s, you know, there’s a student in a class bubble that that’s positive. So that question, that kid was already at home, so they isolate the class and yet, but some other kids in the school were like, you know, they were, I, my grade 11 class, they were upset. We wanna know who it is. We wanna know what level. And I know I, and I stopped the lesson to kind of explain like what you can’t it’s privacy it’s, you know, how would you feel is of people knew your help you know, what, what goes on between you and the doctor?


Hugues Bertrand (09:18):

So, but I mean, I could have like, just pushed a lesson, but I stopped mm-hmm cause I think they, they were uneasy. They were nervous. They, they, they, they want, they were, they were reacting to this situation. So I think we need that’s what we need to do is we need to slow down. We need to listen to them. You know, we don’t all, maybe we don’t have all the answers, but at least if we’re listening to them and gave ’em a chance to like, like a platform you know, and, and, and also I think sometimes like we gotta you know, try to like, not steer away from it, but like, you know, there’s other things going on in COVID is everywhere in the social media. It’s, it’s in news, it’s everywhere. So I think they kind of need a bit of release from that.


Sam Demma (09:53):

Sometimes I love that we have two ears of one mouth. My mentor told me, it means you have to listen twice as much as we speak. And I think it’s a beautiful testament, especially in a classroom when student voice is being heard very little, especially right now with what’s going on. And aside from teachers, they’re the next in line being affected to a major degree. So I think that’s a beautiful point. And I appreciate you for sharing that in terms of, of students that have been impacted by your direct teaching and mentorship over the years, I would love for you to share a story or two that touches your heart deeply of a student you’ve impacted. You can change their name for the sake of privacy, but do you have a story you’d like to share of a, a student who’s maybe talked to you after they graduated and said, how big of an impact they had on, on, on their life?


Hugues Bertrand (10:39):

You know what, like, it’s funny, you mentioned that and I get emotional and then like having taught 26 years and you know, and, and I, I’m kind, I think I’m the same guy after 26 years. I’m a little bit wiser. I, I sometimes like you know, I’m better at what I do. But yeah, there’s a few that I can say I can think of, but I think like, you know, when I, I think back on my first four years of teaching in inner city you know, being like 23 and, and, and I remember like, like the kids I bonded well with the kids and, and them with me. And so I guess like 30 years later, like I get these, the Facebook you know, I mean, I’m old, so I’m on Facebook.


Hugues Bertrand (11:19):

And I got this Facebook messenger from, from an ex student. You know, who’s now as a family of five kids and says, look, I just wanted to let you know, thank you for impacting my life. And I wanna let you know that I have a job now. And, you know, and I got out of like where inner city, where we lived and I’m married, I have five kids and I’m working. And so that, that, that was really meaningful for me. And this is, this was the student I always said I was closed with. And I took under my wing and you know, spent a lot of time with listening and sometimes steering them in the, in the right direction. You know, I mean, if I come closer in, in, in, you know, to my career, like, like in the last 10 years, like I have students, I still, I have a group of students that I, I talk to well actually I it’s like a group of that.


Hugues Bertrand (12:03):

I, I, that I once in a while, I’ll, I’ll drop a message, like don’t need to respond and just, just you know, thanking them from like I on Facebook. So I get to see their life and I see what they’re doing and, you know, just kind of like tell ’em, they’re all success stories. And these are kids that I’ve like, you know, over the years, like reached out to me again with, with thank you for being there or thank you for you know, what you did for me. And you know, it’s, it’s nice to have that connection. I actually have nobody knows this , that’s cool. I have I have like a folder on my desk and it’s been like, I keep it on my desk every year. And it’s like letters or notes I’ve gotten from kids over the years.


Hugues Bertrand (12:41):

And you know, so I just know when, when you have an off day, you know, you’ll open that folder and like, you know, it sets you back. So nobody knows what that folder is, or at least now, but yeah, that’s that, that’s something for me. Like, I, I’ve been very AP very lucky, you know, I mean that the kids I always tell kids you know, not for me, but like, you know, you got to let people know, like, you know, if they made a difference in your life good or bad, you got to let them know. You know, cuz if you don’t let them know, they’ll never know that they made a difference. So, you know, yeah, I’ve been, I’ve been very, very lucky.


Sam Demma (13:12):

Yeah. Sometimes they don’t send those messages or write those letters until 20 years down the road. And I think educators sometimes, especially the younger ones who are just starting don’t realize the impact they’re having and half the purpose of this podcast is to remind them that no, what you’re doing is important, despite the challenges we’re currently facing the work is needed now more than ever. And the stories of impact do surface, maybe not right now, but they might 10, 15 years from now or when you least expect it. And I think that idea of having a folder on your desk is beautiful. Do you remember any of the letters that you recently have read?


Hugues Bertrand (13:49):

Well I had, I had one a student sent me a copy of a university paper that you were roles in sociology and it was like, you know, something shed done for in university and it was about me. So , so it was really, you know, it was I was very humbled. And, and this is someone who’s like now in their thirties with, you know, two kids, but you know, I mean, I, I, I think back I’ve done mean there’s I, you know, I guess there’s so many, like, you know, that that’s hard to pinpoint one, but they’re all, they’re all you know, they all touch me like, you know, I find it very touching, so and I, and you’re right. Like, you know, we have the power as teachers, like, you know, we can make or break a kids’ day.


Hugues Bertrand (14:33):

Like, and, and we need to remember that. Because sometimes, you know, like like kids, like you know, they, they they’re fragile even if they don’t show it. So, so, you know, we have that you know, like we, we may say something or do something that’s gonna turn off a kid completely and we might, and the worst thing is you may not notice. And then they’ll just go on you know, so good or bad. So I think we, we need to be mindful of that. You know, teaching teaching is, is an important profession and you know, and I think a lot of responsibility comes with that.


Sam Demma (15:07):

That’s so true. That’s awesome. I appreciate you sharing the story and the letters and the, the good moments. I can see the smile that you brought to your face, which is awesome. And it’s encouraging for anyone else to hear. And I love the idea. Again, if anyone’s listening, go make your own folder, we can call it the folder of appreciation or whatever you, you wanna label it and put it on your desk and put all your letters in it and revisit them. When you’re feeling down. I have a similar concept that a coach told me and it’s called that you done good list, and it’s not things that other people have given to me or said to me, but it’s things that I’m proud of that I’ve done. And when I feel like I’m not doing enough where I feel like I’m moving too slow, instead of focusing on where I want to go, I focus on where I’ve already gone, what I’ve already done, where I’ve already been, the people I’ve already impacted and met, and that change of focus leads to so much more positive decisions.


Sam Demma (15:57):

And I think it’s, it’s evident not only in education, but in all areas of life. So again, thanks for, for sharing that on a, a separate note. It’s really difficult right now to bring in powerful messages into a school. And I’m sure, or you’ve dealt with bringing in speakers for dozens of years right now. It’s harder than ever. If someone’s listening an educator that might be a little bit younger, not as wise just yet, , they’re building their wisdom. They wanna, you know, bring someone into their school to speak. How would you advise them to do so? Maybe even without COVID like, what do you look for in a person to bring in front of your students?


Hugues Bertrand (16:33):

I, I think whenever you’re gonna bring somebody in front of your student, like, you know, as one of my mentors always said, like, you have to have seen them or somebody you trust is seen them, like, so that’s school number one, like just bring in somebody just to bring somebody is the, is the bad idea. Yeah. So like you have to have like seen them or heard and, or, or somebody you trust. I seen them I think you gotta think of case this could be meaningful to my students and maybe you may find it’s really like, this is really good, but like, you know, you gotta know your students. Yeah. What, what they’re needing obviously right now it’s complicated. You know, I was, I know at school, like I was, you know, reaching out administration about maybe starting some student life this year, again, you know, and through, through the bubbles and, you know, and then the next day we have a case at school.


Hugues Bertrand (17:13):

So I’m like that didn’t get that, that fell down the list of things to do for the, for my principal by no fault of hit of his. So I think ask around, I mean, there’s some great organizations in Canada you know for, for leadership. So there’s Speakers Bureau. And so, so you can, like, you can see now with technology you can usually see clips of speakers and presenters. So like that that’s, I mean, do your homework, check it out, talk to people, ask questions you know, ask definitely there’s lots of good people to bring in like you know, kids, kids you know, they, they, sometimes you need to change it up and, and they respond you know, to somebody else, you you’d be saying the same thing, but you bring, somebody give the same message and sudden like, oh, it’s heard. But you know, by, by any means necessary, like that’s, that’s always one of, some of my mantra.


Sam Demma (18:00):

No, that’s awesome. And when it comes to speakers, what do you thinks the most important thing in relation to having impact on the students? Is it content the person shares? Is it the way they deliver it? Is it how they engage the students? Is it because it’s interactive? Is it their age?


Hugues Bertrand (18:16):

I think I’ve, I’ve been very fortunate again having been involved with leadership and, and, and going to conferences and hosting conferences. So I’ve been exposed to many, many speakers. I would say the delivery it’s not just the age. But I think the delivery, how they interact with the students is, is, is big because like, you know, you have to, you have to hook them as they, they say , but you’ll have a, it’s a mix of that, a message too, because if you have them, but then you don’t have a message or don’t deliver the message then it’s you know, once you have your attention. But I think, I think the interaction with student is, is very, very important.


Sam Demma (18:52):

Okay, cool. No, that’s awesome. And is there any plans, not, maybe not even in your school, but in other schools to do stuff virtually or is that totally out of the question?


Hugues Bertrand (19:01):

I think, I think the plan is there, the idea is there. I know I, I sit on the, our central student committee at the school board and give kids from all the, every school. And we were talking last week, you know, we usually have a senior leadership day. We have a junior leadership day and we said, well, you know, we could probably do it online you know, and bring in people. So I think the plan is there. I think it’s just right now, we’re kind of like, you know, as think cases are going up, like colors changing. So we’re just kind of like, yeah, you know, we’re gonna see where we’re gonna be with this. You know, and I think it’s one of things where we may have to adapt, but yeah, I think online for now, online speaking and is, is, is probably the way we’re gonna do this.


Sam Demma (19:38):

That’s awesome. It’s also encouraging to hear for other educators. It’s, it’s not the end, right? No, this is just a bump in the road. If someone’s listening right now, who’s a fellow educator who’s a little bit burnt out. Not maybe they just started this career. Imagine you were 23 years old and this was your first year of teaching and there was someone your age talking to you when you were 23, what would you tell that 23 year old who’s just starting in this industry?


Hugues Bertrand (20:04):

Be yourself, cuz kids will know like that’s kids kids will figure out pretty quick. So just be yourself, which I think is one of my strengths. When I talk to students that I’ve had that like, you know, what are 10 years ago, 20 years ago? You know, I’m like, you know, like, I haven’t changed. I mean, I’m, I’m more gray. I, the same haircut you, although it’s long now, but you know, like like at the same haircut I haven’t changed you know, they, they come to my classroom or if they, you know, green hackers. Yeah. That was my team when I was 16. So it’s not gonna change. You know, so like be yourself you know, be open open-minded listen, listen to them. You know kids don’t do well when you come in and just talk to them like that’s or anybody for that, for that, for that matter, don’t be shy to as for help.


Hugues Bertrand (20:51):

You know that’s that these are things that you know, but be yourself, be open-minded listen to them. You know, be fair. I think like kids will respond well to that and, and, you know, it’s, it’s a great job, but it’s not for everyone. I, and, and it’s not you know, it’s, it’s, it’s, you gotta work, you know, you gotta, I mean, I I’ve been doing this 26 years and I still, still learning every day. Like, you’re, I still screw up sometimes. You know, and, and I, and I, I’m still learning, I was talking about how I adapted everything. I’ve been adapting and changing things don’t to, to, to be successful you know, and do the job, you know, in the last year or so. So now I think you just, you just gotta, you know, keep an open mind.


Sam Demma (21:34):

Love it. Open mind, listen, twice as much as you speak, ask for help, these are all great pieces of advice. Hugues, thank you so much for taking some time to do this interview today and inspire some fellow educators. I’m curious to know if anyone in the audience wants to reach out to you and maybe bounce some ideas around that’s another educator how can they reach you in, how can they do that?


Hugues Bertrand (21:54):

Well, I don’t I, I have a, I guess email would probably be the best way. I mean, I have a Facebook page, but that’d be hard to find me, so my email probably the best way to reach me. Okay. I was gonna make a joke and say mySpace, but I don’t even know what that is. So it has to be pretty old. So yeah, hbertrand@lbpearson.ca is probably the best way to reach me through email. And then we can go from there. I don’t have a website or anything, although you know so that, that’s probably the best way to reach me.


Sam Demma (22:24):

Okay. Awesome. Here again. Thank you so much, so much wisdom, so much to share, and I really appreciate you making some time. Oh, you’re welcome. I hope you enjoyed the episode with Hugues Bertrand so much practical advice and ideas to share. Please reach out to Hugues. He’d love to hear from you. He loves connecting with fellow educators and teachers like yourself. And as always, if you took something away from these interviews, if you’re taking something away from them and you’re learning something new, consider leaving a rating review. So more educators just like you can find this content and benefit from it. And if you have insightful stories or inspiring ideas that we can use in schools right now, please reach out at info@samdemma.com. So we can get you on the show and share those stories with your colleagues. Talk soon, see you on the next episode.

Join the Educator Network & Connect with Hugues Bertrand

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.

Richard Vissers – Director of Admissions at Holy Trinity School

Richard Vissers – Director of Admissions at Holy Trinity School
About Richard Vissers

Richard Vissers joined Holy Trinity School (HTS) in 1996 as the senior chemistry teacher. Since then, he has also served as the Grade 9 and 10 Coordinator, Guidance Counsellor, Director of HTS Camps, and Chair of the Miller Thomson Scholarship Committee. Whether coaching a team, guiding the yearbook, or organizing the House and Leadership programs, Richard has worked in all areas to provide opportunities for students to engage and develop pride in their school, which will stay with them for a lifetime.

Richard attended Trent University to achieve a Bachelor of Science (Honours) and then Queen’s University to achieve a Bachelors of Education.

Connect with Richard: Email | Linkedin

Listen Now

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

Resources Mentioned

Holy Trinity School

Trent University

Queen’s University

Prep Skills College Expo

Lifelong 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 (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today’s special guest is Richard Vissers. He is the Director of Admissions at Holy Trinity School. He joined Holy Trinity School in 1996 as the senior chemistry teacher. Since then, he has also served as the grade 9 and 10 coordinator guidance, counselor, Director of the Holy Trinity School camp and chair of the Miller Thomson Scholarship Committee. Whether coaching a team, guiding the yearbook or organizing the health and leadership programs, Richard has worked in all areas to provide opportunities for students to engage and develop pride in their school, which will stay with them for a lifetime. And I can tell you from my interview with Richard, there’s a ton of value he has to share and advice to provide. I hope you enjoy this as much as I enjoyed recording it. I’ll see you on the other side. Richard, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the show. I know we met at the beginning of the year, which for both of us felt like a long time. We go as a part of the Prep Skills College Expo, but tell the audience, why don’t you start by telling the audience a little bit more about yourself and how you got into the work you’re doing with young people today?


Richard Vissers (01:12):

Sure. Well, first off Sam, thanks so much for having me today. I really appreciate the opportunity and I have been teaching. I’m almost embarrassed to, I’ve been teaching for a long time now and I started at a boarding school over 20 years ago, and that was that was trial by fire. When you work at a boarding school, you have lots of different hats. And so I’ve been at the current school HTS right now for over 20 years. And I’ve had lots of great opportunities here. And as when, when you first reached out to me and invited me to participate, I started thinking about, you know, what got me into this role, what got me into teaching, I suppose. And really, I started to think about some of the people in my life back when I was in school, high school in particular, but even before that, you know, teachers that took an interest in me and that’s those of the memories that I have that are strongest and most positive and actually reflect a lot of what I’m doing now on a daily basis.


Richard Vissers (02:09):

So it was teachers that took the time to get to know you took an interest in you and, and came forward with ideas and, and kind of pushed me a little bit to, to try some new things that I probably you know, slightly she that I probably wouldn’t have done without some, some motivation, some encouragement and a little and a little bit of a push. So I think that’s probably, what’s mostly gotten me into what I, what I’m doing today. And those are the, some of the things that I thought about when you reached out.


Sam Demma (02:40):

Tell me more about those teachers and what they did or how they pushed you. I’d love to know.


Richard Vissers (02:48):

Let’s see you know, one of the people I had an English teacher, she reached out to me she said, you know, I’m really looking for someone to join and be a photographer, take some pictures around the school and get involved in that way. I had a, I, I tried in for the hockey team. I wasn’t the greatest hockey player, but I tried out, I didn’t make the team. But the coach you know, we had a good relationship. I was in a class that he was teaching. He, he connected with me a couple days later and said, you know, Richard saw you worked hard and we’d still like you to be involved. Could you help about and come along? And, you know, there’s managing and there’s on the bench and travel and all that. So you know, those are some people that really stuck their neck out for me and saw, you know, got me to be involved in the school.


Richard Vissers (03:30):

And, and so those are some of the things that kind of stuck with me. And I had some friends too at school that reached out and said, you know, you should really do this. And had a, one of my, one of my friends the track and field team was leaving. And I said, yeah, I’m doing track this year. And then I didn’t, I wasn’t gonna go. And she jumped in said, why aren’t you going, you know, that’s the best part of the day. You get to leave, you get to compete. And so I managed to get outta my class and jump on the bus and had a great day, and it was pretty successful and and kept at it for a few more years. So those are some memories of people kind of extending themselves to me. And, and that’s the, that’s the type of work that I’m doing now. I really think work in my position, Director of Admissions is really about finding kids and finding great families and providing some opportunity so they can come in and take advantage.


Sam Demma (04:17):

I love that that’s a, it’s an admirable role and every single player on the team, including the management, if you’re talking about hockey is super important, and I’m sure, you know, the school, the students, the administration is a little different this year in terms of the challenges you’re faced with as compared to maybe last year or time in the past. What, what are some of the challenges this school is facing right now? And how are they overcoming them or how are you overcoming them?


Richard Vissers (04:47):

It is a challenge, Sam. There’s no question about it. This is a different world a different environment and families, however, still are, are looking into finding a place for their children, finding a school for their children. And, and it’s a huge investment emotionally. It’s a, it is a huge investment financially as well, and they take a lot of time. They take it very seriously and you know, their children’s education is, is probably the single most important thing they’re going to consider as they, as they have children and, and their families grow. And it’s, it’s a very touchy, feely process. Families want to come into a school, they wanna see it, they want to feel it. They want to hear it. And the biggest challenge in, in my role and the people that I work with here the, the challenge is to replicate that somehow.


Richard Vissers (05:37):

And I’m very fortunate. I work in a school where I know that the students here take great pride. They love coming to school. They really do. They really, really do run to run to the doors when they get here in the morning, you know, they’re that excited to be with their teachers and their friends. And so how do you replicate that? How do you, how do you allow a family to look under the hood, so to speak and get a sense of how things work here and get, and get that feeling. That’ll make them feel good about their decision when they choose to apply or enroll at the school. And so those are the biggest challenges. That’s the number one challenge that that we’ve faced here. And every admissions office in every school’s faced with right now.


Sam Demma (06:18):

Yeah, no, that’s a, it’s a tough challenge, but it sounds like you’re doing a, a pretty great job at, at overcoming it. I’m curious to know what’s working in the school and with admissions what what’s working right now.


Richard Vissers (06:32):

Absolutely. Student voices are probably the big guess thing that we’ve leveraged. And we always have, but we’ve just had to find a new way to, to leverage that, you know, the parents would normally show up at school and say, hello, a few words to myself and my colleagues. And, and then we would pass them off to one of our student ambassadors, one of our tour guides and, and they take it from there. And invariably they’d come back 20 minutes later, half an hour later, an hour later, and there’s all smiles. And you can just tell that they’ve really gotten a sense of what the school looks like, and, and the kids here have done a great job. So it’s their voices that we want to include. And so, you know, just like you and I are chatting video conference now, we we’ve extended that.


Richard Vissers (07:14):

We’ve got lots of students that join us online to meet with families and to answer questions, we’ve run some student panels so that we have some of our student leaders all lined up with some questions ready to go, and parents are invited to log in and they’re, we invite them to make sure their children are paying attention to and with them. And so that they can hear these student voices. We really kind of leveraged friends as well. We wanna know when we, when we meet families who do you know, that might already be at the school and so that we can connect them and, and connect them with maybe students that are coming from a similar school, similar background. And so that you know, that there’s some credibility there that they’re not just seeing it virtually. They’re actually hearing it from people that, that they know and have some faith in already.


Richard Vissers (08:01):

And, and so those are ways we’ve also leveraged our parents in the same way. You know, most schools would say their parents are their biggest tool for marketing. You know, word of mouth is there’s, there’s no better form. And so we’ve gotten parents involved for in panels discussions like that as well, where they can come on board and answer questions, and the prospective families can, can listen in and hear their experience. And, and some of the thoughts and emotion that went into their decision making. And so it’s not rocket science. We’re putting people together online, virtually like this. But it it’s worked well. And I, and I think parents appreciate the effort and appreciate the access to some of these parents and students that are with us.


Sam Demma (08:45):

Oh, that’s awesome. And, you know, you mentioned people that, you know, and it, it jumped for me, it jumped to your colleagues like anyone in education would be, you know, happy to have a conversation with yourself, with anyone else who’s, you know, working in a school. I’m really curious to know, I know we touched upon it earlier about, you know, how you got into your role. Right now I’m curious to know what actually directed you to education though. And what, what emotions made you decide you wanted to get in, into, you know, the role of a teacher or admissions officer. Where did that come from?


Richard Vissers (09:20):

That’s a great question. And I had to think about that a little bit too and think about some of the influences earlier on in my life before I even got to university. And I mean, for, for so many people, it starts with their parents and, and my mom in particular manner, my, at her, right. And I’ve used that line with families that I meet every day, but it, my mom and instilled in me a sense of manners and, and respect for people. And that started out in an early job delivering papers. And I know that doesn’t happen very much anymore. So the car drives by and tosses the paper into my, into my driveway, but it made you, it made me get out there and meet people and talk to people and, and have to use my manners and develop some kind of customer service skills so to speak.


Richard Vissers (10:06):

And I found I was pretty good at it. And over the years, I had lots of jobs growing up that were, that were in kind of a customer service area. And so when I got through to university and I was looking around at things that might be a good fit for me, I thought, you know, I really enjoy working with people. I really enjoy working with students. And, and it was a really great teaching program at the school that I was at. And so I applied after my first year of university and I was accepted and had some great intern along the way. And so it took off from there and I’ve, and I’ve been doing it ever since.


Sam Demma (10:43):

And when you’re feeling down or unmotivated, what do you kind of reflect on to keep yourself going? What, what keeps you motivated during tough times?


Richard Vissers (10:51):

That’s an easy, easy answer here because I have the ability to still get up from my desk, walk down the, a hall and jump into the kindergarten classroom. Mm. And you don’t have to spend too many minutes with a group of four year olds and five year olds to understand why you’re in, why you’re in a school, why you’re teaching those kids. They look at you, you know, your, their friend right away. Right. big smile goes a long way and, and come. And so you end up reading with them, you end up sitting and talking with them. And so when I’m having a tough day at school or, you know, you kind of need some, some motivation it doesn’t hurt to wander down and, and see some of the youngsters, it really it’s better than a better than a cup of coffee.


Sam Demma (11:34):

I love that. And, and what, you know, that keeps you motivated, what keeps you hopeful? What, you know, what keeps you hopeful about the work that you’re doing in a school?


Richard Vissers (11:46):

Well, a school like this HTS that I work at it really truly is about opportunity. I think that’s the word that I’ll use with families and with students more often than, than most others. We want students that are gonna come in and take advantage. We have some really great facilities. We have really fantastic teachers. We have really fantastic programs and we want students that’ll come in and, and take advantage and, and look at this as an opportunity and kind of, we want them to come in with big dinner plates of eyes. Right. They’re so excited to, to jump in and, and to be able to try some of these things so forth. So that that’s something that resonates with, with most families when we’re sitting down.


Sam Demma (12:28):

No, that’s awesome. And you know, if I wanted to stop by of the school, would it be too much to ask to stop by the kindergarten section?


Richard Vissers (12:40):

I would love to. Absolutely. You know, I I’ll tell families. We have strategically placed the kindergarten classroom pretty much in the heart of the school. Nice. And whether you’re in grade 12 and coming down for lunch, or you are in our middle school heading to the gym you’re going to have to walk by those classrooms and they see and hear everything you say and do. And they, they, when they can, they wanna hug you and say hello to you and high five, you, they want you to stop in and, and be their friend. And and so absolutely Sam and when we can have visitors back in the building, you are most welcome to come in and have a, and I’ll take you by the kindergarten classroom. You’ll have 16 new friends just like that.


Sam Demma (13:18):

That’s awesome. That’s so cool. And, you know, if you could go back in time, speak to your younger self and, you know, give advice you’ve been in education, you mentioned for over 20 years, I’m sure you’ve learned some things and gain some invaluable wisdom. If you could, your former self, what pieces of advice would you give knowing what you know now?


Richard Vissers (13:39):

Absolutely. you know, one of the, kind of the, the philosophy right now, the language at our school that we’re using every day is to be a lifelong learner. Hmm. And, you know, at times you, people are resistant, they’re set their path, you know, they’re, they’re comfortable with what they’re doing and how they’re doing it. And change is always a challenge for people. But I really think that as I reflect especially now in a new technical world, digital world, you know, there’s lots of skills that that I can still be using and learning about and leveraging every day. And so you know, our message for our kids here is you’re gonna be learning for the rest of your life. Well, you know, that applies to me too. And so right now I’m kind of in the middle of it.


Richard Vissers (14:26):

This is something that I haven’t done before, you know, interviewing like this. And so you know, I want to take advantage of that and, and go through processes like that all the time and chow myself. So being a lifelong learner is something that I think everyone needs to have to kind of develop and, and come to grips with and have an understanding that it’s your benefit. You might try. You might, you might not love it. And that’s okay too, because then maybe you’ll go on and try something different that you do discover that you love.


Sam Demma (14:52):

And for every educator listening, I think it’s so relatable, especially right now, we’re being tasked with learning how to teach online or learning how to do interviews with families online, or, you know, learning how to run conferences online. It takes that perpetual learner’s mindset to continue, you know, figuring things out and learning along the journey. If a teacher wants to reach out to you to have a conversation was inspired by anything we talked about, what would be the best way for someone to get in touch with you?


Richard Vissers (15:21):

You’re most welcome to certainly call the school or send me an email. Those, those are probably the best ways. The admissions number is 905-737-1115 and my email is rvissers@hts.on.ca. But yeah, those are the best ways to get in touch with me. Unfortunately, I can’t say drop by the school, because right now in the world that we live in visitors are, you know, it’s, it’s a, it’s a tough situation.


Sam Demma (15:43):

The kindergarten kids don’t wanna see you right now, guys, don’t come. Haha!


Richard Vissers (15:47):

They wanna see you. They just they know they have to wait. Haha!


Sam Demma (15:51):

That’s true. Yeah. Awesome. Well, thank you so much for taking the time to have this conversation. It’s been a pleasure chatting with you and learning a little bit more about HTS and, and all the work you guys are up to, and the changes you’ve been making to adjust. I really appreciate it.


Richard Vissers (16:03):

Thank you, Sam. I appreciate the opportunity too. It’s a pleasure to have a conversation with you.


Sam Demma (16:07):

There’s the entire interview with Richard. I hope you enjoyed it. It inspired you to stop in front of the kindergarten class. If you have one in your school today, and maybe just look at the smiles on those little students’ faces and get re-energized about the real reason why he got into education in the first place. If you did enjoy this, consider leaving a rating and review, consider reaching out to Richard and having a conversation. And as always, if you have something that you need to share that you think should be heard from other educators around the world right now, please reach out at info@samdemma.com and we’ll schedule a time for you to come on the show as well until then I’ll see you on the next episode.

Join the Educator Network & Connect with Richard Vissers

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.

Adrian Del Monte – English Department Head and Leadership Coordinator

Adrian Del Monte – English Department Head & Leadership Coordinator
About Adrian Del Monte

Adrian (@adrian_delmonte) has been teaching for 13 years in the Toronto Catholic District School Board as an English Teacher, Department Head and Leadership Coordinator. Five years ago, he began a leadership development program at his school which emphasizes the importance of servant leadership for hundreds of students each year.

Adrian and his wife also founded Hopes Rise, a charity that works to help unprivileged children achieve fitness, literacy, and leadership goals.  He recently began a podcast called Wholehearted Teaching, which inspires teachers to bring their whole selves to the classroom. Adrian believes that there is no greater cause you can give your life to than serving others.

Connect with Adrian: Linkedin | Twitter

Listen Now

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

Resources Mentioned

Wholehearted Teaching

Tim Elmore, GIGO Principle – Garbage In Garbage Out

Harper Collins, “Good to Great” – Show Horse vs. Plow Horse

Jamboard

Kahoot

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. Today’s guest. Adrian actually reached out to me over email after hearing an episode on the podcast, just to let me know that he thought it was excellent content, and he’s really enjoying the interviews. And after read a little bit about himself and doing research on him, I realized that he should be someone who’s also interviewed on the show. And so we brought him on here today. Adrian has been teaching for 13 years in the Toronto Catholic District School Board as an English teacher, department head and leadership coordinator. Five years ago, he began a leadership development program at his which emphasizes the importance of servant leadership for hundreds of students each year. And you’ll see why servant leadership is so important to Adrian. In this episode, Adrian and his wife also founded Hopes Rise, a charity that works to help underprivileged children achieve fitness, literacy and leadership goals.


Sam Demma (01:01):

Adrian also recently began a podcast and is the host of Wholehearted Teaching, which inspires teachers to bring their whole selves to the classroom. A believes that there is no greater cause you can give in your life than serving others. Make sure you connect with him on Twitter at @adrian_delmonte at Hopes Rise. Hope you enjoy this episode. See you on the other side. Adrian, 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 with the listener and sharing how you got that, the work that you do in education with young people today?


Adrian Del Monte (01:40):

Great. Well, thanks for having me, Sam I got into teaching maybe a little more unconventionally than, than others. I I didn’t have a great, great experience in high school that that’s totally on me. I I was pretty self-absorbed in high school. I had a lot of insecurities and and so I kind of buried my head in high school in my athletics. I was a competitive runner and was kind of angling for a scholarship. And when I look back on it now, there were so many teachers who were there with kind of their arms out and I didn’t really take advantage. I totally like got self-absorbed a bit focused on my, my sports so much. And, and I think I missed a lot of the high school experience. So I started studying at university and I figured I’d be a lawyer.


Adrian Del Monte (02:34):

My Nono said he would pay for . He would, he would pay for law school if one of us went. So it was like, all right. And then I realized, you know, in my third year of studying criminal justice, very few lawyers actually demand, you know, the truth like Tom, like Tom Cruise and a few good men. I want the truth. Lawyers don’t do that. Lawyers do a lot of paperwork. And so in my fourth year of university, I sort of started realizing, you know, what I feel like I want to give back. I want to give back, I want to create high school experiences for students that maybe, you know, maybe that I wasn’t aware of or, or that I, that I missed. And so I totally, in my fourth year I got into, I started, I had an in, I had enough teachables in, in English. But then I had to angle for a second one in my fourth year. And that’s really when I decided to go into teaching, but it took me a while to get there. I just, I don’t know why I think my sports while it added so much, it also kept me hidden a bit from the real world.


Sam Demma (03:32):

I feel the same way. I think we can. We’re very similar in many ways. My high school experience was so similar. In fact, I, I didn’t get involved in any activity throughout high school, aside from extracurricular soccer and rushing a soccer practice when the school bell went and I too missed out on all those abilities to serve and give back and learn more about myself with like-minded students and individuals. So I think the reason you got into teaching is, is amazing and it’s wholeheartedly centered that’s right? Yeah. Little pun there on your podcast title. Why don’t you share a little bit about your own show for educators and why you started it?


Adrian Del Monte (04:10):

Yeah, that’s that, that’s a good question. Thanks. the name of my podcast, Sam is, is Wholehearted Teaching just started maybe have half dozen episodes and you know, the biggest challenge in COVID I have found has been to keep your head in a good space. Mm. There is so many rabbit holes you can go down right now, right? Like I I’m driving into work this morning. I had the radio on from like 7:30 to 7:32. And in those two minutes, right. Car accidents on the 401, the, our, our premier is deceiving us. It’s global war. Like within seconds, your mind can just go the wrong way. You, you start letting your mind as a teacher, like, are the kids even listening on the other end of these Google meets? Are they, are they learning in this virtual school? And, and I’ve actually found the biggest challenge has been filling my mind with good stuff, like consciously going outta my way to fill it with good stuff.


Adrian Del Monte (05:09):

And so the podcast was a way that I could fill my mind with, you know, things above better things. Just, just filling my brain with one of our core principles with our leadership students is we took this from Tim Elmore, but the GIGO principle garbage in garbage out mm-hmm . And, and I think if you, whatever you put into your brain, that’s the kind of person you become. You are what you eat. Right. These puns make a lot of sense. Right. And so the podcast for me was just a way that we could sort of set up some, the content. Yeah. You know, you know, what was inspiring a little bit was I don’t know if you saw during COVID. One of my favorite shows is the office. Yeah. And John Kansky, the character who plays Jim started this some good news. I don’t know if you saw those episode, some good news. And his idea was to combat bad with good, because I think it’s so easy for us to like slip into these rabbit holes of despair. Right. And like, you start scrolling through Twitter. You’re like, oh my gosh, like the icebergs are melted. The world is over. Like everything’s. And so trying to find good to combat is really the reason for my podcast. It’s, it’s, it’s really what I’m trying to do with my, my mind, my mind right now.


Sam Demma (06:23):

And you mentioned that when you were in high school, you had teachers who extended an arm and a hand to you to try and help you, that you didn’t take. And I’m really curious to know, what do you think are the qualities, or maybe just one or two qualities of a wholehearted teacher of someone who is not only striving to teach curriculum, but really see, hear, and value and appreciate their students. How can educators listening, make sure that they are being those sorts of people, the people that reached out to help you when you were a kid?


Adrian Del Monte (06:54):

Yeah. You know what, I, I think we use this, it’s a little cliche, but, but the word is real mm-hmm or authentic or vulnerable. The subtitle of my podcast is bringing your whole self to the classroom. I think, I think, I think an, an attribute of, of, of the best kind of teacher is teaching. Isn’t a job, it’s it? It’s, it’s not something they come in, they check in, they check out it’s, it’s who they are. Yeah. This idea of their, their, they wanna learn not just in the classroom, but they wanna learn all the time. They wanna, they wanna have a growth mindset all the time, again, another cliche phrase. But I think a teacher is someone who recognizes that at my core, I’m a teacher. So I think that’s one thing, this authenticity, this integrity of, I learned recently that integrity is a math word.


Adrian Del Monte (07:51):

That just means whole it’s a whole number. And so integrity is a whole person, right. They don’t, they’re not a teacher. And then, so else later on they’re, that’s who they are. It’s just a, it’s, it’s a kind of a, a coming together of all parts of their being. And, and so that’s, that’s an attribute. I think another part of, of a great teacher is gratitude. I think that’s such a big one for teachers. I know there’s problems and, and I’m definitely not, I’m not sorry. I’m, I’m very aware of the problems mm-hmm and I think I’m also consciously aware of how grateful I am that I get to do this work. Yeah. That I get students in front of me who listen to me, who are interested in the things that I might see as important, and that I, I, I’m grateful that I get to work with the wonderful school community, wonderful colleagues. So, so I think those things, I try to keep gratitude high on my list, authenticity high on my list. I think those are some of the attributes of a, of a wholehearted teacher.


Sam Demma (08:55):

Totally agree. And when I think about Mike loud foot, who is the, not the one teacher, cuz there were so many, but one of many teachers who heavily impacted my career in life, his authenticity of being who he truly was. Yeah. Came out as some quirky mannerisms and extreme passion when teaching his curriculum to the point where it was hard not to listen to him and focus because he was just so into it. Yeah. And I think during tough times, some of that passion dwindles not that the, not that the candle ever gets unlit, but it might just, it might just reduce slightly I’m. Yeah, yeah. Yeah. And I’m curious to know if you have any stories of transformation and it doesn’t have to be a kid in your class. It could just be a story about how someone, you know, or someone you’ve taught or someone, you know, who’s taught, has transformed. A student has transformed due to, to teaching. And the reason I’m asking to share it is because it might relight or make that little handle, like it might make it brighter right now. And you can change the student’s name for privacy reasons if it’s a serious story.


Adrian Del Monte (10:04):

Hmm. Yeah. So, you know, Sam, I, I actually have never been brought to tears with my students over my curriculum. My curriculum, my, I know inside and out. I, I, I all day I can teach the books, but the stories that matter, I think that that inspire teachers are the ones that have outside the curriculum. Mm. I’ve cried with my students many times. Yeah, here’s a great example. A few years ago I had this particular class, it was a a grade 10 English class. And they were so openly curious about everything. And we went off book a ton of times. We, we went off book and we, this was maybe four or five years ago, but Google docs was just kind of getting a little bit big. And, and one of the things I started offering the students was editing, editing, help with them but because there were so many of them, I couldn’t meet with them each out after class.


Adrian Del Monte (11:01):

And, and so I started saying, I’ll edit with you, we’ll meet on your Google doc. That’s the beauty of a Google doc. You can collaborate in. So, so many ways. And, and they, they started taking me up on it. So we would edit at, in the evenings and we did parent consent forms and all those sorts of things cuz it was outside of class hours. But I started editing with the kids, giving them time outside of our class hours and, and on the last day of class and, and sorry, this is something, I think that even though it happened before COVID, this is, it is such a powerful tool. So showed out to Google docs, editing tools. So back on, back on this story, last eight class I walk in and they’ve got a cake and I get emotional thinking about it.


Adrian Del Monte (11:47):

And, and one of the things that year I really pushed was reading and Harry Potter became a huge reference. And at the very end of the very last Harry Potter, Harry Potter says to his mother as a ghost, will you stay with me? And she says, till the very end and the students on the cake had written, will you edit with me? till the very end. Right? That’s what they had written to me. Right. And it was like, what am my colleague poked her head in? And, and she saw me and she’s like, are you crying? Like, and I was like, I’m freaking crying. Like I’m crying right now because it just over it overcame me that this thing editing, editing their essays, their five paragraph essays mattered to them that I made time for them. And I can still see their faces. I, I can still see their faces is like holding the cake, them being emotional and over this simple thing of editing till the very end and, and yeah, man, those, those are the kind of things when you kind of go outside the curriculum and I think now is a time if there’s ever a time to leave your curriculum for your students, it’s 2020.


Adrian Del Monte (12:53):

And , and, and that, that story every time I think of it, I, I to use your language, ignites the fire a little bit. Mm. Ignites the fire. Yeah.


Sam Demma (13:02):

And you, you mentioned that you left and that’s a beautiful story. Thank you so much for sharing. And if anyone’s listening, I mean, I know you’re listening. If you are listening, actively please consider reaching out to Adrian. Maybe you can share a little bit about Google docs if you haven’t used it before. Mm-Hmm I know it’s really cool. Cuz you can change the colors of everyone who’s typing and you can have like 10, 15 people on the same doc typing things at the same time. Really cool tool to use. You mentioned your Nu though, made a promise to you that he pay for your education. If you went and became a lawyer. Yeah. I too Italian so I can wait for the pressures in the family. but you said that you actually wanted to give back and something that I know because of previous conversations we’ve had is that you deeply believe in the power of serving others and servant leadership. Where has that, where has that aspect of your life come into play in teaching and outside of the classroom that you think is worth sharing with others?.


Adrian Del Monte (14:04):

You know, a funny story about my no, no, I, I didn’t pursue law school, but when I was in, when I was doing my masters, I actually, I applied for, for my, for my doctorate. Yeah. And was accepted my doctorate and, and my no know said goes, that’s not a real doctor. That’s what he said. Cause he wasn’t a medical doctor. So, so anyways, you know, I gotta thank him cuz that actually pushed me a little further towards teachers college, but about servant leadership. You know, I think students have an image of a leader that is a little bit unrealistic. I think the image of, of, of leadership for most students is like someone up on a stage, right? With a mic commanding, the troops, MLK, you know Nelson men, someone, someone Barack Obama, someone up there with like power and influence.


Adrian Del Monte (14:57):

And I think that’s intimidating for a lot of students. And so when I got into leadership at the school, I realized that a more accurate representation of a leader was not someone with a Mike, but someone with a empty garbage bag. And I know this, I know this is something you, you and I connect on. Le leadership to me is, and I’m taking this from a great leadership book called Good to Great. And the author talks about the difference between a show horse and a plow horse. Right? And I think many leaders are show horses. They, they look good, right? They got the image, they got the confidence, they’re good on a mic. They can speak with a good deal of articulation. Right. And, and I think those leaders are good, but not great. Great leaders are the ones who are plow horses.


Adrian Del Monte (15:48):

Mm-Hmm right. The image in my mind of a show horse is like the one jumping over the barriers with like the fury tail. I don’t think, you know, like the eque all that, right. But the plow horse is the guy out in the field, pulling the, the, the S around his neck or pulling the yolk around his neck as he’s like grinding through the dirt. And that was a better image to me of leadership. And so one of the images that we always have highlight for our students is pick up a garbage bag, you know, pick, pick up a garbage before you get the mic. You’re gonna hold the garbage bag. And, you know, a couple years ago this, we, we played this amazing game at Muskoka woods on one of our leadership retreats. The game ended with students building these cardboard boats, sailed them through the lake.


Adrian Del Monte (16:33):

Hmm. So fun at the end of it, everyone’s got their spirit gear on, you got smoke, grenades going, you got all the it’s, a who music that wasn’t the highlight. The highlight was the six kids who stayed after and pulled that soggy cardboard out of the lake. Mm. To me, those were the kids that got it. The other kids are wonderful kids and they might have just missed the moment. But the images we posted on social media after were the garbage pickers. Mm. Not the kids with the smoke grenades. And I, and I think students need those images. Mm-Hmm, otherwise leader leadership too. It’s big of a concept for them to grasp. It’s like, well, I can’t do that. I’m I don’t wanna be on the stage. And many students don’t wanna be on in high school. I didn’t wanna be on the stage. And, and so I hid, or I found something that was a little more safe and I, and, and I think images like garbage picking are powerful, powerful metaphors for students. And so those are the kind of things that I, I try to give my students opportunities to pick up garbage. I love it. I love it. Yeah. And there’s no shortage of trash, so that’s right, right?


Sam Demma (17:49):

That’s right. It’s a great opportunity. And I love the story, man. I got goosebumps as you were explaining it because recently I’ve had a similar revelation. I mean, all throughout high school like yourself, I was very self-absorbed in, in soccer and not getting involved. And then my 21st birthday, which was September this year, I decided to take a year off social media and I haven’t logged on, it’s been over two months now. Wow. I’m I have a buddy who checks my messages for me and a high school intern who manages Twitter. And I, before I left the, the platform, I took down almost all of the pictures that I had. I had like over a hundred posts. And most of them were me standing on a stage saying basically, unconscious justly, look how great I am, you know, doing all these speeches. And, and I started to ask myself, is the message I’m spreading congruent with these posts, because I’m actually not doing young people, a service by sharing all these, highlighted all these highlights and, and huge moments because they’re gonna look at it and think, wow, I’m not doing that. I’m good enough. I could never be there. And so I took most of them down. Mm. And I started asking myself, why am I putting content out in the first place? Is it to help others or to validate my own insecurities? Mm. And yeah. So I deeply relate to you on that level. And when I come back to social media, if I do there’ll be a lot more garbage bags.


Adrian Del Monte (19:11):

Yeah. Right. You know what I think, I think it’s so important for kids to understand that leadership is not something you do yeah. For three days. Yeah. Right. And I think that’s typically the image, you sign up for a leadership experience and those things are powerful. Those are fire starters. I’m not, I’m not, you know, a trip to camp Olympia or Musk woods that those ignite the fire. But I think the kids have to really buy into a way of living. Yeah. And, and, and, and then it’s not so much about what I did for those three days. It’s about how I live the other 362 days. And, and that becomes, you know, then it’s about, I woke up this morning, the dishwasher was full. I’m an empty that even my mom doesn’t let me know that that’s or, you know, my friend my, my friend needs me. I’m gonna call her on the phone. Right. And, and I think then servant leadership is not about an event. It’s about a a way of life. And I really do think values.


Sam Demma (20:08):

Yeah. Right. Your values drive all your actions. And if you’re always asking yourself, how can I help others? Or how can I serve others? You don’t have to have talent skills, abilities, or God forbid sake, even education all the time to just be a great person to the people around you, as much as you can. Mm-Hmm and it’s funny, cuz you talk to what your Nuno. I, I think of mine when I think about this, because God bless his soul. He’s passed away now. I have the same name as him. Usually. I name you after your, your other father. Do you have the same name as your grandfather or middle?


Adrian Del Monte (20:40):

Middle name.


Sam Demma (20:41):

Middle. Yeah, of course. and and Sam, my Nuno though he would wake up 4:00 AM shovel, 10 to 12 streets driveways in the middle of the winter of people that he knew couldn’t shovel at themselves before going to work at a farm for pretty or sorry, not in the winter, but before going to work for a whole day in a factory when my dad was just growing up you know, one time I remember a story where he could called my dad because my dad knew he needed some help to cut a little spot in the grass to, to plant a garden. And they said they were gonna start the project at 7:00 AM. And my dad woke up to my grandfather, digging. The job was done when he…


Adrian Del Monte (21:20):

Got at seven..


Sam Demma (21:22):

He started at four, it came over like five. And was done by seven.


Adrian Del Monte (21:25):

Plow horse, man. That’s a plow. That’s that, that see the, those are the stories of servant leadership that servant leadership, servant leadership is not a mic. It’s not like spirit. It’s not, I think school spirit is great, but it’s not servant leadership. There, there, there there’s overlap, but they’re not the same thing. And your grandfather that’s that’s leadership. He led his family like, like how, how could, how could our, how, what better examples of that? Can we give to our students than that? Like that, that is just so powerful. That’s a great, great example. Sure. It was for you and your siblings. Like I’m sure that was a great example.


Sam Demma (22:01):

Well, I still remember it to this day, right? Mm-Hmm , it’s the stories that are memorable and stick in our mind. You know, we’ve talked a lot about servant leadership, a little, a little bit about what it means to be a wholehearted or high performing educator. Mm. You know, right now it’s, it’s challenging with COVID and I’m curious to know, not so much, I don’t wanna focus too much on the challenges, but I wanna focus on what you’ve tried that is working or is in progress and you think another educator might benefit from here?


Adrian Del Monte (22:26):

Yeah. That’s a great question. You, a, a lot of people are saying, you know, once we get this vaccine, we can get back to normal. And, and the reality is normal. Wasn’t that great? Like there was a lot of problems with normal. We had, we had, you know, again, I don’t wanna focus on the problems, but yeah, you had disengaged students, you had mental illness, you had systemic racism. There was a lot of thing. And that, that needed to be addressed. And I think COVID, I’m looking at it in a way of what opportunities does this now present us. Mm. So, so, so here, here’s an example, I think over the last several years, but particularly in a virtual learning space, teachers no longer need to hold information because the students have Google, right. Teachers used to be, if you wanted to know about what happens in the play Macbeth, you had to come to Mr. Delmonte’s class and I’ll tell you, they don’t need you for that anymore.


Adrian Del Monte (23:18):

They, they don’t need teachers to be the sage on stage. Right. They don’t need me up there with all my knowledge presented because they can Google it. So the first I’ve heard, this is the generation of kids that knows more than the adults. Now they don’t know what to do with it necessarily, but they, they have tons of information. And I think what COVID is giving us an opportunity to do is ask ourself, how can we really create opportunities for student voice student voice? And, and so when I’m designing a lesson, now I ask myself, is this experience about what I know or what the students can create? Mm, right. So, so let me give an example, cuz teachers are practical academic. So that, that sounds fine. But how do you design a lesson?


Adrian Del Monte (24:08):

So the way I would design the lesson, I’m gonna teach, right? When this interview’s over is, is I’ll start with a I’ll start with a Kahoot, right? A Kahoot is like a, a virtual game, a trivia game, but all the kids turn off their mics on their mics. So you can hear them as they play the game. Then they come into the conversation and we’ll read a story about actually, we’re, we’re reading a great piece today about it’s called dear white people. Great piece. Nice. And that’s gonna lead us into a journal entry where they’re creating a boat, asking the question of themselves. Am I not a racist or am I anti racist? And they’re, they’re different. And so they get to write a personal journal. They come back and they go into a breakout room where they’re in a conversation with a few of their a few of their classmates, an online small group.


Adrian Del Monte (24:57):

Then after that, they come back for a class discussion and then it ends with all of us contributing to like a interactive whiteboard called the Jamboard. And so when I look at, I would’ve never taught that way. Right. But what COVID is making me do is realize the kids have to stay engaged all the time. Cause there’s too many distractions in their bedrooms. Right. They’ve got Snapchat and yeah. And, and, and, and, and their bed, like things on the wall, right. They get distracted. Right. And so COVID is asking me to reconsider, how do I take the emphasis off knowledge and focus on what the students can create? And actually the homework tonight after this conversation is I’m gonna have them create like a, a poem, an original poem. And I, I think Google, while it’s a powerful source is crippling our kids a little bit. So teachers have a wonderful opportunity to innovate and, and try new things that are gonna shift the focus from what we know to what they can do. Yeah. I hope that answers your question.


Sam Demma (25:58):

A hundred percent. And if anyone’s curious about Jamboard or Kahoots or any of the resources you mentioned, including Google docs, how can someone reach out to you if they’re inspired by this and just wanna bounce some ideas around and have a conversation with yourself?


Adrian Del Monte (26:14):

Twitter’s probably the best way my handle on Twitter is @adrian_delmonte like the like the fruit cup, no relation. Yeah. Okay. Awesome.


Sam Demma (26:27):

Yeah. Cool. Yeah. Adrian, thank you so much for taking the time to do this. It was such an insightful conversation. You’re doing amazing work and I hope to stay in touch and keep watching all the cool things that happen with your class and in your school.


Adrian Del Monte (26:38):

Sam, I have got to get you on Wholehearted Teaching.


Sam Demma (26:40):

Let’s do it. That’ll be great.


Adrian Del Monte (26:41):

Thanks Sam. All right. Talk soon.


Sam Demma (26:44):

This interview could be something that you actually share with your class. I think the stories that Adrian shared and the perspectives on reframing leadership is something that is so relevant, especially right now, when all of your students are spending an average of eight to nine hours per day, a on social media, believing that leadership might be being a professional YouTuber being, becoming famous on TikTok. But when in reality, it’s, it’s all wrong. Leadership is about service leadership. Leadership is about being a value to others. And Adrian did an amazing job highlighting that today. And I think it’s worth sharing maybe with even other colleagues, especially with your students. If you enjoyed this interview with Adrian, consider reaching out to him, also consider leaving a rating and review. So more teachers like yourself can find these episodes and benefit from the content. And if you have something that you’d want to share, shoot me an email at info@samdemma.com and will get you scheduled to come on the podcast as well. Anyways, I’ll see you on the other side. Talk soon.

Join the Educator Network & Connect with Adrian Del Monte

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.

Michelle Lemaire – System Principal at the Halton District School Board Welcome Centre

Michelle Lemaire - System Principal at the Halton District School Board Welcome Centre
About Michelle Lemaire

Michelle Lemaire (@MsLemaire) is an educator for over 20 years, starting her teaching career as a math teacher in Seoul, Korea. Born in Singapore, Michelle spent her formative years there and continued her high school education in Ontario, followed by earning bachelor’s degrees from Queen’s University and a Master of Education from the University of Toronto. Today, she is the system Principal at the Halton District School Board Welcome Centre.  In this role, she is responsible for newcomer students and their families.

She is a proud mum of two children, a partner to her best friend of 25 years, and sister to four crazy siblings – all of whom keep her grounded in her journey through life.  Michelle is a self-proclaimed foodie, news junkie and world traveller who seeks every opportunity to learn and be the best version of herself every day.

Connect with Michelle: Email | Linkedin | Twitter | Instagram

Listen Now

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

Resources And Related Media

HDSB Welcome Centre

Ontario Principal Council Feature

Halton District School Board

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):
Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker Sam Demma. Today I have the privilege of interviewing Michelle Lemaire. Michelle and I had the opportunity over a year ago now to work together at her old school. Ushe has now moved on to a new position. She is a systems principal at the Halton district school board. Michelle is a school administrator, who has worked in various roles in different countries with a demonstrated history in building community, through positive relationships, collaboration, and innovation. She is skilled in curriculum leadership, capacity building and data informed decision making. She has her Masters of Education focused in measurement and evaluation from the university of Toronto. She brings a genuine passion, curiosity and authenticity to her work in education, which I think is so, so important. I hope you enjoy this amazing conversation with Michelle and I will see you on the other side. Michelle, welcome to the high performing educator podcast. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself and sharing a little bit about what you do in education?


Michelle Lemaire (02:15):
Well, thank you very much, Sam, for this opportunity. My name is Michelle Lemaire and I’m currently the system principal of the Halton district school board at the welcome center, which serves newcomer families. So new to Halton as well as international students who come to visit our schools and live with us for as long as four years or as short as one year or even six months. So this is where I am now. And I’ve only been in this role for couple of months formally. And it’s been a great ride so far and I’m pretty excited to, to stay on this journey.


Sam Demma (02:53):
Well, let’s speaking of journeys, let’s, let’s break down your own journey to where you are today. Okay. You know, how did you get into education growing up? Did you know that you wanted to be a teacher or how did you stumble across this vocation?


Michelle Lemaire (03:06):
Well, that’s a great question. Inevitably somebody would always ask me that question along the way, and my response has always been the same because it’s true. I, I’m the oldest of in my family. So the, the duty and responsibility to care for my siblings has always fallen on me and that’s okay. Because I really enjoy it and it fulfills me. I mean, there are times where I wanna pull my hair out right. And get super frustrated. I mean, they are your siblings after all, but at the end of the day, it really fills me up. When I see young people being successful at what they’re doing, or at least taking steps towards achieving their goals or achieving what I see as their potential. So that’s what really fills me up and drives me in my job and in my role. So that’s how I kind of fell into cheat teaching.


Sam Demma (04:03):
That’s amazing. That’s so cool. I, I mean, you could have got into coaching, you could have got into, it sounds like anything related to caring for, and working with youth along the way. Did you have teachers or educators kind of tap you on the shoulder and say, it’s so obvious that you love caring for young people, you should get into teaching. Was there any mentors in your life or did you just know? Yeah.


Michelle Lemaire (04:23):
You know what, that’s a great question. There weren’t any explicit taps, but I did have teachers and principals who looked out for me and I’ve always been so grateful for that. I saw like they had direct impact on how I did at school. And that really kind of made me think about, gosh, you know, if they can do this for me, how awesome would it be if I could do this too, for, for others, for young people. So, you know, as I went through high school, I remember my grade 10 grade nine music teacher, and he was my music teacher all through high school. Right. And he was the best like Mr. AFAO. I can just tell you now, like he is cool and quirky and funny, but strict. And I always knew that he’s got my back and he’s always looked out for me and one of what’s best for me.


Michelle Lemaire (05:16):
And he would check in on me, which I really deeply appreciated. I had a principal, a high school principal who was always curious about what I thought and would always talk to me about stuff. And I’m like, me, you wanna talk to me about this and I thought, gosh, you know, how, how awesome it was to feel that my voice matters. And so to me that was so empowering and that really fueled me and really got me towards the journey of, of educating. So it was kind of like one step led to another, right. You’ve got my home life where I’m, I’m helping my siblings and I’ve got, I’m being at school and I’ve got these teachers who mentored me and cared for me and asked me for my thoughts. And so those two kinda came together in a, in a very what’s the word in a beautiful way, harmonic way, that kind of led me to, to my path in education.


Sam Demma (06:17):
So inspiring teachers. I think it’s, it’s so funny. We can all think back to a teacher we had in high school who really poured into us. I hope. Yeah. Everyone had that experience. And every educator I ask on the show has a similar answer. They can pinpoint who those people were and why they had an impact fast, fast, you know, moving forward, you, you finished high school, I’m assuming you went to teachers college. What was that first role that you got into an education? And how was that experience as a new educator for you?


Michelle Lemaire (06:46):
Oh my gosh. , you know what, my first teaching job, I actually taught overseas. Oh, wow. Yeah. And I, and I would not change it. One, it was really hard. It was super hard. I taught in Korea. Wow. So I taught in an international school there in English. I taught math there and it was really, really hard because as a new teacher and I reflect upon that now I was so caught up with the curriculum, the math, you know, like, I’m like you guys, you guys need to know this. And, and the focus as I think about that now, and, and with my experience, it’s always about the relationships, right? It’s always about the connections that you make with other human beings. And that’s what gets through to each other to it, to all of us. I mean, you mentioned earlier, you know, you talk to people and every teacher you talk to have always said, I had this one teacher who really looked out for me, but I bet if you to everybody else, who’s not an education.


Michelle Lemaire (07:50):
They would have a, they would have a, of people who would say I had this really awesome teacher, or I had this really horrible teacher. And to me, that’s, that’s what I would like to change. I want, I want more of that. I had this awesome teacher and less of the, I had a really crappy teacher. Do you know what I mean? Yeah. So I think so you’re, I, back to the original question, like what, what was my first couple of years as a new teacher? It was really hard as I got caught up with curriculum and I mean, I built relationships along the way. And by the end of my first year, I realized that, you know what, like, I really need to focus on the relationships as well as the curriculum, if not more with the relationships so that kids can trust me.


Michelle Lemaire (08:41):
I, it boils down to trust, right? Like the kids can trust, like the teacher’s got my back. And I need to do what they ask me because I trust that when they tell me to do these things, it’s for my own good. And it will come back to help me out. So in subsequent years I took that to heart and I really worked at making sure that I built those good relationships with kids. And with my colleagues too, because it takes a village. Right. We get to lean on each other. And I certainly don’t have all of the answers and I’m not perfect. And I’m not highly skilled in every single area. Yeah. I need my colleagues to help me out in my blind spots.


Sam Demma (09:25):
That’s amazing. So you said something that was interesting, you said it was really hard and then you said, but I wouldn’t change a thing. And typically those two sentences don’t go hand in hand, you know? Yeah. So tell me more about the aspect of that experience that made it so desirable that you wouldn’t change a thing, because I think other educators might benefit from teaching overseas as well, or maybe it’s something that they should all look into or consider. Yeah.


Michelle Lemaire (09:52):
The really hard part was a couple of things. So one was one is the fact that you’re living in a foreign country and you’re not familiar with the culture with the way things work. In, in Korea, I did, I don’t speak Korean, so I, I, I’m not fluent in the dominant language and culture. So I was an outsider from the very get go. And to me that really reminded me of what it’s like to be vulnerable, right. And to not have all those things, those privileges with you all the time. And cause of that, I think I’m a better teacher. I’m a better human being because it taught me the value of kindness and the value of empathy and patience. Right. the other hard part was I think just cuz you would start any new job, a new something is always hard.


Michelle Lemaire (10:55):
And I needed to work through that. I needed to go through that process and allow that to happen and go on the other side and said, you know what I put on all that hard work and you know, what it was worth it. Yeah. And I learned so much about it. I mean, you, I’m sure you can relate to that Sam as, as an athlete, a professional athlete and going through your own personal journey. I’m sure you relate to that too. So that’s why I feel that it’s, it was so hard, but I wouldn’t change it because it made, made me who I am today.


Sam Demma (11:27):
That’s amazing. I love that. I I’ve had so many experiences from traveling too. I, I haven’t taught overseas. That’s a totally different ballgame, but just the experience of being immersed different culture can be so eyeopening and world view broadening, you know, you could change your perspectives very quickly. So you came back from teaching and then what did you start doing here?


Michelle Lemaire (11:51):
I, I, everything was so serendipitous. I came back. I was so fortunate to be able to find a full-time job upon returning back to Canada. And I just started teaching right away in high school again at high school where I didn’t even expect to land. Like I didn’t even think I could, would get the job, but I did. I was so lucky. And I, so teaching math again at that high school, the first year again, was another new journey because I’m suddenly flipped back to an English speaking country and you know, I’m teaching math. And then the following year I was swapped and taught. I taught in a different program where I was working with a lot of in risk youth. And that itself taught me a lot too. About the privileges that I enjoyed growing up and realizing that not everybody comes to the table with the same social and cultural capital.


Michelle Lemaire (12:50):
So again, that really built my character. And, and my values would solidified what it was that I got into this profession for right. There were days of course, pulling my hair up, just like I’m helping my siblings, I’m ready to like scream. But then at the end of the day, when you go back and you, and you, you talk to the kids at the end of the year and you would say, you know what, guys, that was a really hard year. And they’re like, yeah, miss, that was hard. But they would say, but it’s okay, miss, we got your back. And I’m like, and this is why I’m here. Right. so yeah, that was my, my journey back here in the health.


Sam Demma (13:35):
That’s awesome. And at some point you made the decision to not leave the classroom, but take on a different role in the school of principal. Yeah. What every educator I’ve talked to always says, principal is great, but I miss being in the classroom. and I know that leaving the classroom is a very difficult decision. What was the impetus or the inspiration for you to, you know, reach for that different role in the school? And how did you enjoy both of the roles?


Michelle Lemaire (14:04):
Well, it, it’s funny, you should ask because I never thought of myself being a principal, right? Like it was not something that I actively thought of to say, and by this time I’m gonna be that what provided the impetus was I was working with a principal and I had this idea. I was like, so what do you think if we did this, we can really engage kids this way and really move them forward in their learning. What do you think about that? And my principal said, huh, yeah, let’s try it. And I’m like, oh my gosh, did you actually just say yes. And the fact that he was able to empower me with this idea and make a difference with kids in the learning, I thought, gosh, how awesome would it be if I could be in that chair and, and empower other staff to say, yes, you can do this. That’s a great idea for kids. It’s a great idea to help kids cuz it’s good for them. And that really was what pushed me over to, to really go after this, this position of being an administrator.


Sam Demma (15:16):
It’s funny when you were saying or explaining the idea yeah. Of him giving you permission or telling you to go for it. Yeah. The word that came to mind was like enabler. It sounds like a principal as someone who enables potential, you know, a hundred percent.


Michelle Lemaire (15:30):
and that exactly it just like a classroom teacher would enable or empower their classroom, their students. Yeah. The principal’s job is to empower students and their staff to make the, to give them that permission, to try things in the spirit of helping students be the best that they can be. Right. And unleashing that, that potential.


Sam Demma (15:56):
Love that. What do you think are some of the programs that you’ve run in the past in your schools that, that you think were a success or that some of the, or maybe even some of the teachers approached you and said, Hey, Michelle I have enough idea yeah. And you kind of enabled and some good things happened.


Michelle Lemaire (16:18):
That’s a great question. I don’t know if I can nail down to one or two programs that were good for kids, but there were, I can give you a few examples from last year, even though last year was a really different year for us in schools. Right. and despite the challenging year, last year, we had lots of great things happening in our school, not my school now, but lots of great things that happened. So for example, we had one teacher come to me and said, you know, what, how cool would it be if this is my, I wanna get kids to redraw the red dress, the red dress pro project on a murdered, missing in indigenous women. But we draw them using lines that we can define using math, linear equations on Desmos, create these dresses and then hang them up for display to commemorate the murdered and missing indigenous women.


Michelle Lemaire (17:23):
And I said, yes, how awesome would that be? Let’s do it. And let’s bring in our indigenous instructional program. The, to help us through with this, let’s bring in our shift team to think about how we’ve been creatively display this while still honoring this project, the, the initiative behind the re the redress project. So that’s one idea. And, and in this entire journey, our kids benefited and that was the main thing, right. They benefited in so many different ways, you know, of course they learned math, but what’s more important was they truly understood and really dug into the issue of the miss and indigenous women in a math class, which seems so out of context by why not, like, why can’t we have these interdisciplinary learning, right. Yeah. So that was that’s an example of a project I’m really proud of. I’m proud of my staff for doing it. I’m proud of our students for participating in it. And for the other periphery staff that came together to allow it and, and help it along its way.


Sam Demma (18:35):
That’s the new phrase educators will take away from this episode that they can bring back to their principles or, you know, admin saying, wouldn’t it be cool if , yeah. That’s such a, yeah. Such a great way to put it because is I think every, every movement, every, you know, event starts with one of those sentences, right? How do you, how do we build like a community and a culture where principals or sorry, where teachers in their schools feel connected enough and a part of the community to come to you with the idea and actually share. Do you think it’s about letting them know that every, every idea is a good idea or yeah. How do you build a community where staff are willing to come and, and ask those questions?


Michelle Lemaire (19:23):
I, I think first I think you need to model it as a leader that, that you are willing to take risks yourself. And I don’t mean like risks that are, you know, uncalculated. Yeah. And, you know, like, because there is always a threshold of risk that we have to manage. It’s a real, the real part of our job. Right. so there are always some kind of what I call non-negotiables. Yeah. Right. You can never put a student at risk. You must always maintain the privacy of our children. You must always keep learning at the forefront. Those are the, the non-negotiables you need to always honor the individuality of each student and honor their voice, et cetera. So once those foundational pieces are set in, in, in place, then as a leader, you model and you ask questions. Right. And what I have learned in my journey, and I continue to learn because I, I don’t think I’ll ever get it right.


Michelle Lemaire (20:28):
Is to always ask questions, but it’s not about just asking any question, you need to ask the right questions. Mm. And you spend the time trying to find what are the right questions, because once you have the right questions, then you can better define a problem. Right. So my hope is, and, and my you know, my mantra as a leader has always been all, given the non-negotiables, here are my things that here are the things that I wanna go after, which is engaging students, making sure that they are reaching their full potential, that they all always feel included. They’re never left out. The table’s always set for them. Come what may given all of that? What can we do? And how can we, how can we do it in, in a way that would engage kids? And what I have learned is that you ask the kids, the kids would tell you. And that to me is a form of sharing power, a form of including voice. And at the end of the day, our jobs as educators is to facilitate that, how do we share it while maintaining all of those?


Sam Demma (21:47):
Non-Negotiables. That’s an amazing philosophy. yeah. Thanks. And, and a way to look at it. Yeah. Thanks. Usually I think about non-negotiables as like taking out the trash and doing the dishes in my house for my parents, you know..


Michelle Lemaire (22:00):
That’s the same in my house. It’s true.


Sam Demma (22:03):
That’s awesome. I love it. Yeah. And so, if you could know, there might be some new educators who are just getting into teaching, listening to this interview. If you could like, basically take the experience and knowledge you have now and give advice to first year teacher Michelle, knowing what, you know, what would you tell your younger self?


Michelle Lemaire (22:26):
That’s a great question. I would tell my younger self and, or new teachers that it’s O it’s okay to not know everything. Mm. Cause when you start, you feel like you need to know everything. And I, and I maybe that’s a function of youth, right. I will, would, I would say it’s okay to not know everything and you will continue to not know everything. And the key thing is to always be curious and to approach situations with both curiosity, curiosity, and humility. Right. And then the next step is to look for common ground, always look for common ground, cuz differences will always be there. Yeah. It’s the common ground that gets you through stuff and you can walk through things. So once you look for common ground, you build that relationship, then you can move forward. Right. Mm-Hmm so I think that would be the advice kind of be kind to yourself. It’s okay. To not know. And it’s actually better that you don’t know everything because that keeps you humble. But please continue to be curious and be kind and look for common ground.


Sam Demma (23:45):
Now we have common ground because you and my mom make us do dishes and yes, the clothes , it’s funny. That’s awesome on your right behind you. No one can see this cuz it’s audio, but there’s a little quote that says, be yourself, everyone else has already taken. What about that phrase? Kind of stuck out to you so much so that you put it on the shelf.


Michelle Lemaire (24:04):
I love that you picked that up because from, from the time I’ve been a teenager and my dad always kind of said that to me and I, you know how parents say up to you and you’re like, okay, whatever. Yeah. You’re my dad. Like as if you would know anything, you’re my mom. Like as if, and they would always just tell me like, who cares, what I other people say or what other other people think. And I would just kind of dismiss it. And as I got older, I mean, I wasn’t a shop one day and I saw that and I got, I said, you know, that’s it. I need to be me. And I need to be okay with being me. And I get to define me because nobody else gets to define me. Everybody else is already taken. And not me because why I define me. That’s why that, that statement really resonated with me.


Sam Demma (24:58):
Love that. I think encouraging authenticity and just defining your own self worth is so important because when you realize that you’re one of one it’s like when you can trust in your intuition and your own creative ideas, you can bring things to the table that no one else could because no one has your unique experiences and no one’s taught, you know, no one’s taught in the same school at the same time in Korea, teaching English, you know, like all those things build up the person you are. Yeah. So such, such an important reminder also for kids, you know, but hundred percent, Michelle, this has been an amazing conversation. Thanks so much for coming on the, the show here today. If, if there’s an educator listening that wants to reach out or get in touch, what would be the best way for them to reach out to you?


Michelle Lemaire (25:44):
Different ways through email (lemairem@hdsb.ca) and through Twitter (@MsLemaire), I have an Instagram account (@mslemaire) that I created for kids. They can reach out to me through Instagram if they want, if that’s their thing, but you know, any of those three different ways would work.


Sam Demma (26:00):
Okay, perfect. And I’ll put your, if you’re okay with it, an email totally on the Twitter, in the show, note to the episode. Yeah.


Michelle Lemaire (26:06):
Sounds good.


Sam Demma (26:08):
All right. Thank you so much again for coming on the show! Keep up with the great work and we’ll talk soon.


Michelle Lemaire (26:12):
Yeah, you bet.


Sam Demma (26:14):
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, 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 Michelle

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.

Mike Anderson – Principal of the Grand River Otters Elementary Remote School (4200 students)

Mike Anderson - Principal of the Grand River Otters Elementary Remote School (4200 students)
About Mike Anderson

Mike Anderson (@manderson27) is a high energy educator and the Principal of the Elementary Remote School of the Upper Grand District School Board. 

Formed in August 2020, the Elementary Remote School is a K-8 “virtual” school with approximately 4200 students, 220 teachers, 30 RECEs, 4 administrators, and 2 office coordinators. Their students and staff come from all across the Upper Grand District School Board.

Mike describes it as running a tech start-up. 

Connect with Mike: Email | Linkedin | Twitter

Listen Now

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

Resources Mentioned

UGDSB Elementary Remote School Website

How company culture determines success (Culture eats Strategy)

Bachelor of Education at University of Windsor

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. Today’s guest is a good friend of mine. His name is Mike Anderson. He is the principal of the Upper Grand District School Board Elementary Remote School. The abbreviation for that is ERS, there school is known as the grand river otters, otters being their mascot.


Sam Demma (00:59):
And there’s tons of jokes about that. Mike was a teacher who hired me to speak back in, I believe it was December. It might even have been late November and he has one of the largest remote schools, virtual schools in all of Ontario. They have approximately 4,200 students! Over 200 teachers 4 administrators, 2 office coordinators and their administration staff, and their students come from all across the upper grand district school board! Mike, on this podcast alludes to it being almost like a tech startup. You know, you’re figuring things out as you go. And I can tell you, Mike is someone who has immense amounts of passion and purpose. You know, it’s very apparent that he has time for every kid in his school. He makes time, he’s answering hundreds of emails per day. He is someone who wears his heart on his sleeve and you can feel it during today’s interview. So without further ado, let’s jump into the conversation with Mike Anderson from the Elementary Remote School of the Upper Grand District School Board. I’ll see you on the other side. Mike, thank you so much for taking some time to come on the High Performing Educator podcast. Huge pleasure to have you on the show. We just literally worked together, like a week or two ago. Tell the listener why you got into the work you do with young people today and the unique situation you’re in right now running a remote school.


Mike Anderson (02:26):
Sure. Sam, thanks for having me on. It’s an absolute pleasure. So I’m an elementary school principal normally in a brick and mortar school. And I, I got into education. I think it all started when I was a kid going to camp at summer camp and, and I grew up watching counselors that had this great positive energy and were enthusiastic and playful, and they liked learning and there was a performing element to it and I found it really inspiring. To be honest, I don’t know if I found my teachers that inspiring growing up. And I always kind of thought like, I wish, I wish school could be more like camp where there was that like sense of fun and energy. And so I think, my career as an educator, I’ve tried to bring some of that camp feeling into a school environment. You know, building a community, connecting with kids being, yeah, having a playfulness around how we’re learning and how we’re doing things.


Mike Anderson (03:34):
So, so now as a principal at a remote school with, or so we’re 4,200 students, 265 staff I mean the challenges this year are yeah, in some ways, like it’s been absolutely ridiculous. This past fall has been the hardest I’ve ever worked as like in my life on anything. But it, it has this vibe of a, like a, a fast paced tech startup is the, is the way I kind of explain it. It sounds funny, but yeah, like we just, there was a while where we were, we started the year and we were short staffed, and our school together without enough teachers and we made a go for it. And we tried our best to to provide a quality program for our students. And there was a ton of challenges that we faced. And, it, it always felt like we didn’t have enough time to, to get everything done, but we’ve also yeah, we’ve had some, some good success. It, it feels good to look back and be like, you know what?


Sam Demma (04:57):
That’s awesome. Yeah, it cut out there. Just it cut out a tiny bit just near the end there. I don’t know. It was, I don’t think it was you. It was me and don’t worry. I’m gonna cut this little part out. Okay. But you said when you said it feels like, and then it, it just dropped


Mike Anderson (05:13):
And you


Sam Demma (05:14):
About sorry, go ahead, startup. Yeah, I got, I got the whole tech startup piece and then towards the end it just cut out.


Mike Anderson (05:23):
It feels like over the last few, we are starting to have some recognition of our progress and some success that we’re having. So our hard work has been paying off. And when I say art, like it’s an entire team of people that, that is working incredibly hard to make this school function.


Sam Demma (05:42):
And it’s different this year, obviously than it has been for you in the past. What is, what is keeping you motivated and hopeful during this challenging time? I don’t wanna say it’s a bad time or a negative time. It’s just different. It presents new challenges and hurdles.


Mike Anderson (05:58):
Yeah. So I, I mean the things that give me hope and that keep me going, I think it working with some incredibly inspiring colleagues teachers and office staff and administrators who been yeah, just thinking outside the box and being creative. One of the things we’ve, we’ve sort of created an infrastructure in our school that allows like we have for a while we had a frequently asked questions running on a, on our staff website and we said, we need this to be crowdsourced. So we, we need everyone. Like, if you have a question thrown on there and if you don’t wanna her throat on there, we’re gonna, we’re gonna build this together. And the analogy we kept using with our stack was we are, we are gonna build an airplane together, but we have to do this while we’re already flying in the sky.


Mike Anderson (06:49):
We’re gonna build an airplane in the sky. And, and it is, it is not gonna feel ready to fly yet. There’s gonna be problems. And we need to just keep doing our best and work together. So the, the school, the elementary remote school, and we call ourselves the, the, the otters. We have we’ve, I’ve, it is incredibly inspiring to see the collaboration and the just, just the, the helping each other people. We have a, a, a Google chat we, which is an ongoing chat room with 260 plus staff members. And people, every day, someone asks a question and five different people give different suggestions and responses. So it, it, it kind of is like being in a school and you walk into a staff room, you’re like, Hey, anyone know how to fix this, or you pass someone in the hall, but we don’t have halls.


Mike Anderson (07:37):
We don’t have a staff room. So we wanna, it has turned into a place where people are helping each other and it is super exciting to see. And also you can imagine like in, in it’s also a way to decentralize sort of the, all the information so that I can share it out. And sometimes I’m jumping in the chat and answering and clarifying and other times like, it’s yeah. It’s, it’s staff working with staff. It’s, it’s really cool to see. I think another thing that gives me hope is I mean, we are working with kids, right? Kids are like, I find they are constant source of hope. You see either their creativity and their what, like, I don’t know about you, but when I see kids doing things that are thoughtful and kind for someone else, it fills me with a joy like that. It, I mean, it, it drives me to say, well, I’m, I’m in the right business here. I, I feel so much pride in, in seeing our students when they, when they step up and, and do things that yeah, they’re just amazing. So yeah, those are sort of the, my big drivers, I think. Yeah.


Sam Demma (08:52):
I’m with you on the, the second one and the first, although I’m not in a school seeing a chat box with 260 teachers, I, you got me really curious when you started talking about that. I’m, I’m sure there’s dozens upon dozens of amazing unique ideas that have been shared in that chat. And I’m curious to know what has been working or what have some of your teachers that you’ve heard and you thought, wow, that’s a brilliant idea. And maybe they report it back, that it went well. And maybe you can also share a challenger too. That might show someone that, Hey, you’re not going through this alone. It’s, it’s a universal challenge.


Mike Anderson (09:28):
Right? So I, I think that one of the, I mean, in terms of a, an overall success that we’ve had at our school to, to, to address the remote element of our remote school, I mean, all of our staff are a few of them are schools. But most people are by themselves or in a, in a room that they set up to be a, a teaching space. And we knew early on that we needed to build a culture a connected culture where we’re all part of something. It’s not just like I’m teaching at home this year. Mm-Hmm, , it’s, I’m part of something I’m part of something bigger. So we worked really hard and it sounds funny, but the very beginning myself and the, the first two VPs that we had Jen Apgar and Alan go we met in my garage on lawn chairs, like socially, just, this is back in August.


Mike Anderson (10:25):
And we are like it that maybe one of the reasons, it felt like a tech start, starting in a garage. I think one of us tweeted out like in the beginning and, and it is like, it had this sense of excitement and we had to answer all these questions, like, how are we going to decide who’s teaching? What, who are our staff gonna be? What’s our schedule gonna be like for the day, what, well, and, and we talked about, you know, what, what kind of strategies are we gonna use? And, and the one thing, the quote that started, and I, I, I feel bad cause I don’t remember who said this quote, but it’s it says the quote is culture eats strategy for breakfast. Mm. And, and we started with, we need a culture in our school, so we need a logo, a mascot, we need a brand.


Mike Anderson (11:12):
And we came up with the otters nice. And and, and we build off of that. And we, we knew we needed to be part of, we needed people to say, I’m not just like, oh, I, I sit at home and teach, no, I’m an Otter. I’m part of something bigger. So we, now we have spirit wear, we have our website. We have at one point I actually bought a giant Otter suit and store for an dorky little I mean, it was like a, a prize if kids raised enough money for our, our first Terry Fox video or Terry Fox campaign, which is like a, a fundraising campaign. We ran that at the very end of September. And I would say that was sort of a, a pivotal moment for our school because one of our teachers, I’m gonna get a shout out to Melissa Rose who came up with this idea and she took this initiative on, and we did a crowdsourced video where teachers all, all remotely submitted little video clips.


Mike Anderson (12:04):
We, she edited together. We posted it out there and we challenged people like we’re gonna try to raise. And I think our initial goal, like, you know, we wanna raise 500 or a thousand or 1500. And one of the, if they met one of the if the students raised that kind of money there were different sort of incentives. Mine was I’d wear a, an embarrassing auto costume around to work. And I did and it was funny so, but the neat thing is like, we raised way over our goal. I think we ended up braising over $7,000. And we, we think part of the reason that we raise so much money on awesome video and staff engagement and students getting excited about it, but also I think it was we interpreted this as, as the community saying, you, we wanna support you.


Mike Anderson (12:51):
You’re doing, we really happy. And we started to about then from parents, like, thank you. You’ve created a place for my child to go to school every day and learn, and they’re happy. Mm. So some parents and, and fair enough, after last spring with the emergency distance learning the online learning this fall, I think people had some different expectations and a bunch of parents I heard from said, this is going so well. We just wanted to make sure our kids were safe at home and not getting COVID. We didn’t expect them to actually make connections and like, be excited about learning and sharing things. So I, I think about the staff we we’ve had where been like a Google meet. So like similar to a zoom and students are still like, they’re getting school work done, but we’re, we’re always trying to think about what else can we do in our school to create a positive experience for our students, in fact not, not to suit your horn there, but Sam, like when you came in last week for your assembly, for our, for our school it was awesome.


Mike Anderson (13:57):
And the, the kids, like they loved it, the staff loved it. Your, your, your message of I mean, talk about like giving kids hope and and, and a like profound optimism for how they can make a difference, even during a global pandemic.


Sam Demma (14:13):
No, I appreciate that. And it’s so into inspiring to see kids taking action. I share that feeling that you have, that when a kid, you know, believes in themselves and takes an action that maybe they’re uncomfortable with at first, but they know they wanna do it. It just lights you up. And you just finished telling me before we started the interview that you have a student who approached you and said, I wanna make a website really curious to know how as educators, can we help our students have those moments where they start believing in themselves more. And then how do we not hold their hand through the journey, but give them the permission to go try and fail, and maybe just share that story of, of that kid and what actually happened there.


Mike Anderson (14:58):
Yeah. I mean, one of our students reached out to me today and said, I have an idea for our student council. And I said, okay, what, what is it? And this is just like back and forth messaging. And I said, tell me, tell me, I like, I like great ideas. What are you thinking? They’re like, what if we had a, what website for our student council? And I said, I love it. That sounds fantastic. You do you know how to do this? They were like, kind of, and I’m like, great. I think you’re the webmaster , this is the kind of, I mean, we have this really unique opportunity and we’ve tried to our student council and we, we have a parent like a school council as well. And we’re trying to do things like we do in brick and mortar.


Mike Anderson (15:37):
We’re trying to provide those opportunities for our kids online. And student council is something that we’d I, I, I, I, I’m gonna give a shout out to a student named Gemma who back in September, she, she created a Google slideshow and she’s like dear principal Anderson. I would like to propose that we have a student council love it. And she made this whole Google slideshow. And honestly I opened it and I had that feeling of like just amazement, just like, this is exciting. This is a student who is yeah. Just has a bunch of great ideas. And you’ve actually met Gemma cuz she introduced you on our on our assembly last week. I know. So she’s like, yeah, one of the active members of our student council now. And I think she and two of her classmates are now working on a school newspaper.


Mike Anderson (16:28):
And they want to give a space for our students to have a voice to write our articles about events that are going on in our school. And I’m thinking I’m gonna connect them with our new webmaster and start getting this all published it yeah, I think giving students a voice, giving them an opportunity in their school to say, this is what I’m passionate about, and this is what I want to do. The more that we can do that for kids it has this incredible ripple effect. One, I find it quite energizing and, and exciting for to, to see that and, and to develop those young leaders it gives them a venue and it also makes them feel, Hey, I, I, I can have an impact here. I can, I can have, you know, I can do something here in my school and I can have a voice in, in what my school, the community and the culture of the school is. Like, I love


Sam Demma (17:20):
That. Yeah. Yeah. And I can’t wait to see the, the website if, you know, if they need any help. I, I built my own site on WordPress and would be happy to share some, some wisdom as a fellow web master.


Mike Anderson (17:32):
I love that. I love that. So, and this is where yeah, I mean, connecting with community partners yeah. Is is always, it makes it for the students it’s so much more authentic, right? Yeah. so I know that we have one of our grade five classes Mrs. Kat’s class they’ve been connecting they’re, they’re very passionate about environmental issues and they’ve reached out and brought in some special guests to talk about what they can do and some, some projects that they can take on and take ownership for. So I, I sat in, on one of their conferences with a a local environmental champion. Nice that, yeah, it was super impressive. That’s awesome. I, I like bringing in community connections for kids to make the learning. It just, it makes, it brings it alive. Right. You’re not reading about something in a book you’re like asking questions to an expert. Yeah. And of all the times to do that, the remote school is perfect. The kids are all on a video screen. They know how to do this. Yeah.


Sam Demma (18:40):
Yeah, that’s an interesting perspective because I’ve also heard the other side of that, where a lot of educators are saying, oh, this is the year where, you know, we can’t do so we’re just not gonna do them. And I’m curious to know what your perspective is on that and how you would address that. And what yeah. What your thoughts are.


Mike Anderson (18:59):
Right. So my colleagues in the brick and mortar schools are obviously it’s the most important is keeping everyone safe and it is different. They can’t have, have assemblies like normal. So your assembly I mean at the remote school, there’s things that we can do that just cause of, yeah. Like we, we can kind of be more, we can think outside the box quite easily. And I mean, you can imagine at a school, they said, we can have we can have clubs, but we need to do it with physical distancing and maybe it’s gonna need to be remote. So I know I heard about one school, that’s trying to run a club and kids are in different classrooms, on a video meet in the same building. Yeah. Well, like we’ve got an awesome chess club right now, nicely. One of our teacher, like, yes, figure this all out.


Mike Anderson (19:52):
And we’ve got like moving towards like a ladder ranking system and kids challenging each other. And like, this is, I mean, yeah, it’s fun. We’re, we’re starting Tom Barker is taking the lead one of our teachers and we’re gonna start a coding competition in our school. And that like, yeah, now, you know, we, what we don’t have is we don’t have recess time. Mm. Right. But our, our students, like our they’re getting Ette every day or, or, I mean, depending on the age, but I know yeah, some kids are the other day when the first big major snowfall my daughter is one of the oters, so she was in grade seven. Nice. And her challenge, she’s like your physical activity. You need to go outside, you need to build a snowman as apology can, and then come back inside, you have 15 minutes go.


Mike Anderson (20:38):
And she like comes running down the stairs. I was like, where are you going? She’s like, hi, it’s ed. I gotta go. I was like, that’s awesome. Like she, and it’s cool. I mean, I don’t, yeah. It awesome. Those kind of things. We, we’re trying to leverage the opportunities we have being remote. We part a big way we do that is by partnering with parents and, and, and working, it is a partnership, especially this year mm-hmm to, to help our students kind of navigate it. And I, I should say, I mean, there, there are some people that are finding remote. I mean, it’s, it’s challenging and it’s different and we try to be creative and we try to think outside the box and still provide a quality education for our students. But it, there, it, it’s not perfect. There are, there are some stumbling blocks and there’s hurdles and there’s challenges that we we spent a lot of time trying to navigate through and, and learn from. But it does feel like we’re making progress, which is a positive thing.


Sam Demma (21:34):
No, that’s awesome. And for me, it seems like your successes with this remote school will almost become a rubric. If we have to do another year of virtual learning, what you’re going through is what Joseph Campbell would call the hero’s journey. You’re you went into the unordinary world, which is like the, the remote world, cuz no one’s ever done this before. And you overcame objections and figured things out and got challenged and figured out the problems. And now you’re coming back around the other side. And if this is to happen again, everyone, one’s gonna turn to you and your 250 staff and say, how the heck did you do that? Because you might have to do it again. And I mean, we could just call your experience right now, innovation, like this is what’s happening with your school. And I think it’s just a cool success story to highlight.


Sam Demma (22:26):
And I know there’s challenges that come all along with it, for sure. But what you’ve been able to do with all of your colleagues and everyone in the school is, and the parents and the students and everyone is, is phenomenal. And to have the kid engaged to the point where they run outside to build a snowman is pretty awesome. Which is, which is cool. But if you could go back in time to when you were just starting to teach and have wise, Mike right now speak to young foolish Mike, when you just started teaching. And of course you weren’t foolish, but you know, less wisdom, less experience. What advice would you give yourself? And then what advice would that, that this advice is probably the same as what you tell other educators, but what advice would you also give to your colleague right now and the education calling?


Mike Anderson (23:16):
I think I, I came into the teaching profession understanding that it’s important that you build relationships Hmm. With students and with parents and with colleagues. And I, I love the quote and I, again, I, I, I like quote, I don’t always remember where they’re from, but no one cares what, you know, until they know that you care. Hmm. And, and at, at the core, I think back the, some of the the, the best experiences and the best connections that I’ve made with, with students and with colleagues are through those like quality, like sincere human relationships. Mm. Caring about people is, I mean, it, it, it, this is a relationship, it’s a people driven enterprise. So I know even I, yeah, just thinking back, like connect first, build, build those relationships first cuz once you have that established then it’s so much easier to get kids excited about learning to get them passionate and enthusiastic.


Mike Anderson (24:20):
I, I should yeah. I, I just think back in my, are about the, the, the best experiences that I’ve had in this profession have come have been built on those relationships and building relationships that are sincere and honest and, and when there’s trust developed students can yeah, they thrive when, when, when a, when a, when a student knows that an educate or cares about them and is on their team and is encouraging them and supporting them it’s really exciting to, to watch what they can do and, and how far they can go.


Sam Demma (25:00):
I love that. And I C I couldn’t agree more when I think about the, the teachers in my life, who’ve made a huge to impact. It was people that were passionate about their content, like extremely passionate about what they were teaching, but then made an effort to get to know every kid in the class, to the point where they take their generic content and then add three or four words to apply it to specific students. You know, you know, I remember my teacher, Mike loud foot, who I talk about in my speech. He used to teach essence and then towards the middle and the end, he’d say, Hey, for, for you, this means this and Sam for you, this means this and Mike for you, this means this. And having those people who took the time to get to know you and build a relationship with you. And it just, it just heightened the experience so much. And I, and I couldn’t agree more. So thanks for sharing and anyone listening, you know, focus on the relationships, prioritize the relationships. Mike, thank you so much for sharing some of your wisdom. It’s already been 25 minutes time flies when you’re having a good conversation. Is there any way people like, what’s the best way for people to reach out if they like this and they just want to chat with you or have a conversation?


Mike Anderson (26:08):
Yeah, so, like, I think on Twitter, my my Twitter handle is @manderson27. And 27 is also the number I wear on my hockey Jersey shouted out to Darrell Sittler. Nice on. But yeah, so @manderson27 is probably the best way to connect with me. I’ll give you my email address as well. If people wanna send an email, Mike.Anderson@ugdsb.on.ca. Just heads up, I get between 200 and 300 emails a day right now in this current job. So it is super hard. I’m doing my very best. Yeah. To to get back to people in a timely fashion, but yeah, I’d be happy if anyone had any follow up questions or thoughts especially with the the winter break coming up. I’ll hopefully get a chance to get caught up on my email.


Sam Demma (27:00):
No, it sounds good. I’m, I’m dumbfounded that you even opened mind. So I appreciate it.


Mike Anderson (27:06):
Cool. Sam, thanks so much. This was awesome.


Sam Demma (27:08):
You too Mike. Appreciate it. And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and 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 Mike Anderson

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Robert Legace – Creator and Lead Teacher of the GENESIS Program

Robert Legace - Creator and Lead Teacher of the GENESIS Program
About Robert Legace

Robert (@BobLegace) is the father of four wonderful teenage and adult children. He is married to the most patient woman in the world- Debra; together they strive to be loving supportive parents.  He is an avid cyclist and woodworker.  Robert spends his free time in the Parry Sound region, cycling, hiking and canoeing. 

Currently, he is in his twenty-fifth year in education.  As the lead teacher of the GENESIS environmental education program, Robert’s goal is to foster a relationship between creation and his students.   His personal motto is “There is no excuse for hard work”- Thomas Alva Edison.  Any day that Robert is outside is a good day. 

Connect with Robert: Email | Linkedin | Twitter

Listen Now

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

Resources Mentioned

The GENESIS Program Website

Laudato si’ Book by Pope Francis

Sacred Heart high 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 (00:01):
Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker Sam Demma. Happy new year. I hope you, your friends and family had an awesome holiday break, and you’re excited to get back doing the work that you love with the people that you care about. Today’s special guest on the podcast is Robert Lagace. Robert is a father of four wonderful teenage and adult children. He is married to the most patient woman in the world, Debra and together, they strive to be loving supporting parents. Robert also happens to be an avid cyclist and woodworker and spends his free time in the Perry sound region, cycling, hiking, and canoeing. Currently, Robert is in his 25th year in education. Hi Is the lead teacher of the Genesis environmental education program, which you’ll hear about on the podcast. His goal is to foster a relationship between creation and his students. Robert’s personal motto is there is no excuse for hard work and he quotes that Thomas Alva Edison. Any day that he is outside is a good day. I hope you enjoy this amazing conversation with Robert and I will see you on the other side, Bob, welcome to the high performing educator podcast. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself and sharing a little bit about the work you do in education?


Robert Legace (02:25):
Well, thanks Sam. I appreciate the invite. I’m a high school teacher in the Bruce-Grey Catholic District school board. I teach grade 10 history some cooperative education and the focus of most of my work over the last few years has been the Genesis program. I researched and wrote a new program dealing with for credit outdoor education. And it’s a pursuits derived program that deals with environmental stewardship character development students and environmental awareness.


Sam Demma (02:56):
Can you tell me more about the desire and inspiration to create this program and where it stems from?


Robert Legace (03:03):
Well, the the Genesis program kind of comes from a lot of different areas in my own life. I I was one of those students that when I grew up, I spent an awful lot of time in a classroom being somewhat disconnected, you know, I, I enjoyed I enjoyed school, but I used to really yearn to go outside, to be outside to be engaged with activities outside the actual regular classroom. I found that the regular confines of a classroom kind of challenging. And to that end, when I when I went to the elementary system as a teacher, firstly I spent a lot of time trying to figure out how I could develop the curriculum in ways that would gauge students like myself. So in novel studies, for example we would go outside and, and do some hands on activities history.


Robert Legace (03:47):
We would go and dig trenches as part of understanding world war I. So when I came to the high school and I was asked to take on the the current outdoor education program that they had I made one stipulation and I said, you know, I’d be interested in taking on the program, but I really want to change the program, make it look more indicative of a program that is fully engaged with the outdoors see the classroom really as a storage space and see the outdoors as the actual classroom itself. So from there I developed a single credit program E rewrote the curriculum, and then I decided I wanted to go a little more heavily into the outdoor red. So I started to research across the country, different programs to deal with four credit outcomes. So that means that students would come to me in the beginning of the semester. And they would have me as their teacher for the entire day, rather than just one period gives awful a lot more flexibility when it comes to field trips gives you a lot more flexibility as far as timelines in the, in the day when you’re trying to teach curriculum.


Sam Demma (04:51):
That’s amazing. And when did the program start and what does it look like today? Has it evolved, changed? Tell me more about the progression.


Robert Legace (04:59):
Yeah, so the program started about five or six years ago. I actually started teaching out outdoor red, the single credit about 12 years ago. And then about six or seven years into that process, I began researching for the four credit. And what I really, really quickly realized is that to make this jump into a four credit reality it was going to require a lot more training on my, on my part a lot more as far as spending with budgets and organizing budgets and also getting my board comfortable with the level of engagement that I was looking for as far as student engagement as, and, and as well as board engagement. So I began that process slowly and built up you know, I, I think a good reputation with the board as far as safe doing things safely.


Robert Legace (05:43):
I took a lot of different courses a lot of qualifications to ensure that I was prepared for the challenges ahead. And then from there the program began earnestly with 18 students. We have a, we have a maximum of 18 just because the safety of of all concerned. We wanna make sure that we can provide a safe program and how it looks now in comparison, the beginning, it has evolved a certain amount. COVID has challenged it definitely as far as trying to get on and do field trips, but in comparison to the very first year that the program is in I’ve met the goal of being outside a lot more. We are out most of the day now, and we are mostly outside every day of the week. So yeah, it, it has definitely evolved over time. And what I’ve, what I’ve found is that it’s, it’s starting to meet a lot of those students needs that I was trying to originally calm the beginning.


Sam Demma (06:39):
And what, what is the importance of getting outside? Like, let’s talk to that for a second, for sure. Even other classes that could also leverage the outside space or teachers who are listening in wondering, you know, why is that so crucially important? I’m sure you have a nice, strong opinion on it.


Robert Legace (06:55):
Well, you know, in the, in the Genesis program when we came up with the term Genesis, we said, you know, what really is our goal? Why, why are we doing this? Because if you don’t know why you’re doing something, what’s the point. Yeah. And so we said to ourselves, well, the goal is to get students of a relationship with creation. That’s really what the goal is. And in a Catholic school system like ours, you know, we could refer to as environment, but really is creation. It’s a gift that’s given to us like, and what we found is that a lot of students didn’t have a relationship with creation. You know, in the Genesis program, one of the, one of the hallmarks of the program is, comes along. Pope Francis is teaching that the, the natural world or creation, isn’t something that we’re supposed to harness for our own profitability, but it’s something that’s a gift that we can utilize for All.


Robert Legace (07:40):
And, and to that end, getting students outside, what we find is when we’re teaching this, cuz that’s myself and another colleague, is that it allows the students to be much more centered much more focused. It allows for us to build relationship and really go after some of those areas that are really tough to teach in education. How do you teach resiliency? Do you teach within your students an understanding the respect for creation in the natural world? How do you teach within your students of resiliency to be able to take on challenges day to day in our, in our, in our everchanging world. And, and in this program, that’s one of the things that we ch we do with each one of the students is we challenge them to be their best. We challenge them to to engage with us as well as their peers in a cooperative and collaborative environment.


Robert Legace (08:23):
And then we challenge them with some of the big issues in our world that we’re confronted with today. And that is environmental degradation. And we ask them as to be innovators, how can we bring about this change? You know, it’s a, it’s a challenging curriculum. It’s a challenging program, but what comes out at the other end is a student that really has transform themselves. And they become much more resilient. They become innovators, they become centered on a perspective that the environment is there as a gift that they can utilize. And and, and to make their lives better and more fulfilled, but not necessarily use it for profitability all the time.


Sam Demma (08:58):
Tell me more about the transformation, like I’m sure as an educator, you have one of those folders on your desk with rainy, the, the rainy day folder, where you look through notes, students have written to you and you might be feeling down yourself. Sometimes you get to see the growth and transformation of a student. Other times it takes 15 years, and then they come back in the classroom, they tell you about it, but can you take us through maybe, you know, one student that sticks out to you and maybe it’s a serious transformation, so you can change their name, but sure. Yeah. Well, what, what they started with and then what they looked like after going through it.


Robert Legace (09:29):
Sure, sure. Yeah. And then that’s really the, the main reason why I brought both to Janice this program is that I’ve always felt it as an educator, whether it was when I was a grade seven, eight teacher or my early days in high school, I always felt that the starting of teaching has to be relationship and that’s working one on those students and getting to know who they are. And when I, when I wrote this program, you know, that was one of the core fundamental beliefs is allowing for relation develop in a really meaningful way. And I can speak to one student in particular and, and this young lady you know, she, she would tell you straight off when she took my single credit program that you know, the outdoor outdoors was not for her. She said, you know, I’m not really interested in mud.


Robert Legace (10:11):
I’m not interested in being out in the rain. And she was really interested in, in her technology. And you would also agree that that young individual in, in grade 10 in that single credit program was someone that struggled with resiliency and struggled with her mental health to a certain degree. And you know, she was struggling with some life. Her mom was sick at the time. I encouraged her to join the four credit program when she was done. And I remember her looking at me and saying, what part of me do you think would be good outside after what you just experienced in single credit? And I said, this is a program that would be good for you. This would be a good program for you to understand who you are to develop a sense of self. And so she took me up on that challenge and she took the program and I’ll never forget her mom saying to me early in the semester, she said, I don’t know what you said to convince her, but she said, she passed up a trip to go to Cuba with us to start your program.


Robert Legace (11:04):
She didn’t wanna fall behind. It said, that’s, that’s a great start. It’s a wonderful start. . And, and the mom was kinda perplexed as to, you know, why she would do this, but this young girl came to the program every day and every day she was challenged to go outside at her comfort zone. You know, she had to take on cross country skiing and do environmental projects with other students and work collaboratively. And in this type of program, what it allows for is the skills of individual skills of students to really be highlighted. So, or maybe she wasn’t the most bodily kinesthetic learner. Maybe she really struggled. She did struggle with some of those things like those core skills, cross country ski and cycling. She was really able to, to shine in some of her strengths. And that was the presentation side of skills when we had to make presentations to outside community groups.


Robert Legace (11:47):
And I think the moment for her where it all kind of came together was in Quebec. We were we were cycling and we were going up yet another very, very long hill on one of our, our daily journeys. We cycled between 60 to 70 kilometers a day in Quebec with all of our pans. In other words, our gear, our tents, our backpacks with us. And I cycled back beside her and I said, Katie, it’s okay to it’s okay to walk it’s it’s okay. Had to walk up this hill. That’s all right. And she had tears coming down her face and she said, I’m not doing that. And I said, okay, so I’ll ride beside you. If you wanna talk, we’ll talk. And she said, you know, her her dad’s good friend was dying. And he said to her, you know, whenever you face the struggle in life, just dig deeper and you can get through that believe in yourself.


Robert Legace (12:30):
And she said, I believe in myself, and I can get up to the top of this hill. And I said, good for you. I said, what do you need from me? She said, I need you to keep riding. I said, I can do that. So she wrote at the top of that hill, and I could tell, you know, there was a real change within her that she over that semester, she really got to know who she was. And she went off to college that following year, which she had never kind of planned for herself and was heading off to school. And it was interesting during her reading week, there was an knock on my classroom door and the next cohort of students were there. And she came in and she said, can I talk to the class and was kind of taken aback?


Robert Legace (13:03):
I said, certainly I really wasn’t sure what she was gonna say. And she started to tell ’em about her journey in the program. And she had some tears in her eyes and she said, you know, I’ve startled with mental health, an awful lot in high school. I struggled with my confidence. I struggled with, you know, knowing who I was and how I fit into the world. And she said, this program allowed for me to get to know myself to realize that I could do it. And she said, now when I’m off in school and I have a really bad day at college, or, you know, I feel like, I don’t know anybody. I say to myself, if I can get up that hill in Quebec, if I can do that overcome one of the biggest physical struggles I’ve ever had in my life I can get through today.


Robert Legace (13:37):
And so she was she was telling the students, you know, give it your wholehearted effort, move forward, believe in yourself, reach out to those who you can get help from and you’ll come up the other side stronger. So I, I walk away from that that experience with that student, realizing that if students are given the tool to achieve and to Excel, if students are given the opportunities to get outside that comfort zone to move away from technology, cuz she really needed to move away from her, from her phone at times they will Excel and and she did Excel. So I was really pleased to see that she was able to do that and, and I’ve kept in contact with her and she was doing very well. You and all the things that she’s doing now in her life,


Sam Demma (14:17):
What an amazing Testament to the strength of the program and the curriculum. How do you create that environment that enables a student to find themself? Like you’re saying?


Robert Legace (14:30):
I think that, I think the first thing that I try to cultivate within my classroom is a sincerity and honest. When I, when I start teaching with the students, I introduce myself. And I tell ’em a little bit about myself and maybe a bit of my, my own personal struggles in the educational system. And I speak about what the goals for this program are. And, and, and I tell them, there are lofty goals. We want you to become out the other end, a more resilient individual that knows yourself a little better. We want you obviously to learn some of this curriculum, but we want you to be stewards of the earth and that’s a really big expectation for them. And, and to that end when we do our various activities with the students, I try to follow within them, you know a relationship that’s based on integrity and honesty.


Robert Legace (15:16):
And, and I tell them straight up that there are going to be days where you’re not going to be having fun in here. I know that you’re gonna find this a bit of a struggle and, and share those struggles with us, cuz we’re all feeling that way at times. And I also tell them when I’m maybe not having the greatest day and how we can times get outside of ourselves and say, okay, this is the task at hand, let’s reenter, let’s refocus and utilizing the pursuits that we do within the program. So we hike, we cycle, we backpack, we cave re we repel when we do these various activities, it allows for us to build and to grow as an individual. You know, I tell them when I’m, when I’m repelling down the rock face, that I’m not really having a lot of fun right now, this, this is not my comfort zone, but I’m able to overcome this challenge.


Robert Legace (16:00):
And, and by doing that, I’m a stronger person when I come out the other end. And and I think they, they value that testimony that I’m able to provide them. And, and, you know, the same goes with my cohort teacher and any of volunteers that come along. The relationship that we foster with these students is one very much of a collaborator. One, one, a person that’s on the journey with them. And one, that’s not going to sugarcoat things necessarily for them. One that’s gonna allow them to succeed and maybe sometimes they’re not going to succeed, but is going to help them find a plan to move forward so that success can be on the horizon.


Sam Demma (16:35):
And when you started building this program how did you bring it to life? Because there’s another educator listening right now, who’s loving everything you’re saying and might be of the similar mindset of doing something similar. And they’re a school board maybe in a totally different country. What advice do you have for someone who want to undertake something similar to what you guys have built?


Robert Legace (16:55):
Well, the first thing I would say is you have to get a philosophy within yourself. As far as education is concerned, why are you teaching? And that would be the, that would be something that I had to address really early in my career. Why did I wanna go into teaching and work with young people? That’s the first thing, know what your vision is for myself, you know, it, it, it’s not about making money for myself, it’s, it’s, it’s very much about working with young people and trying to see the best within them because the only future that our earth really has is our young people, you know, to try and figure out different ways that we can look at the world and be sustainable. Secondly you need to really, before you can run, you need to start by getting yourself of qualified in all the areas, outdoor education is, is not an area to take lightly.


Robert Legace (17:40):
It’s a very serious area because safety is so very, very important. So you need to go out and get all those various qualifications that need to be done and, and being qualified doesn’t mean that you just go out camping with your family on weekends. That’s not enough. You have to really, really get those qualifications and understand the the enormity of what you’re doing. You know, when I take students out into the back country canoeing, that’s an enormous amount of responsibility to ensure the safety of that group. And I need to ensure that I not only know that group, but I know my students, I know my equipment in and I know myself when I’m going out there to make sure that, you know, we’re not taking any risks. The same goes with the cycling or the hiking or the rock climbing and caving.


Robert Legace (18:19):
So getting in those qualifications are really key. And then thirdly, start off slowly, don’t go too quickly. We did the single credit program approach for about six year. And I had a superintendent that once said to me, he said, you know, always keep in the back of your mind, you’re one accident away from losing everything. And at first I was kind of taken aback by that comment and I thought about it and I thought, you know what, he’s right. You know, nobody wants to have an accident. No, nobody wants a student to be hurt. But if you, we always make every decision with the, with the mindset that, you know, we are, are really one accident away from losing all the work that you’ve done or, or possibly losing life or possibly an accident with a student. You know, it really makes you slow those decisions down and say, okay, what do I need step by step by step.


Robert Legace (19:03):
So start off small, start with field trips, start with doing those properly and doing those well. And then after you’ve done a few field trips then, and start to take a look at, okay, how’s my curriculum. How can I evolve it from there to involve more of the outdoors, get those training approved requisite skills. And what you’ll find is that the doors will start to open. Then the what I found in my case with the administration started open those doors and say, okay, you’re proven time and time and time again that you do things safely. Okay. We’re open more and more of this.


Sam Demma (19:32):
That’s awesome. And you alluded to this idea that you shared with your students, the, the, your own challenges that you had growing up with education mm-hmm, what were some of those challenges? And if you could change certain things about education today, what would, what would that be?


Robert Legace (19:47):
Well, you know, I, I can remember I, I’m a very, very lucky in, I, I came from a, a loving home with a mom and a dad who were both educators themselves who had unbelievable amounts of patience with with myself and my brother, my brothers and sister. And, you know, I can remember as a young person, I was really struggling with reading and you know, I felt lost in a classroom of over 30 students. I wasn’t, you know, I didn’t enjoy school and school didn’t seem for me and I can remember my mom. She was a stay at home moment at the time. She came into the school and she took me outta the class every day and worked with my reading. And within about a six month period, when I was tested, I was a grade level ahead.


Robert Legace (20:28):
So, you know, it reinforced within me that when you time with individuals individuals can be moved ahead rather quickly. You know, the limitations don’t have to be what holds them back. When I went off into the high school system, I felt really disconnected. I can still remember my grade nine year. I was a, a student who could handle the academic courses and do those things, but I felt so disconnected from the school environment. I, I can still remember seeing my report, my report card at the first semester. And I had missed 20 days of school. I thought to myself, yeah, I’ve been sick sometimes, but why have I missed so much the school then, as soon as about basketball season started, I never missed a day for the rest of my high school time. Well, it’s because I didn’t have a sense of community and that stayed with me, that feeling of community.


Robert Legace (21:17):
It really stayed with me when I went off to university and especially teachers college. When I was asked by one of my professors to write my philosophy education that sent of community kind of re revealed itself to me again. And I, and I thought to myself, you know, it’s all one good to be an athlete at about, you know, 10 to 12% of our schools. We have students who are engaged in athletics and that’s wonderful. They get that sense of community through their teams. But what about the rest of the students, if they’re not involved in student council, if they’re not involved, it’s maybe a mission trip as, as some students are in our school, what do they have to connect with? How do they develop that sense of community? And so when I was writing the Genesis program, that’s one of the hallmarks of the program is developing a community within that classroom.


Robert Legace (22:01):
And, and that’s really that’s really been realized by the students. I, I know, I know my own daughter went through the program early on and she was home just this past weekend. We celebrated Thanksgiving late with her and she still goes back and forth with the students that she was in the program with. Now, these aren’t students that she went to elementary school with, or all the way through high school with these aren’t students, that she played sports with these aren’t students that went off to university with her, but she’s still connecting with the students in her class from her Genesis year, because they had such a wonderful relationship where they supported one another. And if that’s one thing that students will walk away with in the program, I’d be very pleased with. And that’s a sense of community where everybody feels valued.


Robert Legace (22:40):
Everybody feels loved and respected. And you know, so we do have a variety of student learners there. We’ve got the academics in the room. We’ve got those students who be considered in the Ontario system as as applied learners who may be heading to the world of work or maybe to trades. And, you know, we have students that are really struggle with their learn and, and what the academics and, and all these various students, the, the applied and, and some of the other students really realize very quickly is that we can all honor one another by respecting the wonderful God-given talents that they have. And that’s really what our community is all about. Our larger community is where we really value one another. Our community can only really prosper when we value each other’s contribution.


Sam Demma (23:22):
That’s amazing. I think a like, feeling like you’re a part of something, a community, a team, a club, all those things, especially when you’re going through high school and especially now, you know, through COVID when learning was virtual and a lot of those things weren’t even possible having some form of community was so important. If you could, if you could travel back in time, Bob, and speak to your younger self in your first year of teaching, knowing what you know now with the experience you have, what advice would you give your younger self or for any educators who might be in their initial years of education?


Robert Legace (23:55):
Don’t you know, I think back to my, my early years and curriculum was being pushed so very, very heavily. And and I can remember that first class ask for sure. And and I would say young educators, you know, the curriculum is important. There’s no question, but before the curriculum and the learning can take place, relationship, relationship has to take place. And we have to develop that relationship. You know kids come to our classrooms with the expectation that they’re going to learn. They know that, but we need to go a step further and we need to make sure that students feel valued. We need to make sure that students feel loved because some of the homes they come from quite honestly that is not a hallmark of the relationship they may have with their parents and as educators, if, if we can demonstrate to our students that, that value of love that we, we, we love our students that we want to be there for them.


Robert Legace (24:46):
We wanna support them. We can go an awful long way to making our world a better place and giving these students a real chance at having a fulfilling lifestyle, one where we demonstrate to each other and other community members, a sense of compassion, a sense of self worth a sense that we are all important. Just some of us are important, but all of us are important in this journey. We call life. So, yeah, spend, spend some time getting to know your students, spend some spend some quality time with your students, and then everything that you do with in your classroom in those first few years, make sure that relationship isn’t forgotten.


Sam Demma (25:20):
Hmm. Love that this has been a really insightful interview, and I’m sure there’ll be a lot of educators thinking about how they can add aspects of our natural world and creation and the environment into their lessons. Hopefully. you’ve inspired that in them today, if there is an educator who is inspired by it and wants to learn more, what would be the place you should direct them to, or, you know, where can they reach out to you to get in touch if they wanted to chat?


Robert Legace (25:43):
They’re more than welcome to reach out to me through the board, email: Bob_Legace@bgcdsb.org. If they wanna take a look at what we’ve done as far as our program is concerned, just go to Sacred Heart high school. Under students take a look at under guidance education. We have the Genesis program tab, and you can kind of take a look at our program and some of the student testimonials of what we’ve done. And I, encourage them be courageous, go out there and try different things get your qualifications. And you’ll find that the world is full of possibilities and all you need to do is go out there and grasp ahold them.


Sam Demma (26:20):
Love that, Bob. Thanks again. Keep up the great work and


Robert Legace (26:23):
We’ll talk to, it’s a pleasure. Thanks very much.


Sam Demma (26:25):
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 as educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Robert

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.

Ryan Keliher BA, BEd, MBA, – Teacher, Author, Coach and Teenage Motivator

Ryan Keliher BA, BEd, MBA, - Teacher, Author, Coach and Teenage Motivator
About Ryan Keliher

Ryan Keliher (@superstarcurric) BA, BEd, MBA, is a high school educator who has spent the past eleven years teaching, coaching and motivating teenagers. He is a former valedictorian, university basketball captain, and Academic All-Canadian who is passionate about student leadership and personal development.

Keliher resides in Prince Edward Island, Canada with his wife Siobhan and their baby boy, Rafael.

Connect with Ryan: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Charlottetown Rural High School

Ryan’s Personal Website

The Superstar Curriculum

The Hate you Give

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. Today’s guest was actually someone who was introduced to me by a former guest, Melanie Hedley, a teacher from Bluefield High School introduced me over email to this gentleman named Ryan. And I’m so glad she did because the conversation we had was phenomenal and I can’t wait to share it with you.


Sam Demma (00:59):
Ryan Keliher has his BA his BEd , his MBA, and is a high school educator who has spent the past 11 years teaching coaching and motivating teenagers. He is a former valedictorian university basketball captain and an academic, all Canadian, who is passionate about student leadership and personal development. Ryan resides in Prince Edward Island, Canada with his wife Siobhan and their baby Raphael. He is also an author, an author of a book called the superstar curriculum. It’s a phenomenal book. He’s sold over 2000 copies and today we talk about so many different topics, things that come directly out of his book, but also his own philosophies on student leadership and how to navigate these difficult times. I hope you enjoy this conversation. I will see you on the other side. Ryan, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the show this morning. Can you start by sharing a little bit about yourself and why you got into the work that you do in education today?


Ryan Keliher (02:01):
Sure. First of all, I just wanna thanks. Thank you a lot for having me on today. I’m really looking forward to being on the pod and just a little bit about me. So my name is Ryan Keliher and I am a high school teacher and I’m 14 years into my career and I teach out of Charlton Rural High School in tiny Prince Edward Island. Nice. Why I kind of got into education? I was really fortunate to have had some awesome teachers when I was going through school and they made me really like being in school and they had a really positive impact on me. And as I grew up, I kind of just felt like I’d like to that kind of do what they do. I really, I really admired them. I really thought what they did was meaningful and from a fairly early age, like in high school, kind of, it was my, it was my goal to become a high school teacher. So I really didn’t even pursue a ton of other options after I kind of got hooked in by these engaging teachers. I kind of said, yeah, you know what? I think I wanna do that too.


Sam Demma (03:07):
Ah, that’s awesome. What did they do? Like what did those teachers do for you that left such an impression on you and pushed you to pursue this path?


Ryan Keliher (03:17):
I think what, when I think of kind of the two or three teachers that stand out the most you know, they, they were really knowledgeable in their subjects, but more almost Mo I would say more importantly, they really made me and my fellow classmates feel valued and welcome in class. And when you added that combination in where students felt like they were valued in the classroom, plus they were gonna get material that, you know, from teachers who were knowledgeable in, in their content areas, it really drew me into the classroom. And, and it was a place that I liked to be at a place I liked. I liked to come every day to learn.


Sam Demma (04:00):
Wow. That makes sense. And, and I think right now that’s a challenge that all educators are, are faced with. It’s tough to do it virtually. Now, maybe in PEI, you guys might be still working in the classrooms, but what are some of the current two things, challenges and opportunities during this time, because I think both are present and I would love to some insight on, on both sides of the coin.


Ryan Keliher (04:22):
Yeah. Well, PEI has, we’ve been very fortunate to kind of, of to keep COVID 19 the spread of it at bay here on the island. So we’ve been quite fortunate. But that, that being said the last two weeks actually my high school has moved to online learning leading up to leading up to the career break. So, you know, it has presented its challenges, but like you said, with, with those challenges come opportunities. I think with education, the biggest challenge, whether it’s virtual learning or in person learning is developing that connection and maintaining that connection with students. And then kind of like what I alluded to the, you know, the teachers that I admired most growing up, they made that connection first and then that made learning a lot easier. It made engagement a lot easier. It made buy a lot easier.


Ryan Keliher (05:10):
So I think that gets more difficult when you, when you move to the remote learning model. So it’s about keeping that at the front of mind as an educator, but how can I still maintain these connections with my students when I’m not seeing them day to day? So for me, it was, you know, little checking emails here and there creating some engaging videos to kind of start class you know, whether they were funny or fun or, or just a little different. And then, and then, you know, using that as kind of the springboard to the content of each lesson, but showing that you care and showing that, that, that you value their time you know, whether it’s in person or online, I think is the most challenging, but it, it kind of, I important opportunity in education and when it comes to opportunity, I’m a big believer that, you know, I think it’s Napoleon hill who says, you know, your biggest opportunity is where you are right now.


Ryan Keliher (06:07):
So, you know, as, as educators or as students, right, it’s important that we think about what we can do in the moment to kind of have actions that create positive reactions for our students. So whether, like I said, it’s a welcome video that puts a smile on somebody’s face, or whether it’s a really well laid out plan that is going to be challenging for students, but you’ve thought about what supports you can put in place. And at the end of it, they’re looking back and saying, you know, that was really tough, but I felt I was able to do it with, with supports in place. I feel like I’ve grown from it, you know, it’s, it’s how, how can those actions create those positive reactions?


Sam Demma (06:49):
And right now, maybe not yet in PI, but sports have been canceled as well postponed, or, you know, they practiced virtually through zoom all in their basements. You, I know you growing up were a big athlete. I played soccer, you played basketball, saw the Steve Nash picture on your page. I loved it. You dedicated the first part of your book to building character, and I would assume that sports helped you build your charact to a huge degree. Mm-Hmm how did sports have an impact on you and how are we, how can we continue to build young people’s character through this time?


Ryan Keliher (07:27):
Okay. Yeah. So with, with sports, I mean, sports played a huge part in my life. And as far as character development, like it, it played a really important role. And with, with my book, you’re right, the first quarter of the book is dedicated towards character development and then it progresses into have in my development and some opportunities for leadership. But as far as character development goes, I, I often share kind of my leadership story with, with my students. So I was a kid I grew up and I was playing hockey and, you know, I was pretty good hockey player, but I definitely wasn’t the best player on the ice. And, but it seemed every year I would get the opportunity to be the captain or the assistant captain on my hockey team. And I, and it just kind of became the norm. And I never really understood why I just kind of was that per, who would become the captain or the assistant captain.


Ryan Keliher (08:21):
And then I went to junior high and I started to play basketball and the same thing would happen. I’d be thrown in the captain role of the team. And then I went to high school and the same thing would continue. And then in high school, I was named the valedictorian of my high school class. And again, I would always kind of wonder in the back of my mind, I’m like, why am I always thrown in this role? Because, you know, I don’t feel like I do anything exceptionally special as a, as a leader, but people always seem to put me in this role for some reason. And it, and it never really, even, it never really clicked until I went to university and I played university basketball. And so I was 17 leaving high school, going to my first year university. And by Christmas time I was named the captain of my university basketball team.


Ryan Keliher (09:14):
And we had players who were 25, 24, 23 years old on it. And I’m thinking, how, how come I am the captain of my team? And it finally, that’s kind of when the light bulb went off and all it was was that my personal bar, as far as character went over time, whether it was through instilling values fr from my parents was high. And I, I cared a lot about being a good teammate. I’m a big believer that, you know, the only thing better you can have than good teammates is being a good teammate. Hmm. Think better. You can have than good friends is being a good friend. I think that really helped me pursue a opportunities in life. It opened up a ton of doors and it allowed me to lead by example a lot. And like I said, there was nothing ever special about it, but I was always willing to do my best. I was always willing to set the bar high and is always willing to cheer and help others along and over time. I guess people notice. So, you know, when you’re thrown into these opportunities through sports, it there’s the skill development, but there’s the character development that occurs that is equally important. And as you grow older and you may divert away from sports that character develop, it becomes even more important than maybe the skill development, you know, ever, ever was.


Sam Demma (10:41):
And without sports present at certain times, especially right now, how can we ensure that we’re still helping young people build their character? Is it by giving them unique opportunities or pushing their boundaries? Yeah. I’m curious. What, what do you think?


Ryan Keliher (10:56):
Yeah, I, I think it’s about giving them opportunities for growth. Like for me, school, you know, is always about growth, more than grades. And sometimes students don’t see it that way. And, and, and sometimes educators don’t see it that way. Cuz we do have that responsibility to kind of assess curricular content. But when I think of my 14 years and the most important conversations I’ve ever had with students, very few of them were curricular content related. And the most important ones that stick out were always character related or, or opportunity related or, you know, goal related and the more teachers, you know, and, and, and educators think of their students in front of them. As, as people who are gonna go and do great things in a variety of fields I think you, you can be a little bit more per perceptive about developing that character education in the classroom while still, you know, making sure the content of your course is, is, is covered and, and covered to a high degree. You know, I’m not trying to discount the importance of curricular content, but it’s, it’s everyday success principles, you know, are not explicitly taught in class, but the opportunities develop to develop the, those principles are abundance. So teachers have to be aware of that and you know, are able to kind of pull those threads when the opportunities present themselves for students.


Sam Demma (12:20):
I love that. And I’m curious now, too, as well, you mentioned Napoleon hill, you have your own book, the superstar curriculum. What prompted you to write that? Was there a moment in education where you thought this is needed for, for young people? It was in a personal challenge. You set for yourself, where did that come from?


Ryan Keliher (12:38):
It, it happened when I was finishing my masters of business. My so when I finished my MBA, I was kind of in writing mode cause I just finished my thesis and I was doing a lot of journaling at the time. And I noticed a lot of my journaling had to do with these important convers that I’ve had with students over the pro the over the last decade. And a theme kind of started to emerge on how a lot of these conversations had to do with character. And they had to do with leaders, personal leadership, and they had to do with seizing opportunities and they had to do with developing strong habits of mind and thought, you know what? I’m a big non-fiction reader. And in my opinion, there, there weren’t a ton of non-fiction self-awareness books out there for, for young adults.


Ryan Keliher (13:27):
So I thought, well, maybe I’ll go and create one. And so I, so I did create the superstar curriculum and the idea behind superstar is that what, what I’ve come to learn over the years is that, you know, the biggest superstars in our lives, although, you know, we often think of the major celebrities or sports stars or movie stars. But when we think about the biggest superstars in our own lives, they’re the people who are much closer are to us, they’re our parents or our coaches or our teachers or our friends. And the, the reality is, is, is if, if that’s the case, then if you put yourself in someone else’s shoes, you might be the superstar in somebody else’s life. Hmm. So it’s just about the profound power we have to, I packed others on a daily basis and it happens at, at the ground level. And it does expand out to, to, you know, the stars that we’re talking about from Hollywood to sports. They’re tremendous inspirations, but the reality is the, the day to day inspirations that we have are all around us, including all right, ourselves.


Sam Demma (14:36):
Oh, love that. And where can people find that resource if they want to check it out? I think you offer an online version for free and then like a paperback version and a discount right now, where can they find all that information?


Ryan Keliher (14:47):
Yeah. If they wanna check out ryankeliher.com it has kind of all the information there, the book’s available on Amazon, but if, you know, if a school or, or an educator was looking to a bulk order, I would recommend contacting me cuz I can probably get you a better rate than what, what Amazon could provide. So yeah, so ryankeliher.com and you could check me out there or on Instagram @superstarcurriculum.


Sam Demma (15:13):
Cool. And if you could go back in time and speak to younger Ryan, when he just started teaching, what pieces of advice, knowing what you know now would you have given yourself?


Ryan Keliher (15:26):
I think for me, I, what I always try and keep in mind is, so my grandma, there was a teacher and I remember vividly that a conversation we had. So she was 87 at the time. And she said, you know, Ryan, now that you’re a teacher and your job is to teach. It’s really important that you also remember that your prime married job is to learn. Hmm. And that always stuck with me. And I think moving forward for, for anybody who’s going into education is to keep that kind of front of mind because COVID changed everything, new practices are going to change everything technology’s going to change everything. So the, the way kids interact is constantly changing. So educators have to be willing to learn and adapt year over year, whether they’re, you know, you’re just adding little tweaks to your practice or there’s something fundamental that has to, you know, involve you making a major shift in your practice, the importance of teachers having that willingness to learn is paramount.


Sam Demma (16:37):
I love that. And one bonus question, just for fun. What, what books are you reading right now? Is there anything that’s been interesting you or you’ve been cracking open?


Ryan Keliher (16:48):
Yeah, actually I just I’m into the hate you give right now. And I I’ve, I’ve just kind of started it, but it’s been tremendous thus far and I’m looking forward to reading it. I don’t read a ton of fiction. So it’s, it’s a good opportunity over the holidays to kind of break into that. And I’m, I’m more of a non-fiction reader for sure.


Sam Demma (17:08):
Awesome. Ryan, thank you so much for taking some time to come out on the show. I really appreciate it and, and have an amazing holiday season with family and friends. And I look forward to keep continuing to follow your journey.


Ryan Keliher (17:20):
Great. It was great talking to you. It was nice to meet you and I’ll be following your journey as well. Happy holidays.


Sam Demma (17:26):
And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and 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 Ryan Keliher

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.

Becky Stewart – Music Director at Yuba Gardens Intermediate School

Becky Stewart - Music Director at Yuba Gardens Intermediate School
About Becky Stewart

Becky Stewart (@ygtreble) is starting her sixth year as director of music at Yuba Gardens Intermediate School in Olivehurst, California. She graduated with honours from California State University, Sacramento with bachelor’s degrees in Flute Performance, studying with Laurel Zucker, and Music Education.

Becky is a recipient of the 2015 CTA Outstanding First Year Teacher Award, the 2019 Outstanding New Educator award for her district and the 2020 winner of the California Music Educator Association’s Middle School Music Specialist Award. Becky has presented at both California Activity Directors Association and CASMEC state conferences as well as regional student and adult CADA conferences on how to create a positive culture for music at schools.

In 2021, Becky has also had the privilege of being selected to be on the K-8 Music Curriculum Review Team for the Department of Education for the State of California and is on the music faculty for Sugarloaf Fine Arts Camp and Cazadero Performing Arts Camp.

This year, Becky will also be taking on an advocacy role on the Capitol Section Board of the California Music Educator’s Association. Becky is also starting her third year as a mentor through the Tri-County Induction Program for beginning music teachers. In her spare time, Becky enjoys Spartan Racing and cruising around in her 1965 Mustang.

Connect with Dave: Email | TikTok | Instagram | Twitter

Listen Now

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

Resources Mentioned

The Caring Teacher Award (CTA)

California Music Educator Association (CMEA)

Cazadero Performing Arts Camp

Spartan Racing

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. Today’s guest is Becky Stewart. Becky is starting her sixth year as the director of music at Yuba garden’s intermediate school in California. She graduated with honors from California state university Sacramento with a bachelor’s degree in flute performance, studying with Laurel Zucker and music education.


Sam Demma (01:04):
Becky is a recipient of the 2015 CTA outstanding first year teacher award and 2019 outstanding new educator award for her district and the 2020 winner of the California music educator. Association’s middle school music specialist award. She has performed and spoken at dozens of state conferences and associations. And in her spare time, Becky enjoys Spartan racing and cruising around in her 1965 Mustang. I hope you enjoy this amazing high energy conversation with Becky Stewart, and I will see you on the other side.


Sam Demma (01:44):
Becky, welcome to the high performing educator podcast. Huge pleasure to have you virtually all the way from the states, on the podcast here today. Why don’t you start by introducing yourself and sharing a little bit about, you know, what you do with the educator audience?


Becky Stewart (02:00):
Awesome. So hi, I’m Becky’s Stewart. I am honored to be the music director at Yuba gardens intermediate school in Northern California. And I teach seventh and eighth graders music all the way from beginning band to wind ensemble and choir too.


Sam Demma (02:17):
That’s amazing. And what got you into the arts and music?


Becky Stewart (02:23):
I, my, my story with getting involved involved in band is kind of lame, but I always, my parents, you know, would put on different different shows and, you know, there’s like the public access television, you see different concerts being put on and I saw a flute on stage and it was really shiny and I knew I wanted to play because it was shiny. So, so that’s, and I got, I, my parents were nice enough to buy me a used flute for my next birthday. That’s awesome. So I got, hrivate lessons, hor my 10th birthday, ho get ready for band in middle school. So starting in sixth grade and, h got to be in band in sixth grade, which was a total blast and I went to a private Catholic school growing up and, heah, and that year the band director retired.


Becky Stewart (03:14):
So I only got one year with him. And then after that went through a couple different of, of band directors, but I, I loved band. I loved playing my flute. And then when I got to high school, I ended up switching to a different high school, my, my sophomore year because my middle school ended up closing due to low enrollment. My high school ended up closing due to low enrollment. So I ended up going to a public school in beginning of my junior year. So it closed sophomore year. And then I was able to experience marching band and show choir and jazz band and all these super fun things, got to have the opportunity to play saxophone and some ensembles, and really just had a great time and then decided to major in it in college.


Sam Demma (03:53):
That is so cool. And then when you were growing up, did you think you were gonna play in like an orchestra? Did you end up playing in any groups or did you know while you were going through it that one day you would use that to springboard you back into education?


Becky Stewart (04:08):
Oh yeah, not at all. I knew I enjoyed it a lot. I actually wanted to like switch to electric base my eighth grade year. I don’t no idea why. I think like some other girl was playing it and I was like, that is so cool. And my mom’s like, I bought you this thing, like no way. So I was glad you did that. But I, I just had such a blast with all of my friends in high school. I, my goal when I, cause I originally wanted to be a Marine biologist and that really interested me oceanography really interested me until I got to honors chemistry and my junior year of high school. And I went, oh no, this, this math and science is super, super, super hard. And I was like, I was not having a good time. Yeah. And the one class that I kept coming back to that I kept wanting to the subject that I was excelling at and really found myself wanting to work hard in that class wa was band was instrument. So I like broke the news to my parents saying, Hey, I wanna, you know, major in music in college and mixed reviews. Lots of concerns happen there.


Sam Demma (05:11):
Tell me more about that for a second because I don’t think only students, but also educators sometimes make difficult decisions and following your passion is one of the


Becky Stewart (05:22):
Oh definitely. Definitely. I it was definitely tough because you know, the whole family is like, oh, maybe you should have a plan B you know, and cause nobody else in my, and my family plays music. So it was kind of hard to hard to forge that path. But I knew that I wanted to do it. I knew that it was right thing for me. So I, I kept on going and,uit’s kind of hard, like when your parents don’t fully support you at the beginning, but you know, later on they’re like, oh, I’m glad you did that. You’re like, yeah, I know


Sam Demma (05:52):
And you all along


Becky Stewart (05:54):
So it was, it was definitely tough. And I came from a household where neither of my parents had graduated college. So they, I think they were just happy that I was going to college at, you know, they came to that realization. But yeah, it was definitely, definitely not easy. But when you know that like you were made to do something that this is your passion, then you have to follow it. But at the beginning I was a performance major for the first years of college. Like the, the dream goal for me was to play in a studio orchestra and a studio band to be hired, to play for movies and to do soundtracks. And,uthe farther I got in my college career, I, I was playing in all kinds of ensembles, all kinds of bands and having the best time, our major in the marching band and,uhad some conducting experience.


Becky Stewart (06:40):
And I ended up with a couple of injuries , which I think is go, is just like your story. I think, from what I saw and I, cause being a performance major requires so much practice time. And,uwhile like my mind was willing and able my body really wasn’t and I didn’t want to, you know, facing like, you know, perspective surgeries in the future and all these. And I was like, Ugh, I don’t think I wanna deal with that. Like so early in life. Yeah. Uso I was, you know, approached by some of my mentors, my junior year of college. And I mean, not, not because the injuries or whatever, but, you know,uI was like, I, I was going for, I was like, I’ll still do it. I’ll still do it. And then they were like, you know, we really think you should look into education. And I was like, oh, okay. You know, I, that, as a, as a second major, there aren’t very many, like many more units to take on top of music performance to get into music education. So I was like, okay, you know, graduate with two degrees. That sounds great. But it ended up being a really, really great move for me. And I wanna have changed it for the world.


Sam Demma (07:40):
That’s so amazing. Music fascinates me because it’s like all in your head, it’s like, you, you, you envision something and then you bring it to life. And it’s, it’s something to start as just an idea. Now it’s a thing that people can relate to and enjoy hearing and listening to. And I’m just really fascinated by aspir artists. I don’t care if you paint or write or sing or make music. It’s like, it’s such an inspiring field to watch someone pursue. And I’m sure you get so inspired by seeing kids passionate about it as well. Like what is, what is, tell me more about the experience of being in the classroom teaching band to grade sevens and eights and why you wouldn’t trade it for the world.


Becky Stewart (08:20):
It’s and it’s so cool. Cuz we just had our first concert last night after two years away so it was crazy. Cause our last concert was December of 2019. So last night we, we had our first show, which was the such a cool experience. Uso the kids that performed, they all learned their instrument over distance learning, which wow. Had its own challenges. You know, I couldn’t see them. I couldn’t, I, I think the hardest part about teaching online was like, here’s your, here’s how we’re putting our mouthpiece together. Here’s how we’re putting our read on. And it’s like, cuz usually I would be able to make small adjustments for them cuz it’s so hard even when you’re still developing those fine motor skills and you cuz it has to go a very certain way for it to be successful. And I wasn’t able to do that at all.


Becky Stewart (09:06):
Yeah. And you know, and then the cameras were all off and I’m like, I don’t, I don’t know what your arm looks like, but it sounds okay. Like I can kind of like hear what you’re doing and know what adjustments you need to make. So it was like a really big test in my ear, but it was amazing last night seeing the kids cuz before that you know, you get kids like, oh I don’t, I’m not sure if band was for me and I don’t know. And I’m like, okay, you, you haven’t even had a concert yet. Like you scratched the surface of what band is like we’ve gone through these first sounds together, which is my favorite thing. I love seeing their faces light up when they’re successful at something, the whole class is clapping for them. I’m screaming their name.


Becky Stewart (09:40):
Like we’re having a good time and yeah. Then just cheering each other on and, and bonding together as an ensemble. And as a class is just the coolest thing to see. They’re truly a family unit like a month into school, like they’re, they’re already bonded. And last night we, like I said, we finally got our concert and the band kids got to really see what being in band is all about. Like they were all so nervous before the show and and then they, they thought they were gonna die. And they’re like, what if I faint? What if I fall over? You’ll be, it’ll be okay. And then they, you know, they, that common experience of like being so nervous, but really, really preparing for that moment and then performing and then everybody clapping for you at the end is so cute. The kids are high fiving each other and looking at like, we did it. So those, those moments like that are really what really, what makes it so special.


Sam Demma (10:30):
I love that. I think the journey of seeing a kid progress from a nervous and uncomfortable situation into a space of confidence and self belief is what fuels every teacher, whether you’re teaching music, whether you’re teaching math, it doesn’t matter what the subject is. It’s like that journey from not knowing to knowing is just so cool to watch. That’s so amazing to hear. And did you always, when, when you started teaching, did you always teach band to great sevens and eighth? Or did you start at a different grade or has this always been where you’ve been so far?


Becky Stewart (11:01):
It’s so funny because when I like, cuz I, I, like I said, I didn’t, I, the education field was not like in the cards for me, I thought at the beginning. And then when I got my student teaching assignment, I was like, all right, you know, everybody’s in college coming off this hot high school program, like I’m gonna go to high school, we’re gonna have three jazz bands and we’re gonna have the best marching band ever and blah, blah. And so when you get your student teaching assignment, everybody’s like crossing their fingers and toes for like the big high schools that are around and like, all right, I’m ready for it. And I got a middle school placement and I was like, are you kidding me? I was, I was like, I was mad. I was like, I was like, I want middle school.


Becky Stewart (11:39):
What the heck? This is dumb. Cause I, I did not have a good, like a great middle school experience. Like my, our band was like I said, private school, super bare bones. Like non-competitive like, yeah, one period of band a day, like it was super small. And so I was like, like, this is dumb. So, and then come to find out where, you know, it’s just, I got place, this amazing middle school program totally fell in love with the age group. I fell in love with teaching them right from the beginning. Mm. I thought that was so cool where you can teach them exactly the way that you want them to be taught. Whereas in high school, you know, you have kids coming from all over of different ability levels. And I feel like that that level of that achievement gap just grows as soon as you get to high school. But it’s great having them for those two years saying, okay, I know I started you I know why you’re having these issues and how to fix it. And then we can, you know, along our two year journey, but,uyeah, it’s always been seventh and eighth grade. I got,umy current position I interviewed for it. Ubefore I graduated from the credential program. So the credential program, I did middle school and as my student teaching and then I went right into the middle school position right after that. And it’s been awesome.


Sam Demma (12:50):
Nice. That’s awesome. And let’s go back to the time in your life where you felt as a student going out on stage and performing your first time. Not actually in the musical sense, like metaphorically, that feeling of not knowing how something’s gonna go. I think every teacher went through that experience when COVID initially hit. And it sounds like you did too with being a music teacher virtually which,


Becky Stewart (13:14):
Oh yeah. Everybody kept asking me, how are you gonna do it? I’m like, I dunno, but we’re figuring it out as we go.


Sam Demma (13:20):
So how did that experience go? And like, how did you overcome that difficult situation and continue teaching and figure it out along the way?


Becky Stewart (13:28):
Oh yeah, it was crazy because I was used to seeing, seeing, actually seeing my, of kids in front of me every, every day. Cuz that that’s how our schedule is. I get to see them for, for 43, 48 minutes every day. And uthey’re like, okay, it’s gonna be distance. Like, okay, that’s, that’s hard, but you know, we’ll, we can do it, you know, we’ll, we’ll do our best. And I’m like, okay. And then,uMondays, we are only gonna meet with one class for 30 minutes and then it’s all meetings all. Okay. So now I see them four days a week, right? Nope. Now I got two days where you see them for an hour each day and I’m like, oh my gosh. I’m like, that’s, that’s like two days regularly. That’s crazy. So if a kid missed like one day of class, I don’t see them.


Becky Stewart (14:08):
So if they miss like a Wednesday, I don’t see them until the next Monday. Mm. It was crazy. So I did a lot of like being really purposeful about what exactly we were going over that day. So we really slowed everything down. And I tried to have as many cameras on as possible where it really wasn’t very many, but we worked a lot with Flipgrid like where kids recorded their own video and then posted on a page where everybody could see each other video. And I was like, oh, that’ll be fun. And they’re like, Nope, hate this. I don’t want everybody to see it. And I was like, okay, I will make it. So it’s only me. That’s use it. That’s fine. And then, you know, that went well for a little while and giving them feedback because I didn’t wanna make them play in the zoom.


Becky Stewart (14:51):
And then I realized the parents didn’t want, didn’t sign up to have an instrument in their home. Playing like at 8:00 AM twice a week. Like like, I’ve got a meeting with this trumped blaring behind me trying to learn how to play. And I was like, I know, like I know like it’s fine. Uho dealing with that too, cause not everybody could play their instrument at 8:00 AM. Okay. Just get your mouth piece out. And uhust buzz while you’re doing the valve combinations. Umo a lot of videos with that feedback, I, hodified like my band karate system to, so the kids could have a, an end goal at the end that they could see and have like different levels to achieve. And, me incorporated a lot of fee cuz I wasn’t sure when we were coming back, like there were some spots like maybe we’ll come back in November.


Becky Stewart (15:36):
Nope. Maybe we’ll come back in December. Nope. So we really got purposeful about what exactly the kids were doing. I incorporate a lot of different softwares, like smart music to assess the kids so they could record at home, use Flipgrid a lot. We got, like I said, we got to incorporate a lot of theory that we wouldn’t normally do in the classroom. We got to incorporate a lot of music history, which I really loved. And we got to collaborate with the history department with what they were doing. Like they were working on like seventh grade history does world history. So they’re working on the medieval times and the prehistoric era while we’re learning about the music from the Renaissance and the medieval times and the prehistoric and it was, it was just really cool being able to do those cross-curricular things.


Becky Stewart (16:15):
But I’ve made our program so performance heavy, like we just got our shirts and I do tour dates on the back and the whole back of the shirt is all the concerts for the year. So it is it’s amazing full. So it was really odd coming to terms with like that’s the whole identity of our program is being so performance based and like I can have zero performances this year. So it was, it was interesting take completely taking away the performance expectation and making sure that every kid was able to like do exercise number one. Okay. You’re good. Do exercise number five without like, okay, in a month we have a concert and you gotta go. But even so my, my students become performers and it’s, it was kind of weird not having that last year, but but I think they, they all got better as the year went on. They all stuck. Most of them stuck with their instrument, which was really what we were going for. And as long as they had fun last year, it was, that was, that was the main goal. Like as long as I still like band at the end, then we’re good.


Sam Demma (17:13):
That’s awesome. And I’m sure that, you know, there are some kids that realize band’s not for me. And there’s some kids that realize this is fun. I’m gonna try it again. And there’s a certain select few that are probably like, this is my life. Like they fall in love with it. Right. Yeah. Like, and you’re one of those kids when you were in school. But tell me a story of a student who maybe in grade seven to be beginning of the year, you know, was nervous, shy. And by the time they left to school in grade eight, we’re just like totally different human being. And like, you know, sometimes educators forget their purpose of their work and it’s to, you know, put belief in kids. And then sometimes you don’t hear about the impact your work has until like 10 years down the road when the kid is like in their mid thirties and has a family or something. Oh, for sure. But uyeah. Tell me like about a student like that who..


Becky Stewart (18:01):
Oh Yeah. One of my, one of my favorite kids is in the high school band right now, I saw him perform last night. He was like in this, in this group that kind of moved along together. And my school in particular has a lot of really rough families. They have great, great, great families. But there are some, like, it’s a very high socioeconomic scale. Like it’s 95% free, reduced lunch, 95, like lots of family below the property rate. I’ve had students where at least one parent isn’t prison it’s, you know, very bleak outlook on the future. So when they come to me, music and band sometimes does not seem like a priority at all. So this one student in particular, every single day and he, he sat front, playing clarinet, sat in front every single day. He’d look me dead in the eyes and be like, I hate band I’m quitting.


Becky Stewart (18:56):
And I was like, Nope, like I believe in you please say you’re doing so well. Cause I could tell he was, he was a great player. Like, no you’re doing great. And you know, when I would compliment him, he would just kind of look and be like, yeah, whatever. And every single day I hate band I’m changing electives. I hate band I’m changing electives. And I was like, oh my God. You know, at the end you’re just like, fine. Like if this isn’t for you, like whatever. But he had his first concert and I knew this is always like the biggest moment of buyin for them is because, like I said, they have this, this joint experience together where, where they’re all nervous and they all perform and they realize everybody’s doing great. And sometimes this is the first time their parents are, have come to watch them or tell them good job or say that I’m proud of you, which is really, really cool.


Becky Stewart (19:35):
And so after this performance, we always do our little reflection and he, he was like a completely different person afterwards. And he, you know, always brought his in home cause I made him. But after that was, you know, totally by choice. And uthe end of his seventh grade year, he’s just P playing and playing and working through the book and doing so well and excelling above everybody just because he is, he’s working so hard. And then the next,uhis eighth grade year,uhe ended up getting into honor band, which was amazing. So we went to the section honor band and he did fantastic on clarinet and he’s playing this music. That’s like high school music for, for junior high. And he’s,uright now auditioning for,uthe Western international band conference honor band as a sophomore in high school. And he’s yeah, he’s just absolutely killing it. He got the director’s award from me with the rest of his clarinet section as an eighth grader. Yeah. He was in two honor bands that year as an eighth grader, actually he was in the district honor band and yeah, so that was, that was very, very cool to see. He’s, he’s one of my, my favorite stories cuz he started off as definitely like, you know, the thorns on the rose and then, and then completely bloomed afterwards.


Sam Demma (20:41):
Sometimes those things that seem like an annoyance, like end up being a kid’s greatest strength, you know, maybe, maybe his stubbornness is what made him. So, you know, committed to playing the clarinet afterwards, you know, it’s true. True. Oh, that’s such a cool story. And if you could like transport back in time and speak to younger Becky, when you in your first year of teaching, like knowing what you know now what advice would you give younger self?


Becky Stewart (21:06):
Oh, oh gosh. I would say it’s going to be great because you are involved in it. Mm. Like to like know like no self doubt cuz like I, like, I feel like I pretty high self-confidence but like just, just not, not doubting. You’ll be like, what you’re doing is great. Keep going. What you’re doing is great. Keep going. Like it will be great because, because it’s you mm


Sam Demma (21:36):
That’s a really good piece of advice for everyone. So thanks for sharing but uhhank you so much again for coming on the show today and just sharing some of your stories. Umf someone’s listening and it’s been inspired by it or maybe teaches me music in their school and are, hnterested in hearing more about how you did it virtually, if they’re still teaching virtually or just curious to hear more about your program, what would be the best way for them to reach out or just get in touch?


Becky Stewart (22:01):
My email for sure. I’m also on Instagram. Our school has our Yuba gardens music, Instagram @Yubagardensmusic. And then I have my personal Instagram as well. I don’t know if it’s okay to say it or if it’ll be linked on the podcast. My email is rstewart@mjusd.com. So it’s my real name is Rebecca, but nobody calls me Rebecca.


Sam Demma (22:30):
Nice. Love it. Becky, thank you so much for coming on the show here today.


Becky Stewart (22:35):
Thank you for having me!


Sam Demma (22:36):
Yeah, this is awesome. Keep up the great work and we’ll talk soon. Awesome.


Becky Stewart (22:40):
Thank you so much.


Sam Demma (22:41):
And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please is 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.