Teacher

Julie McGillivray — Counsellor at St. Francis Xavier Catholic Secondary School

Julie McGillivray — Counsellor at St. Francis Xavier Catholic Secondary School
About Julie McGillivray

Julie McGillivray has been an educator for over a decade, and she shares her passion for learning with her students. She embraces the philosophy that kindness costs nothing but pays huge returns.

When she isn’t sharing her joy in the classroom, you can find her spending time with her family and dog on beautiful Georgian Bay, dancing like nobody is watching in her kitchen, or perpetually searching for her lost set of keys. 

Connect with Julie McGillivray: Email

Listen Now

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

Resources Mentioned

St. Francis Xavier Catholic Secondary School

The Transcript

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

Sam Demma
Welcome back to another episode of the High Performing Educator podcast. This is your host, Sam Demma. Today we are joined by my friend and special guest, Julie McGillivrayWelcome back to another episode of the High Performing Educator podcast. This is your host, Sam Demma. Today we are joined by my friend and special guest, Julie Welcome back to another episode of the High Performing Educator podcast. This is your host, Sam Demma. Today we are joined by my friend and special guest, Julie . Julie has been an educator for over a decade, and she shares her passion for learning with her students. She embraces the philosophy that kindness costs nothing,

Sam Demma
but pays huge returns. Julie also kindly organized the Empt Your Backpack Reading Guide and created it to help readers engage more deeply with Empty Your Backpack and reflect on its transformative lessons. When she isn’t sharing her joy in the classroom, you can find her spending time with her family and dog on the beautiful Georgian Bay, dancing like nobody’s watching in her kitchen, or perpetually searching for her lost set of keys. Julie, thank you so much for coming on the show.

Julie McGillivray
Thank you for having me.

Sam Demma
You’re very welcome. Tell me a little bit about what got you into education.

Julie McGillivray
Well, I always wanted to be a teacher since I was a young girl. I think it was having some teachers that really had an impact on me when I was younger. And unfortunately, I did not get into teachers college outside of university. I tried for three years to get into teachers college just after I finished university. And I was unsuccessful each time for a variety of reasons. And I gave up on that dream.

Julie McGillivray
And instead, I decided to pivot and do something else. But it was always in the back of my mind that I wanted to be a teacher. And the year that I was turning 40, I was at my job at a leadership development company, we went into organizations and help them with their communication help teams with their leadership development, we did experiential learning. And I

Julie McGillivray
loved that job. But I was sitting at my desk one day, and I decided, you know what, if I don’t do it now, I’m never going to do it. I decided to take the monumental leap and go back to school. And I went to Teachers College and gratefully was hired when I graduated and I’ve been teaching ever since.

Sam Demma
Tell me a little bit about the mental challenge you went through of changing, making that decision to make the jump because there’s a lot of people that are so worried and scared about making a big change in their lives, but sometimes on the other end of those big changes are beautiful opportunities and things that bring us more joy and fulfillment than we could have ever imagined we would have got in a previous position. Walk me through that decision and how you found the courage to kind of make it.

Julie McGillivray
Well, it was really scary, So I’m grateful that you said, use the word courage, because it was scary for me. I had children, I had three children at home. I had a husband who traveled quite frequently with work. And it meant that my entire family had to make some sacrifices in order for me to go back to school. Because my kids were younger, I knew that I couldn’t go to school full time. I could not go five days a week because they were in activities and they needed their mom at home. Prior to me going back to work, I was a stay at home mom for nine years. So it was really scary to think that I was going to be away from my kids. But I took the leap because I would strongly believe that it’s never too late to make a change in your life.

Julie McGillivray
And to me, teaching is a calling, it is a passion, it is not just a job. And so I just, I felt, I guess, to be, not to sound cliche, but I felt the fear and I did it anyway.

Sam Demma
Yeah. I love the idea of it being a calling and a passion, not a job. I found that I’ve done my best work when I didn’t think about it as work. I thought about it as something I was supposed to do. Like I was using gifts and talents to really be of service in some way. And it sounds like you have the same philosophy around education. Tell me about the parts of the work that bring you the most joy and fulfillment.

Julie McGillivray
Absolutely. It is having relationships with the students. I chose to teach high school. I had an opportunity. I probably could have been hired maybe a little bit quicker because I had an opportunity to teach in an elementary school setting. But I knew that teenagers were really who I wanted to

Julie McGillivray
help facilitate their learning. I think I would have been better there. So I waited, I was very patient, it took me a long time to get hired permanent as a permanent teacher. But yeah, it’s the relationships, it’s seeing kids at a period of time in their life when so much is going on mentally, physically,

Julie McGillivray
they’ve got lots of things happening in their life and just to be able to facilitate their learning is just, it’s so special to me. And when you have a relationship with a child that, you know, you can tell that you matter, and it’s just, it makes all the difference. I’ve always, I was an English teacher before, currently I work in student services and guidance, but I was an English teacher before

Julie McGillivray
and teaching kids, for example, to love reading, to appreciate a good book or a good story and to have their light bulbs go on and say, wow, I really enjoyed that. It just made all the difference. I, I smile when I think about teaching because I know it is hard work and I’m not going to lie. There are some days that are better than others, but truthfully, I love it. I love coming to work every single day. And it’s been like that for, you know, almost 14 years.

Sam Demma
You said building the relationships with the students is one of the most fulfilling parts of the work for you. How do you build that relationship with a student to the degree where they know that you really have their best interest in your heart? And, you know, they open up about things and they really, they feel comfortable around you because I think about the teachers that I really connected with and they really built solid relationships, professional relationships with me. But I like thinking back, I’m trying to figure out how, like what is it that they did that was different? And I’m curious what your thoughts are.

Julie McGillivray
Well, I can’t be anything other than myself. I’m a pretty gregarious person. I am an extrovert and I do really like to chitter chatter. But I think that kids, particularly teenagers, but all kids really, they can smell when they, they can smell it when it’s not. And so I can, I don’t have a blueprint other than being myself.

Julie McGillivray
And so I know for me, for example, having someone say good morning to you matters. You know, I know for me, having someone smile at me and acknowledge me and see me matters. And so that’s what I try to bring into my classroom. And it’s not always easy. But I do think that every single person that enters a classroom is deserving of respect and is deserving of the opportunity to shine in their own way. And so my job as an educator is to help them recognize that little things like I don’t know, I like to talk to my students, I asked them every day in my class, we would have a question to end the day. It could be whatever. What’s your favorite color? If you were an animal, what would you be?

Julie McGillivray
And just to spend that five or 10 minutes that’s not focused on curriculum, but actually focused on them as a student or as a person, I think that that matters. Kindness costs nothing but pays huge return.

Sam Demma
Those two actions of greeting somebody or complimenting somebody are things that are free of monetary cost but can have a big impact. Tell me more about that philosophy about kindness costing nothing, but paying huge returns.

Julie McGillivray
You know what, Sam, my mom, uh, God bless her. She passed away a few years ago. I was blessed to have my mom in my life for 93 years. Well, she was not mine. I need to be 93. Um, but my mom was kind to everyone that she met. And to me, I think it’s just that simple,

Julie McGillivray
that everyone is deserving of your kindness. And it really takes no time at all to smile at someone and say something nice. So I always used to tell when I did teach in grade eight, I always used to tell my students that every time you open your mouth, you have an opportunity to make someone’s day or break someone’s day. And that’s a very big responsibility for us all as humans. like it’s all rose-colored glasses and pie in the sky, but I do believe that small acts of kindness can go a long way, particularly for students that might be struggling outside of school.

Julie McGillivray
They might not have a family life that is conducive to building them up. And so you can make all the difference by being a caring and supportive adult, somebody who’s just kind. So that’s my philosophy.

Sam Demma
You were talking about your mom. And I instantly thought of my grandfather who always was looking for those opportunities to make somebody else feel special and appreciated and included and valued. And I just know how much of an impact it had on those people because long after he’s gone, they’re still talking about it.

Sam Demma
You know, like I visit family and they’ll bring up my grandfather’s name and he passed away when I was 13. It’s been over a decade now. And I think that we underestimate how much of a difference those acts of kindness can have on other people. Have you had, aside from your mom, mentors or people in your life who showed you that level of kindness as well that really guided you down your path or supported you through challenging moments? I did actually, I had a university professor, I was in my second year of university. Her name was Dr. Oh, gosh, it’s been so long. I think her I know her first name was Nancy. She passed away. But I was struggling to make ends meet financially. And when you’re an English major, you need to read an awful lot of different novels, and they’re not always available in the library. And I went to her office, and I said to her, it was just this one book that we needed to read that

Julie McGillivray
I was I just didn’t have the funds to purchase the book. And I just went to her office and asked her if she could possibly loan me one copy so that I could stay up with the reading. And she told me to come back the next day to her office. And so I did. And when I got there, she was not in her office. But her, the person that was working there said, Oh, Oh, Dr. Bailey was her name. Nancy.

Julie McGillivray
Is it funny how when you go through a story, the names pop back in your head? Yeah. I guess her assistant said, Dr. Bailey has left this for you. And it was a bag and it was full of every one of the books that the course had brand new. She had purchased for me and I’ll never forget the card said, please accept this as a token of my respect and friendship. And it meant the world to me because the fact that she had so many students and she was so busy and she didn’t really know me,

Julie McGillivray
I was just, you know, it was kind of new in her class and she just, it made such an impact on me. So when I graduated university, I was so excited when I saw her across Johnson Green. I went to Guelph University and when I saw her across Johnson Green, I’ll never forget it. I got, it was, she’s the one professor I have a picture of on my graduation day and I introduced her to my parents and I was just so grateful for that small act of kindness. I did not, I did not need all of those books. I only needed the one, but the fact

Julie McGillivray
that she went above and beyond just meant the world to me. So definitely a mentor and to be honest, I have so many mentors in my life, colleagues that I work with that are so helpful. Going back to teacher’s college at 40 years old was not easy. And entering the arena of education as a woman with graying hair, working with students or other teachers that were maybe, you know, they could be my kids. It was very humbling experience. And so I had to ask for help and they were so gracious. So I’ve had so many acts of kindness given to me.

Julie McGillivray
It only makes sense to pay it forward.

Sam Demma
Your story gave me goosebumps. It’s such a- I haven’t thought about it in a long time actually. That’s such an impactful story and I appreciate you sharing it. I think that again, we sometimes underestimate how those actions have an impact on others. And you know, here we are years

Sam Demma
later talking about it and haven’t thought about it. But when I asked you that question, it pops in your head. And I just think that the world would be a much better place if everyone operated from that level of energy where they’re looking for ways to help others or if there’s a call for help that we do answer it.

Sam Demma
When you think of your journey through education, what are any of the resources or people while you’ve been in this school for the past 14 years that have been really helpful to you? Are there any additional mentors or resources that have shaped your thinking around working with young people?

Julie McGillivray
I’ll tell you, I think that leadership is really important in school and I have been extremely blessed to work with administrators that are, they don’t just talk the talk, they walk the walk. So yes, I had at the beginning of my teaching career, I was fortunate enough to work with an administrator who provided me opportunities to grow and challenge myself as a teacher. And that could, that was by the way of giving me, you know, courses that maybe I hadn’t thought about teaching before, although I was qualified for them, I was, you know, scared to maybe approach the subject matter.

Julie McGillivray
And seeing something in me and giving me an opportunity that maybe I wouldn’t have done myself because I would be too fearful. So that is a real blessing. Scary. I haven’t taught the same, I mean I tend to teach different courses every year and so that was hard because sometimes you know you want to get something down and you want to be able to perfect it and so sometimes I found it challenging but I’m looking back really grateful for the opportunity to do

Julie McGillivray
new things and different things. Wasn’t always, didn’t always feel that way when I had to do all of the planning. But I’m grateful for those leaders and mentors. I also had a department head when I first started at this school who was instrumental in providing me with a safe and compassionate space to talk about, you know, some things that maybe I was struggling with

Julie McGillivray
being a new slash old teacher. And that colleague of mine, I’m happy to call a friend right now and saw something in me and was able to provide me that safe space. So surrounding yourself with people that you can be your authentic self with is, in my opinion, just so important

Julie McGillivray
to our own growth and development. And so that’s why in my classroom, I’m really mindful of providing a safe space for students to be themselves.

Sam Demma
I always tell people in my life that old is not an age, it’s an energy. And you have young energy.

Julie McGillivray
Gray hair.

Sam Demma
Hey, I’m starting to get gray hair too, and I’m only 25. So it has to be an energy or else I got to start dying it. I don’t know what’s going on. This has been such a lovely conversation, Julie. I really appreciate you taking some time to talk about your beliefs about education and building relationships with students and staff. The idea of kindness costing nothing, paying huge returns, and sharing a few personal stories. I am a fan, and I will continue to follow your journey. And if someone else is listening and wanting to reach out and connect with you, another educator, what would be the best way for them to get in touch?

Julie McGillivray
Probably by my email only because I’m that old that I’m not big on social media.

Sam Demma
That’s okay.

Julie McGillivray
I work for the Halton Catholic District School Board happily and you can find me there.

Sam Demma
Thank you so much for coming on the show, Julia. I really appreciate your time and all the hard work you’re doing.

Julie McGillivray
Sam, thank you so much for writing an amazing book. Thank you. It’s helped my students immensely and thank you for all of the work that you do.

Join the Educator Network & Connect with Julie McGillivray

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.

May 29, 2025 by Counsellor Education Educator School Counsellor 0

Mark Chapin — Principal of Meyer Middle School

Mark Chapin — Principal of Meyer Middle School
About Mark Chapin

Mark Chapin is the principal of Meyer Middle School in River Falls, Wisconsin, serving approximately 750 students in grades 6 – 8. Meyer Middle School was recognized as a National School of Character in 2016 and again in 2024.  Mark has served as a building administrator in the School District of River Falls for 16 years.  

Prior to coming to River Falls, Mark taught for 12 years in the Ellsworth Community School District as a high school special education teacher and an 8th grade US History teacher. While in Ellsworth he also coached cross-country, track, tennis and basketball.  In 2008 Mark was recognized as the Teacher of the Year in the Ellsworth Community School District. 

In 2019 Mark earned his doctorate degree from Bethel University.  His dissertation focused on character education, leadership and the change process. Mark currently serves as a character education coach through Alverno College and on the Wisconsin Character Education Partnership Advisory Committee.  

Mark works closely with the American Legion Post 121 in River Falls serving on their Veterans Memorial Committee. In 2014 he received the Post 121 Community Service Award.
Finally, in 2023 Mark was the recipient of the Herb Kohl Educational Foundation Leadership award.

In his spare time Mark enjoys fly fishing, splitting wood and mountain biking. 

Connect with Mark Chapin: Email

Listen Now

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

Resources Mentioned

Meyer Middle School

School District of River Falls

Ellsworth Community School District

Bethel University

Alverno College

Wisconsin Character Education Partnership Advisory Committee

American Legion Post 121

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
Welcome back to another episode of the High Performing Educator Podcast. This is your host Sam Demma and today we are joined by Mark Chapin. Mark and I connected months ago now. He has shared some impactful quotes with me over email. He let me know that he has 16 rules or principles that he shares with his middle school students every single year and it’s a big hit in his school. He is a advocate and has a huge passion for character development and how it can shape the life of our young people. He works closely with the state of Wisconsin when it comes to character development and I’ve really enjoyed our conversations about books to read and personal development and serving and supporting youth. Mark, thank you so much for taking some of your time to come on the show here today.

Mark Chapin
Thanks a lot, Sam. It’s truly an honor and it’s a privilege to be on your podcast today. And we’re super excited to have you come to Meijer Middle School at the end of April. I know our students and our staff are looking forward to you and your message.

Sam Demma
Let’s hope by then the snow storms have passed. Yeah, I agree. The weather’s back to normal. Do me a favor, Mark, and just take a moment to share a little bit about who you are and what got you interested in building and supporting the character of young people.

Mark Chapin
Yeah, my background, I grew up actually, it’s kind of a crazy story, but I’m the principal. I’m actually sitting in my principal’s office. I graduated from Rural Falls High School in 1990, which is in western Wisconsin. Went to UW-Eau Claire, which is in western Wisconsin, and got a degree, a 1.8 degree, with a special education minor. Student taught at the tribal school up in Hayward, Wisconsin, which is about two and a half hours north of our home here. And then ended up teaching for 13 years. I was a special education teacher for six and then I was a US History teacher for six years. And then I was an assistant principal at Ellsworth High School, which is right down the road, before coming back to my home in River Falls, and I’ve been here for 16 years. In terms of what got me really into education, my mom was a special education paraprofessional, and she provided me some opportunities to work with students, and I also had an opportunity to coach basketball when I was a senior in high school. A group of us, four guys, coached our seventh grade team. And I really realized at a pretty young age that I really had a knack and really enjoyed working with kids. And so my dad wasn’t too keen on me being a teacher. He was worried about me making enough money and supporting myself. So I actually went to school to be an econ major.

Mark Chapin
I did that for a year and I realized I have no idea what a person with an econ degree does for a living. But I always knew in the back of my mind I wanted to teach. And then I worked at a summer camp for five summers up at Eagle River, Wisconsin, northern Wisconsin. And I just I think I followed my calling at that point. And in terms of the yes question about character education, I’ve always been passionate about positive psychology, you know, developing ourselves, but then how can we take that and apply that here at school? And I was fortunate enough to be on a committee called the Healthy Lives Committee through our strategic plan and pitched this idea of character education. And it’s kind of evolved here in our district and it’s being implemented in all of our schools, our four elementary schools, our middle school and our high school. And I just feel like historically education has been something where, you know, going back to Horace Mann and Thomas Jefferson, it was educating the head and educating the heart. And I feel like we’ve gotten away from the heart. And so it’s something that I’ve just been really passionate about.

Sam Demma
When you talk about character education, tell me more about what that means to you or what that lens looks like that you look through when you talk about it.

Mark Chapin
Yeah, that’s a great question. What I know is that the best teacher of character are adults in our kids’ worlds, and that starts with parents. But we also know students don’t grow up, our kids don’t get to pick their parents.

Mark Chapin
But definitely, character has to start in the home. And so as adults, we need to make sure that we’re modeling good character. And so within our district, we wanted to find a model that was out there. And we looked at different frameworks.

Mark Chapin
The one that we came across was from character.org. It’s based on 11 principles. It’s not a canned curriculum. It really helps shape your culture of your school. You start off with principle one by identifying what you value as a community. In our district, we sat down with 40 community members.

Mark Chapin
We went round and round and round. We had two really lengthy meetings and we landed on nine character traits that we value as a community. And that’s true for the framework. So the community can decide what they value. And these are universal values.

Mark Chapin
And I think people get hung up on this idea of values and ethics, but it really transcends all religions. It goes back to Aristotle. And when you read off the list of these character traits or values, it’s hard to argue with them. So things like gratitude, curiosity, respect, responsibility, compassion, perseverance, you know, it’s hard to argue with those things. So, you know, we start with the framework. I mentioned modeling, that’s principle eight, but that framework has really guided our work. And it’s the work that I have an opportunity to work with other districts on how to implement that framework.

Sam Demma
How do you ensure the principles or values are consistently reinforced within the school community? It sounds like they become foundational. Is it month by month? Is it through the teachers? Obviously, modeling the behavior must be a big part of it. But I’d love to hear more.

Mark Chapin
Yeah. Yeah, it’s a great question. So we we focus on one character trade a month and we kind of joke that, you know, once we finish the perseverance, that kids don’t have to persevere anymore.

Mark Chapin
That’s not the case. We want to make sure we’re doing these all the time, but we do do a character kickoff once a month. I get a chance to get in front of kids. We define what it is. We talk about what it looks like. I usually typically show a video. If you guys or anybody out there listening wants to find some really good resource, go to Steve Hartman, Kindness 101. They’re short clips. He’s from CBS and he’s fantastic. So we show a video and then we do a quick reflection, and I send them on their way. We have a group called Girls Who Give Back that signs up around the building, so it’s communicated, so there’s that kind of visual marketing of it as well. And then each grade level has a different theme. That sixth grade focuses on what’s called the Everest Project every year, and that’s focusing on goal setting, so identifying your goals, identifying your character strengths, so they go through a strength finder with the kids, take them through the goal-setting process. That’s really inspiring for our kids.

Mark Chapin
Seventh grade is our service-learning project, so giving back. So, it’s the, when we talk about character, we talk about the head, getting kids thinking about it, the heart, getting them feeling it, and then the hands. So the head, heart, and hands, the hands part is going out in the community. And I’m sure you’ll talk about this with your backpack and your taco and all that,

Mark Chapin
which I’m looking forward to our kids hearing that story. So that giving back, the hands-on, the service learning. And then eighth grade, we have what’s called academic career planning. So we’ve charactered into that as well. And so we have a career fair, and through our careers class that we have in eighth grade, we identify kids’ strengths, we do career interest inventories and those types of things. So, and then like I said, we model it, we have to model it, continue to model it. And then the framework itself, the 11 principles, there’s a rubric that goes with it. So every three years we come back, we identify what we’re doing well, we identify one goal area to get a little bit better every year.

Sam Demma
It sounds very methodical and thought out. And I hope that if there’s another educator listening to this and they’re curious, they reach out to you to ask some questions about it so they can bring something similar to their district or their school. It sounds like you’ll be doing this work even after you finish at the school. So I’ll definitely make sure we include your email information in the show notes in case anyone does want to reach out.

Sam Demma
I had an educator who pulled me to the side of his desk and he said, Sam, living with principles and working hard is never a waste because it builds your character and you carry your character forward with you for the rest of your life. Living with principles and working hard is never a waste because it builds your character and you carry your character forward with you for the rest of your life. How do we remind young people that every choice they make impacts their character, both the positive and the negative? And when a student does make a mistake, how do we address it in a way that builds them up instead of tears them down?

Mark Chapin
Yeah, it’s a great, great question. And I mentioned my 16 life lessons, and one is be forgiving. And so my middle school has been recognized twice as a national school character through character.org, once in 2016 and again in 2023.

Mark Chapin
And I often talk about just because we’ve been recognized as a national school character doesn’t mean we’re perfect. We work with imperfect human beings and I wish I could control everything that comes out of 750 kids’ mouths and all their actions, but I can’t. And so we tell kids that and we have to be forgiving of ourselves. And anytime there’s a kid that’s in any type of trouble or hasn’t demonstrated good character, I let them know, like, listen, good kids make poor choices.

Mark Chapin
They make bad choices sometimes. It doesn’t make them a bad person or a bad kid. And so kids need to hear that. And the important thing is to reflect on it, learn from it, and try not to repeat it. I think that that’s the important thing when it comes to, you know, that we aren’t perfect and we are gonna make mistakes, but we’re gonna keep striving for it, right?

Mark Chapin
You wanna strive for excellence, strive for good character. And you mentioned the other thing is, one of my other life lessons is yes and no are the two most important words we’ll ever use in our life. Right, so sometimes it’s a split split split second. Like, and so we talked about the importance of pausing before you say something to somebody. Pause before you do something that you might regret.

Mark Chapin
So just take a second to pause. And so that’s one more reminder when we talk about character.

Sam Demma
Where did the inspiration come for you to sit down and craft some of the principles, the 16 life lessons you shared with students? I have recently been inspired by many authors, some of which are very much focused on building your life’s philosophy. One is a gentleman named Jim Rohn, who’s passed away now. And he spends his whole lecture talking about the importance of philosophy and how circumstances determine where you start, but your philosophy determines where you finish. What inspired you to start crafting this life lesson philosophy for your students?

Mark Chapin
Yeah, it’s, it’s a great question. Again, our podcast, isn’t going to see this, but this is by my desk. We had a keynote speaker that came by, I don’t know how many years ago, and this is when I was teaching, grade. And it was fundamental rejuvenation. And it had 12 things on it. And I started looking at the list.

Mark Chapin
I was like, those resonate with me. And I said, are there more to that? Or am I on the same page with this, our speaker? And I think kind of in some ways, these are the character things that we pass on to our kids. Before I knew it was character when I was teaching, you know, this was 15, 16 years ago, probably longer than that, almost 20 years ago now, I wanted to pass this along to my students. And so a lot of this is really character-based stuff that probably at the time I didn’t realize was character, but these are the things that kids can take with them that’s gonna make an impact. And I think about like employers, what are employers looking for? I mean, do they want a positive attitude? They want people that can collaborate with other people. There are all these intangible things we talk about character, but where is it being intentionally taught or implemented in schools today? It is just so important.

Mark Chapin
And you can you can look at all the research on it. What employers are looking for: teach the skill and hire for character.

Sam Demma
I had a mentor tell me at the bottom of my job application to put a filter that said, if you believe you’re the right fit for the role, please record a one minute video explaining why. And I was hiring for an executive assistant and we spent $250 on LinkedIn promoting the post. And we received 2000 applications.

Mark Chapin
Wow.

Sam Demma
Guess how many people filmed and sent through a video? 14. And when you do the percentage, it’s like 0.01, less than 0.01%.

Mark Chapin
Wow.

Sam Demma
And I thought, wow, like attention to detail. This role requires attention to detail, yet 99.9% of people didn’t even read the actual job posting. And the reality is that these are individuals who are unemployed and looking for employment. And I was like, ah, like I just wanted to shake them and just grab them and say, come on, you deserve better than this. You can do better than this. And I think that a piece of that comes back to character and how you treat every interaction and every touchpoint in life. And you piqued my curiosity with the 16 lessons, and now you’ve shared two.

Sam Demma
Do you mind sharing a few more of them that are top of mind right now?

Mark Chapin
Yeah, so you just mentioned, kind of just taking pride in your work, right? Attention to detail. We talk about be a craftsman. So back in the day, how people got business is through word of mouth.

Mark Chapin
And so craftsmen would sign their name somewhere on a piece of furniture. So we talk about when you do turn your homework in, sign it with pride. Like you’re the craftsman, make sure there’s attention to detail. Did you read the directions? Are you doing your best work? I talk about, and this is a good example of taking pride in your work. I asked the kids, how many of you mow the lawn? There’s quite a few kids that still mow lawn. I said, how many start daydreaming? A lot of hands go up. How many of you start daydreaming and all of a sudden you look back and there’s a 20-foot strip that you completely missed? I said, okay, me too. I said, how many of you go back and mow it? Half the hands go down. I said, how many of you go back and mow it? You know, they keep their, that’s pride in your work, right? Are you going back and mowing that strip of grass? So that’s another one we talk about. I’m big in having a positive attitude. I think people, it’s hard to be around people that are negative. I think it sucks the life out of you.

Mark Chapin
I talk a lot about Viktor Frankl, the last of our human freedoms is the ability to choose our own attitude. We talk about that. The importance of goal setting. I share a story about Billy Mills and his goal setting process. He won the 10,000 meters in the 1960 Olympics. Talk about leaving your comfort zone. What else? I mentioned the yes and no.

Mark Chapin
Your true character is how you act and how you behave when nobody’s looking. So that’s important. Finding a career you love. Taking care of your body. Here’s an example of you never know how your words are gonna have an impact.

Mark Chapin
We talk about how your tongue is like the rudder of a ship and it can steer you one way or the other. And your words can build people up or tear people down. Like use it to be encouraging. The word encouragement means putting courage into others. And so I shared this story when I was in college. I was getting out of shape. I used to be in really good shape.

Mark Chapin
I was putting on weight. I looked at myself in the mirror when I was a senior in college, I was like, isn’t this the best shape I’m gonna be in the rest of my life? And so, sorry, I should have taken my phone off the hook.

Mark Chapin
Sorry. I started training for a marathon. I signed for a marathon the next day, started training. I had really no business to start, but I did. And I finished my first marathon. And so I shared this story. I mentioned my life lessons. I shared with my eighth graders. And didn’t think of anything other than the last day of school, I shared my list. I shared on the first day as well. And three years later, the student came up to me. He was at prom, and he said, you don’t recognize me, Mr. Chapin, do you? And I said, no, I don’t.

Mark Chapin
He said, your face looks familiar, I can’t picture you. He goes, you don’t recognize me because I lost 100 pounds. I said, how in the world did you lose 100 pounds? He said, I remember what you told me on the last day of school in eighth grade. I started to watch what I ate and I lost. You just, you never know how your words are going to impact people.

Sam Demma
I think it’s such a crazy and beautiful experience when you share inspiration and you’re not sure who it’s going to touch, how it’s going to touch them, when it’s going to click, but when you do see the result of that, it’s really gratifying. You know, I had a mentor for three years named Chris Cummins who is now like an uncle to me in many regards. And he would say, Sam, try this, do this. And, okay, coach, I’m doing it. And every time I would show up and I would try and I would take the shot he told me to take. And after three years, we’ve now transitioned from a coaching relationship just to very close friends and colleagues. And he hasn’t coached anyone else or taken many people on. And he’s like, you know, I tell a lot of people to do the same things I told you to do and most people don’t.

Sam Demma
And I, and I just think, what phenomenon is that? Like, how do we explain that? You know, and this is a person I wanted to be like, and I looked up to, and it sounds like that message you shared really connected with that young person. I’m sure it made you feel like good about it, right?

Mark Chapin
Yeah, it’s the whole starfish. You probably read the starfish, right? Yeah.

Sam Demma
Yeah.

Mark Chapin
It’s like the thousands, you just don’t know if you’re going to make an impact. And there’s certain days where you just you get tired and you get frustrated. Like, am I making am I making an impact at all? And then you’ll get that one note. We’ll get that one email or that one phone call. It’s like, yep, it made a difference.

Sam Demma
Now, what habits do you practice consistently outside of your time

Sam Demma
in the classroom that helps you show up as best you possibly can.

Mark Chapin
Yeah, that’s another great question. First of all, I think self-care is important. So I know when I’m getting anxious and edgy, like if I’m not exercising regularly, I’m not my best self. I do my best thinking after exercise. I’m always in a positive mood,

Mark Chapin
even though I don’t feel like at the time getting up in the morning, like I’m swimming laps or riding my bike in my basement in the winter time. Like that’s important. I think reading devotions, I start my day every day with two devotions.

Mark Chapin
I send out the daily quote, which I’ve sent to you the last couple of days now. You’re on a very select list of people I send it to. But I do send it to my staff every day and then my staff pass it on to their kids in the morning. Not all of them yet. I’m trying to get them to do that because there are such great quotes. That’s from values.com if you’re looking for some kind of motivational boost.

Mark Chapin
You mentioned Jim Rohn. Just watching YouTube, a lot of positive psychology, how can I better myself? Those are kind of the main things.

Sam Demma
I read a book recently that was really influential to me called Turning Pro by a guy named Steven Pressfield. And he talks about the difference between amateurs and professionals. And to be frank, I felt quite embarrassed about myself after I finished reading the book in a really good way. And I think sometimes the inspiration comes from an emotion like embarrassment. And for me, it came from this idea that I’ve spent a lot of time speaking, and especially in the earlier parts of my career, practicing my speeches and consistently writing.

Sam Demma
And then I got so busy, I would just write and speak when I was on the road doing it for people. But outside of that, there wasn’t much of a daily habit and or practice of doing it. And that book really clearly outlines that professionals have a daily practice, and they have a space where they practice, and they have a time when they practice, and they have an attention around their practice. And they show up every single day, and they’re ruthless with their work. They are craftsmen. He shared a story of Pablo Picasso, and someone bought his paintings and stuck them in a gallery.

Sam Demma
And two years later, the gallery opened, and Picasso walked in as a guest to check out his paintings. And he grabbed a razor and cut all of his paintings up on the wall into shreds. And the gallery owner said, what are you doing? And he said, this work is pathetic.

Sam Demma
It’s not a reflection of my work. I will get you some new ones. And I just thought, what a standard to hold yourself to, but to be a true craftsman. And I really appreciate you sharing that reminder to just continue being a student and listening to the things that will change your mindset and continuing to read.

Mark Chapin
Yeah, you mentioned, Sam, that consistency. I just share this with our students in our auditorium with one of our character kickoffs, just how important that consistency with either training or practicing. And I shared with them that it took me five years to finish my dissertation to get my doctorate degree. And I wasn’t making progress. I just, I wasn’t getting it done. And the lit review, the reading, this takes forever. I kept driving by this house in my neighborhood that the workers would show up every day at 6:45 and there they were. And before you know it, the foundation was built and then the framing was up. And I realized like, if I’m gonna get this dissertation up, I have to do work every single day. Otherwise the house isn’t going to get built. My dissertation is not going to get done. And that’s when I started making progress on my paper. Yeah.

Mark Chapin
You know, it’s funny too.

Sam Demma
Jim Rohn often says, my life changed when I was 25. I feel like I was subconsciously waiting until 25 to get in the saddle more consistently for certain things, you know? But I sincerely appreciate your time and the intention around all the work you’re doing. I’m beyond excited to visit the school soon and meet in person and collaborate with your school and your students. If there’s an educator listening, I’ll put your email in the show notes so they can reach out. Absolutely. But I wanted to just say sincerely, Mark, thank you so much for the time, the energy, and everything you’re doing in education.

Mark Chapin
Thanks, Sam. I appreciate it. And hopefully we get out fly fishing when you come to River Falls.

Sam Demma
Can’t wait.

Mark Chapin
All right, Sam, good to talk to you.

Sam Demma
Talk soon.

Join the Educator Network & Connect with Mark Chapin

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.

April 8, 2025 by Education Educator Principals Student Leadership Student Success 0

Michelle Jarvis – Teacher at Morrin School

Michelle Jarvis – Teacher at Morrin School
About Michelle Jarvis

Michelle Jarvis’s story begins in the small, rural community of Morrin, AB where she was born and raised. From her earliest memories, Morrin School was more than just a place of learning; it was a cornerstone of Michelle’s childhood. Michelle was a student in Morrin School for her K-12 schooling, moving through the grades with the help of dedicated teachers who nurtured her curiosity and encouraged her dreams.

Growing up, Michelle was the kind of student who thrived on the excitement of learning new things. These experiences planted the seeds of Michelle’s own desire to become an educator, and Morrin School was the backdrop of her formative years.

In 2005, after Michelle earned her teaching degrees and gained some experience in other schools, she felt a pull to return to her roots. The opportunity to teach at Morrin School was a dream come true. 

Michelle’s journey as an educator at Morrin School began with teaching grade one. It was a delight to witness the unfiltered enthusiasm and wonder of young children as they embarked on their educational journey. Over the years, Michelle has taught every grade from kindergarten through tenth, each level presenting its own unique challenges and rewards. Whether it was helping a kindergartener learn to read or guiding a high school student through choices that will impact their futures, every moment was a chance to make a difference.

Being deeply rooted in Morrin, Michelle understands that education extends beyond the classroom. She is committed to not only fostering academic growth but also to strengthening the ties between the school and the community. Over the years, Michelle has been actively involved in organizing and participating in various community events. From being an executive member of the Local ATA, Morrin Figure Skating Club, volunteer for Homecoming, to leading the after-school enrichment programs, Michelle’s role as a teacher has always intertwined with her passion for community service.

One of the most rewarding aspects of her career has been witnessing the growth and achievements of her students. Each year, as Michelle sees the development of students’ skills and confidence, she is reminded of the profound impact that education can have. Michelle cherishes the moments when a student who struggled with a concept suddenly grasps it, or when a hesitant young learner gains the courage to speak up in class.

In the end, teaching is about more than just imparting knowledge; it’s about building relationships, fostering a love for learning and helping each student realize their full potential. Michelle is honored to be a part of her student’s educational journey, and she looks forward to many more years of learning, teaching, and growing with the wonderful community of Morrin School.

Connect with Michelle Jarvis: Email

Listen Now

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

Resources Mentioned

Morrin School
Alberta Teachers’ Association

The Transcript

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

Sam Demma
Welcome back to another episode of the High Performing Educator Podcast. This is your host, Sam Demma. And today I am joined by a good friend, Michelle Jarvis, who I met a few years ago and then had the pleasure of visiting her community at Morin School, whose t-shirt I now proudly wear while training for marathons. Michelle.

Michelle Jarvis
You recognize it.

Michelle Jarvis
Hi.

Sam Demma
Take a moment to introduce yourself. Hi, everyone.

Michelle Jarvis
I’m Michelle. I’ve been at this teaching gig for 26 years now and yeah, we saw Sam at a conference and wanted him to come share his info with our students. So, we came to the little town of Mourne, and we all see when you wear our school shirt proudly when you’re working out in training. We love it.

Sam Demma
One of your students, I remember when I came, gave me a chain to wear while I was speaking and I wore his necklace.

Michelle Jarvis
Yes, yeah.

Sam Demma
And the taco lunch was a big highlight after we finished too.

Michelle Jarvis
It was great. Yeah, the students still talk about that day. It was awesome.

Sam Demma
26 years ago, did you know that you were going to get into teaching or like, how did you find this vocation?

Michelle Jarvis
Since I was a little kid, my mom had one of those memory books, you know, you put your school report card in and what you want to be when you grow up. I always said teacher. There’s other things on there, but teacher was always something I wanted to do. And I had teachers that I loved. I’m like, I want to be just like them. So that’s kind of where it came.

Sam Demma
After that realization, what did your path as a student and into an early professional look like?

Michelle Jarvis
As a student, I just tried to mainstream my courses for university or whatever I needed. And then I applied and got in, and just right from the get-go, I was like, I’m doing this. And I was so excited when I got into education. I volunteered and did different things for the community, working with students and youth. I picked up summer jobs like Summer Fund or working at a teen center and just hanging out with students and trying to build relationships that I thought would benefit me with my teaching career. And then, yeah, I went to the university and got my degrees.

Sam Demma
That’s awesome. And after the university experience ended, did you come straight back to this community? Or where did you go?

Michelle Jarvis
I was hoping to come straight back. But the principal here, he was my principal at the time too, when I was in high school, he’s like, “You know what, you need to go somewhere else, experience different places.” So, no, I went to Northern Alberta to an amazing Mennonite community. There were a lot of First Nations up there also. I stayed there for seven years and then I moved back and just slowly started substitute teaching and doing some work at the school here until a position opened up and I applied and got it.

Sam Demma
That’s so cool. What was different about school in that community versus the school you’re at now?

Michelle Jarvis
Not too much because they’re both smaller communities. The Mennonites, they were just an amazing group of people. They have a very strong faith base and strong community, like togetherness, building things and doing stuff for the school, the churches, and just the town itself. So I guess the difference would be the faith-based community because I’m in a public school here now. They were just, they’re amazing. You just, if you needed anything or if there was some event, they’d try and include you in it and bring you into the community activities.

Sam Demma
And it’s just very closely knit, I guess. That’s awesome. When you did come back here, did kids start pointing at your graduation photo on the wall?

Michelle Jarvis
Yes.

Sam Demma
Wow, that was you?

Michelle Jarvis
Yeah, they did. It’s really cool. We just moved into this new school, which you presented in. But in the old school, we had less glass with a lot of walls, and they had all the grad photos up from all the years. My mom and dad’s grad photos were in there and then myself and my siblings, and we loved it. We don’t have room for them here, but we downloaded them and we put them on the TV that we have in the school so students can still see them. They asked grades, and they were like, “You graduated when?”

Michelle Jarvis
Yeah, that’s awesome.

Sam Demma
When I arrived at the school for the performance, I remember walking into the office and there was a picture of six students on the wall. I was like, “Oh, are these your kids?” And the principal was like, “No, no, that’s our graduating class.” And I was like, “That’s awesome.” I think there’s such a unique thing that happens in smaller communities where the connections you make with kids are just that much deeper because you know their parents, their grandparents, where they shop. Everyone knows each other. What are some of the things you love about small tight-knit communities like the one you’re teaching in now?

Michelle Jarvis
Yeah, that’s one of the reasons I like the small communities. I did some practicums in the cities, which is great, but because I grew up here, I think I’m just more comfortable. I guess the thing is, yeah, you know generations of families, you know, like their grandparents and their aunts and uncles, and you just have that relationship of family, even though you might not be related, blood-related. It’s just these deep roots, I guess, and the whole time going by and deep roots and connections that I really enjoy.

Sam Demma
That’s awesome. And you also attended school at this school, which is super unique. I think it’s awesome that you’re serving the same school that served you growing up.

Michelle Jarvis
Kindergarten to grade 12.

Sam Demma
That’s awesome.

Sam Demma
When you think about teachers you had that were super inspiring or made a big contribution in your development, who comes to mind and what did those people specifically do that made such a big impact?

Michelle Jarvis
I had great teachers. There wasn’t any that I, you know, sometimes you have favorites or whatever. I did enjoy all my teachers. Things that stuck out with some, like Mrs. Vahidi, she was our grade three teacher and she made memorizing multiplications a thing, and we had to do it in 15 seconds and rattle them off and just made it games. And then after junior high and high school, just they cared. They wanted you to do well. So if you weren’t or you were struggling, they were like, “What can I do to help? Where are you?” You know, they just reached out and being smaller classes, they had that time and the ability to do that. So just things like that, and they made it fun, project-based things, different. Our biology teacher did a huge bio project. You had to choose something – the study of the meadows and plants and life that lived there. Another couple in our class did one; they did a pig dissection because one of the pigs had died. So they rebuilt the whole skeletal system. Just really cool things like that, that we were able to do.

Sam Demma
It sounds like experiential learning was a big part of it.

Michelle Jarvis
Yeah, definitely.

Sam Demma
When you think about students you’re serving today in your school, how do you go about trying to build rapport and relationships with young people?

Michelle Jarvis
My son would be embarrassed, but I try to get up on all their knowledge in slang and use it. Totally embarrasses them. I also try to do project-based stuff or learn what the students like or the way they like to learn. I know like, you know, note-taking is not really a thing anymore, or lecturing. It’s like, okay, how can we get into this deep thought? And I try to relate it to real-life situations. Like, you know, often as a student in math class, it’s like, “When are we ever going to use this, Mr. Haslam?” And he’d be like, “You just gotta do it.” So, when I get asked that, I’m like, “Okay, let’s see, when will we use this?” We try to relate it back to real-life situations where, yeah, you actually may need this someday.

Sam Demma
That’s a good strategy.

Sam Demma
I was the same student asking those questions to my teachers, and I think that extra step reinforces in a student’s mind that this matters and that you care as their teacher. And I just had some teachers that were so passionate. They could have been teaching me about anything, and I would have been locked in because I was just overwhelmed by how passionate they were about what they were teaching. They could have been teaching us about paint drying, and I would have been like, “Whoa, this is amazing.”

Michelle Jarvis
Yeah, you can tell when it’s something they love, right? Like, there are certain units I teach that I really like, so they can tell because I’m excited, like body language and just everything. Yeah, you’re right. There’s those teachers that resonate with you because it’s like, yeah, you could definitely make anything exciting.

Sam Demma
Now, a lot of teachers at this time of year are excited because the school year is starting, but also overwhelmed because you’re coming out of the break of the summertime. This may be a tough time in your life based on things that are happening outside of the school. How do you get through those challenging moments as an educator?

Michelle Jarvis
Myself personally, we have a great staff, and I know there’s people I can talk to, even our men team. I can go and talk to them about things like that. So, yeah, when you’re just kind of stressed out or feeling burnt out because it’s so overwhelming – the excitement of coming back and, like you said, you’re off a break and that – but it’s also “whoosh,” here’s all this work now. Yeah, I’m very fortunate. All the schools I’ve ever worked at, the staff and the administrators have been phenomenal, and I’ve been grateful that I have those people and those supports that I can reach out to. They understand, and they’ll either listen or give me some resources or things that might help me in those times.

Sam Demma
That’s awesome that you have that support system.

Michelle Jarvis
It is.

Sam Demma
Outside of your experiences as a teacher, you’ve been involved in the community, and you’ve been involved in coaching, volunteering, and with teacher associations and conferences. Where does this never-ending energy come from?

Michelle Jarvis
Oh, there are days I’m a zombie, but I don’t know. It’s just, it’s a passion of mine. I love it. I love being a part of the community and the school. And it kind of feels like being a rock star. I went to Homecoming last year, and I ran an alumni volleyball tournament at the school. All the past students that I had came back, and people were like, “Wow.” They’re just so excited to see you, and I’m like, “No, I’m excited to see them too.” I don’t know. It’s just there. It’s just something in my heart, the passion about it. And, yeah, even when you’re tired, though, you just push through it because you know the benefits and the outcome are just so rewarding – to see them and to see the students succeed and grow up. And they come back and visit, and it’s amazing.

Sam Demma
When I talk to educators, I ask them why they got into this work, and most of them tell me they want to make a difference. They really want to support and amplify young people. Can you think of a student who was really struggling before you started teaching them, or even just someone you noticed? And through their experiences in school and in extracurricular activities, you saw them make a really big improvement. You can change their name if it’s a serious story, but the reason I bring it up is because I think a lot of educators forget how much of an impact they’re having on young people. And sometimes that young person doesn’t come and tell them right away. So hearing stories like these ones just remind them why they’re doing this work in the first place.

Michelle Jarvis
There are a few students that come to mind. I guess one is just struggle – came from a tough home, not, you know, just kind of didn’t have a high economic status. Maybe both parents had to work a lot of jobs. The kids came to school with what they could to eat. They liked to hunt and do different things to help provide for their family. School wasn’t his favorite thing, of course, but he got through it. He worked really hard, got his grades, and was able to graduate. After, like two or three years later, I ran into him at my niece’s graduation in another town. And I’m like, “Oh, hey, what are you doing here?” And he’s like, “Oh, I’m friends with this graduate.” And I’m like, “Oh, it’s great.” And he’s like, “You know, I gotta tell you, you made a difference in my life. You’re the reason I actually graduated and finished school, and I’ve gone on and done really well for myself.”

Michelle Jarvis
And teachers often don’t realize sometimes the impact we’re having on students. And I said, “Well, what did I do?” And he’s like, “You were just there, you listened, you tried to build relationships and connect with me. I don’t think you’re a big hunter, but you would ask me, like, ‘Oh, how did hunting go this weekend? What did you get? How many geese? Or did you get your deer or your moose or whatever?’ And you just always encouraged us to follow something, our dreams or something that we were passionate about.” And he’s like, “And I’ve done that.”

Now I haven’t talked to him in quite a few years, but I know he was working as a hunting guide. Visitors would come from the United States or different parts of Canada and come out here, and he would guide them, show them where to go, and get permission from the landowners. I didn’t realize sometimes that we, as teachers, impacted students in those ways. They don’t often always come back, but he just, despite some of the challenges in his life and growing up, continued on. He finished school, and he went on, and he’s successful and contributing to the community.

Sam Demma
That’s so awesome.

Michelle Jarvis
Yeah.

Sam Demma
It’s funny how sometimes we don’t even recognize we’re making the difference.

Michelle Jarvis
Exactly. Yeah. Sometimes it’s just even talking to them or saying hi. One principal we had said, “Okay, every morning, I want you to connect with certain kids.” So we kind of did like a hockey pool draft, and I’m like, “Okay, these are my kids.” We’d say hello to all of them, but I’d focus on these ones – just make sure they’re okay and check in with them. And it was great because then we got to see them, and they got to see us outside of just the classroom. Just saying, “Hey, Sam, how you doing today? How is your mom or dad?” Just, like, on a personal level – even two minutes every day – just kind of checking in on them and reaching out.

Sam Demma
I remember a time in my life where I was really struggling. I had just started my career as a speaker and convinced my parents that it was a good decision to put my post-secondary education on hold to give this a go. I hired a coach because if I wasn’t investing in the formal education path, I told myself I was going to invest in education. I found a gentleman who was 25 years ahead of me, who had been speaking for 20-plus years. Then COVID hit. I had 30 presentations canceled, and I was bawling my eyes out, sitting on this hill near my house.

I called him – his name’s Chris – and I said, “Chris, this is the worst decision I’ve ever made. I can’t work with you anymore. I should be back in school.” And, you know, the whole 40 minutes, this guy barely said anything. He just listened. By the end of the phone call, I felt like all my problems were solved, and he didn’t even really say anything. It made me realize that sometimes people aren’t actually looking for us to solve their problems; they’re just looking for us to listen. They’re looking for us to be there.

So when someone’s struggling and they start telling me about their struggles, I’ll try to remind myself to ask them, “Hey, are you looking for a solution, or do you just want me to be an ear?” I feel like 90% of the time, they just want you to be there and hear them out. Despite the fact that you’re not a hunter, you took interest in that young man’s passions. I think there’s nothing more impactful that we can do when talking to young people than to care about the things they care about.

Michelle Jarvis
And they teach us, too. There’s another student that’s into football, and I’ve watched football, but not a lot. I just ask, “Hey, how was the game on the weekend?” He’ll tell me what position he plays, and I learn something from them also daily. I agree with you – just listening sometimes to the person. Even myself, like you said, at the beginning of the year, we’re overwhelmed. I’ll go talk to my coworker, and she’ll just listen. Then, after, I’m like, “Oh, thanks, I feel better.” She’s like, “You’re welcome.”

Sam Demma
That’s awesome. When you think about conferences you’ve attended or events you’ve been to, which ones stick out in your mind that had a big impact on building community and also taking back some important lessons to bring to the school?

Michelle Jarvis
When I was in university, we did a leadership conference in education. I was part of the planning committee, and we just brought in these speakers. It was exciting to see it from that side as an organizer and see how much it takes and the organization required. But when it all came together, it was just an awesome experience.

Of course, when I saw you and Savio at the Middle Years Conference, I was like, “This is something that’s fun and entertaining, but also connects to real-life situations that everyone deals with.” Another one, I think you’ve met her – Dr. Jody Carrington. I know she’s not everyone’s cup of tea, but she’s down-to-earth, and she says it like it is. That was another one. And Shelly Moore is another person that resonated with me. She struggled through school, and we just had her again the other day.

She’s there for those students who struggle. She says, “Hey, school isn’t for everyone, and that’s okay. But while you have to be here, we’re going to make sure you succeed. We’re going to make accommodations. We’re going to find your strengths, and we’re going to focus on those, not on the areas where you may struggle, because you’re great just the way you are, and you have things to contribute to us, too.”

Sam Demma
That’s awesome.

Michelle Jarvis
Yeah, those are the people that resonate with me. I always want to attend their conferences or hear their speeches again.

Sam Demma
When you think about educators that may be struggling right now, if you could give them a word of advice, what would you share with them?

Michelle Jarvis
It gets better. Sometimes it just feels like it’s never-ending, but remember why you started. Yes, the paperwork, the files, the IPPs, and all these new systems for report cards are part of it. But remember why you started. You started because you love kids, you want to help them follow their dreams, and we’re here for them, not necessarily for all the administrative stuff.

So always refocus on that. Yes, that’s just part of our job, but what’s the reason we chose to do this job? That always helps me. I think, “I’m here for the students, and I want to be a good role model for them. I want to make this experience, from kindergarten to grade 12, a safe place where they feel comfortable and know I’m approachable.”

Sam Demma
Michelle, thank you so much for taking some time to come on the show, talk about your educational journey, your philosophies around building relationships with young people, the importance of listening, and the advice you’d share with someone who’s not feeling the greatest in the vocation right now. I hope you continue to find meaning in the work you’re doing and make a big contribution. I look forward to crossing paths with you again very soon.

Michelle Jarvis
Thank you for having me. Yes, I hope I can continue to do this for a few more years because I do love it and I love the relationships I build. So thanks for having me.

Join the Educator Network & Connect with Michelle Jarvis

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.

December 26, 2024 by Education Educator Student Leadership Student Success Teachers Uncategorized 0

Shianne Gammon – CTSO Manager, BPA & FFA

Shianne Gammon – CTSO Manager, BPA & FFA
About Shianne Gammon

Shianne Gammon is a Student Leadership Manager in the Idaho Division of Career Technical Education. She serves both BPA (Business Professionals of America) and FFA. Before she started in her role, she was a high school business education teacher for five years. During her time as a teacher, she was also a BPA advisor and coached high school girls basketball and volleyball. 

She is very passionate about CTE (career technical education) and CTSOs (career technical student organizations). Growing up, both of her parents were in education. Her dad a history/government teacher and football coach. Her mom a business education teacher, cheerleading coach and BPA Advisor. Following along in their footsteps just came naturally. 

Shianne now has the pleasure of working with the State Officers for both student organizations and helping them to become incredible leaders. Although, she would argue that she has actually learned more from them and they continue helping her grow every day. 

Connect with Shianne Gammon: Email | Linkedin

Listen Now

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

Resources Mentioned

Idaho Division of Career Technical Education
BPA (Business Professionals of America)
FFA

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
Welcome back to another episode of the High Performing Educator Podcast. This is your host, Sam Demma. And today I’m joined by Shianne Gammon, who introduced me to Chick-fil-A, ladies and gentlemen. She is a superstar. Shianne, thank you so much for taking the time to come on the show today. Please introduce yourself.

Shianne Gammon
Thanks for having me.

Shianne Gammon
I’m very excited to be here. My name is Shianne Gammon. I’m a student leadership manager at the Idaho Division of Career Technical Education. So I help support student organizations like BPA and FFA.

Sam Demma
How did you get into this work? Did you always know you were going to be a student in student leadership?

Shianne Gammon
I got into it through education. So both of my parents are educators. My dad is a, he was a high school government and history teacher and followed into politics and everything. And my mom was a high school business teacher.

Shianne Gammon
And so I followed right into her footsteps. I didn’t think I was going to, and then I did. So she was a BPA teacher or advisor. I was a part of BPA, which is Business Professionals of America. And so I got into teaching and loved it.

Shianne Gammon
I just think student organizations are incredible and a huge part of education. And so I love the idea of working at the state level, because then you also get to do like some event planning and coordinating and networking. And so when this position opened up, I just knew I had to be a part of it.

Sam Demma
So previous to this role, tell me about your own career journey.

Shianne Gammon
Yes.

Shianne Gammon
So, I went to college, not quite sure what I was going to do. I was not going to do education like my parents. And then after like a year or two of wandering around, I was like, wait, okay, I will. I got a general business degree and then I went an alternate route into teaching so you can get certified through the state for CTE teaching if you hold a valid credential. Like I had done enough work experience in business through various things and then I got that certificate so that I could teach.

Shianne Gammon
And so before that I worked for like a mortgage company, a title company, I worked for a radio group, and then I got into teaching and I taught for five years and loved it. And then I actually, the only reason I really left was just because I had three small kids and we were going through the pandemic and it was just a little too many things going on my plate at the time.

Shianne Gammon
So I stepped outside of it. And then when this position opened up, it was perfect because it was like back in education, but not fully back in education. And I could have a little bit of both.

Sam Demma
And you’re busier than ever now, traveling non-stop.

Shianne Gammon
Busier than ever.

Sam Demma
What do you love most about the work you get to do today?

Shianne Gammon
I love, I think my first answer honestly is working with the student organizations, especially the state officers. So I get to help coordinate the state officers for both of the orgs I work with, and they are just the most incredible kids.

Shianne Gammon
I always, I recently were getting ready to travel to DC with some of them, and I would, we’re planning a conference, and we’re doing these things, and I was like, I don’t know if I’ve given them what they need from me to be successful. And so we had a meeting, and they were going over their stuff, and I was like, oh, wow, you guys are incredible. Like, you knew exactly what you needed to do.

Shianne Gammon
And so really watching them, they just, their emotional intelligence, all the things that they have right now is just awesome to watch because I did not. I was not like that at 18, and I feel like I was pretty good, but they are just, kids are amazing, and they know exactly sometimes what they wanna do, what they wanna be, and how to do it.

Sam Demma
And it’s so impressive. How do you build rapport and relationships with young people that you support, like the state officers and anyone who’s a part of the associations?

Shianne Gammon
Yeah, I think building relationships is key to everything. It’s so, so important. So, especially like when I was teaching before, I would say that that was the best thing. The thing I was most successful with, was teaching, was I could build a relationship with a kid. And then I would learn all the rest of things, like how to manage a classroom and how to like go through the curriculum.

Shianne Gammon
But I was able to just build it just because I think it’s important to see them as people and they are, they come from all different walks of life. They’re all struggling with different things or maybe not, but they all have different things going on. And so I would just kind of, I’m not just there for them to come in the class, do their work and leave.

Shianne Gammon
I want them like to be seen and whether they’re my most high-performing kids, low-performing kids in the middle, like, and sometimes that’s obviously really hard in education because maybe you have like 35 kids in your classroom and you can’t sit there and talk to every single one every single day. But I would just try to like talk to each of them, get to know them.

Shianne Gammon
Some of my favorite things I would do my last year or two of teaching was I’d even always like, I’d have all the snacks in my room. They knew they could come in and get fed. And that’s the thing, like kids come in and maybe they haven’t eaten, maybe they haven’t, you know, there’s a lot of things going on. And so I’d make sure to have the snacks.

Shianne Gammon
It was a safe place. And I would just try to teach them. I think that was a good thing about being a business teacher was I was going more like, when you were put into the business environment as an adult, no one is teaching you, like how to, they don’t take your phone away, they don’t sit down, you know, like you have to learn how to live your life and get your job done.

Shianne Gammon
And so I would try to focus with that. And same with the state officers is, I’m like, it’s not just I’m with you for the year and then I never see or speak to you again. Like it is, no, we are connected for life. We’ve been through the trenches for the year, and I want to see them all do great, great things and I think they can just feel that from me.

Sam Demma
You mentioned right before we started recording, this is the second year and I remember when we collaborated for the Idaho BPA State Leadership Conference that it was your first and you were excited, you were elated, you were nervous, you were all the emotions, you know, everything was going on. Give us a peek behind the curtain of planning a statewide conference.

Shianne Gammon
Whew, it was a doozy. It is a lot and it is amazing. It’s an amazing thing to do and put on and it really put me through a big test because I’m definitely the planner person anyways. Like I love to plan things.

Shianne Gammon
If someone’s like, we’re going on a trip, I’m like, cool, here’s the itinerary. I planned it. I know what we’re doing. So I love that part of it. And it was, what I’ve learned from it, it was very, very important for networking just because there’s so many pieces that go into it.

Shianne Gammon
And one of the big key takeaways too is that you’re never going to do an event and have every single person so happy with it. There’s probably something that went wrong somewhere. And I want to be in control of the whole entire thing. And like, this next year, I’m like, okay, we’re going to delegate a little better. Put the right people that we trust, we find those people, we put them in the right place, they’re in charge of that, and then at the end I’ll be like, cool, how did that go?

Shianne Gammon
But I can’t be everywhere at once. And so planning the event was just, there’s a lot of logistics behind it, of course, and getting the right space, getting the right people, getting all the information out that everyone needs to have all the time. But I would say that the biggest things are making sure that you’ve delegated everything out and all of that, because it is a lot.

Shianne Gammon
And there’s a reason that people have teams doing events, that it’s not always one person can do it. It’s like, yes, one person can do everything. You’re gonna die doing it. So it is better for your own health and honestly for the event to be able to have all those people in it.

Sam Demma
Yeah, I could tell you from personal experience, I’ve managed my own business for the past six years and I have a few too many gray hairs as a result of that decision. And only recently did I finally stop being stupid and ask somebody for some help.

Sam Demma
And I have a really lovely team member named Renata now who has supported me in ways that I would never have imagined possible. And it’s freeing up my mental space to generate new creative ideas. And she’s doing a better job at half of the things than I would be doing myself. And it’s like it hits your ego, but it’s the truth, you know?

Sam Demma
Tell me a little bit about managing other people. I guess that’s a part of your role as a leader, and it’s something I’m new to. What have you found that works really well when you think about your own leadership style?

Shianne Gammon
Managing people can be very difficult, because especially I can be a little bit more of a people pleaser as well. And it’s hard to delegate stuff out because I’m like, wait, wait, wait, no, I can just do it, I can just do it. And so it is definitely uncomfortable depending on who you are and your personality.

Shianne Gammon
But for me, I feel like very clear communication helps a lot in knowing the expectations. And I’m learning that about managing state officers as well, is that sometimes things that I think are common sense or that don’t need to be explained, it’s like, no, still, you should probably, setting expectations is huge.

Shianne Gammon
People need to know what, where their vision is, what is going on, like, why are we doing this? Because if you’re just asking them to do something without the why behind it, that’s so hard to get everyone going in the same direction.

Shianne Gammon
And so that’s what I’ve found to be the most successful is really just like, okay, here are the expectations that I expect from you, here’s what you can expect from me, because that’s also being transparent and having your own integrity of like, no, whatever I’m asking you to do, I will also be doing it.

Shianne Gammon
Because there’s nothing worse than having a manager that you’re like, wait, you’re not doing that though. And so, doing that and having this really clear communication and trust, honestly, you know, that’s like, okay, if I gave you a task, I’m trusting that it got done.

Shianne Gammon
Otherwise, it’s so hard to delegate it out or anything like that. And so, just setting some really good, clear expectations and boundaries with people goes a long way.

Sam Demma
I was talking to one of my mentors about some of the frustrations I was having with working with other people. And he said, well, did you train them on that thing you’re asking them to do? And I was like, no, I didn’t. And he’s like, well, then how can you expect them to know how to do it?

Sam Demma
I was like, damn. And so that idea of sharing the expectations up front, or providing the training up front to just let people know, like, this is when you know this is done. This is how we do this.

Sam Demma
Then at least you’re on that equal ground where you can turn around and say, hey, we did show you how to do this and you did share that you understood. Tell me where you’re still stuck. So I think that’s been really helpful for me.

Sam Demma
I echo all the things you just shared as well. And what is the part of the job right now that’s bringing you the most joy and fulfillment and excitement?

Sam Demma
I echo all the things you just shared as well. And what is the part of the job right now that’s bringing you the most joy and fulfillment and excitement?

Shianne Gammon
That’s a good one. I would say the things that bring me – I always go to the people, honestly. People are, they are just what is so motivating and keep you going. Whether it’s my coworkers here in the office, I know if I’m coming in the office, it’s gonna be a good day.

Shianne Gammon
Like we’re gonna have fun. And I might grumble the whole way I’m driving. Once I’m here, it’s so fun and it is a good time. It’s a good team that you build. And like event-wise, I actually just took state officers to DC for the first time.

Shianne Gammon
And that was our first, like, so for BPA, they hadn’t done a leadership summit before. And so this was the second year they did it. They just implemented it last year. And so taking students to that and seeing the, they were seeing the bigger picture, they were seeing, they were advocating for CTE and for their orgs. And that was just super powerful to be a part of.

Shianne Gammon
And so I loved that. And then we came back and I just feel like now planning our event for our conference in March, I’m like, oh, we have ideas, we have things going on. These kids are gonna fully leave this year of their service, just great kids. And that is super fun to watch.

Sam Demma
So the people is the thing that kind of keeps you moving forward. Always. Where do you see yourself in five years from now?

Shianne Gammon
You know, great question.

Sam Demma
No pressure.

Shianne Gammon
No pressure.

Shianne Gammon
I would really, I don’t see myself leaving the position I’m in. Like, if we get, our team could grow, and so then maybe I wouldn’t have two orgs under me. Sure. But I see myself growing, especially BPA and Idaho even more, because FFA is its own beast, and it grows all the time anyways.

Shianne Gammon
And BPA will need a little bit more love and attention.

Sam Demma
Fair.

Shianne Gammon
So I see myself just really, really knowing my stuff. Just doing some good things for the org and growing our membership more and more. For Idaho and BPA, we’re like the 10th largest nationally and I would love to break higher into that.

Shianne Gammon
Like there are a couple states that we can catch pretty easily and I would love to do that and just honestly keep putting on some really great conferences, grow the networking, grow our alumni even more. I kind of see myself doing that and just really growing into that as well.

Sam Demma
One of the things a lot of educators mention on the show is that you can’t pour from an empty cup. You’re someone who has high energy and I know because I’ve worked with you and I can also feel it on this call. What do you do in your own time to ensure that your cup is full so you can show up energetic and optimistic and ready to serve others?

Shianne Gammon
I’m not always really great about keeping my cup full. It’s pouring into lots of different things, of course, but honestly, I will bring it back again to people. People fill my cup all the time. I, of course, am continually working on filling my own cup and making sure that I’m taking the space and time I need and maybe setting boundaries of that.

Shianne Gammon
I actually even forgot to take my computer home yesterday. So that’s a nice way of taking the time, get it set. So having those boundaries of that you don’t have to be available 24-7 to people, that it’s okay and that maybe when I leave here I’m taking off that hat and now I’m putting on my mom hat and after that’s off that I’m doing this and not that the mom hat’s ever fully off me but you know, just where the time is.

Shianne Gammon
But I think just spending time with people that help fill my cup is huge. That I’ve surrounded myself with really good people inside the workplace, outside the workplace, wherever it’s at, that I know I can go to to talk to, that we can just go have fun together, and that it honestly just resets it so quickly.

Shianne Gammon
But I think just finding, just enjoying what you’re doing is huge, that you have to really enjoy it. And that not every day is gonna be like, wow, I did something really, really exciting today. But it was still something that I loved doing and being a part of, and those small little wins every day are amazing as well.

Sam Demma
Were you involved in any CTSOs when you were a student?

Shianne Gammon
I was, so I was actually, I was a part of BPA. I’m trying to think of my school, it was a smaller school, so we didn’t have a ton of the orgs in there yet, but I was a part of BPA, and actually my mom was my BPA advisor.

Shianne Gammon
And she still is a BPA advisor, so it’s funny now because she comes to the conference that I’m putting on.

Sam Demma
Was she in Idaho last year?

Shianne Gammon
She was.

Sam Demma
She was?

Shianne Gammon
Yeah, and so she was like, oh, you’re kind of like my boss. I’m like, well, not really. But she’s going into year 30 of being a BPA advisor and teacher. It’s almost done. She’s got like two years left. She’s so close.

Shianne Gammon
But yes, I was a part of BPA growing up and it was super fun because me and some of my best friends who are still best friends to this day, competed together and we’re a team together. And so it was amazing just because it got us out of our small little Idaho town.

Shianne Gammon
We came to the big city of Boise for the state conference and you networked and you met people and then I was able to go to nationals and compete and meet more people. And some of those connections, you know, you still have to this day. So it was amazing to be a part of for sure.

Sam Demma
I can say firsthand as a guest, like the connections continue. I got a message from Dallin the other day and Job and I connect every now and then over Instagram. The community that shows up are just such nice people that are all striving to improve and do good things. So I hope that the conferences do grow and not that it’s about competing against other states, but go Idaho, go.

Shianne Gammon
Go Idaho, go.

Sam Demma
If there’s an educator listening to this who is just forgetting their why a little bit, they started this academic year feeling burnt out and we all have those moments, what advice would you give? Sometimes it’s helpful to hear advice from people that don’t know us, or almost like confide in people that don’t know who we are. Like, what advice do you think an educator who’s struggling right now could benefit from hearing?

Shianne Gammon
I think that if you’re struggling with your why, so one is making sure you’re taking care of you first, you know your co-workers and they’re having a great time but especially in teaching the why is obviously going to be the students and so maybe looking at especially if you’ve been teaching for more than just this is your first year but looking at students that you’ve had previously and seeing those success stories and the things they’re doing that are incredible, that you were a part of getting that kid to where they are, and that is huge.

Shianne Gammon
So just seeing that, or even honestly if it is the first year, and so they started in August and what success have they had so far now? Like maybe they’re making really great friends, maybe they are going reading better, doing math better, you know all those things as well, but maybe they’re just growing as a person and that in turn is helping shape and grow you as a teacher, as a person.

Shianne Gammon
It’s just sometimes it’s those little small wins. It’s not going to be a huge thing every time, but just seeing the little growth in those students is amazing to see. And sometimes you need to, you can’t see it for yourself, but looking at, that’s why I think especially past students, I know I’ve had one of my best friends is a teacher and she got a letter from a student recently and it was like we were all crying because we were like, oh my gosh, it is powerful that the things you’re doing are powerful, even if it doesn’t seem like it in a day to day.

Shianne Gammon
But just take that time to reflect and see and maybe seeing the teachers that have gotten you to where you’re at is huge and maybe a talk with them could help honestly and help reshape your why.

Sam Demma
Shianne, thank you so much for taking the time to come on the show, share some of your ideas, talk about your educational journey. It’s been a pleasure having you on. Keep up the amazing work and I hope to connect again soon.

Shianne Gammon
Awesome, thank you so much, I really appreciate it.

Join the Educator Network & Connect with Shianne Gammon

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.

December 19, 2024 by CSTO Education Student Leadership Student Success 0

Michelle Gauthier – Principal of Frank Ryan Catholic Intermediate School and Principal of English as a Second Language Programs for the Ottawa Catholic School Board

Michelle Gauthier – Principal of Frank Ryan Catholic Intermediate School and Principal of English as a Second Language Programs for the Ottawa Catholic School Board
About Michelle Gauthier

Michelle Gauthier is the Principal of Frank Ryan Catholic Intermediate School and Principal of English as a Second Language Programs for the Ottawa Catholic School Board.  She has been an educator for 30 years in a variety of roles.  She began her teaching career as an ESL and Special Education teacher before completing a Master’s Degree in Counselling and beginning her work as a high school counsellor.  
Her experience supporting students with complex needs led her into administration where she continues to advocate to bring wellness, equity and inclusion to the forefront.  Michelle’s guiding principle remains that educators (administration, teachers, support staff – everyone in the building) must work to provide a safe, welcoming and inclusive environment where students feel loved and part of a community.  Once students feel cared for and safe, they are better prepared to take risks, embrace challenges, learn, and thrive.

As Principal, not only does Michelle make wellbeing and community building a priority for students but she also recognizes the importance of these for staff.  She works hard to ensure her staff feels supported and appreciated, providing an environment in which they feel inspired to bring their best to work each day.  Michelle is grateful for the opportunity to work with staff and students to create a community where young people can grow into their best selves.  She appreciates this privilege and recognizes the gift that she is given in her role as Principal.

Connect with Michelle Gauthier: Email | Twitter

Listen Now

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

Resources Mentioned

Frank Ryan Catholic Intermediate School

Ottawa Catholic 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
Welcome back to another episode of the High Performing Educator podcast. This is your host, Sam Demma. Today we are joined by Michelle Gauthier, the principal of Frank Ryan Catholic Intermediate School. She is someone that I met, and I’m excited to have her back on the podcast, or have her on the podcast and see her again. Michelle, please take a moment to introduce yourself.

Michelle Gauthier
All right.

Michelle Gauthier
Well, it’s good to see you again, Sam. I have to tell you, when you invited me to do this, I was really honored. When you came to Frank Ryan, I didn’t really know entirely what to expect, but your energy and the way you interacted with our students was so vibrant. And I just I feel really honored to be here today. So, yeah, I don’t I didn’t really know what to expect, but I’m really honored that you invited me.

Sam Demma
Well, the energy in your school was just as palpable for me. And there’s something special about the community you’ve cultivated with the staff and the students. What are some of the key values or characteristics you strive to embed within your school culture and community?

Michelle Gauthier
Well, Frank Ryan’s a pretty special place.

Michelle Gauthier
So we’re an intermediate school, but only grades seven and eight. And it’s the last one in our school board that’s a standalone intermediate school. So the students are here; they’re not mixed with elementary kids, they’re not mixed with high school kids—it’s just for them. So it’s a really cool opportunity for us to help them develop their leadership skills. And for me, it’s a pretty special place because I went here.

Oh, wow.

Yeah, the kids get a kick out of that when I tell them. I say, “Yeah, I went here as a student,” and then when I tell them what year I graduated, I think all their jaws drop. So I graduated in 1984 from here. And even some of their parents, I don’t think, were born by then. So it’s a special place—Frank Ryan has a great history. But, you know, I feel really privileged to be in this role as a principal because I can impart what’s most important to me in a school. And I have that ability to decide, “This is what I want to focus on. This is what I want our staff to focus on.”

So to answer your question, what’s most important to me is that kids want to come to school, that they feel happy—not just the students, but the staff. I was just talking with my vice principal this morning and just saying, you know, if we can make sure staff feel good and they’re happy, then that’s going to translate to the students in their classrooms. So a big part for me is a real focus on community and people feeling like this is a home, this is a place where they belong and are cared for.

Sam Demma
What do you think makes a young person want to show up to school?

Michelle Gauthier
For me, it’s that we know them, that they’re known. And that’s, again, some of our schools are getting so big that students can get lost. So it’s a real challenge. We have some high schools right now, grades 7 to 12, that are sitting at 2,500 students. So I feel pretty blessed here that we have, we just have just under 500 students.

For us to be able to stand at the door every morning and say, “Good morning, welcome back,” and be able to say their names, and that they feel known—it’s like a home for them, you know. And that’s what I want from the teachers as well is that they’re greeting the kids at the door, they take an interest, you remember, you know, if they told you something about, you know, going for grandpa’s dinner on the weekend, then on Monday maybe say, “How was dinner?” Just that they really feel like they’re, you know, acknowledged as people.

Sam Demma
You started in counseling and you have a degree in counseling. Did you know you were going to end up in administration in the school or like how did your own pathway unfold as you were growing up?

Michelle Gauthier
Wow, that’s a good question because I don’t think I was ever one of those people that was saying, “This is exactly what I want to do,” or “This is exactly where I want to be.” I started university in math, and then that wasn’t working. So I had—my mom was a math teacher. My dad was an actuary. So math was a big part of our home. And—but I always had private tutors all through school.

So when I went off to university, it was like, “Okay, maybe this isn’t my passion.” And it took me a bit to find it. But in hindsight, it was always there. And I think I’m very close to my dad, and I think it was always clear to him. But second year university, I was really struggling with what my concentration would be, and I finally—my dad said, “You know what, you need to get into education. You know, you were always the one, like the cousin who would take care of the little cousins or the one to babysit.”

And I was a lifeguard, and I taught swimming, and he saw it in me. I don’t know that I was, you know, mature enough to see it in myself. But he encouraged me, and I joined the education department, and I just flew from there. All of a sudden, I was, you know, I loved school, I loved learning, I loved that whole area that I was studying in, and I was lucky to get a job right away. And I just love working with kids.

The counseling has always been there. So I had a bit of a different degree. I went to McGill University in Quebec. Their education program is a bit different. It’s a four-year program. My degree was in teaching English as a second language. And when I came back to Ontario, I got a job as an ESL teacher right away, which was really curious. But the way it works in Ontario back then was you are like a resource teacher, like a special education teacher. So I was the ESL teacher; that’s kind of the realm that I was in.

And what that became was really that support, that advocate for students. So the advocate, you know, as a special education teacher, which I was as well. So I started as an ESL teacher advocating for my newcomer students. Then I moved into special education and advocating for, you know, students with special needs.

I did my master’s in counseling and went into guidance counseling. Did I think I was going to go into admin? No. But I think as I moved through guidance, I realized the role of an administrator—there’s a lot of counseling that happens. And the work that we do with parents and families, reassuring them, supporting them, helping them through some difficult times—I felt I was really well-positioned with my skills of supporting newcomers, supporting families, and students with special needs as a guidance counselor.

So now as an administrator, I really get to help those families and use a lot of my counseling skills. It was a big decision for me to leave counseling and go into administration because I loved what I did. I had an opportunity to fill in for a vice principal who was off for a bit. And during that little term, I realized, “Wow, I’m using—probably my counseling skills were one of my number one skills to use in administration, whether it’s family, students, or staff.”

All those skills were so transferable. So now I get to, in a sense, lead the school. I decide on the direction. And for me, knowing that what’s most important to me is a school where people feel welcome, I really feel privileged that I can steer that boat.

Sam Demma
Young people and humans, in general, are carrying so much in their backpacks these days when it comes to struggles or challenges or changes in the world. How do you counsel well? How do you provide counsel to somebody? Or if they’re going through a challenge, how do you be there for them from the perspective of a counselor?

Michelle Gauthier
Yeah. You really have to be a good listener. And again, it comes down to making a person feel heard and cared for. Often people, you know, you go to counseling and think, “Okay, this person’s going to give me the answer.” And that’s not the case. That’s not what good counseling is. Good counseling is helping someone find their own answers.

So, for me, it’s number one—the fact that students share with you means they trust you. And so you’re there to just understand them, not to try to put your own understandings on them, but really give them the time and jump into their shoes.

Because the reality is, I grew up in the 80s and 90s, and my reality is very different from theirs. I can’t begin to understand what they’re going through. I can, you know, I can do my best to empathize, but they need to teach me. So a good counselor is someone who really listens to make that person feel like, “Okay, share with me.” And as they’re sharing, they’re often coming to their own answers.

So, you know, that’s, I think, the best way to approach it.

Sam Demma
You support the staff, which supports the students, but I know from being in your school that you are in the building running around everywhere nonstop, appearing in classrooms, being a part of the assembly programs. Where did your leadership principles develop from? Did you have some really solid mentors, or have you learned over the years from your experiences? Where did you form your own principles?

Michelle Gauthier
And my leadership style, I guess, is what you’re looking at. So sometimes—and I’ve told this to some of my former mentors—you see people wearing the bracelets. You know, sometimes you’ll have a bracelet that says, “What would Jesus do?” or that type of thing. And that’s—my number one mentor would be, you know, just that whole idea of Jesus Christ as servant leader and servant leadership. I’m here to serve.

But I have other bracelets that I wear, and there are former principals that I’ve—you know, I sometimes think, “What would Steve do?” Oh, sorry, there’s our bell. You know, “What would Steve do?” or “What would Greg do?” or “What would Norma do?” And so, those people who—you know, I’ve worked with lots of different administrators, and I take bits from all of them that meant a lot to me. And I wear their bracelets on my wrist, and they help me when I’m in a difficult situation trying to think, “What’s the best approach here?”

And all leaders have different styles and personalities. So I’ll pull on each one of those when I know—“I know Norma would be able to deal with this well,” or “I know what Steve would do.” So that’s, yeah.

Sam Demma
I had a three-year experience with a coach in my life. His name’s Chris Cummins. And we would talk every Tuesday for about an hour and a half, and I would bring to him all of my problems and challenges in my professional pursuit. And he would bring to me questions that would help me uncover the answers I needed to hear—good counseling.

And you can’t see it, but off to the left of my office is a document on the wall that says “The Cummins Commandments.” And I actually created this as a gift to him when our coaching experience ended. And it was the principles that, from our three years of conversation, are things that I would carry forward in my life as a result of the time we had spent.

When you talk about Greg and Norma and Jesus, it makes me think of the time that I shared with Chris. And so I appreciate you sharing that. I think that learning from others is one of the best ways to form our own thoughts and ideas and principles.

One of the experiences that I think of the most in terms of my own education as a student was teachers who made me feel really special, who listened very well. And some of those experiences I had with those educators—they’re things that I’ll remember for the rest of my life. Can you think of any experiences recently where a student has been recognized or celebrated and you think, “Gosh, this is going to be a moment that this young person remembers for the rest of their life”?

Michelle Gauthier
Absolutely. And there’s a few of them, and I have so many memories too. So I’ll just tell you one little story about—I was at a Starbucks, this was a number of years ago, maybe 10 years ago. And this young man stopped me, and he goes, “Miss Gauthier?”

And I’m like—and I’ve taught so many kids over the years. And he introduced himself, and he goes, “You might not remember me, but you taught me grade eight. And I used to like the environment. And you brought me a little flyer that you saw in the Body Shop. And you said it made you think of me, and you gave it to me, and you influenced me to go into environmental sciences.”

And I was like, “Oh my gosh.” We never know the tiny little things we do, the impact they have.

But to answer your question a little bit more about something more recent, I have a student—so I had an opportunity about three weeks ago. The principal of our Safe Schools program reached out to a few principals and said—“We have this opportunity to recognize a student who exemplifies kindness, leadership, and joy. Do you have a student in mind?”

And I was like, “Yes.”

And it was not hard for me to think of who. And it’s this young girl in our school. Her name is Favour. And, you know, she has made it her mission this year to bring joy. And I have to say, it’s been our focus at Frank Ryan on just building character and how important it is and the elements of character.

She’s in grade eight now, so it’s her second year. And she came to me early in the year and she asked, “Miss Gauthier, can I do the joke of the week?” Because we had—she loves jokes.

And I said, “Sure.”

And so she was putting jokes on our daily announcements. And then one day, I was walking through the hall and, geez, Favour is telling me a joke every day. And I asked her, “You know, Favour, you must really like jokes.”

And she said, “I do. Jokes make people happy and make people laugh. And I think that’s really important. And I want to make people laugh.”

So I wrote that up in that little quick blurb to the Safe Schools principal, who sent it to the police, and she was chosen for the bike.

And it was so sweet. When we went to the police station on the weekend—the Ride to Remember is just a ride that police officers across the province of Ontario do to remember fallen officers. And they ride all the way from Thunder Bay to Ottawa, and they stop along the way.

At each stop, they were going to gift a youth with a bike. So here we are on Saturday, and Favour was our chosen student for Ottawa. Her dad was there, her sister was there, and they’re not a family that has a lot.

And just the pride on their faces—the pride of her dad wanting to have his picture with her and the officer. When they did the presentation, they said a little bit about why she was chosen, that she likes to say jokes. And so they gave her an opportunity. She wasn’t shy at all, and she had a joke for the chief of police.

So here’s this grade eight student ready to tell the chief of police a joke. And she said, “What do you call a bike that can’t stand?”

And he looked at her, and she said, “Any guesses?”

And she’s so confident with him—I was so proud of her. And he’s like, “No.”

And she said, “Too tired.”

Michelle Gauthier
And everybody just laughed.

It was so perfect. But that is something I think she will remember. I will remember for sure. That’ll bring her forward, and we’re celebrating that as a community. We took pictures of her, and we put it on our daily announcements, celebrating her as a role model for the other students as well.

Just be a good person, and the world will work in your favour, you know. So, yeah, that was a really sweet, sweet memory that I’ll have for a long time, and I think she will too.

Sam Demma
The Starbucks experience is one that I think a lot of teachers can resonate with. And this story about Favour is one that I’ll also remember for a long time. While you were sharing it, it made me think of students’ pathways in life.

And maybe Favour will be a comedian in the future. If jokes are something that she is extremely passionate about, you just never know. I think it’s so important to give young people platforms to explore the things that make them excited. And maybe “Joke of the Week” becomes “Joke of the Day” if she has that much comedy or jokes to share.

Hearing that the family showed up and how happy, excited, and confident she was is such a beautiful story. So I appreciate you for sharing that on the show.

Michelle Gauthier
My pleasure.

Sam Demma
I know that there are likely many educators tuning in who are needing a little bit more joy and laughter in their life. If there’s an educator listening who’s feeling a little burnt out, and the start of the school year has been a little bit challenging, what advice would you share with them or words of support?

Michelle Gauthier
So I think the big one for me is to remember why you’re here. You’re here for the kids.

Find the joy, you know, find the joy in the kids. It’s been an intense start for us at Frank Ryan—just a lot going on, all good, but a lot going on. And last week, there was a moment where I was a little bit overwhelmed and feeling stuck in my office.

And I just said, “I gotta get out.”

And I went out, and I just—I went to the cafeteria where all the grade sevens—so 250, you know, 11- and 12-year-olds gathered in one room. You can imagine the chaos that that is. And I just stood in the middle of it.

And one of the teachers said to me, “Are you looking for someone?”

And I’m like, “No, no, I just needed to be here. I just needed to be in the middle of this chaos of these beautiful kids and just reconnect to the joy and reconnect to why we’re here.”

And all these kids, it may seem chaotic and crazy, but they’re all smiling. They’re having fun. And I think, you know, when we’re getting overwhelmed, it’s just to sit back and remember why we’re here.

These kids are just precious, and it’s not an easy road, especially pre-adolescence and intermediate school. It’s not an easy task. I’m not sure I’d want to go back to grade seven and eight. So just to remember that we are privileged to be educators, and we have a real privilege to be able to make a difference for these kids and help them when life is hard.

Life is not easy for kids these days when we look at all that they’re facing. So what a gift we have to bring joy. And when you’re feeling a bit depleted, find the kid that brings you joy.

Sam Demma
That’s such good advice. Thank you so much for taking the time to come on the show, Michelle, and share some of your ideas around counseling, being a good listener, your leadership style, some of the stories of impact in your schools, the importance of wellbeing, and supporting the staff in the building.

It’s been a privilege chatting with you. Keep up the amazing work, keep up the laughter and the joy in the building, and I look forward to crossing paths again very soon.

Michelle Gauthier
Yeah, we hope to have you back soon, Sam. Thank you so much for this opportunity.

Join the Educator Network & Connect with Michelle Gauthier

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.

December 5, 2024 by Education Educator Principals School Administration School Counsellor Student Success Teachers 0

Sylvain Bastien – High school teacher/guidance counsellor at École Secondaire Catholique Renaissance

Sylvain Bastien – High school teacher/guidance counsellor at École Secondaire Catholique Renaissance
About Sylvain Bastien

Sylvain Bastien is a high school teacher/guidance counsellor at École Secondaire Catholique Renaissance in Aurora, Ontario.  He is a proud franco-ontarian, born and raised in northern Ontario who enjoys the little things in life, or “petits bonheurs” as he likes to call them.  Former camp counsellor, gymnastics coach and national-level athlete, Sylvain spent most of his time growing up in a leadership role or working with kids.  He knew from a young age that he would become a teacher and continues to be a leader in his school community.  

For the first part of his career, Sylvain was a physical education teacher and shared his passion for a healthy and active lifestyle with students in courses like Fitness and Kinesiology.  He then moved to a guidance position before the pandemic and, with the help of his colleague, is continuously finding new ways to improve student well-being, student engagement and school spirit, all with the end goal of helping students become the very best version of themselves. 

Sylvain coaches the cross-country and track and field teams, works with the student council and helps with many other clubs and activities at the school.  He leads the SHSM Program at the school and has been a department lead for many years.  He is always seeking personal and professional growth by running, reading and balancing the demands of a chaotic life with three kids in sports! 

Connect with Sylvain Bastien: Email

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Resources Mentioned

École Secondaire Catholique Renaissance

SHSM Program

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
Welcome back to another episode of the High Performing Educator Podcast. This is your host, Sam Demma. And today we are joined by Sylvain Bastien. He’s a high school teacher, guidance counselor, and one of my good friends. He is someone who I met just over a year ago now, and he’s running a lot, so you should follow him on Strava. But he’s doing a lot of good work. Sylvain, please take a moment to introduce yourself.

Sylvain Bastien
Hey, Sam. Thank you very much for having me on the show. This is a pretty cool experience, and I’m happy to be here. Like Sam said, my name is Sylvain. I’m a high school teacher. I’ve been in the education world for over 15 years now. I started out with phys ed courses, fitness classes, teaching kinesiology. And then, I’d say about seven or eight years ago, I moved over into guidance, which was a big change for me. So I have since been a full-time guidance counselor with the odd course here and there, kind of keeping my foot in the classroom, which is really what lights me up the most. So yeah, that’s pretty much where I’m at in my professional world.

Sam Demma
When you were a national-level athlete, did you think you were one day going to work in education? Like, what was your own path like as a student?

Sylvain Bastien
I feel like education was always calling my name. I’ve always been involved with different activities that involved kids or teenagers and communities. It started out, even myself when I was in high school. Every opportunity I had to do something fun and be around my peers, that would just light me up. Then I kind of took the initiative of leading different activities and kind of took over some activities, and that just lit up the fire even more.

This led me to work at summer camps for seven summers, where kids would come spend their Monday to Friday with us. It was a residential camp, so they’d stay overnight. My involvement in gymnastics obviously always had me around young athletes and kids of all ages aspiring to be the next best gymnast. So, I was always around kids, and that always kind of fueled me. I knew that once I would have to move on to my career, the education world was where I was heading.

Sam Demma
How did your own involvement in sports growing up shape your future?

Sylvain Bastien
Yeah, that’s a really good question. And I talk about that all the time. Whether it be sport or any extracurricular, I feel like that really is what shapes you as a person. And I credit many people for that in my situation. It definitely did shape me because I had the pleasure of being surrounded by individuals with the same mentality and vision as myself.

It pushes you to learn things that you don’t always learn in a school setting or at home. It makes you develop certain habits and discover new things about yourself. I feel like all those years were definitely the good years. I owe a lot of who I am today to what I did back then.

Sam Demma
Sports still continue to be a massive part of your life because you’re in the parking lot of swimming pools a few times a week, and you’re also spending lots of time running. How important do you feel exercise is in ensuring you show up to the best of your ability at school?

Sylvain Bastien
It’s always been a big part of my life. Every day I had something active or an activity going on. Because of everything that gave me as a person, I feel like I want to give it back to as many people as possible.

In the early years of my career, when I was in the fitness classes teaching kids, we’d start with a group of 15 kids who had never run before, and they didn’t want to run. All they wanted to do was lift weights. I put them on a mission and said, “Guys, we can do something pretty cool if we set our minds to it.”

My tradition with my fitness class was always to plan to run a 10k with the students. We would have the semester to do it. At the beginning of the semester, the kids were always unsure if they could do it. But then they got into the swing of things, discovered a lot about themselves, and realized they were capable of pretty big things.

Sam Demma
One of the consistent things about your career has been working with young people, whether as a coach, guidance counselor, or teacher. How do you think you build effective rapport and relationships with young people?

Sylvain Bastien
I feel like it’s a lot in what we do and what we display as a person. We have to be the leader and set the example we expect our students or kids to follow. I strive to show students that it’s okay to have fun and be yourself.

We live in a world now where everything could be made easy, but I really try to build on the satisfaction and reward factor of putting in the work and seeing progression. That feeling of pride and accomplishment is what I want them to chase.

Sam Demma
Would you be willing to share one of those moments that reminded you why you started doing this work in the first place?

Sylvain Bastien
One of my favorite moments is at the beginning of the school year, when we host a traditional camp to welcome new students. Senior students lead activities for younger students, and it’s always a highlight. It’s amazing to see students from different social circles come together, be themselves, and shine. It reminds me why I love doing this work.

Sam Demma
In a world where students are constantly comparing themselves to others on social media, what challenges do you see students carrying on their shoulders?

Sylvain Bastien
A big challenge is students being afraid to be their authentic selves. In guidance, we focus on creating an environment where students feel it’s okay to have fun and be themselves. It’s a constant effort to help them build the skills they need to succeed and thrive.

Sam Demma
You also spearhead the SHSM programs at your school. Can you explain what SHSM is?

Sylvain Bastien
SHSM stands for Specialist High Skills Major. It allows students in grades 11 and 12 to earn certifications and participate in reach-ahead experiences with college and university partners, all while earning a specialized diploma in sectors like health and wellness or business. It’s a great way for students to build skills and network in their field of interest.

Sam Demma
How do you balance your professional responsibilities with your personal life?

Sylvain Bastien
It’s definitely challenging, but my wife and I make a good team. Living an active lifestyle helps us manage everything. We’ve been fortunate to find supportive communities in our kids’ sports, and that’s been a blessing. It takes a village, and we’re lucky to have one.

Sam Demma
It’s inspiring to see how you manage everything and still make time for what’s important. If an educator wants to connect with you, what’s the best way for them to reach out?

Sylvain Bastien
The best way would be via email. I’m happy to connect with anyone looking for information.

Sam Demma
Thank you, Sylvain. Keep up the amazing work, and I look forward to running with you soon.

Sylvain Bastien
Thank you very much, Sam.

Join the Educator Network & Connect with Sylvain Bastien

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.

November 28, 2024 by Education Educator Mental Health Student Leadership Teachers 0

Chrystal Colquhoun – E-learning and Classroom Teacher at Listowel District Secondary School

Chrystal Colquhoun – E-learning and Classroom Teacher at Listowel District Secondary School
About Chrystal Colquhoun

Chrystal Colquhoun is an educator and mental health advocate. Student overall wellbeing is at the core of her teaching practices and work within her schools. She has been teaching in AMDSB for 18 years now, and has worked a number of years in alternate education and student success style roles, helping students learn and practice different strategies to help them be successful in life beyond school, even when facing adversity. Chrystal has been involved in running mental health and wellness activities within her present and past schools, as well as sits on school teams for organizing literacy support and creating new equity initiatives within her school.

Chrystal’s interests include mental health and wellness, reading, music and dancing. She has two children, a 10 year old and 8 year old, who keep her very busy!

Connect with Chrystal Colquhoun: Email

Listen Now

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

Resources Mentioned

AMDSB

LivingWorks SafeTALK

LivingWorks ASIST

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
Welcome back to another episode of the High Performing Educator Podcast. This is your host, Sam. And today we have a very special guest, Chrystal Colquhoun. Chrystal is someone I met recently. She has a massive heart. She’s doing work in the mental health space in her school.

Sam Demma
She loves English. She just traveled out east this summer, but now we’re back in the classroom, and today she’s on the show. Chrystal, please take a moment just to introduce yourself and tell the audience a little bit about who you are.

Chrystal Colquhoun
Okay, well, yeah, I’ve been teaching in secondary school for 18 years now, I guess, and I’ve bounced around a little bit. I’ve been at two schools, luckily just two for most of my career, and I’ve sort of bounced around between teaching English and teaching jobs of like student success and alternate ed in that sort of style. Nothing like a lot of variety, right? But yeah, I’m back at the high school that I went to as a student actually, and I’m loving being there, back in the community that I grew up in.

Sam Demma
Do you see yourself on the wall?

Chrystal Colquhoun
To be honest, I’m too old, and I think they’ve taken those pictures down now.

Sam Demma
Oh my gosh.

Chrystal Colquhoun
But I was at one time.

Sam Demma
Yeah, that’s cool. Did you know when you were a student walking the same high school that you teach in now, or you taught in, that one day you would be in education, working in education?

Chrystal Colquhoun
Yes, I did think that at the time. Both my parents were teachers, and so I just kind of grew up from elementary school expecting to be a teacher. And I remember helping my mom do her marking and setting up her classrooms and thinking that that was great. When I graduated high school, I figured I would go on to be a teacher. And then I got to first year university and I was like, no, I want to do my own thing. So I scrapped that idea and decided I wanted to be like a counselor, go through psychology. And then I spent some time in some of my mom’s classrooms volunteering in elementary school, and I was like, no, like, I don’t want to do that.

Chrystal Colquhoun
It hadn’t even occurred to me that secondary school teaching was an option because I had just left secondary school, right? And then when it occurred to me that that was an option, and within secondary school, there were also opportunities for counseling and mental health work, that was where I was like, oh, okay. Maybe I want to do that where I can get both of those things that I enjoy together.

Sam Demma
What was it about counseling or mental health work that drew you in?

Chrystal Colquhoun
It’s a good question. I feel like just growing up, I did have a lot of support around that I was really grateful for, but also sort of recognized the times when maybe I didn’t feel as supported where I would have benefited from some more. And just like the figuring out, you know, motivation behind actions and ways to cope with things. I just found that really interesting and wanted to be able to sort of be someone that people felt comfortable coming to for help, then offering advice and just, you know, modeling how to exercise good self-care and that sort of thing, which I do sometimes.

Sam Demma
We all are doing our best, right?

Chrystal Colquhoun
Yeah.

Sam Demma
You have organized mental health and wellness initiatives in this school and previous schools. Have you always been involved in the mental health advocacy when you’ve been working in schools? And if so, tell us a little bit about some of the initiatives or things that get you really excited?

Chrystal Colquhoun
Yeah, I think it took me maybe a couple of years to get confident in my teaching roles before I started to step into the mental health spaces. But I’ve done a few different things. In my previous school, I had some students apply for a Speak Up grant for a mental health campaign. And so we had done a video campaign for the school and for the board that the purpose was to share student voice and experience.

Chrystal Colquhoun
I’d say that’s one of the bigger ones. And then coming back to the school that I’m at now, which I’m so happy to be there and doing these things at that school, last year we did sort of a bigger mental health week than we have in the past. We had you come in as a speaker, which was fantastic because we hadn’t had a good community-building speaker experience since before COVID. We had some community partners coming in to do self-care activities and some yoga.

Chrystal Colquhoun
Another activity that we did that my wellness student, who I work closely with, who’s super passionate about mental health, and I created was wellness bingo that we put out to all the classes. It was to be completed over the week, with an activity a day. The kids loved it, were getting into it, and the teachers were really enjoying it. A number of teachers actually told me afterward that because it was getting near the end of the year, they were going to keep it and do an activity a week to get them through to the end of June and to just keep encouraging this self-care throughout the rest of the year.

Sam Demma
So if there’s a school listening thinking, wellness bingo, that sounds amazing. How does that work?

Chrystal Colquhoun
Yeah, absolutely. We just looked up some different activities that we thought wouldn’t take a lot of time. At that time of year, teachers are stressed to get the curriculum done, students are stressed not to miss any material. So we brainstormed some ideas like a coloring activity, going for a walk as a class, having a class tea party (usually hot chocolate), or bringing your own snack. Just things that don’t take too much planning. It was also kind of giving teachers and students permission to take a five- or ten-minute break from what they were doing and everyone just took a breath that week, it seemed.

Sam Demma
I’m assuming there were some activities that students had maybe never done before?

Chrystal Colquhoun
I didn’t get specific feedback like that, but I did have a couple of my classes pick having a dance party. We put on some Just Dance, and I know for some people that was probably out of their comfort zone to be doing that in a classroom. But everyone was standing up, moving their bodies a little bit, and it was just a fun activity.

Sam Demma
And I think when you see someone else do something outside of their comfort zone, like dancing in front of everybody, it gives others permission to do the same. Sometimes the barrier is our own belief or being the first person to do it.

Sam Demma
I was in Kenya this summer, and while we were in Tanzania, there was this beautiful live music with a big spotlight in front of the band and no one dancing. I thought, let’s go start a dance party. I got so nervous because I had to be the first in the spotlight. But once I did it, 15 people joined within 30 seconds, and we had the best night of the trip. It’s so important to create these opportunities where young people can do things outside their comfort zone.

Chrystal Colquhoun
Yes, I was absolutely dancing at the dance party.

Sam Demma
You’ve worked with students in schools for a while now. How do you think you build a deep relationship with a young person?

Chrystal Colquhoun
To me, that’s the most important part of teaching. I enjoy the student success and alternate ed roles because they really allow for deeper relationships. Teaching a class of 30 kids can make it hard to get to know each one. One of my amazing colleagues shared the idea of an attendance question, not related to the class, like a “would you rather” question. Everyone gets a chance to answer, and by the end of the semester, it builds confidence and you get to know more about each kid.

Sam Demma
I think that’s a beautiful way to engage in the classroom. If educators listening aren’t currently doing that, they should try it out.

Chrystal Colquhoun
And I can’t take the credit for it!

Sam Demma
Are there any teachers you had growing up that had a big impact on you?

Chrystal Colquhoun
Honestly, the teachers that pop into my mind are the ones I had one-on-one conversations with about things unrelated to the work in front of me. I guess it just comes down to giving time.

Sam Demma
When you think of the students in your school today, what are some of the challenges they’re facing during this time?

Chrystal Colquhoun
There’s a lot, and I don’t even think I know what they all are. Cell phones are an obvious issue, but I think so many other challenges stem from that. There’s also been a shift in my 18 years of teaching, maybe related to technology, and another shift post-COVID. I think students are trying to figure out where their priorities lie.

Sam Demma
Sometimes teachers don’t know how to best support a student who might be struggling. When someone tells you they’re struggling, how do you best support them?

Chrystal Colquhoun
Teachers are specialized in subject areas, and not everyone has mental health training. We’re being asked to address students who are struggling because we have access to them, but we really need more social workers in schools or more mental health training for teachers. If a student comes to me, I feel comfortable helping them figure out where to go, like a guidance counselor or mental health counselor.

Sam Demma
I see educators burn out trying to put out every fire, and half the fires are for a different department. How do you ensure you don’t over-serve to take care of yourself?

Chrystal Colquhoun
I dance! Music and dancing are definitely helpful. Currently, I’ve chosen to work two-thirds time because I recognized that exactly what you described was happening. This allows me to give more because I know I have time to recoup and self-care.

Sam Demma
Dancing every day, a little bit of dancing with some good music just heals the heart and the soul.

Chrystal Colquhoun
Absolutely.

Sam Demma
We’re starting another academic year. There are lots of people stepping into school buildings for the first time. What do you think Chrystal needed to hear on day one of teaching that someone else could benefit from hearing?

Chrystal Colquhoun
It’s amazing to have a plan and feel organized, and then you need to be absolutely flexible to throw it all out the window.

Sam Demma
That’s wise.

Chrystal Colquhoun
And you’ve just got to see where the students are at in front of you. You can have the best lesson, but if they’re not in the space to take it in, it’s going to flop.

Sam Demma
In those moments, how do you pivot?

Chrystal Colquhoun
Some days you can pick one chunk and go down that path. There were days last year with a very academic group where they were stressed out, so we had a “do what you need to do” day. Some students went to practice dance, others studied for chemistry, and others caught up on reading. By the end of the period, everyone was more relaxed, and the next day we were back on track.

Sam Demma
This has been such a lovely conversation. I appreciate you taking the time to chat and share some of your experiences in education. If there’s an educator who wants to reach out to you, what’s the best way?

Chrystal Colquhoun
I’m not great with social media, so my email is probably best.

Sam Demma
Okay, awesome. We’ll make sure it’s linked on the podcast page in case someone wants to reach out.

Chrystal Colquhoun
Perfect, because it is long to spell out.

Sam Demma
No worries. Chrystal, thank you so much. This was lovely.

Chrystal Colquhoun
Thank you, Sam, so much for asking me to be here. This is great.

Join the Educator Network & Connect with Chrystal Colquhoun

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.

November 14, 2024 by Education Educator Mental Health Teachers 0

Norman Gaudet – Head of School/Chef d’établissement at TFS – Canada’s International School

Norman Gaudet – Head of School/Chef d’établissement at TFS - Canada's International School
About Norman Gaudet

Norman Gaudet is a bilingual educator and an accomplished leader with an invaluable international perspective. 

As Head of School, M. Gaudet leads a team of 300+ teachers and staff members to offer the best educational experience to the 1,500 students of TFS. M. Gaudet brings his determination toward bilingual education to the school that suits its identity and vision for its future. His passion for academic ambition is felt school-wide through his innovative and informed ideas and programs.

As a proud “Fransaskois,” he began his career in education 30 years ago in the Saskatoon public school system as a Gifted Education Specialist. For the past 20 years, he worked in various leadership positions, starting in Yemen as Athletic Director in 2001. He has also held positions of Director of Curriculum in Nigeria, Head of School in the Republic of Georgia and Principal with Le Conseil Scolaire Viamonde here in Toronto. He joined TFS in 2015 as Principal of the Senior School before stepping into the role of Executive Director of the Learning Forum in August 2020, and becoming TFS’ Head of School in July 2021. 

M. Gaudet holds a master’s degree in educational administration. He speaks French and English. 

Connect with Norman Gaudet: Email | Instagram | LinkedIn | Twitter | Facebook

Listen Now

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

Resources Mentioned

Toronto French School (TFS)

Le Conseil Scolaire Viamonde

Canadian Association of School System Administrators (CASSA)

Ontario Ministry of Education

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
Welcome back to another episode of the High Performing Educator Podcast. This is your host, Sam. Today, I’m joined by Norman Gaudet. Norman, it is such a pleasure to have you on the show. Please take just a moment to introduce yourself.

Norman Gaudet
Sure. So, pleasure to be here. My name is Norman Gaudet. I am currently the head of school at Toronto French School here in Toronto. And I’ve been at this school for going on my 10th year. I’ve been an educational leader for about 20 years and in education for about 30.

Sam Demma
I haven’t interviewed many people who have worked in Yemen, in Nigeria, in Georgia, and now in Canada. Why has your educational journey taken you to so many different places? Tell me more about that.

Norman Gaudet
Basically, curiosity. So, I grew up in small-town Saskatchewan here in Canada, and it became clear to me very quickly that the world is a lot bigger than the little farm that I was growing up on. I just started to get curious to know what was out there. But I didn’t really understand even that that was going to be possible until I became a teacher. I was working in Saskatchewan, and a VP showed up at my school—vice principal—and he had just come back from working in Saudi Arabia, and my mind was blown. I was like, “How can a Saskatchewan boy end up in Saudi Arabia?”

Norman Gaudet
He told me about the pathways to take to go into education abroad. I jumped in my car, drove 23 straight hours to a job fair in the States, and found myself in Yemen one year later. From Yemen, the world just opened up. I had this amazing experience in Yemen. I was there as athletic director. The principal that I was working under, the head of school, ran schools all over the world and asked me right away, “I think you’d make a really good head of school.” So he talked to me about the Republic of Georgia and said, “You know, it’s a small school, great place to start.” And I immediately said yes. That was the beginning of my career in administration and leadership.

Norman Gaudet
Then, just after that, I really wanted to explore different places—places that weren’t Saskatchewan—which is why I went to Nigeria. And from there, I have children, and they were being introduced as the “little Canadians” everywhere we went and didn’t really understand what it meant to be Canadian. So I said, “Okay, let’s go back and explore Canada.” But I said, “Let’s explore exciting Canada. Let’s go to Toronto.” So that’s what we did. Ended up in Toronto.

Norman Gaudet
That was probably about 20 years ago, and I’m still here.

Sam Demma
23 hours straight driving. You have to be pretty driven to make that kind of a drive. What was it about that situation, that time in your life, that drove you to do that, and what drives you now? What is the “why” behind the work that you’re doing?

Norman Gaudet
That’s a great question. So I was teaching history and felt like I was not really understanding what I was teaching if I wasn’t in the places that I was teaching about. I was following the same path that he told me. He said, “You have to go to this job fair.” I discovered later there are job fairs all over the world, including Canada. I followed exactly what he said because I wanted to make sure it worked. That has been my mantra probably my whole life: figure out what works, what path you need to get to what you want to do. And don’t give up; just keep doing it. It might be hard—let me tell you, 23 hours, I was tired, stopped for a bit to just close my eyes, but I just did it because I knew that if I didn’t, I wouldn’t go where I wanted to go. And so I had to do it. When I came back home and told my wife at the time, “We’re going to Yemen,” she just looked at me, and she said, “No, we’re going to Yemen because it is a place steeped in history where I can learn so much about and become a better teacher.” And let me tell you, there are no regrets. We went there; my children were one and three at the time, and absolutely no regrets. It was the beginning of a very long and fruitful career in education that taught me about the power of community, what education can be, and how kids all over the world are just kids. They’re amazing. They all want the same kind of thing out of a school: they want to be taken care of, they want to be loved, and they want to learn. And that’s what I was able to bring to all the different schools that I’ve been at.

Sam Demma
You gave me a flashback when you said you went home and you told your wife at the time, “We’re going to Yemen,” because I don’t have a wife yet, but I six months ago walked upstairs into my family room and said, “Mom, Dad, I’m going to Kenya.” And they were like, “What?”

Norman Gaudet
Why Kenya?

Sam Demma
I had this curiosity in my heart that was pulling me to go. We spent six weeks over there in the summertime visiting schools. And like you mentioned, it blew my mind to see the same challenges that a lot of students are facing here were similarly experienced by students over there. And I think when we lead with genuine curiosity, we realize that we have way more in common with other communities and people than we do different, and we start to get a glimpse of the humanity in other groups of people. It’s really cool to hear about your international journeys. Figuring out what works, following the path, I think is such important advice, especially for educators. I’m curious: when it comes to educational leadership in your building, you’re leading 300 staff and lots of students. How do you effectively manage other people and lead a school?

Norman Gaudet
Well, that’s a question so many leaders ask themselves. I believe in a few things. I believe that if you love where you are, people will sense that. People will begin to believe in what you’re saying. But then you have to roll up your sleeves and show them that you’re ready to put in the work if you’re asking them to do the same thing.

Norman Gaudet
And then I really believe that if you dig down deep, everybody has a purpose. Everybody has a reason why they’re there. Sometimes they need to be reminded; sometimes you need to tweak and find the perfect spot. But if they’re in a school, it’s because they love kids. Somewhere along the line, they realized that they could make a difference and wanted to work in an environment where that can happen.

Norman Gaudet
If you can find that common purpose, it allows you to lead and have people want to follow. You know, there’s an old saying that as a leader, you don’t necessarily want people to follow you. What you want to be able to do is create other leaders. If you can find their purpose and help them see that they can be as impactful as you are, your job is so much easier because you’ve got a whole bunch of great leaders. In my own life, whether it’s athletic coaches, teachers who’ve made a significant impact, or administrators in my high school that I really looked up to and had close relationships with, what are some of the things you think leaders who have made a big impact in your life when you were growing up or who’ve mentored you have done that made a really big difference for you?

Norman Gaudet
So, a lot of these are going to sound like clichés, but they’re so real. It’s about that feeling you get when somebody believes in you, especially if it’s in something you never thought about before. I remember a principal I worked with when I was a teacher in Saskatchewan. I was doing the best job I could, but I never thought of being a leader. I never thought of going further than the classroom. She brought me into her office one day and said, “You know, what you do, you can have an impact on all the kids in the school, not just the 27 kids you’re working with. Have you ever thought about that?” I replied, “Well, I don’t understand. How would I have that impact?” She said, “Watch me.” She was new, but she saw so much potential in me. I had never seen that in myself before. So, I started watching what she was doing, and I thought, wow, she does have an impact. If I can do that, that would be a dream. From that day forward, I started doing everything I could to gain more experience and leadership opportunities because she believed in me when I didn’t even think that was something that could happen.

Norman Gaudet
And I see this all the time with kids. They may feel like they’re bad at math for five years in a row, and then they have one math teacher who tells them, “You know what? You can do this. I actually see something in you; there’s a spark there.” Their whole world changes because somebody believes in them. That’s so powerful. I remind everyone I work with that we have so much impact on kids and the people around us. We need to be really mindful and intentional when we say anything at all, because as much as we can be powerful for the good, we can unfortunately be powerful for the bad. So being intentional when we’re speaking and passing messages should be top of mind for anyone working with kids.

Sam Demma
I talk about it all the time: every human being has a giant invisible backpack strapped to their shoulders filled with stories, beliefs, challenges, and struggles—all of which we have no insight into because we can’t see each other’s backpacks. Every action we take or every word we use either adds weight to someone’s backpack, or if it comes from a place of love, compassion, kindness, and genuine curiosity, it hopefully removes something and helps them live a bit of a lighter life. In French schools, we say, Vide le sac à dos. I have one regret in my backpack, and it’s that growing up, I didn’t embrace the French language as much as I wish I had. As a proud Canadian, I wish I had taken that more seriously. Can you speak a little bit to the importance of the French community and the French language and how valuable a skill that is?

Norman Gaudet
Oh my gosh, I tell people all the time that it’s a superpower. You’re not just learning a language. Many teens find that a language that isn’t their primary language of emotion, which is typically English, isn’t as cool, so they begin to lose interest. I have a short motivational speech I share with them about the superpower they’ve gained without even having to work for it because they were placed in an environment where they absorbed a language. They didn’t even have to work at it; their parents made this decision for them. Now they’re bilingual. I encourage them to go home and thank their parents because they’re the reason they have this superpower. They may not realize its power at 15, but they will when they leave school. In a school like ours, they’re surrounded by bilingual kids and may not realize that the rest of Toronto isn’t as bilingual. When they go into the workplace—now the world is their workplace—they can end up anywhere and find themselves at a huge advantage because they’re fluent in multiple languages. Thankfully, our students are fluent in English, they speak French fluently, and we have a third language as a mandatory course, so they might be taking Mandarin, Spanish, or German. Many of our students even speak a fourth language, so they’re polyglots. That is rare, powerful, and special. It positions them with advantages in every aspect of their lives.

Sam Demma
You’re absolutely right. Language opens doors, career opportunities, and even pure enjoyment—being able to speak to someone in their language unlocks parts of the world you wouldn’t otherwise have access to. When I was in Kenya, I didn’t speak Kikuyu, one of the 42 tribal languages there. But I was so interested that I kept asking our local connection, Kamata, to teach me some words. In these very rural villages, where the road is dirt and uneven, and you drive no faster than five kilometers an hour, kids would be walking beside the car. They don’t often see Caucasian people, so I would roll the window down, and they would open their mouths wide in amazement. As I started learning some of the language, I would wave and say, “Kwite nĩna,” which means, “How is everyone doing?” Within five minutes, they would run away and come back with their entire family, so excited that someone took the time to figure out how to communicate in their mother tongue.

Sam Demma
There are so many words in Kikuyu that don’t have an English translation—phrases, sentiments. You actually unlock a whole other world. What if your soulmate doesn’t speak your current language? You could be opening up opportunities for so many things. As I grew up, I realized how much of an opportunity I missed, but I won’t let that stop me from reconnecting with languages as I move forward. I know it’s important to your school community, and I wanted to mention it. I also know one of the things unfolding in the world right now is the challenge around mental health and well-being. I know that at TFS, it’s a priority. What are some things you’re excited about that are shifting the conversation around mental wellness in your school?

Norman Gaudet
Mental health is absolutely a priority for us. In the past, schools—including ours—looked at mental health as a “band-aid” solution. We waited for crises to happen and then put strategies in place. But now we’re focusing on prevention, breaking down what causes a healthy mind. We all know the causes of unhealthy minds, but we want to ensure we’re putting everything in place that fosters a healthy mind. We’ve broken it down into three areas: intrapersonal health, interpersonal health, and academic health. We focus on how students feel about themselves, providing opportunities for self-acceptance, embracing their individuality, and celebrating their roles. Interpersonal health addresses social skills, building friendships, and the critical skills for happiness. For academic health, in a competitive world, kids face pressure and perfectionism. We need to ensure they feel they’re in the right place, learning at the right level, and not falling behind, which is often a source of stress. So much of it comes from how we talk to the kids. It’s the words that we’re saying to them. So we have to make sure that, again, that intentional talk, that every time we’re passing messages, we know what we’re saying. We want the kids to hear that these are the priorities we want them to build on. It’s all about healthy minds. To support that, we’ve introduced mindfulness, integrated yoga in our phys-ed programs, and even set up zen corners in every classroom so kids can take a moment, reflect, think, and process why they’re feeling the way they’re feeling. How do they manage those feelings? Do they have the strategies they need? And if they don’t, where can they find them?

Norman Gaudet
At TFS, we have a strong academic focus. We’re known to be one of the top academic schools in Canada. But I also want to make sure that while the kids are reaching their academic potential, they are mentally and emotionally healthy through it all. We start young and ensure they have the skills, strategies, and tools to manage everything that comes their way. The zen corner is one small part of that environment. Not every student will use it every day, but some students might need it right after recess or following a disagreement with friends. It gives them a moment to think, understand why they’re feeling a certain way, and decide what they want to do about it, so they can refocus and keep learning. Often, these feelings can become barriers to learning, and having these strategies helps them get back on track.

Norman Gaudet
Mental health today is top of mind for everyone, and kids are not immune to the pressures around them. Unfortunately, we’re seeing these pressures affect kids at younger ages. We have to start teaching mindfulness and self-regulation early. We’re working with our youngest students on mindfulness, yoga, and self-reflection. If they can master these skills and build them into their routines from a young age, they’ll be much better equipped to handle the emotional ups and downs that come with adolescence and beyond.

Sam Demma
I love how intentionally you’re using the phrase “causes of a healthy mind” because whenever I’m feeling challenged, burnt out, or a bit off, I always pause and ask myself, “When was a time in my life when I felt really good, on top of the world, and everything was working well?” I then think about the habits I had in place at that time that might be missing now. Sometimes, just reconnecting with those positive habits helps push me back toward that place of healthy mindfulness. It sounds like TFS has a really proactive approach, and I hope this next year continues to be a phenomenal one for both students and staff.

Sam Demma
For an educator who might be listening to this and feeling a little burnt out, or maybe it’s their first year working in a school and they just graduated, what do you think you would have needed to hear on day one that might benefit someone listening?

Norman Gaudet
I genuinely believe that every teacher needs to remember that if they’re struggling, they will never be able to be what they want to be for their students. Teachers need to look at all the different aspects of their well-being and take care of themselves. I actually shared this with our teachers on the first day of school, reassuring them that we care about them as much as we care about our students. I completely understand the connection between how teachers feel and the impact on our kids. If teachers are healthy and thriving, it’s going to positively affect our students. But if they’re feeling overwhelmed or stressed, unfortunately, that’s going to be felt by the kids as well.

Norman Gaudet
We’ve put systems in place at TFS to support our teachers, and if a school doesn’t have that, they should ask for it. Find the resources, whether it’s someone to talk to or simply taking the time they need to manage whatever they’re going through. It’s okay to ask for help. Schools need to recognize that teachers are our biggest asset. Our kids won’t flourish to their fullest potential unless our teachers are as strong as they can be. Taking care of our teachers isn’t just a priority; it’s essential.

Sam Demma
100%. People often say, “You can’t pour from an empty cup.” Thank you, Norm, for all the work you’ve done over the past few decades in education and for the work you’re continuing to do. I wish you a phenomenal year ahead. Thank you so much again for coming on the podcast. I look forward to meeting you in person at some point soon.

Norman Gaudet
Thanks, Sam. Have a great day.

Sam Demma
You as well.

Join the Educator Network & Connect with Norman Gaudet

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.

November 12, 2024 by Bilingual Education Cross-Cultural Education Education Educator School Administration Student-Centered Leadership Uncategorized 0

Laura Beltran – Principal at St. Joseph’s Catholic High School

Laura Beltran – Principal at St. Joseph's Catholic High School
About Laura Beltran

Laura Beltran is the Principal of St. Joseph’s Catholic High School in Windsor, Ontario. She has worked for the Windsor-Essex Catholic District School board for the past 31 years. She started her career at Holy Names High School and then moved to a permanent position at St. Joseph’s for the next 12 years. She moved into administration as a vice principal in 2010 and was appointed principal of St. Thomas of Villanova High School in 2021.

She strives to meet the board’s vision of “empowering, inspiring, and knowing her students”. Being kind to one another is a regular part of her daily announcements and reminders to students and staff. She believes that the school can be an example for the larger community of what peace and kindness can do to show young people a world where they are valued and cared for. She coaches a Hockey4Youth program for young women who face the financial challenge of not being able to play hockey or learn to skate. She also loves every opportunity to hold her benevolence cafe where she treats the students to hot chocolate or lemonade while getting to know them. She has a passion for creating a school environment that focuses on equity and inclusion where all students can meet success.

Connect with Laura Beltran: Email | Facebook | Instagram

Listen Now

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

Resources Mentioned

St. Joseph’s Catholic High School

Windsor-Essex Catholic District School

Hockey4Youth

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
Welcome back to another episode of the High Performing Educator Podcast. This is your host, Sam, and today we are joined by a very special guest, Laura Beltran. Laura and I met after doing an engagement at her high school, and I have to tell you, the moment you walk in the doors of St. Joseph’s High School, the energy is palpable. It is something that staff, students, and herself have cultivated. Laura, it’s such a pleasure to have you on the show here today. Thank you so much for taking the time.

Laura Beltran
Thanks, Sam, I appreciate it. Looking forward to it.

Sam Demma
So where does your energy come from? Because out of all the principals I’ve crossed paths with or people in education, you got this magnetic energy that doesn’t seem to expire. Where does it come from?

Laura Beltran
I don’t know, I guess it’s my sense of purpose and knowing that this is what I was meant to do. And I have joy every single day I come to work because it’s not like I have a job. I have a vocation that I am absolutely privileged to be able to do and to work with young people. I feed off of their energy and enthusiasm every single day.

Sam Demma
Did you know when you were a student yourself that one day you would be in education, or what brought you down this pathway?

Laura Beltran
No, I absolutely did not. My path was very zigzag in the way that it looked. I always wanted to be a pediatrician. And so I graduated high school, I was a Canadian biology scholar, and that was my pathway, the only pathway I ever thought of. Then I didn’t like the competitive nature of the program. I moved on to sociology, found it interesting but a little too easy. I moved into criminology. From there, I wanted to be a police officer. I applied to Teachers College thinking, well, maybe there is something in there for me. I got into Teachers College, which was highly competitive at the time. I came out as a primary junior teacher teaching little kids and got called to the director’s office within six months of coming out of Teachers College. They said, “We need someone to teach OAC Law and you’re the only one, so are you a good teacher?” I looked at him and said, “I’m a great teacher.” I know that because when I get up in the morning, I want to come to work.

Sam Demma
When you think about great teachers you’ve had in your life or the amazing educators in your own building, what do you think makes a great teacher?

Laura Beltran
Great human beings make great teachers. Those that really care for the students entrusted to them. They get to know them, want to know who these individuals are, and want to help them succeed. They want them to choose pathways of success and go above and beyond every single day, whether in the classroom, outside the classroom, or through extracurricular activities. Those opportunities allow students to really fulfill their purpose in life, be happy in their own lives, feel joy, and achieve success.

Sam Demma
I think going above and beyond and also taking care of your own well-being is important. Because it’s such a challenge when you have this heart of service and want to give, give, give. Sometimes we give so much that we have no health left for ourselves. How do you balance that?

Laura Beltran
That is really true, and I see that with my staff. One thing we do with our staff is always look out for the well-being of others, especially our students, but also ask, what are we doing for ourselves? How do we take those breaks and really take care of ourselves? Sometimes during professional development days, we will take opportunities for mindfulness activities or allow staff to be in one another’s company to revitalize and remember why we do this work every day. Taking those opportunities is really, really important.

Sam Demma
When I was at your school, a lot of the initiatives were student-led. Even the organizing of the entire event, the creation of graphic images, the introductions, the thank-yous, it was all student-led. Where did that perspective or philosophy of making sure students are as involved as possible come from in your educational ideas?

Laura Beltran
I always tell my students that this is their home away from home. Many of our students feel this is the only place that is safe, comfortable, and free from stress or some of the challenges they deal with in their lives. If they can take ownership of this school, it becomes a home, not just a building or a facility. When they know their voice matters and have opportunities to lead activities within the school, you’ll see them rise, shine, and bring out the best part of themselves. That is what we want to see in our kids; then we know we’re successful.

Sam Demma
Do you have an example in your mind of a student who was shy or introverted and, through a leadership opportunity, really saw themselves shine or embrace their skills?

Laura Beltran
I do. I have a story that I will never forget. This was back when I was teaching in a classroom. I found out the day before that I was moving into administration, so I had to tell my students I was leaving and wouldn’t be their classroom teacher anymore. After everyone said their goodbyes, one student stayed behind. This student rarely spoke in class. She said, “I want to thank you because my mom talks about how negative her job is at dinner every night, and it stresses me out. I want to be happy. I see you come into work every day, so joyful, and that’s what I want for me.” This student helped me with a project we did called the Veterans Memory Project. We interviewed local veterans, wrote a book, and presented it to the Windsor Historical Society, the War Museum in Ottawa, and our local legions. She said, “I know my purpose. I won’t waste time finding a job that doesn’t make me happy because every moment counts. You taught me that.” This was a student who didn’t really participate in class, and then you realize the profound effect we have on kids.

Sam Demma
It’s so true. There was one occasion where I delivered a presentation, and a student faced the wall instead of the stage. I thought he wasn’t paying attention. But that night, he emailed me, sharing how much he needed to hear those stories. I created this entire story in my head, feeling annoyed and frustrated, but he was actually connecting deeply. So many teachers pour their hearts and energy into students, wondering if it’s making a difference, but it is. Your story is a beautiful reminder to educators that words, actions, and even our energy matter. In your case, it was the joy you brought to work. Speaking of that, how do you think we best support young people today?

Laura Beltran
There are a few things we do that we’re proud of. First, we provide mental health supports at our school with child and youth workers, psychotherapists, and mental health and addiction nurses. We do Lunch and Learns where our child and youth worker and psychotherapist collaborate on topics that help students, serving them lunch and discussing subjects like productivity and stress management. Additionally, every Friday, we host “Hot Chocolate with Ms. Beltran,” or in warmer weather, “Lemonade with Ms. Beltran.” The kids love it. They line up, and yes, it’s free. We chat, I get to know their names, and I absolutely love it. I wear an apron that says “Hot Chocolate with Ms. Beltran,” and every Friday becomes the Beltran Cafe.

Sam Demma
I’m sure you get some of the best ideas or feedback from students in those spaces.

Laura Beltran
I do. It’s casual, one-on-one, and informal. They bring their friends, we chat, and I get to know them better. I think they understand through that experience that I’m available to them, that there’s no barrier to talking with the principal. Often, they offer to pour their own drink, and I say, “I know you can, but I want to do this for you.”

Sam Demma
In leadership, it’s often said that being visible and accessible—spending time in the school rather than staying in the office—is key. Who has inspired or supported you on your own journey as a leader?

Laura Beltran
I’ve been very fortunate to have colleagues who mentored me and educators who excel in their work. Reflecting on the most effective teachers I had, they were individuals who showed that they loved what they did. There was humor, laughter, and fun activities. I’ve always carried that with me.

Sam Demma
The joy piece is so important. But I imagine there are days where, like anyone, you have to choose joy despite challenging circumstances. How do you center yourself to ensure you show up for people?

Laura Beltran
When I’m having one of those days, I’ll go for a walk around the building or spend time in the hallways, seeking out students. I’ll visit students on spare, kids involved in activities, or go to my life skills area to chat with kids. That grounds me. It reminds me why I’m doing this, gives me a breather, some laughs, and allows me to refocus.

Sam Demma
Do conversations with students help shift your emotional state in those moments?

Laura Beltran
Absolutely. That’s why we got into this—to interact and build relationships with kids. Through those everyday conversations, I learn so much about who they are, what they carry, what they love, and even how they feel about their school and what we could improve. I’ll ask, “How was the game last night? I know you didn’t win, but you played great.” I also try to attend all team games, at least once or twice each season.

Sam Demma
Nice. How’s the team looking out there?

Laura Beltran
They work really hard. And I always tell them, “It’s not about the score but how you carry yourself on the field.”

Sam Demma
A friend of mine told me once, “We’re not just teaching curriculum; we’re teaching character.” And that has stuck with me.

Laura Beltran
Absolutely.

Sam Demma
When dealing with challenging situations, how do you approach difficult conversations with students?

Laura Beltran
It’s important to show them that you’re human, that you don’t expect perfection, and that mistakes are part of growth. We make mistakes, I make mistakes, and young people will make mistakes too. It’s about acknowledging the mistake, discussing how to make it right, and considering what we’ll do differently next time. Discipline is only one part of the process; the educational component is where growth truly happens.

Sam Demma
I made a mistake in grade seven or eight, and a friend got blamed for it instead of me. At home, I started crying. My dad took me back to the school, I confessed, and the principal handled it with restorative questions, giving me an in-school suspension. If my dad had gone straight to punishment, I wouldn’t have learned from it as I did. So it’s wonderful that you focus on humanity and solutions in those moments.

Laura Beltran
Absolutely. I appreciate that you mentioned restorative practices. Sometimes, we bring students together in peer mediation, and they realize the impact of their actions on each other. It’s amazing to witness those “aha” moments, where they truly understand how they’ve affected someone else.

Sam Demma
Empathy is a challenging thing to teach, especially when the brain is still developing. But when a student understands, it makes the work even more fulfilling.

Laura Beltran
It does, and it brings a sense of hope. I tell our students every day, “Be kind to one another, take care of one another.” We can be an example to the larger community of how to treat one another and create peace and hope.

Sam Demma
For an educator listening who might feel burnt out, nervous, or new to the profession, what advice would you give?

Laura Beltran
Don’t give up. Reach out. There are so many educators with experience to share. This is my 31st year, and time flies. The first years are the hardest, but that’s okay. Nobody needs to reinvent the wheel—ask for help, and don’t be afraid to lean on others.

Sam Demma
If someone wanted to connect with you or ask a question, what’s the best way to reach you?

Laura Beltran
You can reach me by email (laura_beltran@wecdsb.on.ca) or on Instagram (@fastballcoachlaura) and Facebook (@lauratillie).

Sam Demma
Laura, this has been such a lovely conversation. Thank you for sharing your beliefs about education, and how giving students time and energy helps them grow. I appreciate it. Wishing you all the best with the school year and coaching. Talk to you soon.

Laura Beltran
Thanks so much, Sam. Take care.

Join the Educator Network & Connect with Laura Beltran

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.

November 5, 2024 by Education Educator Principals Student Leadership Student Success Teachers Uncategorized 0

Rhae-Ann Holoien — Superintendent of Schools for the Battle River School Division

Rhae-Ann Holoien — Superintendent of Schools for the Battle River School Division
About Rhae-Ann Holoien

Rhae-Ann has over 30 years of experience as an educator and is in her second year as superintendent in the Battle River School Division. She is passionate about fostering educational excellence, supporting staff and students, and ensuring all students have access to high-quality learning opportunities. In addition to her professional role, Rhae-Ann is a dedicated mom, wife, daughter, sister, and grandma.

Connect with Rhae-Ann: Email | Instagram | Facebook | Twitter

Listen Now

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

Resources Mentioned

Battle River School Division

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
Welcome back to another episode of the High Performing Educator Podcast. Today we have a very special guest, Rhae-Ann Holoien. And I go back, I want to say a few years now. She is a ball of energy. She is someone who, if you speak to her long enough, you’ll want to run through a couple, not just one, but a couple of brick walls. She is passionate about education and has been serving young people and educators for a good amount of time now. Brianne, take a moment and just introduce yourself. Thank you, Sam.

Rhae-Ann Holoien
So I’ve been in education for 31 years and you are extremely kind in your introduction of me. I do try to ensure that I have a thought always on my mind that it’s about the students. It’s like that’s our end result. What kind of journey, what kind of experiences do our students have? And I think when you say people will join me, I think those of us in education, we always want to reflect back on that. And that’s why people join us on that journey so we can make it great for students in our schools.

Sam Demma
Did you grow up playing teacher to a dollhouse as a kid and knowing that you wanted to work in education?

Rhae-Ann Holoien
No, but I did grow up, I did a lot of coaching, I did swimming lessons, kind of all of those other things, but I thought I would be a lawyer. Yeah, it kind of changed in my post-secondary journey that I really decided that I loved being teaching and supporting students and being someone who could make a difference in somebody’s life.

Sam Demma
What changed for you in post-secondary that had you alter your pathway?

Rhae-Ann Holoien
Maybe some life experiences, and knowing that we need great people in the classroom, and I’m very fortunate to work in a school division. We have great people in the classroom, but that was something that really kind of made my decision for me. I wanted to be one of those people that really stood up for all students and ensured that everyone had great opportunities in schools.

Sam Demma
I think the idea of making sure that every student feels like they belong, like they’re supported and advocated for is so important. Absolutely.

Rhae-Ann Holoien
I think having my own children made me a little more humble. It kind of opened up my experiences as well because I’ve had to advocate for my own children as well and I think I know the education system and sometimes it’s difficult navigating and knowing where the answers are where the support can be so I think I really appreciate that we need to be that person for all the students in our schools and those students in our classrooms. We have to support them so they have those great opportunities to succeed and let the parents know how to advocate and how to ensure their kids are being successful.

Sam Demma
One of the things I observed with you and your team is you’re always looking for ways to improve student well-being and support the students in the classroom. It seems like every conversation you have relates to that and involves data and making the best possible decisions for young people. What drives that passion?

Rhae-Ann Holoien
What drives that mission? You know, and that has been something I can say that even prior to the pandemic, I have been very focused on ensuring we take care of ourselves, that we’re healthy. I come from a background where I was a student athlete and a university athlete. I’ve raised my kids to be healthy and think of their overall well-being. There’s not just one aspect of well-being. And I think, again, some of the things that I know I want to translate and support so all our students and staff can be healthy and ensure there’s positive well-being in our entire division. If we look after our staff, we obviously look after our students, but there’s some things that we can do along the way. And, you know, hopefully we make a big impact in that.

Sam Demma
You and I were just chatting before we started the podcast about some of the things we strive to do each day to make sure we can show up to the best of our abilities. I was telling you about blocking out lunch and making sure I honor that time on the calendar and having the humility to ask for help when you know you need it, but might not want to ask for it. What are some of the practices you put in place in your own life as a leader to ensure that you can show up at full capacity and to the best of your abilities?

Rhae-Ann Holoien
I appreciate that question because last year I tried to do a few things and now I’m more intentional this year. So I wake up an hour early this year and I go for a walk. I’m trying to ensure that I can have a decent break and have that lunch or that reflection time as well. I like to, you know, a mentor once told me, we carry our weather. It’s leaders. People look at us. They look to you to see how a meeting is going to go or how you’re approaching. And so the quote is, we carry our weather. So before I enter the room, I like to check myself. We carry our weather. I want to be positive. I want people to know that we’ve got this. We’re a great team. We can support each other. And I hope when I go into the room, that’s the perception of the people in the room, that we’re supporting each other. And so, that is something that I do.

Sam Demma
I love that quote. I also was thinking, I had a young person walk up to me after a presentation recently at a school in Richmond Hill, and he said this quote to me. He said, “The way the world sees us is the way we see the world.” And you have such a positive outlook on the world and you have such an optimistic outlook on the world that I’m certain when people are perceiving you, they’re looking at you in the same way you’re looking at the world. So yeah, I have no doubt that every room you walk in, the perception is awesome.

Rhae-Ann Holoien
Well, again, that is very kind because I do see the world as a very positive place. I feel that we can overcome our challenges and sometimes we just need a little more support to be able to do that, but I also believe we’re not alone in that. And as educators, as a leader in the school division, I honestly believe I can support people to overcome their challenges to be successful.

Sam Demma
And that’s really the role of a great leader, is to remove those obstacles from the people you serve, whether it’s the students or the teachers. How do you manage people effectively? What are some things you keep top of mind when dealing with other humans?

Rhae-Ann Holoien
Well, one, I think deep in our hearts we have to value all the work that people do. People work very hard in our school division. I’m very proud of the work we do. I continue with the message that it’s every student every day of success. That’s the vision of Battle River School Division. And that’s honestly the message that I carry forward. We need to think of every student every day. So, part of it is just ensuring that people are valued, people are respected. If you’re having a conversation, sometimes they are tough conversations that we need to have, but it’s ensuring that people feel that we’re listening, we hear them, and we’ll work together for the best end result we can have.

Sam Demma
You have been in many different positions in education, in a few different school boards. What are some of the moments in your career that were pivotal for you? Maybe it was a mentor you’ve had or a change in a role that opened up your eyes to some new opportunity for impact and to be of service. Is there any pivotal moments in your educational journey that you think about?

Rhae-Ann Holoien
You know, I do have some amazing mentors that have been very positive and supportive and, you know, made me reflect and maybe do things a little bit differently. And so it’s great to know there’s other, there’s great adults out there that are looking after our students. But some of the pivotal moments are with the kids. And when the students notice that they can make a difference and they want to share that with us, and they want to share their learning and share celebrations of success, those are the pivotal moments that I know we are making a difference.

Sam Demma
When you think about students and the pivotal moments when they approach you or a teacher and share passionately their interests or their curiosities or their ability to make an impact, are there any students, and you don’t have to name any of them, but are there any student examples that really come to the forefront of your mind of a young person who maybe was really struggling and through education found a new beginning or made some great improvements?

Rhae-Ann Holoien
Absolutely. I can think of a number of students who, and they might not have approached me, but they might have approached a teacher, a principal, an EA, a bus driver, and you hear those students, you hear that story. And it fills our hearts that somebody has made such a difference that they now feel successful, they now feel that they’re able to learn or able to go to school without a challenge. And someone has been there to support them, absolutely. I have a list of students who I’m so proud of the work staff have done to work with our students.

Sam Demma
What do you think some of the opportunities or challenges are that exist right now in education?

Rhae-Ann Holoien
I think opportunities are, you know, the career pathways that students have. I reflect back to when I was graduating from school, and I’m not sure we were directed, you know, into all the various things that one could possibly, you know, do when they grow up. There’s so many opportunities for our students to be successful in life, and there’s different learning, different travel, different volunteerism, different ways to fill one’s heart to be successful for the rest of their life. And I think that’s a great opportunity for our students. I’m very positive about the future. I think we have great students in our schools, great student leaders, great teachers working with them, and I’m just very positive for the next generation of leaders and people in our world to take care of what’s going to happen.

Sam Demma
I think the challenges are also opportunities if you look at them as obstacles to be overcome. Are there any challenges that you think are prevalent today with young people or education?

Rhae-Ann Holoien
Well, one of the challenges, you know, will be mental health. I think, you know, although I might see the world through rose-colored glasses, I think right now we’re living in a time where people need additional support and there’s probably not the support needed for mental health in our system. And hopefully we’re addressing it, hopefully we’re supporting our students, hopefully they know when they transition to adulthood, they know where to go to obtain support of the ways people need to be aware of to navigate life successfully.

Sam Demma
Yeah, it’s so true. And I think if people started thinking about their physical wellness the same way, thinking about their mental wellness and mental health the same way they do their physical health, we would have so many more conversations about those challenges and how we could improve that aspect of our lives. And you’re doing a great job with Stephen and the team to work on those things. And what are some of the things you’re excited about this school year with the Bow River School Division?

Rhae-Ann Holoien
Oh, I am excited about the learning opportunities for our students. Last year, we revised our three-year education plan. So we are diving into well-being. That’s one of our priorities. So, I’m really excited about that. And supporting our team to be able to support our students in our schools under that well-being priority is great. Our other priority is student success for all, which is great because we continue, as you say, to look at data, make decisions based on where our gaps and where our weaknesses celebrate our successes. And our other priority is enhanced learning and working environments. And I’m very excited about that as well. We didn’t just want it to be the learning environment. We have so many schools and facilities that we also want a positive working environment. So then the adults know that that’s very important as well. So I’m excited about all of those things moving forward into this year. It’s some great work we are doing.

Sam Demma
That’s awesome. I’m excited to hear about the improvements and iterations to programming, but also the physical spaces that students and staff and teachers are using. When you think about resources that have been helpful to you among your journey, I know you mentioned mentors have been pivotal. Has there been any resources that have also been really instrumental in your own learning or development that you’d like to share with others?

Rhae-Ann Holoien
Absolutely, there have been some resources. Some of the same resources across our province, which is generally very supportive for collaboration. But a couple things that are near and dear to my heart, I have this book with me, it’s Beyond Monet, and it talks about pedagogy and high yield instructional strategies. And I’ve been probably using that book for 15 years. And that’s near and dear to my heart. We always want to talk about engaging students in the classroom and we talk about what is going to make a difference for each and every student. So that’s kind of a book I have near and dear but we do talk about other resources for engaging students in the classroom which is so very important to me.

Sam Demma
One of the things I remember is when I was with you and Stephen and we were doing some work, you enjoy every opportunity you have to visit the schools. What are those experiences like when you do step into the school buildings?

Rhae-Ann Holoien
So positive. I really like to get back to what are we about, we’re about the kids. So when I am in schools, I like to visit with students. I visit with staff. I ask them about like right now What are they excited about for the school year? What’s happening in their schools? How was summer? So that positive energy It makes it, you know, kind of goes back to I’m not just somebody working in an office, but I have the ability to impact all of these students and I like that. They know who I am. I like that they can have a conversation with me about the great things that are happening in the schools or what should we do differently. So I have already been up and out in our schools and talking to students and, you know, seeing what’s going to be exciting for them this year.

Sam Demma
Lots of exciting stuff going on this year? Or who you got?

Rhae-Ann Holoien
I believe that in this office, I need to cheer for the Oilers because we have a lot of Oiler fans. We have a couple of brave Calgary flame fans and I give them lots of credit for wearing their flames jersey on the Jersey days. But my son probably wouldn’t forgive me either if I don’t say yay, Oilers.

Sam Demma
Thank you so much for sharing a little bit about the year ahead, some of your journeys and steps through education, the resources that have been helpful. If there is an educator listening to this right now who’s feeling a little bit burnt out, they are uncertain about the future or doubting their own abilities to make a difference, what words of advice would you share with them as we wrap up today’s conversation?

Rhae-Ann Holoien
I would say to reflect and think about why they got into education in the first place and how can they make a difference in each student’s life because when you’re in the classroom, when you’re driving the bus, when you’re working with kids, there are some challenging things. But when we think that we have the ability to impact students every moment, every day, for all of their school career, we’re really making a difference, the work that we do. And they need to sometimes step back and enjoy those small moments of success.

Sam Demma
Brilliant. Thank you so much for coming on the show. I hope you have a phenomenal year ahead.

Rhae-Ann Holoien
You too, it’s been great chatting. I think you’re such a spark of positive energy that I always appreciate talking to you so I can get back to reflecting what’s important in our work and you help spread that message. So thanks, Sam.

Join the Educator Network & Connect with Rhae-Ann Holoien

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.

October 29, 2024 by Battle School Division Education Student Success Superintendent Uncategorized 0

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