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Staci Whittle – Principal at Niagara Children’s Centre School Authority

Staci Whittle - Principal at Niagara Children’s Centre School Authority
About Staci Whittle

Staci Whittle is currently the Principal at the Niagara Children’s Centre School Authority, located in St. Catharines, Ontario. She has been in education for the past twenty-three years. Staci has worked as a Secondary teacher, Vice-Principal and Principal in Elementary and Secondary schools within rural and urban settings.

Her enthusiasm and advocacy for students with disabilities is truly her passion. Staci has been the recipient of the Ontario Teacher Federation Award, the University of Windsor’s Odyssey Award, the Board of Governor’s medal from the University of Windsor and has now been recognized as a High Performing Educator.

Connect with Staci: Email | Linkedin

Listen Now

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

Resources Mentioned

Niagara Children’s Centre School Authority

Ontario Teacher Federation Award

University of Windsor’s Odyssey Award

Books by Stuart Shanker

The Transcript

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

Sam Demma (00:01):
Welcome back to another episode of the High Performing Educator podcast.


Sam Demma (01:01):
This is your host and youth speaker, Sam Demma. Today’s special guest is Stacy Whittle. Stacy is currently the Principal at the Niagara Children’s Center School authority located in St. Catherine’s Ontario. She has been in education for the past 23 years. Stacy has worked as a secondary teacher, Vice-Principal, and Principal in elementary and secondary schools within rural and urban settings. Her enthusiasm and advocacy for students with disabilities is truly her passion. Stacey has been the recipient of the Ontario teacher Federation award, the University of Windsor’s Odysey award, the board of governor’s medal from the University of Windsor, and has now been recognized as a High Performing Educator. I hope you enjoy this conversation with Stacy. I so look forward to you absorbing her genius and I will see you on the other side. Stacy, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show, please start by introducing yourself.


Staci Whittle (02:02):
Hi, my name’s Stacy Whittle. I’m very grateful that I have the opportunity to be on the podcast today, and I’m a Principal at the Niagara Children’s Center School Authority in St. Catherine’s, Ontario.


Sam Demma (02:17):
Did you know, growing up that education is what you wanted to do? Tell me a little bit about how you got into education.


Staci Whittle (02:25):
I feel that I always did, like when, when I was younger, I always did like the let’s do let’s play school. Right. And do the teaching role and that sort of thing. And I really found it. I, I really found it worthwhile, I guess, or our heartfelt when I was doing that. So I think it was kind of in my bloodline to be begin in with, cause there’s many individuals on my dad’s side of the family that are educators. But that being said, the reason I really got into education was because an incident had occurred that affected our family in 1998. I believe it was where I had a little cousin. He was bullied and he was hung on a coat hook and he passed away in Chatham, Ontario. So, you know, after our family went through the two F of, of miles, and then we had the funeral for miles, there was a police investigation and a coroner’s inquest.


Staci Whittle (03:26):
I didn’t want other people to experience what had happened to our family, which by the way, I’m gonna do a shout out to my cousins. Mike and Brendan Nutz, who’ve created a foundation called making children better now in, in lieu of what had transpired with their son. So very cool foundation. They do great things for kids. But after all this had happened and I reflected on it, of course, I didn’t want another child to experience what we had to experience as a family and, and their families. And also, so I feel that I could get into education and I could change the trajectory of children’s life, who really needed the help in changing to be perhaps a better person or to be inspired by someone or something.


Sam Demma (04:15):
Wow. What a story. And I’m so sorry. I, I know it’s been a while, but I’m sure it gets no easier to talk about, I, I appreciate you, you sharing that and yeah, it’s just such an impactful reason to get involved in this work. And I think it it’s really your, it sounds like you lead it with your heart and you can kind of tell when you talk that it’s something that’s really important to you. What, what was your first position? And tell me a little bit about the, the different roles you’ve worked in and how you’ve got to where you are today.


Staci Whittle (04:47):
Okay. So my very first position was I was a halftime teacher in high school and I taught geography and science at the end of the year. I was fortunate enough to get a, a full-time permanent contract, but really what my forte was in the high school setting was working with at-risk children. So in that, in my experience there, I’ve had the, the classrooms that, you know, other teachers or other people would say, geez, that’s a tough classroom, but I just found it very easy to work with children who were at risk. And also I think it was my second or third year. I’m not a hundred percent sure where the principal of the school created a classroom for kids who were at risk. So in the morning we established, I taught the class, I’d work on English in other skills with them and then like math and, and those sorts of things. And then in the afternoon, they’d go off too and integrate in with the rest of the school community. It was a, a really, really good experience. It was, it was awesome. Like, I, I, I loved that experience. The respect that the kids and I had for one another was amazing. And to the point that a lot of the children, or I should shouldn’t say children, but high school students had to get their community service hours. So I took on coaching a hockey team because they’re all about hockey, so they could get their community service hours and yet do something they love as well.


Sam Demma (06:27):
Oh, wow. Were they helping you run the team? Is that what their task was?


Staci Whittle (06:31):
Their task was that, so they would help me coach we’d rotate. So they’d come to practices and, and work with the kids. And then a few in particular would come to every game and be on the bench. So we did that for the full year, which was amazing experience for everyone. I always look reflect back on that, and these are the, the students who were supposed to be at risk, but honestly they were amazing with the younger children, right. Cuz you gave them that opportunity so they could show their leadership and they could model what they felt was being a good hockey player or, you know, appropriate protocols or language or whatever on the bench. Right. So it all just kind of fit together and it was a totally amazing. And then another opportunity came about when I was at the high school and in conjunction with a gentleman who created and, and I supported and taught a school, it was called average school, which is night school for low German, high German Mennonite students who work during the day, but they still could get their education at night.


Staci Whittle (07:42):
Another amazing experience I learned so much. Right. And that’s, that’s part of me. It’s like in order to respect everyone, you need to know about everyone and, and respect that diversity. So at which 0.4 years into my teaching career I became a vice principal. I was a vice principal for the next six years. Then I moved to Saskatchewan. Then I was a principal in a large percentage or population of indigenous students. And that was at the elementary level. My dad took ill. And then I moved back here to Ontario and I’m ending up working with multi exceptional students, which is amazing work.


Sam Demma (08:27):
Mm. What do you think is required to build a relationship, a trusting relationship with a student


Staci Whittle (08:36):
In order to build trust, you have to open yourself up and accept every student for what they are, who they are, where they come from, whatever, but just building that that respect or, or, you know, showing kids you care. Right. And you care specifically about them has really is really what a, a building a relationship is all about. Right. And, and just not, I like for instance, Sam’s in my classroom, but when Sam’s outta my classroom, Sam’s gone he’s to a different person or, or whatever. It’s about building the rapport, no matter what whomever you teach whenever, but keeping that rapport going even when they’re not in your classroom and, and just showing kids, you’re, you’re dedicated to them and that you very, you care very much about them.


Sam Demma (09:30):
Hmm. I love that. Through your different positions, which have you found personally, the most rewarding now I know, you know, at the center of this work is the students, but from your perspective, what was the most rewarding position and why, why do you think it was the most rewarding?


Staci Whittle (09:48):
I don’t really think that I could choose any one position that was most rewarding. Yeah. Because I think that all the experiences I have have made me who I am, but that’s where the reward comes from is, is that growth that you get when you work with other people and exposing yourself and experiencing and opening up? I think to that extent, every one of my teaching, my vice principal are principal’s experience have kind of led me here. Which is an amazing place to work with. We get to do a lot of magical things with our children who have no voices who have multiple complex disabilities or abilities, if you will. I just love it, like what we can do, and I have the ability to be creative and innovative. So we’ve come, we’ve done a lot of great things for the children here, but at the end of the day, it’s everything that you live through is your lived experience. And I think there’s a reward in each one of those experiences that we, that we do.


Sam Demma (10:59):
Hmm. I love that. That’s a great perspective to have too, that everything offers a learning and everything offers an opportunity to reflect and grow. Can you tell me about a experience or a story where you saw the firsthand impact of a program on a learner or on a student that really touched your heart?


Staci Whittle (11:20):
Yeah, I, I have one experience when I was running the, the classroom for at-risk children. I had one student who had a heart issue. And so he wasn’t able to go to school all the time because of his heart. And they’re trying to figure out the medical professionals were trying to figure out what was wrong with him. So at the end of the day, each day, I’d gather up his homework and I’d drive it to his house. And then I’d sit down with him to ensure that he could do his homework. Right. And I think the magical thing is there are the best experiences that I think he would’ve been a kiddo that would’ve dropped out of school if he hadn’t had that little extra care from someone outside of the family. And it’s, it’s quite amazing because he will still contact me to this day. Right. Yeah. You know, and we, we kind of have that back and forth and it it’s really nice because even when I go back, like I don’t live where I started in education, but even when I go back the kids that are their adults now, but I see them around they’ll come and give me a hug. They’ll stop. And talk to me, they’ll shout out my name. I think that was an awesome experience, right. In that particular location.


Sam Demma (12:42):
Awesome. Throughout your journey who has been resourceful for you, are there some educators that have mentored you along the way? And, and maybe if, you know, you can probably think of some people and maybe there’s also resources or things that you’ve been a part of or read that have been helpful, what resources come to mind in terms of people and also hard coffee resources?


Staci Whittle (13:04):
Well, I think that I did have some very good mentors I had when I was a teacher. I had a, a vice principal a principal at my first location, they were amazing. And they, they kind of took you under their wing and they had you grow as a professional and as a, a teacher. Right. And then my first vice principal job, the principal I had who ended up being a superintendent, he knew everything. Like, it was such an amazing experience to grow, cuz he was so knowledgeable and he was very bright. And you know, those are the kind of people where you sit back and say, oh geez, I would like to be like that person. You know what I mean? Yeah. So that was kind of the driving force, which by the way, I forgot your question already.


Sam Demma (13:52):
Yeah. Resources that’s okay.


Staci Whittle (13:53):
So resources, I read a lot, lot about leadership. I found the best possible thing that I could do for myself is I explored emotional intelligence, right. For myself to grow as a professional, but also as a person. So I mean Roman’s work is, is being basically what I used for that particular aspect. And then I guess other things like self-regulation has really been helpful if you couple emotional intelligence with self-regulation, I’m just a calm personnel, right. I don’t get worked up, you just kind of flow and go with, go with whatever’s happening. But I think in combin we all need to learn how to regulate, but we also have to be mindful of what our strengths and weaknesses are as people. So we can make the world a better place, make the classroom a better place for the school because you’re learning about yourself. And I know we’ve all made mistakes as leaders or whatever, but you learn and grow from that.


Sam Demma (15:04):
Awesome. Well, when you mentioned self-regulation tell me more about self-regulation. What is self-regulation?


Staci Whittle (15:13):
So our, a threat in our school, as well as in our staff is self-regulation and so basically it’s allowing your body, whether it needs to be revved up or calm, so you’re alert and ready to learn. So I’ve used I’ve done courses and read books from SHA. So that’s really what we practice in our school. For instance, I, I can give a be better illustration cuz every adult’s different. Like I love to watch clouds. It calms me down. You know, I like nature. You know, I like playing with my grandchildren in those sorts of things that make you calm down and, and kind of reflect on who you are as a person. So if you have a child in the classroom who comes and one of the major things for all of our kids here is to learn to self-regulate so they can participate in a classroom with all their peers.


Staci Whittle (16:09):
Right. So we would discover perhaps you like deep pressure, so you need a vest or you need a blanket or you like sensory things and lights and you need to have the lights, whatever that looks like for the child to calm them down. Or you need a quiet corner where it’s just Sam’s and you can go in there and it has all your stuff that makes you feel again. So we, we have a, a, a bag of tricks here, a big bag of tricks that we, we help. And like for instance, we had a child on the spectrum. She would independently because the goal of self-regulation is to calm yourself. So you can go back to learning or focus. Right. And she would independent go in the classroom, use a mini trampoline. Right. And then when she calmed herself, cuz she needed the up regulation or whatever calmer she would use the trampoline, then she’d come back and do her work. So it’s kind of amazing to see children do that because I think if we all practice that I think our world would be a better place.


Sam Demma (17:16):
That’s such a good point. Instead of acting out of emotion, give ourselves a chance to come back to a stable, emotional state. Yes. Before action, which I think is so important and that ties into emotional intelligence, like emotional intelligence is really just understanding our emotions and how they affect us or how would you explain emotional intelligence? Well,


Staci Whittle (17:38):
It is about how it would affect you because you’ll have strengths and weaknesses, right? Yeah. Depending on what they were. But I think from a leadership perspective, it makes you mindful of what your weaknesses are. So you need to work on whatever techniques you’re using to work on that, to better create a collaborative learning environment for all students, staff and, and families. Right. So it’s really given me that perspective. I know now for myself, because at one time I would get, you get worked up. Right. But now I’m just calm. I I’ve learned how to reflect. I’ve learned how to pick up patterns of what I need to change for myself. And I think that makes you a better leader in a school environment and even in a school board, it would make you a better leader.


Sam Demma (18:27):
I love it. Makes a lot of sense. I really appreciate you sharing Stacy. If you could take your experiences, all of them in education, bundle them up, which is really difficult, not possible and travel back in time, tap yourself on the shoulder. And some of your beginning years of teaching and working in education to give yourself advice what would you have said or told your younger self?


Staci Whittle (18:54):
I think I think the advice would be that I wish I would’ve discovered self Reagan, emotional intelligence back there. I was very driven. I’ve always been very driven. Maybe just slow down a bit because I’ve been told on more than one occasion. Sometimes I take more on than what a, a a typical individual would. But that’s just me. Right. Cause I have that motivation and drive to help students learn and, and help them be successful. Right. Right. Not only in school, but in life in general. So I think that I would talk to my, my old self about that. And maybe I would’ve had a better trajectory or game plan for how it was gonna go about all my like going about different things and all the experiences that I’ve had in education. I guess, like I would say too, that be careful because you know that you’re a doer and sometimes you just need to step back. You can’t do everything for everyone and you need to prioritize. What’s really important and then work in that realm if you will


Sam Demma (20:12):
Got it. Ah, I love it. Thank you for sharing. If someone wants to reach out, ask you a question based on anything we talked about today, or just have a conversation, what would be the best way for them to get in touch with you?


Staci Whittle (20:25):
Well, they could get in touch with me through my email address, which is stacy.whittle@niagrachildrencentre.com or just pick up the phone and give me a call. My number’s (905)-688-1890 (Extension 230). I was going to try to do; well, I might still do this Sam, but I’m not sure. Do a hashtag and, and kind of learn that new technology ’cause I know nothing about Instagram and Twitter and whatever. But because it was a snow day here today, my staff are not here and the person who was gonna help me is at home so I can’t do that haha. So anyway, that’s me.


Sam Demma (21:09):
Awesome, well it’s okay. Stacy, thanks so much again for calling on the show. Really appreciate it, Keep up with the great work and we’ll talk soon.


Staci Whittle (21:16):
All right. Thank you so much, Sam.


Sam Demma (21:19):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the High Performing Educator podcast. If you, or you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the High Performing Educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022, and I’m hoping you or someone, you know, can be one of those educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Staci Whittle

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

Michelina Battaglini – Principal at Cardinal Ambrozic Catholic Secondary School

Michelina Battaglini - Principal at Cardinal Ambrozic Catholic Secondary School
About Michelina Battaglini

Michelina Battaglini (@BATTAGLINI_dpc), is the Principal at Cardinal Ambrozic C.S.S. in Brampton. She is a recipient of Principal of the Year Award 2015 presented by the Catholic Principal’s Council of Ontario. Michelina started her educational career in 1997 at St. Francis Xavier C.S.S. and then moved to Loyola C.S.S. as Department Head of Science before she moved into her role as vice-principal at Cardinal Leger S.S. in 2008. 

Michelina then moved back to Loyola as vice-principal before becoming principal at St. Michael C.S.S. in Bolton in 2015 and has now been at Cardinal Ambrozic for 2.5 years. She cares for and works with ALL students in the school. She enjoys all aspects of the secondary school experience, including student leadership, extra-curricular clubs, school-based productions and athletics. 

She participates in many extra-curricular events and always joins the instrumental concert band when they are performing for their school community. Michelina believes that many hands make for light work, so if we all come together in our schools to provide a multitude of opportunities for our students. The sky is the limit!! We are here to ensure our students graduate from high school as well-rounded individuals who are:

  • discerning believers
  • effective communicators
  • self-directed, responsible, life-long learners
  • collaborative contributors
  • effective, creative and holistic thinkers
  • caring family members
  • responsible citizens

Student and staff wellness is a passion as she continues to work to find balance and fulfillment in her own life.

Connect with Michelina: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Cardinal Ambrozic C.S.S

Dufferin-Peel Catholic District School Board

Catholic Principal’s Council of Ontario

Being A Good Listener – The School of Life

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 (01:02):
Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker, Sam Demma. Today we are joined by a very special guest. Her name is Michelina Battaglini. Michelina is the Principal at Cardinal Ambrozic Catholic Secondary School in Brampton. She’s a recipient of the Principal of the year award in 2015 presented by the Catholic principal’s council of Ontario. Michelina started her educational career in 1997 St. Francis Xavier, and then moved to Loyola as department head of science before she moved into her role as Vice Principal at Cardinal Ledger Secondary School in 2008. Michelina then moved back to Loyola as Vice Principal before she became Principal at St. Michael and Bolton in 2015, and has since been at Cardinal Ambrozic for two and a half years. She cares and works with all students in the school. She enjoys all aspects of the secondary school experience; including student leadership, extracurricular clubs, school-based productions, and athletics.


Sam Demma (01:57):
She participates in many extracurricular events and always joins the instrumental concert band when they are performing for their school community. Michelina believes that many hands make for light work so if we all come together in our schools to provide a multitude of opportunities for our students, the sky is the limit. She’s here with her staff to ensure that students graduate from high school as well-rounded individuals who are discerning believers, effective communicators, collaborative contributors, reflective, creative, and holistic thinkers, caring family members, and responsible citizens. Student and staff wellness is a passion of hers as she continues to work to find balance and fulfillment in her own life. I hope you enjoy this conversation with Michelina, I will see you on the other side. Michelina, welcome to the High Performing Educator podcast. Huge pleasure to have you on this show. Please start by introducing yourself.


Michelina Battaglini (02:49):
So my name’s Michelina Battaglini and I’m a Principal at Cardinal Ambrozic Catholic Secondary School, which is part of the Duffern-Peel Catholic District School Board.


Sam Demma (03:00):
When did you realize that education was gonna be your career? And when did you make the decision that you were gonna pursue this path?


Michelina Battaglini (03:10):
So I guess I realized more so when I was doing my master’s degree in biochemistry at 12, and I was teaching me undergrad science students in the lab. Many of them started saying, well, why don’t you go into teaching? Cause you’re a great teacher. And I said, well, no, my, my goal was to try to get my PhD in biochemistry and then pursue probably like research. But then if you ask my family or friends of when I was younger, supposedly I don’t seem to recall this as well, but maybe, maybe I do. And I’m just trying to lie right now. In the summertime we would actually, I would actually make all the kids in the neighborhood go to school in my garage. And so I would make them homework and all of that kinda stuff. But so I think I put that aside and then I had other aspirations, but then, you know, being with the young students in university and just hearing how, you know, they wanted someone who could explain things the way I was doing it. So then that is what triggered me to get into education.


Sam Demma (04:11):
Awesome. And along the journey, did you have educators in your life who tapped you on the shoulder, gave you advice, helped you along the way? Did you have educators who guided you or said you should consider teaching


Michelina Battaglini (04:30):
Teaching directly? No, that I don’t recall. I mean, I have a few educators that really had an impact on me and I think that’s, those are the ones that then allowed me to pursue that I did like going into sciences wanting to like pursue a higher education. But education, like going into teaching teaching, that was those young kids that I was their teacher, like their lab supervisor that they, they were the ones that really pushed me. So it’s kids and that’s what my life is great students. So


Sam Demma (05:06):
Tell me more about the teachers who had a big impact on you when you were a student. And tell me a little bit about what they did for you.


Michelina Battaglini (05:14):
Okay. So I guess the first one was my music teacher in grade eight, who grade seven, eight, who really said that I had an CLU for music. And so I started then to pursue music and played a few instruments and especially in high school and then high school, my biology teacher was quite influential for me so that science and, but also my music teacher, so that music science thing was there. And then university, my undergraduate professor in biochemistry is what a passion I had for biochem. And then that led me to do my computer.


Sam Demma (05:54):
Awesome. When you finished your, your education that you were required to start teaching, what did your path look like from that point forward?


Michelina Battaglini (06:07):
So when I finished teacher’s college and of course I went to teachers college and I was a little older than most of the people there. Right. Cause I had been my master’s degree. So my goal was to get into the science field biology, chemistry. And then that summer I took one course for computer science qualification and that’s what landed me a job. Cause there were no computer science teachers out there. And so I had a lot of learning to do over the summer cause I had to learn how to program and teach that. So yeah, that’s what I ended up doing. That’s what got me, my job as a science teacher, then I became, then I moved into the sciences. And then I ended up in administration.


Sam Demma (06:46):
Tell me a little bit about what it’s like being a principal. It sounds like you’ve done various roles for someone listening who doesn’t really know what the life of a principal is. Like, how would you explain it or give the behind the scenes?


Michelina Battaglini (07:04):
Well it’s really like, everything stops with me. Right? So you know, you’re in charge of, you wanted to put it like a business, like you have all of these different employees, let’s say different levels. So you have your students, you have staff and your staff that’s up into seven different groups, right? Like, so you have secretaries, historians, teachers, educational workers, et cetera. So as a principal, you’re always willing to try to ensure that, you know, children are being educated the best possible way you’re providing all of those opportunities for them order to ensure success so that they can continue in those secondary. So as a principal, there’s a lot on our shoulders I guess. But it’s, it’s rewarding and it’s energizing cause of the, of the people that we serve, which are the young students and being in high school which is very different, right. There’s people that prefer elementary over, but I just love the energy that then. So yeah. I don’t know. I guess that I would say that’s what sums up being a principal, everything just stops with me and I have to make all those decisions. And when I go home at night, I don’t wanna make one decision at all. And it’s like, everybody else can make the decisions I’m done for the day.


Sam Demma (08:21):
Go home. And people are like, what’s for dinner. Yeah.


Michelina Battaglini (08:23):
And it’s like, no,


Sam Demma (08:24):
I don’t know. I somebody else. Yeah.


Michelina Battaglini (08:26):
You tell me and I’ll make it, but


Sam Demma (08:28):
That’s awesome. You got into administration how far into your career and what would you say? You mentioned that the students were rewarding. What would you say are some of the rewarding aspects of, of being a teacher and working in administration?


Michelina Battaglini (08:46):
So I guess so being in the classroom and when you have students in there who are eager to learn or always trying to do their best, I think that is so rewarding. Right. I to see how kids want to please another person, but in the same time learn is just, I dunno, it’s, it’s magical for me, I guess if you wanna use that word. And just their eagerness. So like what, and being a high school teacher, when you transition from that grade 10 to 11 years and being a chemistry teacher, which I love doing the grade 11 chemistry course was one that a lot of kids have a hard time wrapping their heads. Right. And because of the concept that you’re teaching, but it was just, it was so wonderful to see when it child finally understood what we were talking about.


Michelina Battaglini (09:38):
It was almost like this sense of clarity came upon them when you’re in the classroom. You’re like, wow, you’re like miss now I get it. Mm. And so just knowing that they get it, and then they have this sense of comfort, whatever that, that definitely working. So I started teaching, loved the teaching part, but then there were people in, in the school who obviously saw something more in me. So they started encouraging me to move forward, becoming an administrator. So, but in the interim I was taking on like schoolwide initiative where I was in charge of student council like the new teacher. And then, you know, my team of teacher between six of us, we had a, I mean, they came up with amazing things that year, you know, they were also part of rewriting the constitution for the school, which was then from other schools. And then from there I took my courses. I administrator, I was a vice principal and I was happy to be a vice principal, but people were like, you know, you should be a principal. So I’ve always had a lot positive encouragement. And then even from like teachers and other adults, and I think that’s, what’s yeah. Gotten to where I am right now, their, their belief in me. Cause sometimes I think on, do I, can I do it? So is, is


Sam Demma (10:58):
Mentioned making lots of decisions. I’m certain, there are some days where you have to make decisions that are extremely difficult on those days. What keeps you hopeful and motivated?


Michelina Battaglini (11:15):
Ultimately it’s my, when I make any decision is what’s best with this. So what I think is the best thing for kids. Sometimes some people don’t think it is because for them it looks like it’s more work. Right. and so if I always keep that at the center of my decision, I don’t, I don’t waiver from that. And as long as I have points to defend why I’m, I’m making that decision. Even though people try to challenge me on some of my decisions, they do see where I’m coming from. And, and I mean, you know, I don’t always just make a decision and not consult with people. I do speak to my vice principal or I’ll speak to other teachers right up to an area that I’m not fully familiar with. But those hard decision days where, you know, you’re gonna have people that aren’t gonna be happy. Ultimately it’s, what’s best for kids and that’s for me then not just, that’s the reason why I make that decision and I go ahead with them, no matter how hard it’s gonna be, I will


Sam Demma (12:14):
Keep calm and carry on.


Michelina Battaglini (12:16):
Yes, exactly. Gee, I wonder where you saw that.


Sam Demma (12:22):
That’s amazing. I think that’s a really solid piece of advice. Keeping the students wellbeing at the center of your decisions, you kind of can’t go wrong. No. What do you, you, what do you think reflecting on your experience in administration have been some of the programs you brought in the school, things that you have done that have had a positive impact on school, community students that you are really proud of and that you and your team are proud of?


Michelina Battaglini (12:52):
So I know so in my previous school where I was a principal I think some of the most important students in a school and the way our school is from different feelers, we have our special needs classes that are part of the school and some school boards, we have segregated schools, but integrated and, and also those students are integrated into classes, but I feel it’s important to have integrated into the entire of the school. And I think there’s a lot of learning that goes on working with those students, not just for adults, but even for other kids. So at my last school and I had a great staff as well, I, I pushed forward that I integrated those students and everything. So if there was a presentation, they were part of it and were, was beautiful to see from there was that they then took on schoolwide initiatives, right.


Michelina Battaglini (13:41):
Where they ran things that all the other students participated in. But then students during their day, like regular students couldn’t leave the school during, couldn’t leave the school that day, if they didn’t go up to seeing their students in that session. And for me, that’s like just that, that empathy towards those individuals. And then when events would come up, we would see our, you know, students in mainstream actually coming out to invite these students to participate. So when we were at semi formal at one one year they, you know, the student, the students in the special needs programs attended. And so they would get up and dance, but at one point then all the other kids and to dance. And so it was, it’s just that whole students brings or and I think that that was very forceful because it just sort of became part of the norm. Right. We would never exclude them. They’re always part of everything we do. And they actually lead a lot of things. So that for me, was an important for kids to realize that we all have something to contribute in, in society. We just have different ways of doing it, but we have to acknowledge and appreciate all that. That was one for sure that


Sam Demma (15:07):
I love that. Thank you so much for sharing that story. It’s feel good one for sure. That’s amazing. If you could take the experiences you’ve had in education, bundle them all up, travel back in time to when you were just starting top yourself on the shoulder and say, Hey, Lina, this is what you needed to hear when you were just beginning knowing what you know now, like what advice would you have gave or given to your younger self?


Michelina Battaglini (15:38):
Slow down, listen and be flexible. Because when I think back when I was a teacher, when I first came in in science, of course, I’m very sort of geared towards one way. You know, for me a mark was a mark, it was a mark. And I, I wasn’t as flexible in my, you know, working with a student or, I mean, I was always compassionate that I offered extra help. But for me was, if this is what you showed me, then that’s what the final mark is. But then once you get into administration where I even worked in the special education department became, so everyone learns differently. And I think as educators, that’s one of our biggest faults is that we go into it cause we love it. But we neglect to remember that not everybody learns like this. And so even though we try to teach the way we love, not everybody loves to learn that way. And so going back to my younger self would be more open, listen to the kids you know, asking what they want and, and, and education is really changing in that group right now. But yeah, I think that’s it. Yeah. Slow down, listen, and, and just, and be flexible because every kid starts at a different level and any level of progress is progress. Right. So, yeah. That’s it.


Sam Demma (17:00):
Describe a little more why you mentioned listening, how has listening played a huge impact on bringing you to where you are today?


Michelina Battaglini (17:11):
Let’s see. Well, I think sometimes we, especially, even in the business of our jobs, we, we think one way and then we just keep on going, right. That’s the right way to do it. But when you actually stop and listen to others, people have good ideas that you need to take into account when you’re making decisions. And, and as an administrator, I mean, you know, I say, yes, the buck starts with me, but I have to listen to a of people before I make that decision. And I think you hear a lot, not just from the words of saying, but just on their actions. And I think that helps form the decisions you make or the direction you take from certain things. So yeah, that listening piece is, is definitely important. And it helps you in every day, not just in school, but like dealing with other people as well. I don’t think we listen that I think we make judgment and, and come up with answers. We want them to say, or we convince them to say, but really listen to someone. Cause everything that everything people say has a message and it might not be the words they’re using. It’s something else.


Sam Demma (18:19):
Once somebody told me, you have two years in one mouth, so you should, you should listen twice as much as you speak.


Michelina Battaglini (18:24):
Exactly. And, and it’s so true. You should have used that line too. I forgot about that, but it’s true. I


Sam Demma (18:30):
Well, being Italian, I laughed because I thought this is not true in my culture.


Michelina Battaglini (18:35):
No, that’s my culture too. No, no one actually listens. Everyone just talks. And we know that, right. When you’re in a room, you can’t hear anything except one voice over another or


Sam Demma (18:45):
Yeah, but I couldn’t agree more. It’s so true, listening is so important; not only for administrators and teachers, but for communication with anybody you have to understand where someone’s coming from to have any form of a relationship. If, if someone listens to this, wants to reach out, ask you a question, bounce some ideas around, what would be the best way for them to get in touch with you?


Michelina Battaglini (19:10):
So, because I’m still working right now, that seems to be the email that I, I check the most. ‘Cause the other ones, you know, they pile up and it’s like, delete, delete, delete. So yeah, it’s my work email, which is


Sam Demma (19:26):
Awesome. Michelina, thank you so much for taking some time this afternoon to come on the show. I really appreciate it. You up the great work and we’ll talk soon.


Michelina Battaglini (19:34):
Perfect. Thank you.


Sam Demma (19:37):
I believe that educators deserve way more recognition, which is why I’ve created the High Performing Educator awards. In 2022, 20 educator recipients will be shortlisted. Each of whom will be featured in local press, invited to record an episode on the podcast, and spotlighted on our platform. In addition, the one handpicked winner will be presented with an engraved plaque by myself. I will fly to the winner’s city to present this to them and ask that they participate in a quick photo shoot and interview on location. The coolest part; nominations are open right now and they close October 1st, 2022. So please take a moment to apply or nominate someone you know or work with that deserves this recognition. You can do so by going to www.highperformingeducator.com/award; we can never recognize educators enough.

Join the Educator Network & Connect with Michelina Battaglini

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 19, 2022 by Department Head Principals Teaching Tips 0

Cody Huseby – Teacher at Red Deer Catholic Schools

Cody Huseby – Teacher at Red Deer Catholic Schools
About Cody Huseby

Cody Huseby (@Huseby88) is a proud Dad, Husband to an amazing wife, Grade 3 Teacher, Hockey Linesman, Man behind the Liger. He loves his school and loves his life!

Connect with Cody: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Father Henri Voisin School

Red Deer Catholic Regional Schools (RDCRS)

How To Use Google Meet – Teachers Guide For Distance Learning Tutorial

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. We are joined today by another special guest. His name is Cody Huseby. He’s a proud father, husband to an amazing wife, grade 3 teacher, and a hockey linesman. It was recommended by a previous guest by the name of Chris that we bring Cody on the show today and I’m so glad he made the connection because Cody’s an awesome educator. I hope you enjoy our conversation, I will see you on the other side. Cody, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show virtually. Why don’t you start off by introducing yourself and sharing a little bit behind why you got into education and, you know, why you’re passionate about the work you do today?


Cody Huseby (01:21):
For sure. Yeah. So like you mentioned there, my name’s Cody Huseby. I teach here in at Father Henri Voisin School in Red Deer, Alberta. And I teach grade five and I do a little bit of lift as well. So I get the pleasure to work with a number of other teachers in our school, and you know, help guide them and also help with their students and type of thing. So a lot of fun, great school. And yeah, I think just overall why I got into education from the beginning is just, I just really enjoyed building relationships and, and you know, my mom had a day home for a lot of years and she always had always babysat teachers’ kids. And I guess maybe I just kind of really held other teachers, that the parents are those of those kids in, in high esteem.


Cody Huseby (02:14):
And I was really fortunate to have some amazing teachers growing up. I, I, I came from Rocky mountain house, grew up in Rocky mountain house and went to a small key to 12 school Catholic school and had some amazing teachers there. Some teachers that are still teaching out there actually. And yeah, I guess that’s just kind of where things always looked up to them and, and kind of led me into education and I’ve been really fortunate and, and I haven’t regretted us single thing. So it’s it’s been really good.


Sam Demma (02:47):
Yeah. That’s awesome. And yeah, you know, you mentioned that you had teachers that played a huge impact on you. Like if you had to explain why, like, like what did they do that made them so great and impactful in your own personal?


Cody Huseby (03:01):
I think it was always you know, just that kind of, that kind of that person that you knew that you almost like another parent, right. Where you, you felt comfortable in their classroom and you felt comfortable if you seen them, especially growing up in a, Rocky’s a fairly small town. You know, if you’ve seen them around the community, they, they would say hi to you and, and, and make you feel like a real person. And I guess I always just kind of really admired that and, and you know, just the opportunity to, to kind of reach out and especially those, those kids who maybe need a little bit of extra support in their life. And I you know, for whatever reason, but just giving them that extra support and, and making them feel like, like they are actually a, you know, a person and that we care and it’s not just, you know, we’re saying hi to ’em cause we have to in the community or whatever else we actually, you know, care and we want to invest in what they’re doing, both inside the school and outside the school as well.


Cody Huseby (03:59):
So


Sam Demma (04:00):
Nice. And I’d have to imagine teaching this year is a little different yeah. How’s, how’s it been going with your grade fives and like, what does it look like right now for you?


Cody Huseby (04:12):
Yeah, it’s, it’s been different for sure. It’s we we’ve been fortunate enough in in Alberta and in red deer, we’ve, we’ve been able to be in, in the classroom since September. And and we are really fortunate at our school, our case count and our case numbers have been fairly low. We’ve had a couple, couple situations, but we’ve been really lucky. Hmm. And, and it’s, it’s felt fairly normal to be honest from from September that’s my opinion. It might not be the opinion of us, but, but no it’s been, it’s been fairly normal, you know, we’re doing the right things in terms of you know, trying to keep the kids apart with social distancing, it looks a little bit different in the classroom and it, it, it feels, I guess probably the biggest change that, that you notice in the school is is that kind of community building piece isn’t there, we’ve had to kind of get creative with you know, we can’t bring all the students together to the gym and do things that we would normally do as a whole school community.


Cody Huseby (05:10):
So that piece is really lacking and that, and we’ve noticed that as teachers and I’m sure the students have noticed as well, but you know, we, we are really fortunate to be in, in the classroom. I know I was talking to my neighbor yesterday and we’re actually back online right now. The case numbers have got a little crazy in Alberta and they did the right thing in my opinion, and we’re back online, but it just really makes me appreciate the in person learning and, and the value that, that in person learning has, what, whether it being, you know, the kids, just getting a chance to talk to each other and share their day and, and and that kind of stuff, but just, you kind of lose that a little bit when you’re in the online virtual atmosphere, it’s more kind of all business. Yeah. Which is it’s, it’s different. Right. And it’s, you can tell it kind of, it, it does play a, a effect on the, it has an effect on the kids from the mental side of things. So hopefully if the numbers do the right thing here, it’s only, they’re only saying two weeks, but you know, we’ll see how it goes and hopefully we can get back in the classroom.


Sam Demma (06:24):
Yeah. I agree, man. It’s, it’s interesting. I think the moments that were most impactful for me were moments where I, like I gave my teacher a high five, or he like tapped me on the back and like encouraged me to try something or told me I great job, you know, like there’s, there are so many things that, that were effective for me as a high school student and an elementary school student that couldn’t really be replaced with an online model of school. So it’s, it’s tough. And it’s weird. And I’m curious to know, like how do we still ensure that students feel appreciated and heard and valued when it’s, when the learning style or the learning situation is a little different.


Cody Huseby (07:04):
Yeah. I think, you know, we’re, we’re trying to, it’s been kind of a, a, you know, teachers have had to pivot and pivot pretty quickly and they’ve done a, a really amazing job in my opinion. Yeah. I agree. You know, some of the, some of the ways that the, that different teachers have of reached out and, and tried to engage the kids whether it be making funny videos we got a, a teacher at our school that’s really creative and super crazy, and he always makes these crazy videos the other day. He was in, you know, swimming with a scuba gear on, in the hot tub and you know, just guys just going the extra mile to to kind of reach out to the kids. And that’s, you know, I’ve, we, I’ve got three kids myself, so I’ve, I’ve been able to see you know, how different teachers have, have kind of done it with my kids as well in terms of instruction.


Cody Huseby (07:51):
And, and I, I think you know, just with really leveraging technology and you know, there’s lots of technology that’s been available to us now, thankfully to help us you know, kind of break down that barrier and still connect with kids, whether it be jumping on one, on one Google meets and, and still reaching out to them that way. I think there’s definitely, there’s definitely ways to do it. It’s definitely a little bit harder. Like you said, that, that instant connection of walking to a student’s desk and sitting down one on one and helping with them, or, you know, just giving them a little bit of motivation or encouragement. It’s a little bit harder for sure. It’s, sometimes it’s a little bit, it’s, it’s almost that interesting role reversal. When we first went on online learning last spring, it was something that we’ve as teachers we ever experienced before, where we were almost at the mercy of, of the students. Mm. In terms of we are sitting from behind the screen, and if they didn’t reach out to us, we didn’t really know where they’re at with things, or if everything was good or if they had questions or whatever else. Right. So we really had to put the onus on them to to do that. And, you know, at an elementary level, it’s, that’s a hard thing to do for those students to, to do that. So it was a really interesting dynamic there.


Sam Demma (09:11):
Yeah, I agree. I agree. And you know, you mentioned some of those teachers that, that really impacted you when you were a student and they’re still teaching, you wanna share some of their names or where they’re at now as well. Just give ’em a little shout up. Yeah,


Cody Huseby (09:26):
For sure. Yeah. Yeah. For sure. Yeah. Yeah. Just some some teachers back in, in Rocky at St. Matt’s they they’re actually one, the, he was a principal at St. Dominic’s now the high school in Rocky, but he’s retiring this year pat Hughes. Mm. My, my mom babysat for, for them for a long time. And he was my high school science teacher. Wow. Awesome human and an awesome teacher. And yeah, there’s, there’s a whole list of, of, of them back at St. At St. Matt’s that are, are still there. And it’s, it’s kind of cool too, cuz we, we have division PD days. I, I worked in the same division as them, so I’ll still see them when they come in for you know, on division PD days and nice. You know, it’s always that awkward thing. Like if you’re, you know, when you’re an adult, do you call them by their first name now? Or do you still call them by their Yeah. Oh, it’s interesting. But no for sure. Lots of really amazing teachers out there.


Sam Demma (10:21):
Oh, awesome. And if you could go back to your first year as a teacher and give your younger self advice, like knowing what you know now and, you know, based on the experiences you’ve already had, what would you tell your younger self?


Cody Huseby (10:38):
Oh, I don’t know so many lessons. I think I think the one thing is, is just maybe, maybe just slow things down a little bit, you know, it’s especially in the teaching world, I think it’s always you know, you see lots of things out there, right? There’s there’s usually a lot of new initiatives that are being brought in and there’s you know, tons of things that you’ll see online and see different teachers do and you know, the opportunities to, to grow and to, to learn new things are endless, but sometimes you can get bogged down and you know, trying, trying to do too many new things and trying to you know, jump from one, one new thing to another new thing. And, and I know I’ve been guilty of of, you know, just trying too many things and then maybe not seeing those things through and, and giving them the, the time that they deserve. And then, and you know, maybe something could have been really good, but maybe I didn’t really like how I was going. And then I decided to jump to something else. So, you know, maybe it’s just you know, try to slow things down a little bit and instead of trying to do too much yeah. You know, just try to perfect. What’s what you’re doing so


Sam Demma (11:55):
Nice. Yeah. I agree with you. And I, I know moments where that happened in my own life. It’s a whole idea of like chasing two rabbits, you end up catching none of them, you know, so that’s awesome. Exactly. Yeah. I love that. And if a teacher wants to reach out to you, maybe have a conversation and connect, like what would be the best way for them to do so to get in touch with you? Is it over email or like what would be your preferred way?


Cody Huseby (12:20):
Yeah, I think yeah, definitely an email would work. I’m also fairly active on Twitter. Sometimes Twitter, especially to nowadays is a little bit dangerous, but I like to go on there and even, you know, just, there’s lots of really good ideas. I know even just last couple days people are so willing to share new ideas, especially in, in the ed tech world. You can learn so much, so much free PD from, from Twitter. So if people wanna reach out @Huseby88. It’s just my kind of corny, but it’s my referee number, but they can reach me there.


Sam Demma (13:01):
Awesome. And did you and Chris ref, did you and Chris ref together by any chance?


Cody Huseby (13:08):
Yeah, we, we have. We’ve refed a few games together for sure. Not a whole bunch recently, but back a few years ago we would work the odd junior B game together. Yep. You bet.


Sam Demma (13:21):
That’s awesome. Cool, cool. Awesome. Well, look, Cody, thank you so much for, for coming on the show today. I really appreciate it, continue doing awesome work, and I’ll talk to you soon.


Cody Huseby (13:34):
Awesome. Thanks Sam.


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

Join the Educator Network & Connect with Cody Huseby

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 17, 2022 by Student Leadership Student Success Teachers Teaching Tips 0

Ryan Laughlin – Leadership Teacher at Bluefield High School

Ryan Laughlin – Leadership Teacher at Bluefield High School
About Ryan Laughlin

Ryan Laughlin (@stickr10) is a proud Bluefield Bobcat from Prince Edward Island. Ryan is a veteran Physical Education and Leadership educator at Bluefield High School.

Ryan prides himself on physical fitness, servant leadership, and teaching engaging lessons that serve to develop leadership skills.

This has been a memorable year for Ryan as he received the physical education teaching excellence awarded by the Physical Education Association of PEI. In addition, Ryan is married to his favourite educator, Sam, and is a loving Dad to Huxley & Sloane.

Connect with Ryan: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Bluefield High School

PEI Teachers’ Federation

Physical Education Association of PEI

Great Cycle Challenge – Riding to Fight Kids’ Cancer

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today we have on another special guest, he goes by the name of Ryan Laughlin. Ryan is a proud Bluefield Bobcat from Prince Edward Island. He is a veteran physical education and leadership teacher at Bluefield High School and prides himself on physical fitness, servant leadership and teaching engaging lessons that serve to develop student’s leadership skills.


Sam Demma (01:02):
This has been a memorable year for Ryan as he received the physical education teaching excellence award by the physical education association of PEI, and in addition, Ryan is married to his favorite educator, Sam, and is a loving dad to Huxley and Sloan. Ryan is an awesome individual. He also has a huge passion for biking, and his approach to teaching is very student centric, as I’m sure you’ll experience and feel through our conversation here today. Enjoy it and I will see you on the other side. Ryan, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show here this afternoon. Why don’t you start by introducing yourself and sharing a little bit behind the reason why you got into education?


Ryan Laughlin (01:44):
Sure, so my name’s Ryan Laughlin. I live on prince Edward island. I’m a high school physical educator and a leadership teacher. So my roots to education, I think I kind of started off in junior high for myself. I had a high school or my junior high basketball coach was also my Principal and my girlfriend’s father at the time. So he instilled a lot of confidence in us through fundamentals. Really going through that, and I had a lot of respect for him as a coach and as an educator. And as I kind of navigated through my high school experience, I’m high energy; love sport, basketball; my passion. I had another teacher and coach actually Mike Leslie, who was my leadership teacher and my basketball coach, and we have a relationship to this day and I spent a lot of time and he showed me how he could, you could be personal, professional, and make an impact. And that kind of stuck with me, and that kind of took me to education. And here I am today.


Sam Demma (02:46):
I wanna elaborate on that for a second. When you say personal professional and make an impact, what did that mean to him? And, and what does that mean to you? Like what was that philosophy that he passed down on to you?


Ryan Laughlin (02:56):
I guess for me, what I admired about him was if it was on the basketball court or in the classroom or outside of the building, when we had a relationship after I graduated he was the same personable person. You know, there’s differences when you’re in the classroom and on the court and out there. But with him, you, he was very authentic and a, I respected that and it was something that I wanted to take with me into my teaching practice, where you can build those relationships and have those, those conversations and connect through commonalities with your students or players. And then have those relationships later on. I know we would go, I used to run a minor baseball program in the so, and we’d have the afternoons off cause I would run games in the evening and practice it in the morning. And he had a, he had a inground pool and a beach volleyball court. So my task was to find either teammates of myself or peers and we would go over and we would spend the afternoon there, have a great time. And yeah, so it was, I enjoyed that, having that connection through the similar interests with him. And that was something that I tried to connect with my students every day.


Sam Demma (04:07):
And then, you know, you met him and he mentored you along the way and you drew some inspiration from him. What actually directed you into university into teachers college. Like I’m sure you could have took those passions in multiple directions. Like what directed it towards specifically, you know, being a teacher.


Ryan Laughlin (04:22):
Sure. with me, I love relationships building relationships. I enjoy having those with teachers, myself as a student and getting to know them and having those conversations and having the ability to listen and take that experience and soak it and take it with me. So, and I enjoyed the day to day where every day was a clear slate you came in, you didn’t know what was gonna happen. I, I guess I try to thrive in being flexible, adaptable, and personable throughout my day and making those positive impacts through the hallways and saying hello in the hallways and know students names and what they’re up to and asking them. And I guess with me, that was, I enjoyed that with working with kids, especially at the high school level where they’re making big decisions that are gonna impact their futures and understanding that and helping them where I can help ’em and, and seeing them grow from entering our building in grade 10 and leaving in grade 12 in and seeing the difference and the maturity that they have and the confidence of them going out to whatever they’re gonna do after they leave our building.


Sam Demma (05:31):
Nice love that. Love that. And you know, I’m sure some of your previous years of teaching look a little bit different than this year of teaching. Yeah. What are some of the differences, some of the positive aspects of it and also some of the challenging aspects of the differences this year?


Ryan Laughlin (05:49):
Sure. so, you know, when in previous years things were free flowing and to be honest, I probably took it for granted a little bit and now going through a pandemic and, and seeing like where we have been going through and the different restrictions that are in place. And I know everything was easier. And like I said, I took things for granted now since March. I know when we started our lockdown my wife is a essential worker, so she was still going to work every day. Wow. And I was home with two toddlers the age of four and two, and I’d be going through virtual meetings while they’re running around upstairs. So it was a challenge then and for myself personally, to keep myself grounded to realize that we’re all going through this and trying to be paid with myself and my children at the same time.


Ryan Laughlin (06:40):
But yeah, it’s, you know, there’s been some positives definitely that have come from the pandemic like this podcast and connecting with you and doing some cool things, hopefully in the future that wouldn’t have probably happened. Other than the pandemic and for us too here on prince Edward island, we’re in a very unique position. We’ve been in class 98% of the year. I know the rest of the country is not like that. And I do not take that for granted. And I think with that, I embrace every day that I get to enter the building and have those personal relationships with students.


Sam Demma (07:13):
Yeah. I love that. And I think trying to see the bright side of things is a very important, you know, quality and trait to have not only as an educator, but for every human being. That’s right. I know you had a close friend, you know, who passed away at a young age and you’ve kind of gleaned inspiration off his experiences and it’s led you to cycling and running. And I would love for you to share a little bit about that story very quickly. Cause I find it very inspirational and hope and, and hope driven.


Ryan Laughlin (07:37):
Sure. So when the pandemic had started I had always had the thought that I was gonna get into cycling. I live in an area that’s very friendly for cycling and it’s something I have kind of pushed off. So I had purchased a, a bike during that time. And at the same time I had a player. So I do coach basketball. I’m an assistant coach at Holland college for the men’s basketball program. And we get, we get a lot of players from different walks of life. This individual was from prince Rhode Island which is rare for us. We don’t get a lot of boundaries who play on our team cause we have people from Ontario and Bahamas and so on. So he was a, he was an individual who had a impact on me on the court when he had played for us.


Ryan Laughlin (08:18):
And he had purchased the bike and he was making some big changes in his life. He was inspired through running. He had gone through some injuries, a tough year and his health, he had a couple health scares, so he decided to turn it around and was inspiring people through running. And he was posting on Instagram, a lot of inspirational, his recovery, his rehab his approach. And he had just actually connected with me cuz he had been out of our team for a couple of years at this point. Wow. And he had just purchased the bike as well. He had, he had been running in the calendar club, which we had spoken about there, which is run a mile for every day in the calendar. And he was going through that to the point where he was waking up in the morning and running in snowstorms before work and then running afterwards.


Ryan Laughlin (09:04):
There’s a picture of him with a fair of snow goggles and icing his beard. And anyway, so he had finished that and when he, he had injured himself through it, he got himself a bike and he went out for a leisurely ride on a, a Friday night, Friday evening and tragically, his second ride. He was hit by a drunk driver suddenly and he lost his life. So it was very sudden and it had impacted, I know our coaching staff. I remember getting the call Saturday morning. I was cutting my grass and I was in shock. I couldn’t believe it. It was too bad cuz he was just building momentum, making the right choices in his life, inspiring former teammates and a whole bunch of other people. And when I saw that he had a lot of posts that really resonated within myself to push yourself, take advantage of the, the experiences in front of you.


Ryan Laughlin (09:54):
And don’t wait until next time. Cause you don’t know when that’s gonna be. So one thing that I had hum trying to figure out how I could pay homage to or a tribute him. So I decided to do a, a tribute through cycling for him and I, this was my first summer cycling and I decided I was gonna cycle 465 miles for the summer in his memory. And I would go through Strava and post them on Facebook or wherever on social media and to get his name out there and the impact he was having and our one thing, his running community, his basketball C, they all came around it. So I was just doing a small little piece but he was all about making a positive difference and he put a challenge out to fight the good fight, make a difference, something that’s bigger than you. And for me that really hits home. And it really has driven my passion around servant leadership. And I feel like he was a perfect example of that. And I take that close to hire when I approach my leadership classes and I’d actually use examples with him and how he’s made a huge impact on me through cycling and through my approach on a day to day basis as well. So Jake Simmons is his name and I, I think about him literally every bike ride I go on and his memory’s strong here in prince, so


Sam Demma (11:09):
Yeah. Ah, that’s awesome, man. That’s so cool. And what’s the next, what’s the next milestone for Ryan in terms of bike? Do you plan on, you know, yeah. Setting a new higher goal or, you know, has it just become a passion and a hobby now and you just enjoy doing it on your spare time? Like what does it look like?


Ryan Laughlin (11:25):
So I’m hoping this summer, our island is our province I should say is, is quite small compared to the rest of the country. So my goal is actually cycle tip to tip on prince Edward, Rhode Island. We have a trail that goes tip to tip. So it’s about 265 kilometers. So my goal is to do that over a few days with a friend of mine. Nice. And so yeah, I’m starting to train for that now, get myself ready. And I’m also gonna continue my challenge, how I accepted Jake’s challenge actually at the end, after my 4 65 challenge is I cycled for the great cycle challenge, which is in support for the sick kids foundation. So I’m gonna continue on his legacy through the, the great cycle challenge. And I had my goal at 500 kilometers for a month last year and I raised about $1,500. So I’m gonna try, I surpassed that this year. So that’s my, that’s my hope.


Sam Demma (12:16):
Nice man. Very cool. I love that. And I think that, you know, it, it suits you well, like it, it sounds like the characteristics you’ve built very much suit you as a leadership teacher, not to say that you don’t teach other courses, but like I can tell how passionate you are about the soft skills and the learning experiences and the characteristics of building, you know, character in, in us as young people. Like it just, it just it’s obvious. So I think you’re in the right position. If, if school was a team, which it is yes. I’m curious though, when you were growing up, you know, you mentioned some of your teachers that had a huge impact on you. Are there any other ones that you like just stick out in your mind, like a sore thumb, like this person really inspired me and influenced the way that I am. And I’m curious to know what they did specifically that had an impact on you. And if it wasn’t a specific educator, maybe someone in your life like a coach or, you know, a parent or a teacher or a family member.


Ryan Laughlin (13:10):
Okay. You know, as a, as a sport enthusiast, I relate to a lot of my development through sport. I think I’ve got a lot of character of my journey through sport. Yeah. And I think I, with coaching, I think I have done that as well. And there’s a couple instances there. Like with Glen, with the, the strong firm, quiet confidence, instilling that through those actions that he had he had a great way where he was very professional and disciplined and I enjoyed how he was able to take that, but still keep as confident as possible. And Mike being my leadership teacher who was also my high school basketball coach, he I enjoyed his class. He made it fun. He made it engaging. He, he knew how to have conversations. He could ground, he was lighthearted. And he, and he knew the impact he was making in a class like leadership.


Ryan Laughlin (13:59):
And I think I tried to do that as much as I can with my kids. Welcome up the door, ask him how their evening was if they had a rugby game, like in the spring, we’re going through now. And just seeing the personal development, that’s something that he was able to take me from my start of my semester, to the end of my semester. And I really, I really enjoyed it and it really stuck with me. And I wanted to have that same impact on youth and having those conversations and, and helping them along the way with where they’re at, what they’re dealing with. Cause everyone’s different and trying to be that positive role model who can instill confidence and, you know, hear their point of view and help them make big decisions in their life, or at least help them be a little more com comfortable or confident in those. And I think that’s why I enjoy leadership so much is they walk in as an individual. I, I really truly believe they walk out a different individual and that’s my goal is to help them find their, their craft, their confidence. That could be, it could be very upfront or it could be very quiet. Everyone’s a little bit different, but I think it’s very impactful whichever way that is.


Sam Demma (14:59):
Yeah. I agree. And, you know, learning for your school, isn’t too different than normal with, you know, being in the classroom so much, but I’m sure there are some stipulations and differences despite the differences or the challenges. What are some of the things you’ve done with your leadership students this year that you found great success in or that you thought the students really enjoyed? And you also got a lot out of it as an instructor and a teacher.


Ryan Laughlin (15:20):
Sure. So this semester I, I would be lying to you, but I didn’t say I wasn’t nervous going into it with being leadership. I really pride my course and curriculum on giving them as many experiences where they can craft their philosophies and their skills. So I was a little nervous going into it, but I think with every challenge, there’s a way to be creative and find new opportunities and be it, this one podcast, I have really tapped into podcasts, which I found to be as tool that I would never have probably have about until this semester. So I know we had a conversation you know, I find with that discussing experiences and reflecting intentional reflection is really important. So I actually wanna give a show to Alan se who you head out on the show. Nice. I, I mimicked his, this season’s podcast where they unpacked quotes with a group of them and had modeled respectful conversations.


Ryan Laughlin (16:17):
So I kind of took that and ran with it. And I had a Socratic seminar and they had their all their own quotes. And we actually had listened to one of Allen signs to give them an example of the conversation and how they transitioned and keeping it respectful, even though they may have a difference in opinion. And we had a seminar of two classes and I was blown away with the conversation the points that were made so much so that we came back and did it a second day because the, the students founded so powerful and there was so much meaningful conversation between the students, as a teacher, I sat back and you watch and you hear the conversations and the points of view and how it, they really enjoyed and absorbed a lot from each other. Mm. And I think, I think that kind of pays homage to what Socrates was trying to do with those types of seminars.


Ryan Laughlin (17:06):
So that was one thing that I really enjoyed doing. And I feel like I’m gonna continue to do it in the future. And the other thing you know, you can be creative with your experiences for the kids. So just this morning, actually we usually partnered up with a lot of different organizations here, like big brothers, big sisters, where we go into our feeder schools and we had build relationships. We were unable to do that this year, but we were able to find a connection with special Olympics PEI. Nice. And we students from our junior high will be inclusive ed students who are coming to do a transition day to welcome them to the high school they’re gonna come into and get them a little more comfortable. So we took advantage of that situation because it was already in place. And we, we had a unified Bochy event. So through unified sport, through special Olympics, so


Sam Demma (17:51):
Nice.


Ryan Laughlin (17:51):
Our students organized it, planned it, executed it. We rolled that all morning, had a lot of fun, lot of smiles on people’s faces. And I think the students left excited to be Bobcats in the future.


Sam Demma (18:03):
Nice. That’s awesome. Where, where do you get your ideas from?


Ryan Laughlin (18:07):
Well, I, I would


Ryan Laughlin (18:10):
My mind races. I, I would, I’m always thinking, I’m always thinking I do have a, a teacher, Melanie Headley who was on your podcast in the past there, she stops by my room in the morning or I’ll stop by her room in the morning and we chat and we find things on social media that we maybe have seen both. And we discuss and, you know, she’s been a great resource for me and we kind of built ideas off each other. And I think she’s very similar to me, but we’re always thinking, how can we do these things? How can we be creative? How can we make this a more positive experience for our students? And I, you know, I, I enjoy that. That keeps me young and keeps me engaged. And I feel the students can feel that with me, with the ideas. So that’s what I try to bring to the table every day.


Sam Demma (18:52):
It’s true. I get some of my best ideas in the shower. Like you never knows when they’re gonna come. Right. You just gotta make sure you write ’em down so you don’t forget them. Right. That’s awesome. Okay, perfect. And if you could go back in time, speak to year one of education, Ryan, you know, you first started teaching, knowing what you know now, like what did advice would you give your younger self?


Ryan Laughlin (19:12):
You know, I’ve been thinking about that for a lot. So I’ve been on many bike rides listening to your podcasts, and I’ve heard this question. I’m like, what can I say to that question? Cause there’s a lot of them the biggest one for me would be, be kind to yourself. Hmm. A first year educator coming in, nobody puts more pressure on yourself than you. And I think you gotta realize that not everything is going to be perfect. And I think you need to be okay with that. And if you make small positive movements every day, and I don’t know how many times I’ve said this, but I have used small, consistent actions. So many times in my class this year, love it with it. And I, I love it. I love it. And I think that’s the same thing. As a teacher, you don’t overwhelm yourself, small steps, build confidence, build comfort, build relationships with your students and be yourself, build your personality into your classroom and how you deliver your students.


Ryan Laughlin (20:11):
Well, respect it, build those relationships. Don’t try to be somebody you are not. I would say early on, I tried to kind of fit in where I was with the staff. I was a little bit older at the time and I think my approach was a little bit different. So I conformed a little bit. And then as I got more comfortable, I built my own craft and built my personality into it. And I would say, I’ve benefited great from it. I’m more comfortable. I enjoy it. The relationships I have built. And I think as a teacher, you can have those relationships and build your personality and be authentic with your students. You don’t need to put yourself up on a pedestal. You don’t need to know everything. You’re there to facilitate learning, not to be the know and all of every type of topic.


Sam Demma (20:52):
Yeah. I was listening to a podcast of Russ instead, rapper, I really look up to because he he’s made more music than some of the best rappers in the game. Like he has 500 pieces of music out because he just kept creating and he wouldn’t stop. And there’s a line in it where he says, look, man, I’m just the vessel I don’t create. I just deliver. And, and that really relates to what you’re just saying. Like, you know, yes, you create as a teacher, but you’re there to be a vessel of learning, not to be the source of information. And the, you know, source of all knowing like you, we’re there to be a vessel of information. Yeah. And there’s always more we can learn. Right. And I think it’s all important.


Ryan Laughlin (21:28):
It’s so true. And I, I loved one of your podcasts just previously. I was listening to the, the teach better team. And I loved when the Ted talk about you don’t have to be better than YouTube. Yeah.


Sam Demma (21:37):
I


Ryan Laughlin (21:37):
Thought that was so fitting. It’s so true. You need to tap into your resources, be resourceful, be a learning facilitator. You want to create critical thinkers and you don’t need to start everything and reinvent the wheel. So true. I really, I really truly believe that I had one colleague say that to me and it has stuck with me.


Sam Demma (21:54):
I love that. Oh, cool. Perfect. Well, look, this has been phenomenal. I’m jealous that you’re on a beach for no one that can see this, ’cause they’re just listening. Ryan has this beautiful virtual background with the Palm tree blowing in the back. If someone wants to reach out, have a conversation and maybe just bounce some ideas around, what would be the best way for them to reach out to you and get in touch.


Ryan Laughlin (22:16):
Sure. So I am on Twitter, I use that all the time. I know educators love it and I can go down a lot of rabbit holes. So my Twitter would be at @stickr10. And my email, which is rjlaughlin@cloud.edu.pe.ca.


Sam Demma (22:37):
Perfect. Perfect Ryan. Thank you so much for coming on the show today. Really appreciate you sharing, and I look forward to staying in touch and seeing the future bike rides and cool initiatives in class.


Ryan Laughlin (22:47):
Great, thanks for having me.


Sam Demma (22:48):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; f you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Ryan Laughlin

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 17, 2022 by Athletic Director Student Leadership Student Success Teachers Teaching Tips 0

Joyce Sunada – Wellness Speaker, Coach and Facilitator

Joyce Sunada – Wellness Speaker, Coach and Facilitator
About Joyce Sunada

Joyce Sunada (@JoyceSunada) has over 30 years of experience as an educator. During that time she was a teacher, an administrator and provincial leader who helped create and support healthy school communities. 

During the pandemic, Joyce stepped away from presenting workshops for a few months to identify what was truly important to her. This allowed her to establish the Joyful Collective, a collaborative group of women who work together to positively impact the wellness of educators through virtual workshops. And this time away also provided an opportunity to create sustainable lifestyle practices so she can better walk her talk and support others.  

If Joyce could give educators only one piece of advice she’d say, “Take time for your wellness, so you won’t be forced to take time for your illness.”  

Connect with Joyce: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Joyful Endeavours

Joyful Collective

Joyful Reflections Blog

Canadian Association of Professional Speakers (CAPS)

Lethbridge College – Broadcast Programming and Production

Mount Royal University – Integrative Health Coach Extension Certificate

University of Lethbridge – Bachelors 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 (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. I’m super excited about today’s interview. I am having a conversation with my good friend, Joyce Sunada. Joyce has over 30 years of experience as an educator and during that time she was a teacher, an administrator, and provincial leader who helped create and support healthy school communities.


Sam Demma (01:00):
During the pandemic, Joyce stepped away from presenting workshops for a few months to identify what was truly important to her. This allowed her to establish the joyful collective; a collaborative group of women who work together to positively impact the wellness of educators through virtual workshops. And this time away has provided an opportunity to create sustainable lifestyle practices so she can better walk and she can better walk her talk and support others. If Joyce could give educators one piece of advice, she would say take time for your wellness so you won’t be forced to take time for your illness. Professional bio aside, Joyce is a wonderful human being. She happens to be a colleague of mine at the Canadian Association of Professional Speakers and that’s how we crossed paths. And I’m so grateful we had a chance to chat. So here’s the interview with Joyce, I will see you on the other side. Joyce, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show. We’ve crossed paths many times, although you know, just recently at CAPS Calgary’s event we made a more deeper connection and I’m so glad we did. Why don’t you start by introducing yourself and sharing a little bit behind why you’re so passionate about the work you do today?


Joyce Sunada (02:12):
Well, thank you so much for having me Sam and I just wanna back up and say, you know, us reconnecting at the Calgary CAPS session was really cool. Like just you sharing your story and you being you; that’s an inspiration for me and I believe in inspiration for young people as well as educators. So first of all, thank you. Alright, so a little bit about me, as a kid, I have five, there’s six kids in my family, and as we were growing up, I’m a middle child. And I remember we had the wooden desks and I would always play teacher. It’s like, okay, you know, the little, little ones line up, do the work. I think I really enjoyed doing check marks. You know, it’s like, okay, this is great. And so I actually out of high school, I went into broadcasting and did a couple, I have a diploma in radio arts and thought I wanted to be a radio announcer and after much consideration and some late night news work, I decided to go into education.


Joyce Sunada (03:12):
Mm. I always, I would watch movies that, you know, where the teacher would the underdogs and bring them to life and make everybody successful. And I just loved that. And so that was my dream is how could I reach out and touch students in a way that could empower them to be the best version of themselves or to reach higher than they anticipated? So my journey went from rural Alberta, one who split up to Calgary teaching health and physical education, which is really my passion some classroom teaching. And then at a point I decided to become an administrator and I just dived full in. And at the same time, our three daughters were growing up in, you know, junior high and high school and I burned myself out. Mm. And so it caused me to take a step back and go, you know, what, what, you know, what am I doing?


Joyce Sunada (04:10):
And I believe in hindsight, like hindsight is 2020. You can take that from us, elderly people, Sam is I really just feel that in the place, I wasn’t a hundred percent sure I wanted to be an administrator. Like I love the hands on with the students. And that’s where, you know, I, I got my juice from, but I think I just gave so much. And I tried to please, so many people almost altering myself. I had this vision of what an administrator I thought should be. And so it didn’t fit with who I was now. I know I could be who I am and be an administrator, whoever, whatever I wanna be after the burnout. I, I was sent on a medical leave, which lasted over a year. And during that time had a chance to, you know, ground regroup reassess. And so then I would it back teaching part-time elementary F ed again, my sweet spot.


Joyce Sunada (05:05):
And so was part-time. Mm. Upon getting better, I was approached or had an interview with a provincial organization here in Alberta ever active schools and got a full-time position as a, I guess it’s like a provincial consultant. And then I got an to teach teachers about how to teach. And that was really exciting because now it’s actually probably the first time I really understood the curriculum because now I had to teach the curriculum who are gonna teach it. So it’s interesting how we learn what we most need to, we teach what we most need to learn. And after being with that organization for about four or five years, I started to feel that same kind of trepidation or, you know, the anxiety came back. And, and so I consciously made a decision to leave. I gave a year’s notice, took some coaching courses and then really started to get into the, the professional speaking.


Joyce Sunada (06:04):
When I joined caps, the Canadian association of professional speakers and learned how to build a business and become a better speaker. And the impetus for that was to help educators realize that it’s no important for them to take care of their own wellness because, you know, healthy educators help to educate healthy students. Yes. And we know from research that healthy students are better learners. And if we can ensure that the teachers, the assistants, the administrators, the students, that everybody is healthy, then we have a better impact on our future generations. So that’s where I am right now. I’m about to be a grandma. And so it’s exciting to go, okay, what will that world look like for him? And, and how can I support people to again, create that better future for our little guys,


Sam Demma (06:53):
First of all round applause for the future grandma moment. I’m curious to know, like, what does healthy look like? Does this, is there, like, how can we define healthy? Is it a certain amount of exercise that they should be doing? Is it taking care of mental health? Like, what does that look like?


Joyce Sunada (07:16):
That’s an excellent question, Sam, and I’m just gonna kind of dig in and go, I believe being healthy is being able to really live the life that you desire so that you’re able to move the way that you want so that your, your mental focus and your mental capacity is healthy. That you have a bigger belief than yourself. Some sort of spirituality doesn’t matter what it is, but for me, if we can take a look at all aspects of our life and I’ve just narrowed it down to those three and go, okay, I’m feeling good about who I am and how I’m showing up in the world. So it’s, it’s not a prescription. And when we talk about how much exercise and how much this and that I’ve, I’ve experienced and experimented life is an experiment and different stages. Like I love how, you know, at a time you were that high level soccer player and, and that’s what you, you loved. And that’s, that’s what you, my girls were high level soccer players too, which is so cool. And so at that time, you know, you require more activity. Maybe you need to more work on your mental game in order to get to that higher level that you want. So for me being held, I think at the core is really loving yourself too. Mm. And I know that that has been a journey for me. Yeah. And I’m going to venture to say that it’s a journey for a lot of people.


Sam Demma (08:48):
Yeah. I agree. I agree. And in that journey, you also discovered cycling. Is that something that you enjoy?


Joyce Sunada (08:55):
Cycling?


Sam Demma (08:56):
Yeah. am I correcting that?


Joyce Sunada (08:59):
I do. I do cycle outside. I mean, I’m not passionate about it. Yeah. And I do cycle, but


Sam Demma (09:05):
Okay.


Joyce Sunada (09:05):
I like to experiment. I like to do different activities and I like to, I like to dance too. There’s not much opportunity to dance, dance, you know, at dances. Yeah. But just, I I’m finding joy in moving and just for the sake of moving one of my colleagues, Doug, glad out of Edmonton, he says, you know, kids, don’t go up to the playground and go, I’m gonna do the monkey bars to improve my upper body strengths. And I’m gonna race you to increase my you know, my lung capacity. They do it cuz they love it. Fun, fun. It’s joyful.


Sam Demma (09:37):
It’s like, it’s a reminder to get back to being a child a little bit. Right. Yeah. When we bury all those things under responsibilities and expectations. I’m curious though, so someone comes to you as an educator, completely burnt out. What is the first thing you, you kind of teach them or help them with or ask I’m, I’m assuming it’s a bunch of questions, but like what would, what would you do with them? At the beginning,


Joyce Sunada (10:02):
Listen, the first and foremost is, is to really listen cause that’s their reality. And I remember being in that burnt out stage and it didn’t matter what anybody said there was just dark. Yeah. And so first of all, to wholehearted, listen, and then just watch, you know, where listen, where do they want to go? And how can I walk beside them? And everybody’s journey is different. And some of it might be the burnout often is not necessarily a direct result of the teaching. I I’m kind of going out on a limb, but burnout in my experience is more that there’s a lot going on and I’m making a circle with my hand because I do have them fill out a wellness wheel to just go, what areas of your life are kind of crashing down. So it might be spiritual or physical or financial or relational.


Joyce Sunada (11:01):
Right. And so we have to take a look at what they feel is kind of the weak spot and then go, okay, how can we step into that? Mm. And really focusing on, at some point when they’re ready is how can they love themselves? You know, we have, we all have really good friends. You, you talk about your good friends in, in your golfing adventures, in your podcast. And there are things that you would not say to your good friends that we say to ourselves. Mm. You know, maybe we did 50 great lessons and one was, you know, a disaster. And it’s like how that it was so stupid or what, you know, we go off on ourselves when I taught at the university of Calgary, some of my students would be like, like they were so afraid to make a mistake. Mm. And so I reassured them, you know, whether the lesson is awesome or whether the lesson lesson is, you know, a disaster you’re successful because you’ve learned something. Yeah. You’ve learned, this is great. And it’s like, this is how can I improve? Mm. And so back to the original question is just, is really listening, tuning into what they need and walking with them to where they wanna go.


Sam Demma (12:14):
Hmm. And you just brought up a great point, you know, and I think that every human being defines success differently. Right. And you know, sometimes we define success based on end results. Some other people define success based on what their capabilities are, what they’re doing in any given moment. How do you define success now? And if you could think back to when you were an educator and maybe even burnt out, how did you define success then? And are there shifts in those definitions?


Joyce Sunada (12:43):
Absolutely. Shifts. So I’ll just tell you a funny story. So I, I knew I was kind of going down. I had left administration and I was teaching grade five. And so I took the 30 kids out. We were gonna draw clouds for art. Nice. Now the purpose of drawing, the clouds for me was so I could go and lay on mother earth and just chill out cause I needed some TLC. Yeah. And so I tell the story, as I got 30 kids out, they had squiggles on their paper and they got, I got 30 kids back in that was success. Yeah. And people were like, oh my gosh, I can’t believe you did that. I can’t believe I did that. So, you know, in those lowest points, maybe success looks drastically different. Mm. Yeah. And, and with regards to success, we don’t always know.


Joyce Sunada (13:29):
I taught a one, two split here in Calgary. Oh my goodness. Probably to 20, some years ago, over 20, some years ago. And the kids live in my neighborhood and I happened to meet up with a mom one day we crossed paths and she was so grateful that I had her son because that was the early stages of identifying ADHD. And so I learned, you know, what his challenge as were, and I applied some of the skills to the whole class and it seemed like a lot of the children thrived. And so I didn’t know that was successful until 20 years later, but I would consider that a mark of success.


Sam Demma (14:09):
Got it.


Joyce Sunada (14:10):
Now success is, it’s really about owning who I am and, and I guess loving who I am and when I do a presentation or I, I coach people, it’s just knowing that I’ve done the best that I can do. And other people will have the experience that they have. And I, I can’t control that. So if I can go away and go, okay, you know, I, I did my research. I’ve prepared as best I can and put forward who I really am and then walk away. Not easy, not easy all the time. Yeah. But that would be my, my new definition of success and just that ability to live, how I really want to live and do I every day, absolutely not. You know, there’s days where I drag myself outta bed. And then there’s other days like today, I’m gonna talk to Sam. I better get, you know, I workout in and everything ready. Okay. Here we go. So, yeah.


Sam Demma (15:06):
Yeah. I I’m with you. I, I think that every person has those days. And if you don’t say it verbally, you’re lying. So it’s it’s true. I’m curious your coaching and your work has obviously shifted due to COVID and it’s definitely different navigating a world virtually than it is in person. Like, do you have any wellness tips or tricks for, you know, balancing life and work? It all feels like it’s one and the same. Like you, you leave your kitchen and you go to your office and it’s in the same, you just switch seats. Like it’s it’s kinda, it’s kind of bizarre a little bit, you know,


Joyce Sunada (15:44):
It is, well, you’ll notice I put on my bright pink top. Yep. Just for you, cuz this is an important meeting, right? Yeah. So little pieces like that separating, you know, work from home is like, this is my designated office and I do, I’ve got, you know, I’ve got some makeup on and I’ve got, you know, work clothes on during the day. I make sure that I get outside at least for a short time, I do have a, a small dog. And so if it’s a slow walk with my dog or it is a longer walk with a neighbor to make sure that there is some outside time and then too I’ve started if I it’s uncomfortable sitting for me for a long time. And so sometimes I will just go take my novel lay on my bed. It’s a, it’s just like, okay, so my body can totally relax, read a novel, you know, set a timer, maybe 15, 20 minutes. And that’s like, okay, back at, if there’s something else that I, I need to accomplish that day.


Sam Demma (16:44):
Hmm. Yeah. I love that. And you know, there’s numerous studies that show that walking for just 20 minutes a day reduces the risk of cardiovascular disease. And I think those are pretty convincing odds to take a short walk. So yeah, I love that. I think that those are all so important and you’re, you know, thank you for, for dressing up and showing up professionally. I appreciate you’re making me feel flattered. It’s it’s cool. So what does work for you look like now, are you doing a lot of presentations virtually if they’re educators listening to this thinking, man, my teachers are extremely burnt out. My staff are beyond exhausted. What does your work look like? For those you know, clients who might be interested maybe listening to this right now?


Joyce Sunada (17:30):
My work has morphed Sam. I came off of, well, okay. My work has morphed. I actually, before COVID hit was considering kind of maybe retiring, you know? Mm. And so when March, you know, everything fell off the plate, probably like a lot of things did for you. Yeah. and I did have a couple sessions in the spring, April, and then in the fall, educators were really trying to figure out, okay, what’s next? So, Nope. We don’t wanna hear from anybody at this time. And then November started to pick up. And so I actually reached out to a group of other wellness. I’ll call them wellness educators. Yes. So we created what we call a joyful collective, the joyful collective, one of the, one of the gals, she named it, the joyful collective. And so what we do is we come together, put our expertise together and offer that to schools or school divisions or jurisdictions the, that want to know more about how to be well.


Joyce Sunada (18:31):
And the, the really fun thing is that there are, I think the four out of the six of us are practicing educators nice. And the other two women, they help to support of course, with, you know, research and you know, tried and true strategies. So it looks more like a collaboration so that we can better support and serve the clients. And because I’m about to be at grandma. And right now my mom’s having some health issues that I’m supporting her with is I’m trying to walk my talk and go, this is what’s important right now. There’s a fear that, oh my gosh, you know, everything will dry up and go away. And people will forget about me and I’m trusting. I’m gonna feed trust instead of fear here that it’s gonna unfold, how it needs to. And so maybe it’s a, maybe it’s a bit of a break. Maybe I come back stronger in this moment, Sam, I really am not too sure, but I’m open to the possibilities.


Sam Demma (19:33):
I love it. And I love that you said you’re feeding trust because it is an option. And yeah, that’s something that is sometimes hard to realize, especially when you’re going through a tough situation, that we still have a choice. Right. you know, people always say it’s hard to see the frame when you’re in the picture. And I think that’s true specifically now more than ever as we all face various challenges and problems. This has been a fun conversation. Joyce, I really appreciate you sharing your stories and coming on the show. If someone wants to get in touch with you and maybe even just have a conversation, what would be the best way for them to get in touch and do so.


Joyce Sunada (20:11):
It would be to email me jklmsunada@shaw.ca.


Sam Demma (20:29):
Awesome. Joyce, thank you so much. This has been fun. Keep up the great work and I’ll talk to you soon.


Joyce Sunada (20:34):
Thank you so much Sam for having me. All the best with your work too.


Sam Demma (20:38):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; if you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Joyce Sunada

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 16, 2022 by Founder and CEO Student Leadership Student Success Teachers Teaching Tips 0

Julie Hunt Gibbons – Superintendent of Secondary Program & Student Success at Halton District School Board

Julie Hunt Gibbons – Superintendent of Secondary Program & Student Success at Halton District School Board
About Julie Hunt Gibbons

Julie (@SOthinkingabout) is a dynamic school and system leader with a broad range of educational leadership experiences spanning three decades in two different school boards. Demonstrated success in collaborative leadership, strategic, operational, and program planning, faculty development, educational technology, and innovation.

Connect with Julie: Email | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Halton District School Board (HDSB)

Peel District School Board

University of Western Ontario, B.A. in Political Science

University of Windsor, M.A. in Sociology

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. I’m super excited for today’s conversation with Julie Hunt Gibbons. Julie is the superintendent of secondary programs and student success at the Halton District School Board, or I should say was the superintendent. She is retiring as of the summer of 2021. I believe right before we recorded she let me know that she would be retiring in the next few days.


Sam Demma (01:06):
So we got her on the show right after her long career in education came to a close. Now she’s a dynamic school leader and system leader with a broad range of educational leadership experiences spanning three decades in two different school boards. And she has a demonstrated track record and success in collaborative leadership, strategic operational, and program planning, faculty development, educational technology, and innovation. You could tell that Julia is super passionate about her work, but the way she got there was a little unique. In fact, she thought she was gonna work in law as you’ll hear about in today’s conversation. Regardless, I hope you enjoy this. I will see you on the other side, take some notes, get a pen, get a sheet of paper and I’ll see you soon. Julie, thank you for coming on the High Performing Educator podcast. Huge pleasure to have you on the show, just I think 10 days into your retirement. Oh, five days into your retirement. I love it. It’s a pleasure to have you here. Why don’t you start by introducing yourself and take us back to the story about what actually got you into education in the first place?


Julie Hunt Gibbons (02:12):
Well, I’m Julie Hunt Gibbons, and I have just retired as a superintendent of education, specifically a program and student success superintendent at the Halton District School Board. So it’s been 30 years, so when you say, take me back, Sam, that’s a long time. So I started teaching in 1991 and I started in the Peel District School Board at a high school that doesn’t exist anymore called Morningstar High School and then I moved to heart lake. So I was up in Maltin in Brampton for the first part of my teaching career and why I became an educator; that’s an interesting one because I didn’t really have that, I want to be a teacher all my life piece. In fact, my undergrad is in political science and sociology, my master’s degree is in criminology with a focus on socio-legal studies, and I was doing that because I thought I wanted to go to law school.


Julie Hunt Gibbons (03:16):
And when I was doing my master’s degree, I was a TA. And then I taught a night school course in first year criminology. And most of the people I taught were adults who were taking it to get a bump in their pay as police officers or correctional officers. And I loved teaching. I really, really loved inspir people and sharing knowledge. And it just sort of went from there. And I I applied for both a PhD and a and to the faculty of education. And I got into both and I sort of explored both for one week panicked and then ended up at the, a city of Toronto doing my bachelor of education and becoming a teacher. And I taught all things in a history department that weren’t history. I taught politics and law and sociology. And so all those grade back then it was grade 13. So all those sort of 11, 12 and 13 core that students can take later in their, their high school career. So,


Sam Demma (04:26):
So I would be correct in saying you had no idea you’d get into teaching.


Julie Hunt Gibbons (04:31):
Absolutely not. My master’s degree was actually completed working in a maximum security women’s facility in SEL, AE, Michigan focused on women who were completing life sentences and in Michigan life is indeterminant life. It’s, it’s not a set time it’s until the day you die. And so I was going back and forth from Windsor to Michigan and doing interviews with women who were incarcerated. My very first job was actually working for lifeline, which is a program in Canada that was four lifers and BI lifers. And I was the executive assistant for this program while I was completing my ma. So no teaching wasn’t ever any part of it. It was all focused in that criminology field. And I, I thought I was going into law or at least a PhD in that area.


Sam Demma (05:24):
Well, you’ve peaked my curiosity now, as someone who interviews educators, you, you said you, you were interviewing women who are facing life sentences. What were those interviews about or, or what did they look like? You just, I’m kind of curious.


Julie Hunt Gibbons (05:36):
Well everyone was already tried and sentenced and incarcerated and serving a life term in the hero on valley maximum security women’s Institute in IIL and Michigan. And our, the interviews were really about what, how they got there. And, and a lot of it was from a feminist perspective and the role of patriarchy in their situations and in their criminal circumstances and then sort of where they were in their own journeys once incarcerated, because of course many had kicked drug habits. Others had found an education. They never were privy to when they were living on the streets, et cetera. And so it was all very qualitative in nature. And it, it was absolutely fascinating because, you know, someone could have been serving a sentence from when they were hooked on heroin and had killed a client in a sex trade piece.


Julie Hunt Gibbons (06:39):
And then now they have three university degrees and were straight and had found God and all the rest, and it didn’t have an impact in any way they were locked up until the end of their days. So it was a very interesting piece. And then when I working on the male side with the lifeline piece through Kingston again I, I loved the educational piece. I realized that that work might not sit well for a, a, a young woman looking to have a family and, and all the rest it was. So I made the decision that I wanted to help people, and I wanted to help people who got to go home at the end of the day.


Sam Demma (07:26):
That’s awesome. What a story. And when you reflect back, can you think of educators that you had in your life that had a huge impact on you that led you towards education? Like you mentioned that you loved teaching. Did you have any teachers who also loved teaching that had an impact on you?


Julie Hunt Gibbons (07:44):
For sure. I did. When I when, when I was a small child and, and, and in high school. And, and I also remember the ones who had the very opposite impact, you know, the, I think the mediocre, the ones that you forget, but the incredible, wonderful, and incredibly not wonderful are the ones that you remember. And I would say I took a, a lot of lessons from those that inspired me and I had the fortunate chance to go back. I went to high school in the us, so I moved, I grew up in Oakville and then we moved to new England and we moved back and I actually graduated from Thomas a Blakelock high school in Oakville. And I was able to do one of my practice teaching students there. And there were, there were some men in the history department who I had had in my grade 13 year when I was there. And it was the ability to be that powerful storyteller. And I think the reason I loved history so much was because of the oratory and the storytelling. That’s how I remembered and did well. I, I got into the story of all of it. And to this day, like I love historical fiction. That is my choice of reading at all times. You’re, you’re learning something, but history has come alive as well.


Sam Demma (09:07):
That’s amazing. And I think what’s so interesting about that is that the teacher that had the biggest impact on me was my history teacher. It was world issues class, but he was just sharing us history. And at the same points relate to, to my passion about storytelling and, and the way he delivered his lessons, which is so cool. You mentioned that, you know, some teachers that are great stuck out to you and some that were not so great, also stuck out to you. And it brought my mind to this quote that every, you know, person or situation were in is either an example or is a, like a caution or like a worry, you know, one example. Yeah. Non-example, I’m trying to think of what the opposite word was. So what are some of the things the best teachers did in your experience that you can remember? And also on the other side of the coin, some of the things you think that those not so great teachers did that had a negative impact on you.


Julie Hunt Gibbons (10:03):
I have always believed that kids don’t care what, you know, until they know what you care. They know that you care, and that’s the most important thing by far. Students need to know that you are the caring adult and that their, their life beyond whatever it, it is that you’re teaching is important. There has to be that human connection. Like we’re not widgets, we’re, we’re not robots, we’re human. And the human connection has to be there. And I always say to starting out teachers, you know, how do you answer the question when someone asks you, what do you teach? You know, and people might say, well, I teach math, I teach science, I teach history, teach students. I teach children. I teach human beings because that’s the most important piece, because when you reflect on your favorite teacher and I reflect on my favorite teacher, I can’t name the lesson. I can’t say what was so great about how they taught. I can only reflect on a feeling that they left me with and that feeling, that how much I enjoy being in their presence and being in that room, because it was engaging and enjoying. And it’s the feeling that you reflect back on that made them your favorite teacher.


Sam Demma (11:13):
I love that. And it’s so true. And what do you think are some of the ways they made you feel great? Like, was it by tapping on the shoulder by personalizing what they were saying to you by giving you a chance to share? Like, what do you think if I know you mentioned this is a long time ago, so it might be hard to pinpoint some specific things,


Julie Hunt Gibbons (11:33):
You know, having worked in the program department for the last number of years and, and seeing a lot of different people teach it’s, it’s the personalization of it. It’s the little things that start it with greeting students at the door, knowing their names, knowing something about them beyond just their name knowing and properly pronouncing someone’s name be having opportunities to form and build trust in relationships. So whether that’s you know, building in opportunities, regardless of what you’re teaching, you know, I could be doing teaching math or teaching geography. I can still use communi or circles and you sharing and, and opportunities where I get to know students beyond just the subject matter of desks and rows, and, you know, Sage on the stage where I’m just really regurgitate, you’re regurgitating what I’ve said. Like that’s, that’s not active teaching in this world today with Google Wikipedia, all those other things.


Julie Hunt Gibbons (12:35):
Students don’t need teachers for facts. Students need teachers to provide the engagement and that joy of education that becomes the self motivating piece to want to learn and to be inspired, to learn. And I think it’s those inspiring pieces that includes the various pedagogy. They’re not doing the same thing all the time being responsive. So one year I might be teaching a grade 10 history class. And I know that most of maybe I have 75% of very active boys in my class, and I better be doing kinesthetic learning and not having them sit there and read and regurgitate and history may be the worst subject for that because history doesn’t change, but we have to be responsive in, in how we teach. And that means knowing them and meeting them where they are. I taught math for the first five years of my career.


Julie Hunt Gibbons (13:33):
Cause there wasn’t enough history there. I don’t have math qualifications in nine and 10 that you could teach the subject. If you had a willingness back when I was doing this. And I, I said, sure, I’ll teach math. And I think the reason I excelled at it is because I told the students right up front in my math that, you know, this wasn’t, I, you know, I didn’t go and graduate from Waterloo and mathematics. I explained things in a way that made them understand it. And I took real world examples and, and I used you know, we were talking about integer and negatives and I, I, I got out that thermometer. We talked about how things look so people could com conceptualize. It made it O okay to ask any questions. There was no such thing as a, as a dumb question. And I, I think that was sort of made it a trusting environment. And when people trust people are more vulnerable and then they’re willing to go further, take greater risks and ultimately learn more.


Sam Demma (14:34):
I was gonna say, it feels like, it sounds like trust is the main ingredient and all the examples you just shared, you know, trusting that the person standing in front of the classroom does care about you trusting that you can ask questions, make a mistake and learn from it in a safe environment. Like it all seems like it stems back to care and trust and compassion. And these sorts of characteristics, those are the ones.


Julie Hunt Gibbons (14:57):
Definitely


Sam Demma (14:59):
Those are the positive experiences. And we don’t have to, you know, spend too much time on the negative. But it’s funny. I find that a thousand people could compliment us in one person, says something negative and it sticks out in your head like a sore thumb. And it’s just, I think it’s a negativity bias that all humans have. And I’m curious to know if you could think back to some of those experiences that were negative as a caution, you know, what are things that you think other educators should never do or not do? You know, based on your experiences.


Julie Hunt Gibbons (15:31):
You’re very right. There, there is a, there’s actually been research done on, on how many positives someone has to hear in order to help balance that one negative piece. And I think back to when I was a small child in elementary school and a music teacher telling me that maybe I shouldn’t sing so loudly and you know, that sort of, that you know, that, that just joy to me, that kids have. And, and then maybe, wow, that was the first time I’ve reflected that maybe I wasn’t the best singer in the world.


Julie Hunt Gibbons (16:09):
But I, I do think that some times as educated, we really have to worry about what we say, because we’re in such a position of trust and people take it to heart. And so comments about levels like D streaming is a big thing in the province right now, right? And so commentary mid by educators about what levels you, you should be taking your courses at. And, and ultimately it should be a student’s choice because only they know how hard they’re working, how hard they’d like to work, what their post-secondary dreams are in any way. And, and you know, who are we to in any way cap those because, you know, people may have to work differing degrees, achieve their dreams, but their dreams are their own. And we have to be very careful that in what we say, that we are not in any way, a stepping on someone’s dreams.


Sam Demma (17:08):
I love that. And it’s so, so true. And I think at a young age, we look up to our teachers and they have, you know, not only are they in a position trust, but you’re technically in a position of influence, you know, what you say is, is listened to, and it might not be accepted, but it’s definitely reflected upon by the students. Most of the time, I would say, and you, you, you’re totally right. You know, if you tell a student you can or cannot do something it could affect them for, for, for years or, or change their perspective, Devon what’s possible for them. Aside from the situation of the singing, can you recall any other situations where something like that happened for you personally?


Julie Hunt Gibbons (17:47):
No. I just remember the overall the feelings, you know? Yeah. Like if you say someone’s name and it’s an association of a feeling of, of either it’s a good feeling, a bad feeling or, or a lack of feeling. Got it. And I think that, that everyone, regardless of what position you’re in, if you’re you know, an EA, a teacher, a vice principal, a principal, a superintendent, the, the goal should be to leave people with a good feeling. Hmm. Because that’s the empowering piece that became, I think most clear to me when I became a vice principal, because often the association for students is the vice principal is where you go, if you’re in trouble. And you know, even now I, I see people and they’re like, oh, you were my vice principal. And I know them and people say, oh, were you, were you a bad kid?


Julie Hunt Gibbons (18:39):
You knew your vice principal. And the answer, the answer is no, there’s no such thing as a bad kid, there are bad choices. And everybody makes bad choices at some point in their life. But just because you knew the vice principal didn’t mean that you, you were a bad kid. And I, I really tried hard as the vice principal. I coached. I was involved in student government. It was just trying really hard to make it, that it wasn’t a place where you went only if you got sent there, because it was a de disciplinary matter.


Sam Demma (19:12):
I love that. And it’s, you know, I’m not far removed from high school. I’m 21. And I, it’s funny because that’s such a very, that’s a true stereotype about the vice principal situation, and I’m glad you broke it. That’s awesome. I love that in terms of positions, you’ve played the whole field in terms of when it comes to education of teaching principal, vice principal superintendent, which of the positions have you found the most fulfilling personally, and what are some of the challenges you faced in it? And how did you overcome those?


Julie Hunt Gibbons (19:46):
I have thoroughly enjoyed every position I was in. So that one, that one is hard. I, I think it was the making the difference piece is what propelled me. So when I was a teacher, then they had, they had this thing called assistant department heads back then they haven’t had that role for a long time. And people pointed out I should apply for role. And I, I did. And then now you’re helping people within the department in a leadership role. And then the next progression was to department head. And then in peel, we had this title, it was super head because it was multiple departments. And it was just sort of what was the next piece. A lot of it was intrinsic as well as extrinsic and people saying to me, oh, you should apply for this. But a lot of it was the feeling that I could make a difference.


Julie Hunt Gibbons (20:46):
So moving from the classroom into administration, a, a lot of it was that I wanted to make a difference for more students. And I thought I could in that role because now I didn’t just have the students in my classroom who I saw every day. I had the students in the school and I was a secondary vice principal at Erindale secondary school in peel for five years. And back in the day Erindale was a very large school. And I know that I got to help a lot more students in that role than I did just when I was in the class. And, and then the next logical piece was then principal. And I was the principal at Warren park in south Missisauga. And again, the, the leadership and the tone of the school comes from the front office.


Julie Hunt Gibbons (21:44):
And I’ve always believed that, and I’ve always lived that and seen and knew that that was something that I was gonna ensure that the tone that came from any office that I was running was a very positive one and one that was student focused and students first. And it was, and when I left Lauren Park, I went to Halton and I was the principal at Nelson high high school. And then I was the principal at Oak culture, Fager high school before coming, becoming a superintendent. And even the move to superintendent was sort of, I had been a principal in three, in three different schools and two different school boards. And it, it was sort of, so what do I do next for my own per personal learning and growth, because I, I do see myself as a lifelong learner. And what is that next step? And so then as a superintendent, you are now that critical friend to a whole group of principles who you’re overseeing and supporting. And then as well, taking on the portfolio of program and student success, which is all focused on pedagogy and assessment and evaluation. Now I’m having that impact on the classrooms again as well. And so I would say I enjoyed all of those rules at the time, and each one sort of fit the stage of life that I was in.


Sam Demma (23:06):
There’s definitely at least a dozen educators listening, who are asking themselves similar questions. How can I make a bigger difference? How can I make a greater impact on more students on the entire school, on the educational system as a whole, in my entire school board. And they might be wondering, you know, Julie, how did you, how did you make the ascent? And if you could go back and speak to your younger self and give younger Julie advice you know, before moving up all these different positions, what advice would you give yourself?


Julie Hunt Gibbons (23:42):
Balance for sure. I think anyone who’s reflecting on this has to make sure that they’re reflecting on the bigger picture of work life balance that is very, very important and necessary for your success. EV everyone’s family situations are different. Everyone’s home responsibilities are different, and what you’re doing has to fit within where you are in your own life journey. At the time, this was brought home to me back in 2012, I was diagnosed with cancer and I was off work. I had to undergo surgery and chemo and everything else, and I am an ovarian cancer survivor, and I’ve been clear now for seven years. So that was the biggest wake up call to me about the work life balance at full confession. I do have that workaholic tendency work has always brought me a great deal of pleasure and therefore doing more of it.


Julie Hunt Gibbons (24:43):
I just, I’ve always been that way. Having and cancer really gave me pause to stop and think and think about it. And it’s one of the reasons I retired at my first eligibility. So in teaching your age and your year service has to equal a minimum of 85 in order to get your full pension. So I, I turned 55 this year and I’ve completed 30 years of teaching, which makes me 85, which means that I am my first eligibility to retire. And I took that, and I know I shocked a lot of people cuz they were like, you’re too young to retire. But as much as I love my job, I also love my family and I love life and I want to experience more of life on my terms. And you know, it’s not a job that you can do.


Julie Hunt Gibbons (25:36):
Part-Time right. It’s a big job, a superintendent, it’s a big job with long hours. And I wanted to be more the captain of my own ship and of more of that flexibility. And, and so that’s why I did take the opportunity and I’m looking forward to doing all sorts of things on my terms. So I still am that lifelong learner. I spend an awful lot of time listening to books, reading books. I, I get a great deal of pleasure out of learning new things. And I think I will continue to do that.


Sam Demma (26:10):
I love that. That’s such an awesome way to wrap up this conversation today. You’re five days into this new journey of living life on your terms, which is amazing. Congratulations, thank you for being vulnerable and sharing, you know, the story of overcoming cancer. That’s amazing and I’m sure your overcoming of that, that challenge has probably inspired so many other people who’ve gone through similar things, especially in the field of education so thank you for sharing that. If an educator’s listening and wants to reach out and just maybe chat with you, if you’re still open to those calls, what would be the best way for them to get in touch with you?


Julie Hunt Gibbons (26:47):
I’ve always opened to those calls. In fact, I’m keeping my board email. It is my hope that I will be doing some project work with Halton or any other board, as I say, I’m not leaving, because I don’t wanna work. I just don’t wanna work 50-60 hours a week anymore. And so I’m maintaining my board email so I can be reached there through huntgibbonsj@hdsb.ca.


Sam Demma (27:15):
Awesome. Julie, thank you so much. It’s been a huge pleasure. I really appreciate you coming on the show, keep up with the awesome work and we’ll talk soon.


Julie Hunt Gibbons (27:23):
Thanks Sam. You keep up the awesome work too.


Sam Demma (27:28):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; f you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Julie Hunt Gibbons

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 15, 2022 by Student Success Superintendent Teachers Teaching Tips 0

Sarah Hernholm – Educator turned Entrepreneur, Founder of WIT

Sarah Hernholm – Educator turned Entrepreneur, Founder of WIT
About Sarah Hernholm

Sarah is a former elementary school teacher turned entrepreneur.  In 2009, she left the classroom to create WIT – Whatever It Takes. At WIT she works with t(w)eens around the world who are interested in using their voice and ideas to launch businesses, non-profits, and/or social movements. WIT also focuses on helping t(w)eens develop emotional intelligence, soft skills, and an entrepreneurial mindset. 

She has given 3 TEDx talks, a few keynotes, and one commencement address. When I’ not “doing WIT” I’m planning my next adventure, working on a new business idea, or spending time with my amazing family and friends. 

Connect with Sarah: Email | Instagram | Linkedin

Listen Now

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

Resources Mentioned

www.doingwit.org

www.sarahhernholm.com

Camp WIT

Do WIT Podcast

From Victim to Victor | Sarah Hernholm | TEDxYouth@Austin

Authentic self expression: Sarah Hernholm at TEDxSDSU

Bravery: Commas, Not Periods | Sarah Hernholm | TEDxRBHigh

The Transcript

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

Sam Demma (00:00):
Welcome to the High Performing Student podcast. The number one resource for self development for young people. If you’re a student, athlete or youth entrepreneur, looking to crush your goals and reach your vision. This show is specifically for you. Each episode is engineered to provide you with the practical systems and strategies you can use to stay motivated, beat burnout, and ultimately make your dreams a full blown reality. And I’m your host, Sam Demma. Since the age of 17, I’ve spoken to thousands of youth across north America, and now I’m sharing the tools and strategies that will help you lay the foundation for future success. So grab a pen and a sheet of paper, and let’s go. Welcome back to another episode of the High Performing Student podcast. Yes, you heard that right; The High Performing student. I know you’re listening to this on the High Performing Educator, or maybe you’re listening on the High Performing Student, regardless of where you’re listening.


Sam Demma (00:58):
I thought this episode applied to both audiences that I catered to. I have a second show. I have the High Performing Student podcast and the High Performing Educator. The High Performing Educator is geared towards people in education. The High Performing Student, geared towards students. Together, there is over 300 episodes. You know, if I combine both of the podcasts together over 50,000 downloads, I’m so grateful that you choose to take your time tune in and listen to this content. So thank you from the bottom of my heart. Whatever show you’re tuning in from, I’m super, super excited to share today’s interview with you. Sarah Hernholm is the founder of WIT(whatever it takes). Her story of getting out of a career and becoming an entrepreneur and doing amazing work and the obstacle she’s overcome and the people she’s met and the impact she’s making; all of it combined really inspired me.


Sam Demma (01:51):
And I was so impressed with her, her beliefs, her ideas, her philosophies, when it comes to life that I thought I should share this episode on both platforms. So I hope you enjoy it; have a pen and paper ready because you’re gonna take a lot of notes and I will see you on the other side, Sarah, welcome to the High Performing Student podcast. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself and sharing a little bit behind the work you do today and why you even do it?


Sarah_Hernholm (02:25):
All right. Well, my name is Sarah, Hernholm. I am the founder of an organization called WIT(whatever it takes) and we help young people become leaders and entrepreneurs, specifically tweenagers and teenagers. We believe you’re never too young to start making a difference and that you’re never too young to be an entrepreneur. And so all of our programs and everything that we do is geared around that.


Sam Demma (02:48):
Why, where, why?


Sarah_Hernholm (02:51):
It’s why wit why doing entrepreneurship? I mean, I just feel that what kids are learning in school and I used to be a school teacher. So, and I do know that there’s great teachers. I was a great teacher and I know great teachers exist, but on average there’s not a lot of great, there’s not a of great teachers out there teaching real world skills and applications to young people. And I, I believe very strongly that if you really wanna be ready for the real world, then schools should be doing that for you and getting you ready for that. And if they’re not, then other organizations like mine need to exist until they get it together over there.


Sam Demma (03:37):
I like that. I totally agree. What, what do you think are some of the real world skills that are so important that we teach to our young people today or that you even teach at, you know, your own curriculums and schools?


Sarah_Hernholm (03:49):
Well, I think we need to be teaching financial literacy. I mean, you should be very clear on how to make a budget. You should know that how much things just cost and understand where that, that cost comes from. And then that’s very empowering when you know that information, cuz then you can know when you’re getting screwed over by something and then you got like, you’re getting a good deal. Like those kind of things. And then when you’re launching your own business, you wanna know what it’s gonna cost to actually run something. And all the things that go into that. So financial like real world application of literacy is really important. I like getting young people to grapple with, with ideas. And so that looks like, okay, you wanna solve this problem that adults have created, whether it’s climate change or homelessness or fast fashion, whatever the thing is that like you don’t like then start making changes and, and start creating an alternative and create a solution. And I love that. That’s what we do at wit is we really empower a young person to take the tools they’re learning at wit and then go do something. That’s why we say, do wit, just do wit yes, I know that is a little bit close to Nikes, just do it, but it’s just do WIT and that’s really our call to action to our young people.


Sam Demma (05:06):
And at what point in your own journey did you decide I wanna leave the formal classroom and start this organization and what prompted the decision to do so because even for a young person, making a decision to change paths is a huge one. Sometimes it comes with a bunch of difficult obstacles and the expectations of others like parents, family, and friends. And I’m curious to know what prompted your career change and what it looked like.


Sarah_Hernholm (05:36):
Well, there’s nothing like getting laid off everybody to make you start wondering what you’re doing with your life. And I was a teacher in California and in California, there’s something called last and first out. So the last teacher hired as the first one fired not based on merit, not based on the impact that you have on your, on your students, but solely based on your higher date. It’s ridiculous. It’s absurd. It’s I don’t know of any other business that would ever do that. So I was laid off four years in a row due to due to budget cuts. And so the fourth year I was like, what the hell is going on? I mean, it, it was like being in a dysfunctional relationship where, you know, you’re doing like everything you possibly can. I mean, I was a great teacher. My kids were scoring off the charts, but besides that, cause I don’t really care about testing, but I knew how to play the game.


Sarah_Hernholm (06:28):
I had really, we were doing really cool things. We were even getting pressed about what we were doing in the classroom and still I was laid off or I was told to stop doing those things. And you’re like, I’m doing everything I can. And I love this and I’m doing passion and heart and it’s still not enough. This is so dysfunctional. Like this is so dysfunctional. So the fourth year is when I kind of, I had a moment of ma I’m well, first of all, it’s really good to like know yourself. So I was like, I’m not changing. The I’m not changing. I know that I’m not gonna dumb down what, I’m, how I do my teaching. I’m not gonna change to make. I was once told to stop doing things that I was making other teachers look bad. And then now parents were complaining and they wanted me to change what I was doing.


Sarah_Hernholm (07:12):
And I was like, I’m not changing it. And so I knew I was not gonna change. And that’s actually a really good thing need to realize about yourself is like, just to know yourself and to know that where your boundaries are, what your limits are, what your and I was, I’m not changing. And so if I’m not gonna change, am I willing to go play their game? And I wasn’t willing to play the game anymore. And so then I thought, well, if you’re not gonna do that, you gotta figure what you’re gonna do. And so that’s, I started figuring out what I was gonna do.


Sam Demma (07:41):
There’s so much to unpack there. Like where does your confidence come from to not change? And the reason I ask is because I feel like society pushes young people, especially to change, to mold, to certain societal standards. You might have been a little older than a high school kid when you made this decision, obviously, but where does your confidence, where does your confidence come from to, to stand in your own power and decisions?


Sarah_Hernholm (08:06):
Well, I wanna be clear that I’m not always like that. Yeah. I mean, I’m gonna be doing something right now. I got a really big opportunity yesterday and my stomach is still uneasy about it because I’m like, oh my gosh, am I gonna be good enough? Am I worthy enough? He’s probably expecting like this and what if I can’t deliver? And so it’s normal to you. Don’t just feel confident all the time. I mean it’s, but I was very, very, very confident in my teaching abilities. I’m very confident in that. Like I just, that’s something that at, can I take you back on it and do better and will I learn new practices and do better? Sure. But no one can even like, come at me with me, not caring about kids or like wanting to help kids or doing everything I possible for a kid.


Sarah_Hernholm (08:55):
Like, it’s just, that’s this one area of my life where you just like you can’t, I, I wouldn’t even believe it. Like there’s other areas of my life where I feel insecure and I feel not enough. And I try to take the, the confidence that I have in this other area and how I’ve gotten that and try to bring that over there. But I just don’t want your listeners to think that I’ve all that that goes into every area of my life. I definitely have areas where I need to work more on or I get to work more on my confidence, but I, it was UN I was unshakable. I knew I was great as a teacher.


Sam Demma (09:27):
Mm. And then, you know, you mentioned as well, this idea that school’s a little bit dysfunctional in the fact that we think our self worth comes from our GPA. And you mentioned very briefly just now, you know, I don’t care about that. And I noticed on your Twitter, you even retweeted something from someone named Neil Sharma, who was basically saying like, oh,


Sarah_Hernholm (09:46):
He was in my,


Sam Demma (09:49):
OK. Oh, sorry, Nick. Yeah. and he was basically saying shout out to all the kids who felt worthless, that didn’t do great in school, but your greatness isn’t tied to your grades. And I wanted to unpack that because I wholeheartedly believe it as well. You know, you judge someone by their ability to do good in math when they’re they wanna be the next Picasso. Like, it just, it doesn’t make any sense. You’re judging them based off something they don’t like doing. And then you’re gonna tell them they’re a failure because of it. So I wanted to know your perspective on GPA and also how it relates to students identities and, and self-worth,


Sarah_Hernholm (10:22):
Well, first I’ll share that I was not an academically inclined kid. I, I was not somebody who, what like thrives in, in a hypercompetitive academic info. And I was sometimes put into those, I, I was very fortunate to have parents who were wanting to give me the best education possible. And so we went to some of the best schools and one of the schools, I went to three different high schools, and one of the high schools was a college prep school and very, very intense, very academic and very competitive academically. And I think it was twofold. One, I just didn’t, I just didn’t buy it. I guess I was a little bit like, all right. I mean, I don’t know if it was a self-preservation or defense mechanism, but it was a little bit like you kind of suck as a teacher if I don’t understand this concept, because why are you like making me feel about, I remember one teacher would make me go to the board and do the math problems in front of everybody.


Sarah_Hernholm (11:24):
And I obviously was struggling. And instead of getting support, it was like, I guess we’ll wait, or I guess we’ll have to wait before we can move on until Sarah and I. And then when I became a teacher, I was like, who the hell does that to a kid? Yeah. Like I, cause I thought, I think you think when you’re a kid that wants you, you become an adult. Certain behaviors will make sense. While I became an adult, I became a teacher and I could never have imagined doing that because shaming, your kid is only gonna make them like perform worse and also have zero trust. And if you’re like me, it becomes a little fight or flight. So I mean, I would send I one time like walked out of a classroom, I just like put the thing down and like walked out. I probably got in trouble, but it was more like, you’re not gonna get me.


Sarah_Hernholm (12:08):
Like, you’re not gonna let, you’re not gonna have this moment of me maybe crying in front of everybody or whatever. Like I, I, but that is silly that I had to learn how to survive. Right? Yeah. Like that, like that that’s ridiculous. So I, I didn’t wanna stay at that school. My sister was there and my brother was on his way there and they were more, they were, maybe it was a better fit for them. It just wasn’t a fit for me. I went to a public school for about, I went for happy year and then I ended up going to a boarding school where a lot of people that I knew that I, I would go to summer camp. And a lot of people from summer camp would go to this boarding school. And I ended up there and probably, I would say my best high, high school teacher, one of my best high school teachers was from there, my English teacher.


Sarah_Hernholm (12:50):
And she kind of went me into shape. I mean, I, I kinda came in a little bit like a punk. I mean, I, but definitely self-preservation a lot of like defense mechanisms up get given what I’ve gone through. And she pulled me out of the room one day and said to me, you’re better than this. And you’re better than that. And I was like, I am okay. And that was really powerful. So my high school journey was that three, three different high schools became better. Academically. My later in high school got motivated. I could get the grades if I was motivated by something, but it was very hard to motivate me. And, but if it was like a carrot, like, oh, you can’t audition for something or you have to have a certain GPA to participate in something that was creative or theatrical.


Sarah_Hernholm (13:42):
I was like, okay, all right, I guess I’ll start working now. But otherwise I wasn’t really motivated. Hmm. I understand why so many people are, are motivated by grades and adults owe young people a huge apology for creating this beast, which is that we have told you that if you get a high GPA, then you will get into the school of your dreams and you will be happy and that’s not true. There is no death or, or job or title that makes you happy. It can provide happiness at times, but it’s fleeting. It’s not consistent because life happens in all the places that you end up going to, whether it’s a getting a job or a school or a partnership or a boyfriend or girlfriend, they don’t make you happy. You can experience happiness. There, so they’re is a big lie that we’ve told people. And as a result of that, we’re burning out young people and we’re also getting them pretty dependent on some hard prescription drugs. Yeah. So I it’s really unfortunate, but you know if you really wanna look at things and wonder why things happen, you just have to follow the money. And a lot of money is made on young people believing the lie that their GPA determines their worth.


Sam Demma (15:07):
How do we break that cycle? Or how do we helps students realize that it’s, it’s not, it’s, that’s not where their self worth is attached from. Yeah.


Sarah_Hernholm (15:19):
I don’t, I’m surprised that it keeps perpetuating itself. I don’t have kids yet. And, but I would never pass that on. So I’m kind of confused by all of these adults who have, even who even have, who even got the GPA, got into the school, realized that didn’t bring them happiness, realized that they had to do their own work and like maybe even change career paths, why they would pass that on to the live onto their children. I think maybe they just want, I, I think I know every parent loves their kid. My experience has been as a teacher and working with young people for over a decade is that parents are doing the best they can, what they’ve got.


Sam Demma (16:00):
Yeah.


Sarah_Hernholm (16:01):
And I’ve never met no one. That’s not true. Most parents I’ve met wanna do better by their kids and give them more than they had. And they might just go about it in walk ways. But I think parents have to just stop drinking the Kool-Aid and being like, no, I’m not, I’m not doing that. I I’m not. And, and maybe this next generation, when they have kids, maybe they will stop the, the cycle. Who knows. I don’t, I just do. I just stay in my lane, do what I can with the work that we do, cuz otherwise it becomes overwhelming.


Sam Demma (16:40):
Yeah. I’m hoping that the next generation crushes that meaning like when I become a parent, when you become a parent, because I know firsthand that it’s almost like education was everything that my parents and grandparents knew because you know, they come to this country with nothing and get an education. What gets you, which gets you a stable paying job. And that gets you a, you know, a very average life. And so in their eyes, education is protection and safety and they wanna like, you know guard you as your, as their, as their child or grandchild. Right. But I think we’re starting to realize that there’s so many other paths to a stable life that don’t just involve your grades and whether or not you get a 92 or a 72, you can still create a stable life and a great life after high school or post-secondary.


Sam Demma (17:27):
I think I’m curious to know, you know, I remember when I decided to take a break for my university studies, I dropped outta school after two months, you know, my parents looked me in the eyes and like, what are you gonna do with your life? I told them my dreams. And I said something along the lines of, and I didn’t say these exact words, but in my passion and in my description, I basically was saying, I’m gonna do whatever it takes. And I’m curious to know in your perspective, what is doing whatever it takes mean to you. And can you give us like a story or an example of a situation in your life where you’ve been told? No, because from your Ted talk, I know as an entrepreneur, you’ve been rejected hundreds of times. Yeah. So gimme some stories. What does it mean to be, what does it mean to do whatever it takes to you and gimme some stories or examples of how you’ve done it in your own life?


Sarah_Hernholm (18:14):
Okay. I’ll tell everybody that. So the name of the company that I started is called wit whatever it takes when I started it was called wit kids because I was gearing it towards elementary age. Got it. And the name came because when I was in teacher, my classroom motto was whatever it takes. The reason it be the classroom motto became, whatever it takes is because one day, and this is my first teaching job. I was teaching fourth grade in a trailer because the CLA the school was under construction. We didn’t, I didn’t have a classroom. And I was in a trailer and I was in heaven. I was so excited to start teaching and get my classroom. I mean, I was, I, I was loving teaching. I don’t know how in, how long into the first year this conversation happened, but it was probably pretty early on.


Sarah_Hernholm (19:04):
And a kid came in and they hadn’t done their homework. And I said, and I, when I always did my homework, I may not have liked school, but I always did well. I mean, I I’m gonna always, but I mean, homework was it wasn’t optional, especially elementary school. Are you kidding? I mean, my parents were still guiding me then. And so it was quiet time after school. Did you get your homework, play your sports? And I was really surprised. I remember being really at how casually. He said he didn’t do his homework. And I remember being like, why are you not concerned? Cause I’m concerned and you’re not.


Sarah_Hernholm (19:40):
And I was like okay, well you need to do your homework. Like, it’s part of your grade HES. Like, oh, okay, well I didn’t do it. And I said, well, why didn’t you do it? And without even like blinking, flinching, anything, he said, I was watching the Simpsons. And then I was even more like, are you kidding? Like you don’t even, like now you are even like, I mean, props tea for being so honest, but also like do not see a problem with this, that you were watching like a cartoon. And I said, you know, really the tip to everybody when you really wanna go like one way in a reaction, maybe it’s like more of an extreme reaction or anger or frustration lean into curiosity because that will keep you more present. So keep asking questions versus having like overreaction. And so I said did your parents like know that you’re watching?


Sarah_Hernholm (20:31):
And he said, oh yeah, we all watched it together. And so then I thought, interesting. So you have, in that moment, it was like, oh, well, the reason he didn’t think he’s doing anything wrong is because he’s doing it with his parents. Mm. And then I asked, did your parents know you had homework? Yes. Did you tell them it was done? No. And I’m thinking like just processing in real time. And I thought, oh, and I knew what demographic of kids I was teaching. I was clear on the school and the demographic and the situations of a lot of the kids. And I thought, oh, they’re gonna, this is gonna be different. Like, they’re not gonna, they don’t all have the same kind of support that I had growing up, which was sit down, do your homework, show me, it’s done. Put your folder in the backpack.


Sarah_Hernholm (21:16):
Right. Which is pretty, that’s a lot of like parenting, like a lot of like monitoring you. Yeah. And so that night I stayed late at, in the classroom and I wrote on butcher paid, I painted on butcher paper, whatever it takes, put it on the, the wall of the right above the chalkboard whiteboard in the front of the classroom, in front of the trailer. And then when they came in the next day, I said, this is our classroom motto. And we do whatever it takes. If it means you have to take your body and like put it in the other room, your homework, that’s what you do. And we do that because we love ourselves and we want, we, we have big dreams. And so I really tried to make it feel like, of course you wanna do whatever it takes because we do whatever it takes because we love ourselves so much.


Sarah_Hernholm (22:01):
And we have a, we, we believe in ourselves and we, we have goals and dreams. I didn’t wanna shame anybody. I didn’t wanna make it sound like we have to do whatever it takes, because you know, sometimes you get crappy family situations. It’s like, no, like nobody wants to, like, that’s not empowering. And that I still have that butcher paper and that, that sign and that when I went to different schools, like that was the motto. And so then when I left teaching and started my new thing, I thought I wanted to combine that. So that became wit kids then to wit then to do wit doing wit and I, I, it’s not whatever it takes to burn yourself out. It’s not about doing whatever it takes. And like I’ve hustled so hard. And so I, I only sleep one hour a day, no, whatever it takes about creating the life that you really desire and you need sleep for that life. And so do whatever it takes to get eight hours of sleep, do whatever it takes to move your body every day. It’s not a beat down, cut a corner, whatever it takes, it’s an empowering, whatever it takes.


Sam Demma (23:09):
I love that, that such a empowering story. And sometimes doing whatever it takes is sending a tweet to Gary Vee and then responding four years later and hopping on a podcast with him. Right. So that


Sarah_Hernholm (23:23):
So that was so random.


Sam Demma (23:25):
Well, you know, I think, and Gary Vee highlighted it in that conversation with you, he said, you know, it’s so important. You go into interactions, figuring out how you can give as opposed to ask. And I think that that’s such an important thing to keep in mind when we are chasing our own dreams and goals. And I’m curious to know your perspective on that and has it played a big role in your own entrepreneurial journey?


Sarah_Hernholm (23:47):
Huge. And I think it really played into why I got this big offer that I got yesterday. Opportunity yesterday is.


Sam Demma (23:54):
One second. You’ve mentioned it twice now, is it like private? Or can we like so light on yeah, it’s, I’ll tell you.


Sarah_Hernholm (23:59):
Offline, but it just happened. And so, but it’s just really timely because it’s around feeling a little bit inadequate and scared and, and that’s all really good stuff. It means you care. Yeah. And it’s on my mind and I’m gonna be working on this presentation after we have this call and this hangout. And I also feel like a, that the opportunity came due to me. It, I, of being focused more on like gratitude and, and giving. And what I mean by that is I’m really, really big on gratitude and what that looks like. It looks like I’ll just walk you through a situation. If someone’s gonna come be a guest at wit and speak to our teens. So we have something called wit Hangouts and we have them every week. And we bring in different CEOs, celebrities, entrepreneurs, we leaders, and they come in, they spend an hour with our teens for free and they share their stories.


Sarah_Hernholm (24:50):
And it’s an interview similar, like what we’re doing right now, but the kids can jump in and ask questions. And we do this because one, I believe that you should surround yourself with those who have gone before you and learn from them. And I also do this because that I expression your network is your net worth. I mean, and I think how cool is it to be 15 or 16 years old and already be connecting with John shoe? Who is this great director? And one day you wanna be a director. And now you’ve had a hangout with John talking about crazy rich Asians and in the Heights. And so I just really believe in that. And so we, I make the ask for someone to come and I share what, you know, I share the opportunity. And a lot of these, these people are like people that have met along the way in my life, but I thank them before they come.


Sarah_Hernholm (25:38):
I send a message saying, thank you in advance for making the time tomorrow to come to this hangout. We’re so, you know, just expressing the gratitude. And then during the hangout, a very essential part of the hangout is the last part of the hangout, where the teens write in the chat on zoom, their takeaways in their gratitude, because I’m wanting them to learn the value of takeaways and gratitude. And not only that, when I, I will call on a teen and say, oh, Emma, do you wanna read your, she didn’t take away. Emma reads it. And then she sees Dave’s face re like receiving that gratitude and being like, oh my gosh, like that really made him. And then the person says the speaker’s like, oh my gosh, like, I’m so glad that, that you, like, it resonated with you and I could help. And there’s this exchange of like, oh my gosh, just being, you can visually see the power of gratitudes. Then after the hangout, we’ve screenshot all the gratitude that the kids wrote. And then we send an email to our speaker and say, thank you. We thank them again. And then we say, and here are the GRA the gratitude and takeaways from our students that you can have time actually reading them and digesting them. And like, knowing that you really made an impact today.


Sam Demma (26:45):
Hmm.


Sarah_Hernholm (26:46):
Let me tell you, no one has done that for me. And I speak all over the place.


Sam Demma (26:51):
Yeah.


Sarah_Hernholm (26:51):
Now, are they wrong for not doing it? No. But when you do something like that, you stand out. And so this, this, we had a guest yes. Yesterday, and this person came and spoke and, and it was great. And I was like, oh my gosh, I really want this person to help me on my journey. They’ve gone. They they’ve gone before me. They are so like far along and I would love to work with them. And so I had a lot of asks I wanted to make, but I thought, no, the move right now is just, is gratitude. And, and, and sending the thank you email with all of the screenshots. And then they wrote me back and said, we wanna do something together with you. I


Sam Demma (27:38):
See.


Sarah_Hernholm (27:38):
And like, whoa. And I just, and receiving of that. And like, I’m really grateful. But I’m also, the other thing that I did was I got off that hangout and I wrote a thank you note to that. Person’s assistant an email because that person booked it and made it happen. And I also wrote a thank you email to the person who had introed me to the assistant, because both of those people were essential for me to get this star on. And I also think that people forget who helps them get there. And I will, I will. I know what it’s like to be the assistant. I used to work in Hollywood. I was an assistant to celebrities. I mean, you like, people don’t always treat you well, but you’re also the gatekeeper to these people. So it’s always so interesting. It’s like, so you just don’t wanna forget who got you, where you’re going or act like you got there all by yourself. And so, so gratitude appreciation. Those things are just really key for me. Give more than get it’s a tough thing though. It’s a tough thing to teach, especially to a demographic of young people who are fighting for limited spaces at colleges. And so they kind of feel like they don’t wanna share the spotlight. Yep. But I always remind them that there’s enough to go around.


Sam Demma (29:05):
So true.


Sarah_Hernholm (29:06):
There’s just enough to go around.


Sam Demma (29:08):
And I think, you know, you highlighted also within that response, the underrated value of just being a kind human being, like you’re not being a kind human being calculating like, oh, I can get this. If I say, thank you. Or please, it’s like, no, it’s just the right thing to do. It’s the kind thing to do. But natural by being a kind person like the world opens up for you, you know, in ways that you didn’t imagine, you didn’t do it to get things right. You do it to get things. But you did it cuz it was the kind thing to do. Like I, I, you know, I, there was a golf course near my house that me and my buddies just started playing at and I made an effort just because I thought it would make it funer to talk to the person behind the window who I was paying.


Sam Demma (29:52):
And I found out his name was ed and he he’d worked there and it’s his course for 25 years. And he was so happy to tell me all about his course. We finished the nine holes. I over, I thanked him, told him how much fun we had and he looks at me and he’s like, Sam, is this your first time playing here? I’m like, yeah, like this was an amazing experience. He’s like, go play it again for free. I told my buddies, they were like, bro, let’s go nine more holes. They’re super excited. Now I didn’t, you know, talk to ed and get to know ed, you know, so that I could ask him to play nine more holes, a golf, but it just, it just, it just happened. And I feel like that’s, you’re right. It’s such a hard thing to teach. And something, sometimes nothing ever comes from it, but it’s, it’s just a, I think it’s just the right way to go about living our lives. I agree. Yeah. So kindness is underrated. Don’t forget the at. Yeah.


Sarah_Hernholm (30:44):
And Gary, V’s really big on that. So a lot of that is you, if you follow, I mean, find people that you wanna follow that you wanna have on your, when you’re scrolling, but Gary is very big on gratitude and kindness and patience and all of that. So it’s good to have that always as a reminder.


Sam Demma (31:01):
Yeah, I agree. And if PE wanted, like to know more about your group I know Emma’s a founder of the sweet spot. I think that’s who you’re referencing have been some research. Yeah. If people wanted to find out more about your group, learn how they could get involved. Is that something that’s still open and, and accessible? Like tell me more about it.


Sarah_Hernholm (31:19):
So people can get involved in a variety of ways. If you’re, if you are, are a high school student, you can take college credit classes that you can then transfer to the university that you end up getting into. Cool. You can also do classes, not for credit. You can be part of WIT community, which is the members only online community of young entrepreneurs who get to go to those Hangouts and meet those people. Those, the applications are ongoing. We have fun things that we do like camp wit happens during the summer. And that’s competitive cuz I like a good competition. It’s healthy, nice and compete for some money for your business. I’ve never met an entrepreneur who doesn’t want money. So it’s really hard for young people to get access to money for their businesses. And so we try to find creative ways to get them in the arena so they can pitch and win some prize money. And if you’re an adult and you happen to be listening to this, or then we have speaking opportunities, mentorship opportunities, and we even are now letting people pitch us, adults pitch us the class. And course that they wanna teach are wit teens. And then if we like that class and course we will hire them to come in and teach that class.


Sam Demma (32:33):
Awesome. Very cool. And if someone wants to connect with you online or reach out to you directly, what would be the best way for them to do so?


Sarah_Hernholm (32:41):
Well, most of my handles I think are @miss_WIT. That’s, I mean, you can DM me. I mean, I’m on Instagram. I don’t have a ton of followers, so it’s not like, I’m like, oh, I won’t see your message, I’m getting hit up all the time. So yeah, you can find me there and then that’s probably the best way.


Sam Demma (33:03):
Cool. Awesome. Sarah, thank you so much for taking the time to chat about WIT and your own journey, time’s flew by. I really appreciate you doing this and maybe we could do a part 2 in like, you know, six months or a year from now. Totally. Yeah. I hope you, the listener enjoyed this, and got something from it as much as I did and let’s stay in touch and keep doing great work.


Sarah_Hernholm (33:25):
Thank you for having me.


Sam Demma (33:26):
You’re welcome. And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; f you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Sarah Hernholm

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 15, 2022 by Experiential Learning Founder and CEO Student Leadership Student Success Teachers Teaching Tips 0

Tina McInenly – Cognitive Lead Teacher in Red Deer Catholic Regional Schools

Tina McInenly – Cognitive Lead Teacher in Red Deer Catholic Regional Schools
About Tina Mclnenly

Tina McInenly (@TMcinenly) is a Cognitive Lead Teacher in Red Deer, Alberta. She works on a division team supporting teachers and students in creating inclusive communities for all students. She values collaboration, inclusivity and the courage it takes to be a learner. Through her story, she shares the foreshadowing of her path to her current role, long before she entered into the teaching profession. 

Tina is a recipient of the Carmela Amelio-McCaw Inclusive Education Program Award through the ATA Council for Inclusive Education and is currently a student herself, working towards her Masters of Education in Leadership.  

Connect with Tina: Email | Twitter

Listen Now

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

Resources Mentioned

Alberta Teachers’ Association

Simple Truths: Clear & Gentle Guidance on the Big Issues in Life by Kent Nerburn

How to use Google Meet for Teachers

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today’s guest is Tina Mclnenley. She is the cognitive lead teacher in Red Deer, Alberta. She works on a division team, supporting teachers and students in creating inclusive communities for all. She values collaboration, inclusivity, and the courage it takes to be a learner.


Sam Demma (00:58):
Through her story, she shares the foreshadowing of her path to her current role, long before she entered into the teaching profession. Tina is a recipient of the Carmela Amelio-McCaw Inclusive Education Program Award through the ATA Council for Inclusive Education and is currently a student herself, working towards her Masters of Education in Leadership. This is an amazing interview with Tina. I hope you enjoy it, and I will see you on the other side, Tina, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the show. Why don’t you start by introducing yourself and sharing a little bit about your own story and journey into education?


Tina Mclnenly (01:41):
Yeah, thanks for having me, Sam. I I’m excited. Yeah, my name’s Tina Mclnenly and I work in Red Deer, Alberta, and a little bit about my story. So right now I actually hold a position of cognitive lead teacher at our board office. So I’m so lucky and I get to work with so many different schools in our division supporting students, but to go way back to my story when I look at like what got me into this work, if you look at my past, I guess a lot of where I’m at now is really weaved into all that. So like truly to start with what got me into this work is I loved working with kids. I think kids at the root are so fun and what really got me into this work first is when I was young, probably like, oh gosh, like 10 or 11, I worked as an assistant in a dance class.


Tina Mclnenly (02:34):
So I dance growing up and I worked as an assistant to a boy who has down syndrome and he’s this really amazing young man. And I remember my teacher asking if I could just help him out with, with remembering some spots, some moves some different routines, cuz he just needed a little bit of extra repetition and help. So I did that for the year and a couple years after. And so when, when I was reflecting on this and I look back on that now that opportunity of working with him really foreshadowed what I do now and like the pattern of my jobs as a teenager and as a young adult. So I always worked with children or adults with developmental disabilities. And so that was we throughout every of and becoming a teacher was just something that I was really pulled to do.


Tina Mclnenly (03:24):
The perks of the summers off helped a bit too, but it was always something I was pulled to do. And it’s, it’s funny how everything worked out because after high school I took quite a bit of time off to go traveling and I really got the travel bug and then it was time to come home and I had, it was time to go to college. My parents were like, it’s time, it’s time for you to go to college. So I, you know, I remember applying for business and I applied for education cuz I thought I really love traveling. Could I do business? And that would take me more traveling. And I got into education first. Like that was the first acceptance letter I got and thank goodness I did because like I am truly in the business of people, what education is and I am not a businesswoman at all. Love it. So that’s kind of my story and that’s what brought me to college and university and then teaching and, and where I am now. So


Sam Demma (04:17):
That’s amazing. And you mentioned that this theme of working with young people was peppered throughout your entire upbringing. Did you work in any other jobs with young people that you think foreshadowed your role in education?


Tina Mclnenly (04:32):
Yes, absolutely. I did. So I started off as a dance teacher and so I always worked with younger kids and you know, what the piece of working with with all different, like in such an inclusive environment, I am so lucky Sam, that I have a cousin with a developmental disability and to us that was our norm and yeah, it’s actually emotional thing, but no, that’s just our norm in our family and we truly value inclusivity and sense. So starting with my cousin and then I worked with a lot of younger kids in summer camps in dance babysitting and it just kind of kept going on. And so that actually brings me to like my why, like why do I do the work that I do now is because I think I, school is such an important piece of children’s lives. And if we can, if I can be a part of a team that creates a really positive school experience for these students that really values inclusivity and equity and creating a safe community for them to be the best that they can be. And if I can be a role in adapting the environment, whether that started off in a dance class in summer camp in school. Now, if we, if I can be a part of adapting that environment for students to be so successful in their, in their own progress, that’s, that’s my ultimate. Why I think,


Sam Demma (06:00):
And I can tell that this individual from your family who has this, you know, this learning disability is, it seems like it’s touched you and really motivated you and also inspired you to make sure that you bridge the gaps for others similar to that person. That’s probably very close to your heart. How has that shaped the way that you approach education? You know, how has that shaped the way that you show up to work every single day?


Tina Mclnenly (06:24):
That’s such a good question that shaped the way because I truly feel that every child has a place in our schools and it truly makes me feel that we should be looking at students as a deficit base. Like we shouldn’t be looking at what students can’t do. We need to be looking at what students can do and how can we change the environment to make that work for them. So every student has strengths and every student and just like that every student has needs to. And so how can we change the environment to support them and make them feel that they’re right where they need to be, and they’re not compared to other students. So how can we help that child where they are at and not compare them to their peers?


Sam Demma (07:10):
I love that. There’s a little picture I’ve always seen online of a goldfish, a horse, a gorilla, a giraffe. And there’s like someone in front of them judging them by their ability to climb a tree. And, and it’s like, if you judge a fish by its ability to climb a tree, you know, you’ll always think it’s a failure and it’s totally not true. And I love that new lens or that paradigm shift that, that that you’re mentioning. And I’m curious to know because teachers also have such an influential role in the lives of our young people today. Have you had any teachers growing up that had a huge impact on you and maybe you can share their name and what was it that they did for you that made such a big difference. And on the reverse, if you had any teachers whose names you can keep to yourself that weren’t so great and it, it showed you, you know, what to be cautious about.


Tina Mclnenly (07:57):
Yes, absolutely. I have. And I’m thinking bad. There was one teacher grade four, her name was Jeanette Thompson and she was my grade four teacher. And she was so lovely Sam and she, I can’t even pinpoint what it truly is, but it was how she made all of us feel. We had such an inclusive classroom. She was so happy to see us every day. She just really lit up when we saw, I never remember her getting upset and isn’t that so interesting. I don’t remember what she did, but I remember how I felt in grade four. And I actually ran into her like two years ago, I ran into her at a golf tournament, wind up and I said, oh, Mrs. Thompson, it’s you? She was just as lovely. So I think that just goes back to that piece of creating a place where students feel that they belong.


Tina Mclnenly (08:50):
Cuz I think every student felt that they belong there. And there was also I just remember two other teachers too. Like there was one in when I was in high school and hernia was actually Tracy Nichols and she still teaches in our division to this day and I ran into her this year. But what she did is in high school, she held such high standards for us. So like that piece let’s be adapting for everyone in an environment, but also hold really high expectations and she held those high expectations for us and I’ll never forget that. And so that’s where I kind of remember that, you know, students can stretch, like they will stretch the, the amount that you expect them to. And I think, think that’s so important.


Sam Demma (09:37):
And just giving students standards and responsibilities and opportunities can sometimes make all the difference. I had a past guest tell me that he had a student he was struggling with and to show him that he trusted him. He gave him his car keys and said, can you go get my lunchbox outta my truck? And oh, wow


Tina Mclnenly (09:53):
Know,


Sam Demma (09:54):
You know, the student looked at him and was like, like, you want me to get your lunch? And he’s like, yeah, please. Here’s my keys. And yeah, you know, the student came back and, and gave the lunch and they started building this really cool relationship because of standards and responsibilities that were placed on the young person. Even when I was an athlete growing up, I had a coach, his name’s BAAM and you know, if we walked off the cobble path down to the field, them went, you know, cut across the grass. When we got down to the field, he’d make us walk back up and then walk back the path and not step on the grass. And it’s these little like standards and responsibilities that had such a big impact on my character and characteristics today. And I’m curious to know those standards that you mentioned. Do you remember any of them, when you say your teachers held you to a high standard or how, you know, the classes are high standard? Like what does that look like or sound like?


Tina Mclnenly (10:43):
Yeah. Well in high school it sounds really different. And I, I love that you mentioned that piece about the coach, because I feel like when we acknowledge those HIL, the children are teenagers are that we’re showing them that we’re, we trust them and we wanna give out opportunity to grow. And so this teacher in particular, like she was very much like you are here on time. You we expect you to do your notes. Like I expect you to do this. And it was very routine and we did projects and I remember one time actually driving to school, I think I was 16 and I got to my first car accident. Didn’t like, I, Alberta winters, I just slid. It was a very minor accident. I slid into a car. And so I was a bit late for her class. And so I got to class late.


Tina Mclnenly (11:28):
I was a little bit flustered and I said, oh, hi, I’m here. Like, I, I was just in a car accident. And she was like, okay. She goes, are you okay? And I said, yeah, I am. She’s like, okay, sit down. Like we’re working on this. Like, that was it. And it was so good looking back on it now. Cause then she checked in with me after to make sure I was okay, but it was like, I’m so glad you’re here. Thank you for coming and let’s get to work if you think you’re okay. And so it was those pieces that she was teaching us and she also taught me how to really study to cuz she was very good at summarizing information and very clear cut. And I remember sitting down to write our diploma exam that year and I’m pretty sure everyone in the class did so excellent cuz the way that she adapted to that class and what we needed.


Tina Mclnenly (12:14):
So I think her sending those standards for us is a way that I still learn. Like I still summarize my notes the same way I did in that class. I still do projects kind of the same way that I did in that class. So I think, and this is the part of teaching that I believe is so important that I think teachers need to really give themselves so much more credit you, even with the teachers that I work with because they’re instilling this sense of curiosity that prevails so much longer after we leave grade 12 and beyond. And I think that’s the ultimate, the ultimate goal. There’s a really great book. I’m gonna mention it’s by an author named Kent Newburn he’s he wrote a book called the simple truth and he does a whole paragraph on it about the difference between education and schooling. And it is so influential and he talks lots about schooling is the act of us going to school. But education is the act of curiosity that that comes long after you don’t need to be in a classroom. So I think when I look back at the best teachers I had, they really instilled that, that curiosity that is long after and I’m still doing it like Sam I’m in my master’s right now. And so I’m like that curiosity and learning is still going on.


Sam Demma (13:24):
Well, let me flex my curious muscles right now and ask you this year probably looks for you a lot different than every other year that you’ve taught that you’ve been in a school building. What are some of the things that look different? What are some of the different challenges that, that you’ve been faced with and how have you or other educators, you know, you know, strive to attempt to overcome those things?


Tina Mclnenly (13:50):
I know what a year, Hey, like, yeah. So this year looked different for me right from the beginning because I started in a new P so my history in teaching is I started with grade three and then grade four and then I was a school counselor and then I did something called inclusion, lead teacher at my school. So I oversaw on a team with inclusive programming. And then this year I shifted to work at board office and oversee that team on a broader sense with a team here. So it naturally change with a change in position, but the hard part of this year is traditionally this job, we will be in schools 80% of the time. So we’re in schools, 80% of the time working with teachers and students to help them adapt teaching, to make, to help students be successful. And I’m on a team of four like three amazing are teachers as well.


Tina Mclnenly (14:42):
And this year, the biggest challenge has been, we haven’t been to really get into schools as much because of COVID. So we haven’t been able to like authentically really connect with students. So me as my first year, I haven’t been able to get to know students on that level that, that I would’ve liked because of COVID and, and in-person restrictions. And so that’s been, that’s been really tough, but we’ve had some, just some really excellent teacher is be so flexible in how we’re adapting things. And so rather than an in-person visit, we’ll do a Google meet, right? Like Google meet has been our best friend. And so we’ll do lots of meets to consult first. And then if our team goes in to observe, then we have to stick with like a 15 minute window or we’re in room for 15 minutes and then this one and we’re two meters away masked on.


Tina Mclnenly (15:36):
So we’ve had to be really flexible, but I mean, it’s worked, it’s worked, I’m so excited to next year when things start opening up a little more, but it’s, it’s worked and we’ve also had, but on the other hand, we’ve had a really cool opportunity cuz a lot of our classrooms have invited us online too. So when in December everyone was online and so we got to join these classrooms and then see more than we ever could in an online environment with everyone on. So the, the connection piece has been the hardest part, but I’ve seen teachers just pivot so well. And with, with their challenges, like some schools are focused solely on that social, emotional piece and just making sure they make contact three times a week if we’re online. And so the flexibility in teachers has just been outstanding, outstanding this year.


Sam Demma (16:28):
And if you could go back in time and speak to younger Tina knowing what you know now, like what advice or pointers would you give to your younger self?


Tina Mclnenly (16:42):
The biggest advice that I would give to myself and I hope every young teacher hears this is that you do not have to know how to do everything on your own. Sam. That is the biggest advice I’d give to people because it’s taken so long to get there. And I that’s something I still struggle with a bit too. I think the, it started way back in my first probably my first student practicum. So like in Alberta, we, well, I did four years at university and then you do two practicums. And I remember my young Tina south at first practicum. I just wanted to get it right and I wanted, I didn’t wanna make any mistakes. And this is my first time teaching sound like my first week in the classroom. And I was so scared of feedback. And so I think with, and it’s probably in lots of professions too, but perfectionism is an area that really got the best of me at that time.


Tina Mclnenly (17:37):
And I would be insulted if my mentor, teacher or facilitator would offer me something like just gimme feedback and it truly did it wasn’t that I thought I was that good. Like I just didn’t want to make a mistake. So, or have others think that I don’t belong there. And so it was a case of that imposter syndrome that I know, I know others feel as well because we’ve opened up and talked about this more. And I think now over time, what has really helped me in this is, and I just wish I could tell my younger self, this is that, that importance of growth mindset, right. And being very vulnerable and and authentic feedback processes. And I think working with a really strong team of colleagues over the years who I really value their feedback has helped me has helped me get better in that sense.


Tina Mclnenly (18:28):
And just knowing that we are gonna make mistakes and there will be more problems to solve and we can do it in a team. And I dunno like the work at Brene brown really stands out to me a lot as I’m working through this process of kind of getting rid of that perfectionism and imposter syndrome is, is she really talks about that. Learning at its core is vulnerable and asking our students to open themselves up every day to learning and to make mistakes, but then oftentimes as leaders or teachers ourselves, we aren’t willing to do that. And I think that’s really important. And I have to remember that, that as a teacher, myself, I have to continue practice to be, to have feedback and to mistakes and to grow from them and to model that the empathy and courage in our, in ourselves that our students can. And it wasn’t really up until the last couple years, I started to look at that and see that these students were asking them to be so vulnerable every day to receive feedback all the time and how it, you have to think how it makes us else feel is really hard to do. And so we have to recognize that to open that up for the students. And so that’s the biggest thing I would tell my younger self in so many different areas that you don’t have to get it right all the time. Yeah.


Sam Demma (19:46):
I love that. I love it so much because I’m going through it right now. And I think sometimes the advice that we need to hear the most is the advice that we also give the most. And


Tina Mclnenly (19:56):
Yes, that’s so good.


Sam Demma (19:57):
I speak to a lot of students about getting out of your comfort zone and pushing yourself to try new things. And recently I found myself not trying that many new things myself and I I’m, I’m making this project called dear high school me and it’s all about, oh yeah. Lessons for my younger self that I hope high school students can learn from. And I had a friend of mine say, these poems are great. I think you should wrap them.


Tina Mclnenly (20:20):
Oh,


Sam Demma (20:20):
Okay. And I was like, what? And he’s like, you should, you should, you should make music. And the thought of it just made me sick. I love the idea, but I I’m so nervous, you know, to, to do something different and put, put it out there in the world in a, in a way that I never have ever put anything out before. And it just, it made me think about, I


Tina Mclnenly (20:40):
Think that’s so cool.


Sam Demma (20:40):
Yeah. It made me think about your example though. You know, like you don’t need to get it right. And you know, you can get feedback and we do need to be vulnerable by putting out the things that we wanna try and do regardless of how it’s received. And yeah, I just, I, I just think that’s a beautiful piece of advice and I needed to hear it today. So thank you. And I appreciate it.


Tina Mclnenly (21:01):
Yeah. I know. You’re welcome. And I need to hear all the time. It’s something that doesn’t go away. And when you read more I’ve been reading a little bit about like the ego and those types of, of things. And it’s so important and it’s, it’s really interesting how we, how we do that to ourselves. Right. And Sam, I think you’re doing such great things. Like I’ve listened to this podcast in different episodes and it’s, so it’s so great to hear other people’s stories and, and what they’re sharing. So


Sam Demma (21:30):
Thank you.


Tina Mclnenly (21:30):
Appreciate, and you appreciate it and you should wrap it. That would be really awesome.


Sam Demma (21:34):
I appreciate the encouragement. It’s starting to reinforce the belief. So here we come. Tina, thank you so much for doing this. This has been a great conversation. 30 minutes flies by has


Tina Mclnenly (21:45):
It already been yeah,


Sam Demma (21:47):
But tell me and the person listening where they can reach out to you if they want to get in touch?


Tina Mclnenly (21:53):
Yeah. So yeah, I actually have a pretty low social media presence. I have a Twitter account, I don’t seem to use it as much as, as I would like to, but maybe I could give you my email address then and if anyone wants to reach out, I’d love to chat and connect and they can reach me yeah, at that email address.


Sam Demma (22:10):
Perfect. I’ll put it in the show note to the episode. Okay.


Tina Mclnenly (22:12):
Awesome. Thanks so much, Sam,


Sam Demma (22:14):
Tina, thanks so much. This is a lot of fun. I’ll keep with the great work and I will maybe I’ll talk to you after you finish your masters.


Tina Mclnenly (22:20):
Yes, that’d be great. Thank you.


Sam Demma (22:22):
Cool. All right. Talk soon. And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; f you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Tina Mclnenly

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 15, 2022 by Student Success Teachers Teaching Tips 0

Paul DeVuono – Vice Principal at St. Anthony’s Catholic School (BGCDSB)

Paul DeVuono - Vice Principal at St. Anthony's Catholic School (BGCDSB)
About Paul Devuono

Paul DeVuono (paul_devuono@bgcdsb.org) is the Vice-Principal at St. Anthony’s Separate School in Kincardine, ON. Paul continues to be a strong advocate and supporter of publicly funded Catholic education in Ontario.

In addition, Paul is involved and connected to the Catholic Principals Council of Ontario (CPCO), ensuring our provincial government continues to make necessary investments in publicly funded Catholic education for students, families and staff. Paul has been a Vice-Principal for three years now, serving the Bruce-Grey Catholic District School Board (BGCDSB).

Paul represents a deep passion for Catholic education while ensuring all students are provided with the fundamental opportunities to develop their God-given talents, gifts and skills.Paul holds the premise that when students feel safe, secure, included and connected in their learning, they will continue to progress and excel as learners and collaborative contributors in our society.

Paul believes moving forward, and we need to ensure our schools are seen and utilized as community hubs where our stakeholders and partners have access to board, municipal, provincial and federal programs that benefit all.

In closing, Paul believes that our youth is our most prized asset and that, as a society, we must make significant and purposeful investments in our youth and education. Paul is married to his spouse Erica, a Vice-Principal, and has two children, Leonardo, who is 8, and Isoline, 5.

Connect with Paul Devuono: Email

Listen Now

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

Resources Mentioned

Catholic Principals Council of Ontario (CPCO)

St. Anthony’s Separate School

Bruce-Grey Catholic District School Board (BGCDSB)

The Transcript

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

Sam Demma (00:01):
Paul welcome to the high performing educator podcast. Pleasure to have you on the show here today. Please start by introducing yourself.


Paul Devuono (00:08):
Good afternoon. My name is Paul Devuono. I’m vice principal at St. Anthony’s elementary school inOntario working with the Bruce Grey Catholic district school board.


Sam Demma (00:19):
Why education? And when did you figure out that you wanted to work in education?


Paul Devuono (00:25):
So I think for myself kind of why education, why kind of starting a vocation in teaching was certainly from many past educators that I’ve had the privilege to cross paths with certainly from a young age, right from elementary. I always thought it’d be really cool to be a teacher. Great, great pathway, great vocation. And certainly when I first started off in school encountering you know, some learning difficulties and struggling, and I think had it not been for some of my early primary teachers, especially and certainly those educa theaters that really helped me propel through high school. I would not be standing here before you today. And I think I owe many of them a great deal of gratitude and thanks. And I, I always think that I probably wasn’t as grateful and thankful in some of those moments, certainly in my teen years definitely think of them often and really draw on the wealth of expertise that many of them had.


Sam Demma (01:30):
What do you think those educators did for you growing up as a student that made a significant impact? If you can remember?


Paul Devuono (01:37):
I think for many of them it was, it was their patience but also their, their sense of care and, and really trying to be good role models. But also certainly very much being very patient and not giving up and just kinda allowing students to be the people that they, that they are and kind of respect them you know, for who they are and, and do their best to work with them, not trying to force them to be something that they’re not, but certainly a great deal of empathy and trying to kind of best support is certainly what I felt made them extremely successful.


Sam Demma (02:17):
When you started your path towards education and decided this is what I’m gonna do. Tell me a little bit about what that path looked like. Where did you go to school and where did you start and what brought you to where you are now?


Paul Devuono (02:30):
So I, it was interesting. And it’s funny when we engage in this conversation you know, many of my friends were going off into business other types of professions and, and not many of my circle of friends were really looking at education. And at that time too, the trades were just something that was being started about. So there was things with the Ontario youth apprenticeship program. And I so wished I could have done a trade. And many of my family are, are extremely gifted in the skilled trades, but it just wasn’t my forte. And it certainly was one of my guidance counselors that said, you know, have you thought of teaching? And I said, yeah, you know, it is something that I continue to think about but was a little worried about some of the application process to it.


Paul Devuono (03:21):
And he probably gave me some of the best advice in grade 11 and 12, cuz he said, you know, it’s gonna get really competitive to get into teachers college. He’s like, if you’re really passionate about education, you can sit, you should consider going into concurrent education. And it was the best advice. Cuz certainly at that time it was becoming competitive to get into teaching. And I was fortunate to go to Lakehead university in thunder bay and did concurrent education there. I did a four year undergraduate there a double major in political science and history and did teachers college in my fifth year. And it was a, it was a great experience.


Sam Demma (04:04):
That’s amazing. And when you finished the postsecondary requirements in education, where did you first start working? And what did the progression look like to bring you to where you are now?


Paul Devuono (04:17):
So we had had a job fair kind of late winter of our graduating year. Nice. In 2004 and the GTA, the greater Toronto was kind of the last place that I wanted to go and work. I kind of wanted to be closer to home being from Northern Ontario, but many of those boards were not hiring. And so at the job fair, it was really clear place like York, York, district York, Catholic der peel P public, and certainly Toronto Catholic in Toronto district were boards that were really actively recruiting. They had full year LTOs, they had permanent positions for some teachers. And so I had made a, I was fortunate to make a contact with der peel Catholic was someone from their HR recruiting crew and managed to, to get a seven, eight position in Mississauga on the border of ACO. And it was a great, great experience.


Sam Demma (05:13):
That’s awesome. And now you’re back in the Bruce Gray county. What, what brought you, what brought you up here?


Paul Devuono (05:22):
So being from Northern Ontario was always kind of a goal to kind of move out of the city and kind of move into a more rural area. And certainly with with job markets and then getting married and starting a family, it became a lot more trickier and we kind of thought maybe it would just be a lofty retirement goal. But my wife’s family is from the Bruce Gray area and we managed we were grateful enough and blessed to be able to find work up here at both as as vice principals. And so it it all happened kind of through the pandemic. It was a little, a little tricky, but it certainly worked out.


Sam Demma (06:04):
That’s amazing. And what do you enjoy about the work you do today and for someone listening who might be a teacher and not, and doesn’t really know the experience of a vice principal what does that look like?


Paul Devuono (06:19):
So I would say you know, our youth are our most like prize commodity and I think especially going through this pandemic now into two and a half, getting closer to three years you know, it’s a little bit concerning to that I, I, I feel more and more often our youth are kind of being forgotten about. And I think if you look at any great society throughout history and even those today there’s societies that have really put their youth and education at the forefront of everything that they do. And I think you know, in terms of education, yes. It’s challenging. It’s trying any institution that works with the public and that works with youth definitely has as ups and downs, but I think again, you know, just, you know, listening to our stories and, and sharing to be a part of having an influence on someone’s life and having them have that opportunity to look back and knowing that you perhaps made a small difference not only maybe the career that they chose, but certainly the path and the people that they are today is huge.


Sam Demma (07:35):
Yeah. I couldn’t agree more. And what gives you hope to show up every single day and continue doing this work, even when things like a global pandemic start getting in the way.


Paul Devuono (07:46):
You know, what it’s, it’s certainly our, our kids and their families you know, to know when we opened up our doors to welcome students and families back and, and air support is huge. And I think RA I’m in an elementary school, so we’re K to eight. And if you ever need your bucket filled on those difficult days, I just take a stroll and a walkthrough into our full day learning kindergarten classrooms. And when you see three and a half and four year olds tugging at you and hugging you and kind of telling you the words that they’ve learned in their numbers, it’s so inspiring to see them soak up like sponges that learning. And then again with our seven and eights, they’re excited about the next phase of their academic careers. It’s just so amazing to be a part of, of those opportunities.


Sam Demma (08:38):
That’s awesome. I love on your journey. What do you think some of the resources that you’ve found that have been helpful whether it’s people you’ve met or potentially even some things you’ve been through that you thought were beneficial to yourself?


Paul Devuono (08:56):
I think when we’re talking about resources, definitely like human resources I think by far are like people you know, conversing with you know, that’s one of the unique things with education is that like, we have such a rich dichotomy of people that we and interact with, whether it’s social workers, childhood, youth workers our custodial teams, our educational assistants, our, our educational early childhood educators, administrators, like there’s so many people that I feel so fortunate that I can connect with and dialogue with and share experiences is huge when you’re coming to people. And certainly for us as a Catholic system, you know, drawing on some of the work of our, of our chaplaincy of our priests and their support as well is extremely influential into the work that we do. And certainly you know, really helps, especially when you’re kind of going through some of these challenges that we are now yeah. Society to help ground things is huge.


Sam Demma (09:59):
Yeah, I agree. And I know there’s been a lot of changes and challenges over the past two years, but what do you think some of the opportunities might be or, you know, areas for growth and improvement because of all these changes?


Paul Devuono (10:14):
I would say that certainly technology, we, we, we continue to talk about technology and I think like the whole virtual learning piece was something that especially at the elementary and secondary level was still kind of not quite at the forefront and I think for better or not, the pandemic really helped kind of thrust the up forward cuz maybe had no other choice. And I think those virtual connections for our students is definitely something that’s gonna carry them forward through their academic careers and, and through employment. I also think too, at the same time though, we, we recognize the importance of a experiential education in the outdoors. Knowing that our students were in front of screens and maybe perhaps not going outside, cuz they were kind of in a room or in a basement or in an office. Certainly kind of bringing that back to the forefront, how important it is for students to interact with their peers, but also with friends, but also outside. And those opportunities, whether they’re playing ice hockey, going to boing, going for a walk all those great things. I think sometimes we forget how, how important and how critical those are for kids.


Sam Demma (11:32):
I agreed. Agreed. can you think of a time where a program or an initiative has made an impact on a student and as a vice principal or as a teacher you got to see and witness the change or the impact that it had?


Paul Devuono (11:47):
I, I think for certainly one that comes to mind is certainly our, our transitional work with our, with our grade eights as they move to grade nine and working with our seven eights, getting them prepared and ready for high school. And, and just knowing that that is such a, a big step in a, in a huge leap for many of our students and families. And sometimes I don’t think we understand the gravity of that and just our board has done a lot of work building connections with our seven and eights before they step foot into high school. So if they have an opportunity to connect with teachers, student services, guidance counselors and other supports through the high school so that when they’re walking into those much larger buildings and seeing all those students, they can and already have a connection in rapport with people and that there’s already a go-to person for them.


Paul Devuono (12:38):
And again, you know, you know, for some students, it might not be, it’s a, it’s an easy shift that, that are very outgoing, that are very social, but certainly for those that may have some anxiety may have some stress or a little bit more introverted, it’s a huge, huge help and support for them. Once they have that opportunity to kind of have a connection at the high school. So I I’ve had an opportunity to see that first and foremost and have our students come back and say how, how great and amazing that was.


Sam Demma (13:07):
Amazing. And if you could take if you could take all the experiences you’ve had in education, kind of bundle them all together, travel back in time and speak to your younger self when you were just getting into teaching. What advice would you have wanted to hear? What advice would you have given yourself when you were just starting that you think might also be beneficial to someone else just getting into this work?


Paul Devuono (13:35):
I think that it’s and, and we hear this all the time that, that you have to take risks. Mm. And I think we, we hear that all the time, but it, it’s hard to put into practice. Yeah. And I think we need to take risks and we need to feel that we’re gonna make mistakes and then that’s gonna be okay. And I think to it’s being able to admit when you’ve made a mistake, but also when perhaps you’re feeling overwhelmed or maxed out or stress that you’re able to vocalize that to whoever you have faith in or that you trust or that there’s a circle of security for, because the work within education is very dynamic. It’s challenging. It certainly can be stressful. And I think also just kind of knowing that we’re never gonna have all the answers and that that’s okay. And that kind of humbleness again, when I think about pat ask teachers is so critical and that it’s okay to reach out to people around you.


Sam Demma (14:42):
Perfect. If someone has listened in on this conversation, found something intriguing or interesting and wants to ask you a question or reach out to connect and just have a conversation, what would be the best way for them to reach out and get in touch with you?


Paul Devuono (14:58):
I, I would say the best way to reach out and certainly get in touch with me is to connect with the Bruce Gray Catholic district school board. And certainly if you type in BGCDSB St Anthony’s my contact information will come up as vice principal here. Or even if you call the mean switch line at our board office, they’ll certainly put you in touch with me here. If you have any questions or I can do anything to help support perhaps a pathway into education.


Sam Demma (15:24):
Awesome. Paul, thank you so much for taking the time to come on the show. Really appreciate it. Keep up the great work and I will talk soon.


Paul Devuono (15:32):
All right. Thanks a lot. Really appreciate it. Thank you for having me.

Join the Educator Network & Connect with Paul Devuono

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 15, 2022 by Principals Student Leadership Student Success Teachers 0

Rebecca Newcombe – Principal at Aldershot School (HDSB)

Rebecca Newcombe - Principal at Aldershot School (HDSB)
About Rebecca Newcombe

Rebecca Newcombe (@Ms__Newcombe) is the Principal of Aldershot School in Burlington, Ontario.  She has been part of the Halton District School Board for 20 years.  Rebecca is a firm believer in student voice and innovation.  

Rebecca is a Collaborative Problem Solving Trainer for Think:Kids. CPS is an evidence-based approach that flips the traditional way we look at students with behavioural challenges and supports the student’s skill development to reduce challenging behaviour while building relationships with the adults in their lives.

Connect with Rebecca Newcombe: Twitter | Email

Listen Now

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

Resources Mentioned

Halton District School Board (HDSB)

Think:Kids

Collaborative Problem Solving (CPS)

Aldershot School

The Transcript

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

Sam Demma (00:01):
Rebecca welcome to the high performing educator podcast. Huge pleasure to have you on the show this morning, please start by introducing yourself.

Rebecca Newcombe (01:50):
Hello, Sam I’m Rebecca Newcomb. I’m the principal at Aldershot school with the Halton district school board here in Burlington, Ontario.

Sam Demma (01:58):
It’s an awesome, it’s awesome to speak to you because I would always take the go train. Last stop would always say elder shot and was always wondering what was over there. Cause I never actually got off at that stop.

Rebecca Newcombe (02:10):
Worth the visit!

Sam Demma (02:12):
At what stage in your own educational career and journey did you realize? I really want to get into education.

Rebecca Newcombe (02:21):
Honestly, since the, the very beginning I’ve always wanted to be a teacher. All always wanted to be a principal and I just was, was lucky and fortunate. And here, here I am.

Sam Demma (02:33):
So you grew up kind of just telling everyone around you when I grow up, I wanna work in a school.

Rebecca Newcombe (02:39):
Yeah, weird. Right. that’s awesome. I was, I always loved school. Always loved teaching, always loved learning. It’s just was, it was just natural fit for me.

Sam Demma (02:49):
Tell me a little bit about the actual journey. So you finished high school and then what, what was the path that you took that led you to where you are today?

Rebecca Newcombe (02:56):
So I it was right outta high school, got into the concurrent ed program at Lakehead university in thunder bay. So I was living in Ottawa at the time with my parents, so 17 hours straight north and was there for five years.

Sam Demma (03:13):
That’s awesome. And then right after the five years at Lakehead did you start with the Halton district school board and been here ever?

Rebecca Newcombe (03:21):
Since? I just started out with the Durham district school board, I taught at Fort Perry high school for two years. Nice. Yeah. And then got hired on with Halton and made the move.

Sam Demma (03:30):
That’s awesome. And I would, I’m assuming you started it in the classroom and then

Rebecca Newcombe (03:35):
I did. Yeah, well, yeah, but what my first jobs was with special education. So I kind of fell into special education. It, it became an UN, like, I didn’t realize that it was gonna be my passion, but it’s, it’s turned into that just sort of by accident. I started teaching English and history and then, and special ed. So in terms of GLE, so learning resources classes within the resource room, so supporting students who may have learning disabilities right, right out of right from my, from day one up in, up in Durham. And then when I moved to, to Halton, I ended up being the the head of special education at EC ju in Milton for, I don’t know, maybe a decade and with kids with intellectual disabilities, autism, you name it. And it was amazing.

Sam Demma (04:26):
That’s awesome. Those first couple of years probably informed the rest of your teaching career which is awesome. When you think about those experiences working in special ed, are there any memories that stick out to you or, you know, experiences that you had that were really impactful on the way that you approach teaching today or education?

Rebecca Newcombe (04:53):
That is a great question because I really think it does. And when you think about it working with kids who have special needs it, you know, you have to have a different, different approach. And also found kids who, you know, who may be labeled with behavioral challenges really really were, were those that struggled, struggled the most. And I, when I moved to Halton was introduced to the model of collaborative problem solving with Dr. Alon through Massachusetts general hospital. Nice. And there it’s a, it’s a program or department within their department of psychiatry and the whole model and framework really focuses in on a mindset shift. So when we look at kids or, or people or anyone really with challenging behavior or, or, you know, even, even, you know, a problem of a opposing view, looking at it from a diff a different lens.

Rebecca Newcombe (05:52):
So looking at it as a skillful versus willful. So what I mean by that is that kids, conventional wisdom tells us that kids do well if they want to. So that they’re as if they’re choosing to, to behave poorly when really it’s a skill deficit. So if kids had better skills to manage what were asked, the expectation we placed on them, they would manage it better because that’s what people wanna do people inherently wanna do well. Right. So that changed everything for me. So and I think that really helped me in my role as the head of spec ed as a vice principal and definitely as a principal as well.

Sam Demma (06:33):
That’s such an awesome perspective. I love that, that mindset, that shift, and I think it’s so important. This year kids were forced, not only kids, but teachers and anyone in everyone in education was forced to learn a ton of new skills due to COVID 19. What are some of the challenges that have been facing the school community that you’re in right now and how you all been striving to overcome those things?

Rebecca Newcombe (07:02):
So, so part of my learning with CPS that CPS really is a trauma informed and culturally responsive approach, nice to, to working with humans in general. And I think through COVID 19 and through the murder of George Floyd and through the way we look at at racism and looking at how to become an anti-racist it’s really supported my growth that way. And I think that that’s one of the biggest challenges. I think we face not only in school, but as a society looking at how, how are we anti-racist and what are we doing and how are we breaking down those barriers of oppression and, and racism that, that do exist in all levels of society and how, how we approach that. So that’s definitely one of the biggest challenges that I’m facing right now. I also think too with the pandemic, the pandemic has taught us a lot.

Rebecca Newcombe (08:03):
We don’t, and I never wanna hear folks say like, oh, we need to go back to the way it was. It was so much better. The back at the way, it was, there’s a lot of good things about pre pandemic times, for sure. However, there are some things that we can, you know, we can take from it and looking at, like, for example right now it’s exam time, you know, traditional exam time at high schools. Well, now we’re looking at it from a completely different way, looking at it from what, what are some engaging ways that we, that students can demonstrate their learning without having to sit down and like memorize, you know, binders and textbooks and anything you can Google? Why, why, why would we ask kids to do that? Why can’t they create something that demonstrates their learning that also demonstrates 21st century skills, creativity, collaboration critical thinking, all those amazing things that we want kids to be able to do while adults be able, able to do humans in general.

Rebecca Newcombe (09:00):
So just looking at it from, from that lens, when we think about a classroom in the 1880s, you know, rows and desks and that kind of thing, and we compare it to now, I would say we don’t always see a whole lot of difference, especially when we compare to like a car, think about a car in 1880s to a car to now, or a phone, like a cell phone. Right. So, you know, one of those old school phones back then and a cell phone now, I mean, so many, so, so much different, so much change, so much innovation. And really in the school, in the classroom, we wanna harness that and really change it and bust it open and make it better for kids

Sam Demma (09:44):
As a principal. How do you, how do you manage, like bringing these big ideas into like actionable steps? So like for a teacher listening, who’s never been in a principal role before what is it like day to day and how do we try and get everyone on board with a, with an idea?

Rebecca Newcombe (10:05):
Yeah. It’s, it’s, that’s like, if you can solve that Sam, then you’re solving, like, it’s a million dollar question. It’s multimillion dollar question. I think as a principal, really, you have to trust your staff and you’ve got amazing educators in the building and they have amazing ideas. And if they feel supported in trying something new and taking a risk, you know, it is a thing pedagogically sound for kids. Yes. Okay. Does, is someone passionate to do it? Yes. That as a principal, it’s my job to say, heck yes. Get outta their way and, and let them, let them try it. Like the magic happens when, when teachers, when anyone educators step outta their comfort zone. So as long as people feel supported that way then that’s how you make stuff happen. Because if folks don’t feel supported, then it’s, you know, then they’re, they’re like, oh, what if it goes badly? What if it fails? There’s learning in that. Right. So if it doesn’t go badly, if it goes badly or if it doesn’t work the way you thought it’s, it was gonna work that’s okay. Learn from the experience, tweak it and try it differently. The next time,

Sam Demma (11:11):
One of my favorite rap artists, his name is Russ, and he talks about failures being stepping stones. And he, he even talks about bridges that got burned in the past, lighting the way for the future. And that could be used as like a failure analogy as well. And I think it’s so true that our failures are not really failures. They’re just lessons if we choose to learn from them. You mentioned when you were working in special ed that you were introduced to this new model, which is awesome. What other resources or mindset shifts have you read watched been through or philosophies that you have about education that have really helped you throughout your, your career and journey?

Rebecca Newcombe (11:58):
I would say so like the cloud of problem solving model through think kids that’s really, that’s really, that’s, that’s really guided me guided, guided me through, throughout my journey. I’m also re I’ve read a few different books and always interested in podcasts. Nice white parents listening to that podcast. Nice. the reading a book by Dr. Betina love and really looking at like, anti-racism like, so how, how do we be become anti-racist educators? And how can we make sure that all of our kids feel like they matter? And what does that look like? And how does that, how does that look in the classroom and what, what do we see in the classroom that we know we’re, we’re intentionally breaking down those systemic barriers. What does that look like in a school? You know, so really looking at that.

Rebecca Newcombe (12:54):
So as a staff we, we did an equity audit, so what are we, what are we look, what are we looking at? What are we looking for? And then we also had our equity team, our student equity team, they went and did an equity audit. Hmm. And so then sort of meshing those two, two things together and sort of, okay, what did they, what did the kids see that maybe the adults didn’t and vice versa. And so just kind of identifying the barrier, not the barriers, but identifying those things that need to be improved like life and learning and schools, it’s constant change and it’s constant improvement, and it’s not about, that was bad. It’s just, oh, we, we, we know something different now. So it’s like, when you, when you know, better, you do better. So that’s that’s sort of we’re at as, as a, as a school community.

Sam Demma (13:39):
Teachers principles, the educational field as a whole has staff and people that this year at certain points have felt really burnt out. Maybe you’ve experienced it personally. Maybe some of your staff has as well. When you are, are not feeling at your a game or when you’re a little burnt out, how do you kinda pick yourself back up or fill up your own cup?

Rebecca Newcombe (14:05):
The kids really like the, the kids are brilliant. The kids have so many great ideas. And when you look at some of the experiences that our, our students are having, in terms of the pandemic, make, it gives you sort of a, a blast of reality as an adult. So many, you know, kids 14 years old dealing with ma major life issues and major life changes. So for me that I, it it’s, you know, the, the support in that or the, the hope that they, they have is inspiring. So it just keeps you moving forward. And and the staff, you know, they continue, they continue to work so hard, despite all the challenges and despite things that are said in the media, they keep going, and that is inspiring. So I guess it’s really like you know, the others around me that, that make it, make it worth at all.

Sam Demma (14:59):
Hmm. I love that. It there’s so much inspiration to gain from everybody if you’re, if you’re looking for it. So that’s so cool to hear, you know, the past two years have been challenging. Like we, we all know it’s, it’s been different slightly in education, but it’s opened up lots of opportunities. Like you’re mentioning in areas of equity and innovating education and trying to do new things. If you could take all the learnings you’ve gained over the path entire span of your career, and walk back into your first teaching job and tap yourself on the shoulder and say, Hey, Rebecca, I know you’re just getting started. Here’s what I wish you heard. Or here’s what I think you need to know when you’re just getting into this profession, because, you know, there could be someone starting in education right now and their new experience is gonna be awesome, but you might, you know, you might have some things to share. That could be some good reminders.

Rebecca Newcombe (16:00):
I would say don’t take it personally. Mm. Do do your best. And every day’s a new day.

Sam Demma (16:09):
I love it. I love it. And you know, one other thing that fascinates me is the program schools run. There are some uniformity in all that, like certain boards bring in the same programs to all their schools. And it’s awesome. And then there’s also some individual cases where a school is looking for a specific program or thing that run with the students. I’m wondering if there’s any programs outer has run at any point in the, in your career at this school that we’re very successful. And I’m wondering if you could share the impact it made and also what the program was.

Rebecca Newcombe (16:44):
Sure. I like the servicing that it’s the students, it’s, it’s a, it’s the teacher student relationship. That really it is what is, is the, is the thing that makes a student successful. It’s not so much the, the the program we’ve, we’ve got many different programs but really, it really boils down to that student teacher relationship. And we’ve got a, a school full of amazing educators. So for me, it’s not about specialized programs. It’s about how, how a teacher makes a difference in the life of a student. Yeah. And and that can be in any classroom, not just specialized programs. And you don’t always hear about those. Right. As, as an educator, you’re lucky if a, if a, you know, a student sends you a Facebook message, you know, 10 years after they graduated to say, Hey, like, thanks you, like you made, you made a difference for cuz you as an educator, you don’t, you don’t see the fruits of your labor, right?

Rebecca Newcombe (17:39):
You, you you work hard with the students in front of you and they, it’s kind of not, not a thankless job, but you don’t always get, you don’t always get the, the depth of your impact. So for me, it’s about it’s about it’s about that. We, we have great teachers, we have a pretty unique school. We’re seven to 12. So we’ve got traditionally grade seven, eight elementary students. And then also, you know, the traditional nine to 12 high school. So that’s that, that’s a kind of a cool unique profile that enables us to have, you know, our grade seven and eights into our various tech shops and and have experiences with, with iSTEM. So we do have an iSTEM program here. So that’s amazing. It is you have to apply to be part of that program, just a, we also have a SHSM, so which also it’s actually doubled in size for, for next year, which is amazing and a can fit pro. So we’ve got lots of cool, unique opportunities for students to hopefully help them find their passion. And, but really the difference is made by the individuals, the student but the individual teacher in the classroom. And in my personal opinion, you know, it takes a village you know, to raise a child or educate a child. And that village must be equally valued. So it’s not just the specialized programs that, that make the magic happen for kids. It’s it’s the collect is

Sam Demma (19:12):
That reminded me. It’s funny, this popped into my mind, there’s a, a book by Malcolm Gladwell called outliers. And in the book he references this study of this little village filled with European people that were all from the same place in Italy. And they found that this very tight knit, close knit community lived longer than everyone else in that state in America. And they also had very low rates of heart disease or heart attack. And it was a spectacle for doctors and they ended up doing a lot of studies on the people living within this small C community. And what they found was you couldn’t determine the health of an individual solely based on that one person’s actions, but you had to look at the community as a whole and how they interacted with each other. And I think that really relates to what you’re saying about, it’s not just about the students individual actions. It’s not just about a program am coming in and that person’s individual actions, but it’s the community as a whole that, you know, lifts the, the student experience and educator experience up which is, which is really awesome. Thanks for sharing that. You mentioned, I stem, I’ve never heard of, I stem, what is the, I stand for?

Rebecca Newcombe (20:29):
It stands for innovation.

Sam Demma (20:32):
Oh, cool. That’s awesome. And then the SHSM. I know what SHSM is cause I live in Pickering, but can you explain a little bit about SHSM for educators who might be outside of Ontario?

Rebecca Newcombe (20:42):
Sure. So it stands for specialist high skills major. And so it’s a number of different courses that students will, will take to then sort of specialize in a particular area. So our equalism is you know, so the teachers who teach it are, are the experts. So if you wanna find out more about that and get all those details, you should talk to them because they they’ve lived that experience for over a decade. So they it’s a bundle of courses and the kids get actual experience being leaders in our community at the RBG through a program called Eagle Rangers. And then also through going out and doing camping and Portage and doing all those wonderful things in Northern well Algonquin. So opportunities that way. So it’s just really about experiential learning, right? Like, so digging in and not just learning about cool things in our world, but actually experiencing them. So again, it’s all about that teacher, student relationship and students following their passion to be able to, to dig in and do what do what they’re interested in.

Sam Demma (21:47):
Love it. I did not get involved in SHSM enough when I was in high school being a high performing athlete. I rarely got involved in any extracurriculars. And I think it’s one of the things I not regret, but wish I did more of. So it’s cool to hear that your school has those opportunities existing for kids. If someone wants to reach out to ask you a question based on anything we shared during this conversation or interview, what would be the best way for them to get in touch with you?

Rebecca Newcombe (22:14):
They can follow me on Twitter. They can send me an email, give me a shout at the school.

Sam Demma (22:20):
Awesome. Perfect. I will make sure I link the links. What is your Twitter handle?

Rebecca Newcombe (22:26):
It’s @Ms__Newcombe

Sam Demma (22:30):
Okay, perfect. I will make sure to add that in the show notes, Rebecca, thank you so much for coming on the show. This was a lot of fun. Keep up the great work.

Rebecca Newcombe (22:37):
Yes. Thanks. So nice to meet you.

Sam Demma (22:39):
You as well. You as well. Bye.

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

April 13, 2022 by Principals Student Leadership Student Success Teachers 0

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