Darrin M Peppard Ed.D. – Past School District Superintendent, Speaker, Author, and Leadership Consultant

Darrin M Peppard Ed.D. – School District Superintendent, Speaker, Author, and Leadership Consultant
About Darrin M Peppard Ed.D.

Darrin Peppard (@DarrinMPeppard) is an author, publisher, speaker, and consultant focused on what matters most in leadership and education. Darrin is an expert in school culture and climate, as well as coaching and growing emerging leaders, and is the author of the best-selling book Road to Awesome: Empower, Lead, Change the Game.

Darrin was named the 2016 Wyoming Secondary School Principal of the Year by WASSP/NASSP and was the 2015 Jostens Renaissance Educator of the Year. In 2017, Darrin earned his Doctorate Degree in Educational Leadership from the University of Wyoming. Darrin was inducted into the Jostens Renaissance Hall of Fame in 2019. 

Darrin now shares his experiences from over 25 years in education, specifically those learned as an education leader during the past 13 years. As a ‘recovering’ high school principal, Darrin shares lessons learned and effective strategies from over 25 years in public education to help leaders (both adults and students) to become more effective and positively impact the world around them.

Connect with Dr. Peppard: Website | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Road To Awesome

Jostens Renaissance

Bradley Skinner

Kid President

Robert Frost, “The Road Not Taken”

Rock Springs High School

Dr. Ivan Joseph, The skill of self confidence – TEDxRyersonU

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 to share with you today’s interview. Darrin is someone that I was introduced to by another High Performing Educator, as someone they thought I should interview on the show. And after having the some conversation with him, I can wholeheartedly and honestly tell you, Darrin is one of the most kindhearted, most influential and most open people that I’ve ever had the chance to speak to and interview on this show. His stories are amazing. His passion, his energy, his lessons, his advice. There’s just so much wisdom packed in this man. I would say he’s made a dent in education, but I don’t think a dent is a big enough representation of the impact he’s made. Darrin Peppard is a school district superintendent, a speaker and author, and a consultant who focuses on what matters most in leadership.


Sam Demma (01:00):
Darrin’s an expert in school, culture and climate, as well as coaching and growing emerging leaders. He is known for his keen insight culture. First leadership style and dynamic personality. He’s won numerous awards, been named principle of the year. He’s been added into the Johnson’s Renaissance educator of the year, and then the hall of fame. There’s so many accolades this man has collected and achieved and accomplished over the years, but on all honesty, all those things aside, Darrin’s just an amazing human being who has a lot of great stories to share. And I hope you get just a peak into some of those stories listening to this episode. I hope you enjoy it. I’ll see you on the other side, Darrin, thank you so much for coming on the High Performing Educator podcast. It’s a huge honor to have you on the show today. Why don’t you start by sharing a little bit about yourself and your recovering principle mindset and how you got into this work you’re doing in education today?


Darrin M Peppard Ed.D. (01:57):
Yeah, absolutely. Sam, thanks so much for having me on this is this is really a treat. So, so yeah, I, I consider myself a recovering high school principal you know like you and I were talking before we came on. It’s a, it’s a winding journey. And you know, certainly an interesting road that has led me to where I am now and, you know, being being through being a coach being a, a principal and now superintendent that principal role, I is still the role that I look at. And you know, it’s, it’s the time that I probably cherish the most in my professional career. Certainly a great opportunity to impact kids, a great opportunity to, to impact adults. But then also to work, you know around systems and being able to work, you know, work in and affect systems.


Darrin M Peppard Ed.D. (02:49):
You know, we were talking a again right before we started, you know, I go back to what really got me into education was when somebody asked me to help ’em coach a, a basketball team and I’m like, yeah, absolutely let’s do this. And it was a fifth grade girls basketball team. And so, you know, that is not a lot of high level in depth basketball, but it’s more, it’s just relationships and, and having some fun and, and, you know, just getting to be kids and work with kids. And that’s what hooked me to ultimately become, to become an educator. And so yeah, that’s, that’s I guess a little bit about me.


Sam Demma (03:28):
No, that’s awesome. And before your friend asked you to help coach the basketball team, where were you headed in life and was there anything else aside from that ask that he gave you that directed you in that direction?


Darrin M Peppard Ed.D. (03:42):
Ah, man, that’s a great question. So, so, you know, when I when I started college you know, I, I, I played tennis and basketball in high school. I was a, I was a really good tennis player. I was a basketball player. I was not, I wasn’t a very good player. I was just on the team, but you know then I had some injuries and, and some of those kinds of things. And I honestly, I was a little bit lost when I got into college, you know the person I probably connected with the most, at my high school. At, at a point I’m gonna talk about staff I’m sure. And, and how everybody has an impact on kids, not just teachers. And , this actually even is, is true of my life. Our high school athletic trainer was the person who had the most profound impact on me.


Darrin M Peppard Ed.D. (04:29):
I unfortunately during basketball, I spent more time in the training room than I did actually on the floor in games. I just was, you know, I just had the bad luck of getting injured a lot. And trainer John was, was somebody who really kind of inspired me. And so that’s where I thought I wanted to go. I wanted to be an athletic trainer and I don’t know, somewhere along the line, I kind of lost, lost my path. And, and to be honest with you, I, I actually dropped outta college and I got into the private sector. I was, I was working in retail sales. And yeah, fortunately when when my friend reached out to me and said, you know, Hey, I need somebody to help me coach this team. I don’t know what you know, it was it was a heck of an opportunity to inadvertently you know, or, or maybe there was some kind of destiny there to, to help me find that path. And know he, even after that, it was, you know, Hey, let’s, you know, notice this other team. And, and it really gave me a chance to connect with a passion. I didn’t know I had, and that was working with kids and supporting kids and helping kids as they, as they grow through life.


Sam Demma (05:40):
You’ve been able to experience some multiple roles, principal teacher now, superintendent as well. You just mentioned all staff have the ability to make a difference for educators listening, who might question that, that they have the power to also play a huge impact. What would you have to say? You alluded to the fact that you really believe that every member of staff can make a change.


Darrin M Peppard Ed.D. (06:01):
Absolutely. I, I think every single member of of every staff, or again, like I say, staff, you know, staff plus faculty we don’t, we don’t separate ’em in our district. We, we make sure that everybody understands that we’re all in this together and we’re all part of something special. I just, you know, through the course of my career, I, and, and again, I even go back to, to when I was a student, you know, I’ve seen those moments where it’s the coach that is impacting a kid more than the classroom teacher. Certainly they’re classroom teachers that make profound, profound impacts on kids. I absolutely don’t want to downplay that, but I think about man, when, when I was a high school principal, one of the people in my building who was probably as impactful as anybody else was a guy named Cleve and Cleve was our maintenance guy.


Darrin M Peppard Ed.D. (06:53):
Cleve was a retired engineer and just came to work at the, because he just wanted to make an impact to be around kids. And you know, so the role we gave him was in addition to just some general maintenance, he was our guy who set up for all of our athletic contests. And he was the guy who was there to, you know, make sure the water jugs were filled. And, and yeah, he did all of that, but man, that, that guy just, he just cheered his face off for every single one of our kids and our kids knew him and they loved him. He knew every kid by name. And then every one of our schools, there’s a Cleve, whether it’s a maintenance person or it’s somebody who’s working in food service, or it’s a bus driver we don’t, we don’t realize sometimes just because we get into routines and we get into our day to day, you know, I, I drive my bus and this is my route, or you know, I, I’m a special education para and these are the kids I go and work with.


Darrin M Peppard Ed.D. (07:51):
And this is my schedule. We don’t realize just how many eyes are on us and how much the things that we do every day impact, impact kids. And, and you don’t know until, until years later I I’ll share a quick story with you that here probably I’m gonna say six months ago, I got a message on Facebook from a former student. And I mean, it’s a kid that I had as a high school student. I, I had him from one year. He was part of a group of kids that I actually had at both junior high. And then when I moved to high school, those kids then were there a year later, but I only had this student one year and I never really thought that we built much of a relationship. I mean, we knew each other, but you know, it wasn’t like some of the other kids in that group because I’d only once, but he reached out to me and it was a really profound thing that, that he said to me, he, he shared with me that he felt he owed me an apology over.


Darrin M Peppard Ed.D. (08:55):
Just the way he had been as a student. He said, you know, I didn’t tell a lot of people this he said, in fact, you probably don’t remember me, but you’ll remember my girlfriend. And I, I mean, I remembered him instantly, but he said, what you don’t know is I was homeless. What you don’t know is I lived in a car and I was embarrassed. And, and so I acted out so that people didn’t know those other things about me. And I mean, this is, you know, I don’t know, 15 years later. And he felt compelled to reach out and tell me the story. Wow. And, you know, to know, to know that I had an impact on, on that young. And and for that matter that I still have an opportunity too. You know, we’re still, we’re still in contact. Yeah. What I, I guess I tell that story for this reason, whether you’re a teacher or in any other role office, secretary, principal, you don’t know the impact you have on kids until much, much later. And sometimes you never know, there’s so many hundreds and thousands of kids that every educator touches every day. And you’re making a difference and you know, right now it’s hard. Holy cow, is it hard right now, but you’re making a difference and you’re changing lives one kid at a time.


Sam Demma (10:20):
What a powerful story. Tell me how you felt when you read that message in your inbox.


Darrin M Peppard Ed.D. (10:29):
Well, I mean, as we’re talking about it, six months later, I’m tearing up about it. So, I mean, you can probably imagine you know, first we’re and I saw his name, I thought, no way wow. I haven’t heard from him in forever. And and then as I started reading that, I, I just, you know, I had to sit down. I was like, oh my goodness. And certainly, you know, I was, I was grateful that he reached out to me is filled with a little bit of pride, you know, certainly that, that I had made an impact with him. But then I also, I guess, as I reflected through the, through the course of the next few days, I also kind of was maybe a little bit upset with myself or disappointed in myself because why didn’t I know, is it possible that I didn’t take the time?


Darrin M Peppard Ed.D. (11:28):
I should have to maybe get to know him better? And I don’t know, maybe I could have helped him that because, you know, as he went forward in his life, there were some struggles with substance. There was some struggles with other things. And, and I don’t know, maybe I could have made a difference, maybe I could of to help him in that regard. But I don’t know. I guess I would say it was mixed emotions. But, but ultimately, you know, I still go back to what what I, what I cling to with that story is whether I realized it or not, I was making an impact on that kid.


Sam Demma (12:03):
Yeah. And sometimes we’re a harshest critic, so mm-hmm, , don’t be too critical on yourself. Yeah. How do we make sure as educators, we can be that cleave, we can be that Darrin for our students, especially in a time like COVID 19, how do we ensure our youth feel appreciated, cared for and heard?


Darrin M Peppard Ed.D. (12:24):
Man, that’s a really good question because, you know, one of the most difficult things, I think all of us face right now is it’s really, it’s challenging, I guess, to fill the cups of others when your cup is empty. And so one of the most important things I would say, and, and I’m probably, I’m gonna say something and I’m not doing a good job of right now. And so I’m gonna challenge myself to, to, to refocus on this, but we’ve gotta take care of ourselves. If we want to continue to make a difference in this super challenging time, we have to take care of ourselves whether that’s, you know good eating habits or, you know, getting some exercise, getting enough, sleep, drinking enough water drinking enough water. So one, I’m not doing a good job with probably not getting enough exercise, but we have to be able to make sure that that physically and mentally we’re ready to answer the bell every morning.


Darrin M Peppard Ed.D. (13:23):
And if we’re able to do that, then I would say the next thing is, you know, focus on relationships. You know, the academic piece doesn’t work without the relation anyway. And right now we probably need to put twice as much time into relationships. I mean, we, we hear the phrase, social, emotional learning right now. A lot. It is very much an in Vogue term. It’s an appropriate term but really at its core, it’s about having those relationships in place. So we recognize those challenges kids are going through. And so that kids feel comfortable reached out saying something, you know, or asking a question. I think that’s, that’s just the biggest, biggest things we can be doing for ourselves right now. You know, there’s, there’s all kinds of training and all kinds of, you know, other things we can do books we can read, but if we don’t number one, take care of ourselves and number two, build those relationships. None of that other stuff matters.


Sam Demma (14:23):
It’s foundational. It’s definitely foundational. Speaking of books, what is the Road to Awesome? What does, what does that mean to you and explain why you are compelled to write a book with that title?


Darrin M Peppard Ed.D. (14:36):
Yeah. So Road to Awesome. And there’s, there is, there’s definitely a story behind that. So and it’s like, like the road awesome itself, it’s long and winding, but so I’ll tell you when, when I go back to my first year as a as an assistant principal, so my first administrative job we, we had a pretty challenging culture in, in our school. We really had well, I’ll just put it this way. The, the philosophy in our school was catch, ’em doing it wrong. And that might be kids and it might be adults. You know, we even as a leadership team and I don’t think we were intentional with this, but this is just how it worked. I mean, the phrase that the other administrators used and, and I, I know I picked up on it very quickly and fell right into the culture.


Darrin M Peppard Ed.D. (15:30):
I’m not saying I, I stepped away from it. I fell right into it too, you know, was, I’m gonna ding that kid. I’m gonna ding that teacher. You know, it, it was all about catching people, doing things wrong. And we were in this staff meeting middle part of my first year. And this particular part of the meeting was mine to facilitate cuz we were talking about, you know, what are we gonna do about hats and cell phones? You know, really, you know, important stuff used foundational. So yeah, that’s yeah, facetiously that’s, it’s not foundational that’s, those are things we really should be wasting time on, but that’s, that’s what we were focused on. You know, kids have their cellphones out and you know, they’re wearing hats, what are we gonna do about it? So somewhere between, you know, if we start hanging ’em up on the little on the wall and those little calculator holders, or I don’t know, suspending kids or wherever, you know, people were chasing this, somebody raised their hand and just said, why does it always have to be about what they do wrong?


Darrin M Peppard Ed.D. (16:28):
And I had it be about what they do. Right. and, and I looked back at that now in time and, and I can tell you, the lady’s name is spring. She’s a school social worker, a brilliant young lady. It was like, bang, you know, the, the road splitting two for me right there. You know, we, I can keep going down this path. You know, we, we focus on what people are doing wrong. You know, maybe, maybe we can, we can exit this path and try another one. And let’s, let’s try to focus on what they do. Right. it led me to the Josten’s Renaissance program and, you know, I mean that, that’s a philosophy of recognizing rewarding and reinforcing the things that you respect. And we put that in place and we started working really hard around that and changing the way we did our work and changing the way we focused on things.


Darrin M Peppard Ed.D. (17:23):
And you know, it’s amazing how, you know, people will rise or fold whatever level of expectation you’re willing to hold them to. And if you’re using that recognition and reinforcement at a high level of expectation, they’re gonna meet that level of expectation. They’re gonna come right up to it. I mean adversity for stuff like that, you know? And I mean, let’s, let’s make it about, let’s make it about kids who are doing a great job in the classroom. Let’s make it about kids doing a great job in, in athletics or in activities or whatever, you know, in community service. You know, I mean, we shouldn’t just be focused on, you know, our football team or whatever, you know, know, I mean, we had one of the greatest bands I’ve ever been around as, as a high school principal. And I know a lot of that was we hired a great person for it, but he took that same philosophy.


Darrin M Peppard Ed.D. (18:19):
And, you know, he went from like 60 kids to 130 kids in the band and, you know, superior ratings all the time. And so, so fast forward just a little bit. And I’m at a Josten’s Renaissance Conference and I’m presenting with somebody who at the time was was a teacher I had hired now just genuinely a, a, a true friend of mine a guy named Bradley Skinner. And we showed this little video clip Kid President, who everybody loves Kid President. And he said something along the lines of using the the Robert Frost poem “The Road Not Taken” you know, what, what if there are two roads I want to be on the one that leads to awesome . And even though I’d been on this road for a long time, I’d never had a, I’d never had a phrase for it.


Darrin M Peppard Ed.D. (19:06):
And Road to Awesome was born. And we, and we still are using that as a hashtag. It became a hashtag at our school. We had to paint it on our walls. I mean, it just like grew and grew and grew to where everybody knew, you know, Rock Spring High School is we’re all about the Road to Awesome. And when it came to west grand, it brought that with me and we’re on the road to, and so over the last year or two, I, I really had started thinking, thinking, and I really wanna write a book. And I, I wanted to write a book about leadership and about, about what the things that I think, not, not that everybody should follow, but just, I think these are the six things that truly make a difference in leadership. And, and that doesn’t mean being a principal leader.


Darrin M Peppard Ed.D. (19:52):
I mean, that’s any leader that I’m a classroom teacher, teacher leader, I’m in the business world, I’m a leader, I’m whatever. So six things in the book really that I focused on you know, leading with a clear vision building positive culture and climate empowering your student, empowering your adults, telling your story as educators, man, we stink at that. We are not good at telling our story. You know, unfortunately it’s, it’s standardized test scores or, you know, things that people say on Facebook that determine story of our schools. And it shouldn’t, you know, we have great things happening in every school across not only the United States through Canada. I mean, everywhere, there are great things happening in schools and we just have to do a better job of telling them. And then the last one is, is coaching. And, and, and by that, I mean, everybody, everybody can benefit from a coach as a leader. I can benefit from another leader as a, as a principal, as a teacher, whatever I can benefit from an outside perspective supporting me and, and helping me to, to see things differently. So as we’re working through the book it only made sense that the book had to have the title Road to Awesome.


Sam Demma (21:13):
Awesome. No pun intended. Yeah, there you go. I was, I was really, I was really enjoying when you were speaking about the difference between pointing out what the students were doing wrong versus what they were doing. Right. I was actually watching a Ted talk yesterday by someone by the name of Dr. Ivan Joseph. Who’s a self confidence expert and he’s his talk has over 20 million views. It’s a great one. He took on two soccer teams to coach at Ryerson, which is a university here that were both on a five year losing streak. No one wanted the job. He stepped up and took it it and used basically what you just told me to create two winning teams that both won the national championship over the next five years. And what he said was so often coaches, and we can replace that for any human being points out what the athlete does wrong.


Sam Demma (22:04):
You know, you’re not kicking in the ball, right? Get your knee over the ball and lean, you know, lean back and stare down before you kick the ball, or it’s always gonna go too high. And he’s like, instead of doing that, you can point out what someone else on the team did really well. So John goes and does a terrible job, but then, you know, Stacy goes and scores and, you know, beautiful form. He can say, Stacy, well done. Your, you kept your head down. Your knee was over the ball and the student or the soccer player, John who didn’t kick it well is taking in what he’s saying, but not having his ego hurt or feeling bad about himself. And that hit me so hard because, you know, even with pick the, the volunteer initiative, I run, we manage six or seven people. And sometimes we, we don’t think before we SP be to that degree and we can be critical to too hard sometimes on the people we manage or even ourselves.


Sam Demma (22:55):
And I just wanted to highlight that. Cause I think the point you raised is so, so important. I can even pinpoint as a young person when my coach spoke negatively to me and how it affected me personally which is, which is really, really powerful. Anyways, Darrin, this has been a very fruitful conversation. There’s so many nuggets and things that are coming out of this. If you could sum up your entire brain, all the wisdom that you’ve gained over the past, I think you said 26 years teaching and give advice to your younger self when you were just starting in education, what, you know, couple points of advice would you give yourself that you think would be helpful along the journey?


Darrin M Peppard Ed.D. (23:37):
Well, you know, not, not to keep hammering on the same thing, but I go right back to what you were just talking about. I know there were times where as a classroom teacher or, or as a coach where yeah, I probably focused more on, you know, what we were doing wrong. Mm-Hmm and you know, I think I would, I would remind myself or tell myself that don’t take yourself so seriously, you know, take, take a breath, remember that it’s about relationships. And at the end, at the end of the day, when you’re, when the students that you have in the classroom now, or the kids that you’re coaching on the court are 30 years old. They’re not gonna remember whether or not we won this game or that game. They’re gonna remember how you made ’em feel. Mm they’re gonna remember.


Darrin M Peppard Ed.D. (24:27):
And they’re gonna reach out to you because of the relationships that you built with them. And I mean, I, I know that I did that well, but I know there’s always, you know, I look back there’s ones. I know I could have done better. And so that would be one of them would be to, to just, you know, Don worry about the wins and losses, worry about the relationships because that’s, that’s what it’s really all about. And I don’t know, maybe I would tell myself, maybe you should journal what you’re doing because, because I was writing this book, I know there were stories that slowly came back to me, but I know there’s just hundreds and hundreds and more stories that you know, both good and bad, you know, one’s where I certainly don’t look very good because of, because of what I did, but there’s a lesson that came from it. Mm-Hmm and you know, I, I wish that you know, I would’ve written all that stuff down, you know, but I guess those are probably the two things I would, I would go back and tell myself.


Sam Demma (25:25):
Cool. I love that. That’s so awesome. And I’m guessing you journal every day now.


Darrin M Peppard Ed.D. (25:29):
I do as much as I can. Yeah, absolutely. You know, it’s, it’s mostly, it’s mostly the old you know voice journal nice as, as much as it is writing.


Sam Demma (25:39):
Awesome. Well, Darrin, thank you so much for taking the time to chat today. If another educator listening wants to reach out, talk, talk about your book, talk about idea is, and what’s working in your schools right now. What would be the best way for them to get in touch with you?


Darrin M Peppard Ed.D. (25:53):
So I would say there’s two different ways you know, any and all social media, I’m Darrin M Peppard just write like that, whether it’s Twitter, Instagram, or Facebook, that’s, that’s how you can find me. The other thing too, is, is on my a website. I mean, there’s a way to contract me through the website, which is shockingly roadtoawesome.net. So absolutely those are, those are two great ways to get in touch with me. And by all means, if there’s anything I could do, somebody needs somebody to vent to talk to. If I can share a little bit of advice or wisdom or, you know, even if somebody’s just got a great where they wanna share with me, I’d love to hear it.


Sam Demma (26:30):
Awesome. Darrin, thank you so much for coming on the show today.


Darrin M Peppard Ed.D. (26:33):
Yeah. Thank you, Sam. I really appreciate it.


Sam Demma (26:36):
Such impactful stories. I don’t know if your eyes like mine almost leaked while listening to this episode, but if it touched you, if it moved you, if it inspired you in any way, shape or form, please consider reaching out to Darrin. He’s someone who would love to connect to you. He’s someone who would love to have a conversation. He’s someone who would love to share ideas with and bounce things around and be a soundboard for you. And if you found this valuable considered leaving a rating and review on the podcast, it will help more educators. Like you find these episodes during these times, so they can benefit from the content and the inspiration in the stories. And if you personally have something you, you think should be shared with other educators around the world, please reach out at info@samdemma.com and will get you a spot on the, a podcast. Anyways, I’ll see you on the next episode. Talk soon.

Join the Educator Network & Connect with Darrin M Peppard Ed.D.

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

January 7, 2022 by Education Consultant Principals Student Leadership Superintendent Teachers 0

Dr. Bridget Weiss – TIME featured Educator and Superintendent of the Juneau School District

Bridget Weiss - TIME featured Educator and Superintendent of the Juneau School District
About Dr. Bridget Weiss

Dr. Bridget Weiss is the Superintendent of the Juneau School District. After graduating high school in Juneau, Bridget graduated from Whitworth University in 1984, with a Bachelors’s in Mathematics, a Minor in Physical Education and a secondary teaching certificate. Following graduation, she spent the next 26 years in Spokane as a high school math teacher, coach, high school assistant principal, elementary principal, Executive Director of Instructional Programs and Superintendent. 

Once back in Alaska, Bridget spent four years as principal of North Pole High School and four years as Director of Student Services at the Juneau School District.  She started this year as the Interim Superintendent and was hired for the position permanently in January.  Bridget attained her Masters in Mathematics from Eastern Washington University and her Doctorate in Educational Leadership from Washington State University.  Her work has been in districts as small as 1,800 and as large as 29,000 students.

Bridget is completing her 38th year in education at the start of 2022 was named Alaska’s Superintedent of the Year!

Connect with Bridget: Email | Linkedin

Listen Now

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

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Superintendent of the Year

The Transcript

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

Sam Demma (00:01):
Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker, Sam Demma. Today’s guest is Dr. Bridget Weiss. She is the superintendent of the Juneau school district. After graduating high school in Juneau, Bridget graduated from Whitworth university in 1984 with a bachelor’s in mathematics, a minor in physical education and a secondary teaching. Following graduation, she spent the next 26 years in Spokane as a high school math teacher coach high school assistant principal elementary principal, executive director of instructional programs and superintendent. Once back in Alaska, Bridget spent four years as principal of north pole high school and four years as director of student services at the Juneau school district. She started this year as the interim superintendent and was hired for the position permanently in January. Bridget attained her masters in mathematics from Eastern Washington university and her doctorate in educational leadership from Washington state university. Her work has been in districts as small as 1800 and as large as 29,000 students. And Bridget is currently completing her 38th year in education. This conversation was phenomenal. You are gonna take away some amazing ideas. I hope you enjoy it. And I will see you on the other side, Bridget, welcome to thehigh performing educator podcast. It’s a huge pleasure to have you on the show here today. Please start by introducing yourself.


Bridget Weiss (02:35):
Thank you, Sam. I am Bridget Weiss. I am the superintendent in Juneau school district in Juneau, Alaska.


Sam Demma (02:43):
That is amazing. Tell me more about your journey into education. What got you started and then, brought you to where you are today?


Bridget Weiss (02:53):
Yeah, well, I’m super lucky. I actually am born and raised in Juneau, so I’m a third Juneau white and I went left Juneau to go to school college in Spokane and I Wentworth university. And just really knew from a pretty young age that education was what I wanted to do and spend my life committed to. I had a couple of really cool experiences with teachers that really inspired me. And so I started out as a teacher. I spent 16 years as a teacher teaching junior high and high school math and coaching and all of that. And I’ve spent the balance of 38 years being in a administrator since then.


Sam Demma (03:41):
I’m just gonna give you a round of applause for your service. you mentioned you’re welcome. You mentioned having some really cool experiences with educators and teachers. Can you expand on that and tell me a little bit more how those experiences shape a decision to get into education?


Bridget Weiss (04:02):
You know, I was in junior high and seventh grade and I met a teacher who the best way I can really explain it is he saw me, like, I just, he knew me, got to know me. He was a math teacher my basketball all coach. And he was always checking in to see how I was doing. He had a great, has a great sense of humor and he was one that just really inspired me to be my best self, you know, which was what we would say now as a seventh grader, I would never, ever have been able to articulate that. But he really did. And he used his sense of humor and his ability to build relationships, really genuine relationships with kids. And so it inspired me and it certainly also impacted the type of educator that I wanted to be. And so I, I just feel really fortunate to have had some of those experiences that steered me in this direction,


Sam Demma (05:09):
Being seen and heard is such an important thing for every educator to do with their own students in their classrooms. How do you think in terms of tangible actions, he did that for you when you were in grade seven, was it by asking questions by being interested in your hobbies? Like what did that look like as a student?


Bridget Weiss (05:33):
I think for me through the eyes of a seventh grader again, it’s one thing looking back it’s another, but he, he did get to know me, you know, personally he knew who I was. I still remember. I, I can, I can look out my office window right now and see the building, my elementary school and the building that I went to junior high end. And I can still go to the corner of the hallway where his classroom was, and I can picture myself walking by not even going to his class, but he was always standing outside interacting his hallway or his classroom interacting with kids saying, hello, you know, making sure that we were on our way to class on time. And and, and he, his humor again, was really a key player for him. And and it was always very supportive humor and it was humor that was specific to who we were, if that makes sense. It, it, it really made you feel again, heard and seen. And, and I think it’s really hard to do that sometimes in education, the more kids that a teacher is serving the, you know, the larger, the class sizes. And I have really tried to emulate that sense that a student could get in whether they were in trouble or doing something fantastic that I saw them, that, that I knew them and that I was there to help them either through something that was negative or encouraged them because they were doing amazing things.


Sam Demma (07:07):
That’s an amazing teaching philosophy. And it’s so cool that you not even realizing it learnt it when you were a student in grade seven. so awesome. And speaking of difficulty in doing that even to this day, I’m sure with COVID, it took that challenge to a whole new level. And you’re someone who was very crafty and resourceful during COVID to try and keep things functional and not only functional, but for the students in your school board. You’re one of the only educators. In fact, the only educator who has been featured in time magazine for your effectiveness during COVID, that’s been on this podcast I’d love for you to share a little bit about what happened during COVID and how you and your team at the board transitioned and adapted.


Bridget Weiss (07:59):
Yeah. You know, we, I, one blessing that I’ve had is, I don’t know if it’s my mathematical background or just how my brain works, but I am definitely a problem solver, a solution finder and that’s how I’ve always focused. Here’s a challenge. What is the best next step? How do I get this only the resources they need? What does this kid need if this isn’t working? What options do we have for this kid? You know, so I, that’s just, my frame of thought always is finding solution and being prepared for situations that we might not know about yet. So here comes along the pandemic. And really one of the things that happened to us is that we ended up with a potential COVID case in one of our elementary schools really early in March. And we had to act quickly to know to, because we, again, in March, 2020, we knew so little about COVID.


Bridget Weiss (08:57):
We didn’t even, we couldn’t even spell the word mask yet. Right. We, we, we were just, it was, we just did not know anything. What I had done about three weeks before that we were hearing the talk about this virus and, you know, what, what it might mean in other countries. And wow. I was sitting up and paying attention. So I pulled all our department leaders together. This was in early February and said, Hmm, let’s start thinking about this. What might we need to do? This is something we just couldn’t even have imagined a even February, 2020. And so each department, it, food services teaching and learning health services counselors. I had, ’em all the leads there. And we trouble shot through each department, what this could look like and what we, what should we be doing now to think about that?


Bridget Weiss (09:56):
And so when we were shut down on a Friday, March 13th, on Monday morning, we were delivering food to kids. We had, we had meals available. We had Chromebooks ready to be delivered to kids or picked up to try to build distant and delivery learning on the spot. It was quite something so literally from a Friday shutdown to a Monday we were able to deliver services to kids. And, and that was really meaningful to our families. Many of whom rely on the free, hot breakfast that we serve every morning to our elementary kids and so forth. So it, it was very quick turnaround operation.


Sam Demma (10:39):
That’s amazing. If you were to take the experience and make it a blueprint for another superintendent or educator, who’s interested in the creativity that went into solving this problem, what would the through line be? Would it be that you have to in advance or, you know, the moment something changes, give it attention in time? Like, how would you distill this down to a principal that another board or educator could use?


Bridget Weiss (11:07):
I think a couple of things, one is definitely being as prepared as possible for the unknown, which we had an emergency response plan and it had at four levels and we busted through those four levels. In the first day we were responding and normally those four levels are extended over a period of time a month, you know, months we blew through those four levels in one day. And so then you have to rely on your instincts your courage your team. So I’m a huge team advocate. So I partnered with my chief of staff who we, we do crisis response together and have for a number of years. And we sat at this desk in my office for hours and started designing what we thought next steps were making lists of who needed, what information how were we gonna support our custodial team?


Bridget Weiss (12:03):
So when I pulled those leaders together, again, because it was such an inclusive group, everybody had a heads up, everybody understood at least that we didn’t know everything and that we were going to be working really hard. And we didn’t know for sure the, so what of all that yet? But everybody was on point. Everybody was thinking through our custodial lead was thinking about what supplies we did have on hand. So we knew right away where to start looking for, for the next round of supplies. And, and, and again, food service, they were already contacting for the state for what waivers we might need. You know, so again, having the right people, you can’t do it alone. So making sure that you’re really including your full team is, and that just takes some intention and building that team in advance so that everybody feels confident in themselves, equipped and UN and knows that you do believe in them in doing some hard creative work, when the time comes,


Sam Demma (13:06):
It’s such a Testament to the power of a team and unified messaging. If everyone was to get different messaging, it would’ve caused a mass amount of chaos. amongst everyone, because everyone would’ve been unclear on what their roles and responsibilities were. And I see that there’s a whiteboard for everyone who’s listening. They can’t see it, but there’s a whiteboard behind you. I’m, I’m sure you erase that a couple hundred times. Would that be true?


Bridget Weiss (13:30):
but that is so true. I had lists on, I have two whiteboards, a in my office, I had lists of so many different action steps. I had lists of groups of people. So I had the board of education. What did they need? Teachers, staff, what did they need? Parents, families, what did they need to know? Because some of it was different. Some of it was the same information, but some of it was different. So we would do that. And then we would commute out. Then we’d erase it and we’d start over. As soon as something happened that we thought we need to alert them, we would write it on the list. And then we would use that to craft our, our messages. So, and, and all of a sudden, all of our normal tools that we use didn’t work anymore, right. We, we couldn’t call staff meetings together.


Bridget Weiss (14:14):
Our, our app wasn’t allowed to come into the building for a while. You know it just, so we had to rely on video. I had never made a video as a, as an administrator. I don’t have a, a communication department but, but we did that. We started just right away because I knew people needed to hear my voice and see my face versus email that was void of emotion, void, you know, void of the voice inflection that you can give gratitude with and so forth. So we immediately started in this office right here, my one person, chief of staff videoed on her phone a message that I could give staff right before they went away for their their week. So you know, just relying on, on your, on your skills and your team, and we just, nobody can do it alone. And, and really that’s true in a pandemic, extraordinarily true in a pandemic, but it’s really true on a day to day basis as well. We’re only as good as the people around us and, and those that we commit to lifting up and supporting along the journey with us.


Sam Demma (15:25):
You mentioned the importance of filming a video, so the educators could feel your grad to, and hear your voice inflections. Can we talk about that for a second? What is the purpose or what went through your mind to come to that conclusion that you needed to send a video?


Bridget Weiss (15:43):
To me community has always been really important. So whatever role I’ve had, I, as when I was a teacher, I was a coach. I, my classrooms were communities. My teams were communities as an administrator. My building became my community and really nurturing and developing that community ended up in good results for kids. And so what I found was all of a sudden, I felt so responsible for 700 people that I couldn’t talk with. I couldn’t run to a, a building and go to a staff meeting and share, which is what we normally do in crisis, because crises usually are very point based. They’re they’re involved in geographical school. Yeah. One school or another school. I go to the staff meeting. I tell them it’s gonna be okay. This is what we’re doing well, now it was everywhere. . And, and so I thought, I just need to do this, and it needs to be really lighthearted.


Bridget Weiss (16:37):
So I put, I’m a big diet Coke and peanut M and M fans and every fan, and everybody knows it. So I made sure somebody had delivered some to me. I had that in the backdrop and I they were going away for spring break. This was like one week after we closed down. And I also had a video that two elementary teachers had done that one in one week. They had gotten words from their kindergarten classroom about a song. They, they worked together to build lyrics and these two teachers sang this song. It’s gonna be okay, was the main lyric. So I tacked that on to the end of the video and had my message and then that video, and it really was. I needed to tell them it’s gonna be okay. I, I don’t know the future. I’m not sure what we’re gonna do next week when you get back from break, but we’re gonna be ready for you. And, you know, we can do this because we can do it together. And so that, that was in my mind what I just needed to express to them. And I knew that the written word wouldn’t quite get at it.


Sam Demma (17:42):
I love that. And filming that video sounds like it was an action on one of your personal to-do lists. You mentioned having all these lists of teachers needs and student needs and parent needs and communicating to them accordingly. What are some tools that you use to organize yourself? Whether that’s to do lists or software or anything that might be helpful for organizing your day and your tasks?


Bridget Weiss (18:08):
Yeah, I, I am, I’m a list maker. I, as you would imagine, I have a very logical sequential brain. And so I do a lot of lists. And really my calendar is a huge organizer for me. And it sounds funny, but that really is a tool. I use it in planning. I use it in tracking what this week is gonna look like, what I need to have done, what I need to prepare for. There are some other programs out there. I have just found that I, with the pace at which I work, the fewer layers of programs that I have on top of me, the more effective I am. So the, the scheduling nature of a account calendar really becomes almost a project board. You know, when I’m looking out a couple weeks ahead and, and so forth. So, so I really am driven by lists by calendar and you know, and again, having a strong cabinet team that, that reminds us all, when something’s coming up, that we need to be, we’re working on


Sam Demma (19:11):
Amazing. And on the topic of resources to do lists sound really important to you. what are resources that have helped you as an administrator and an educator, whether it be trainings you’ve been a part of or books you’ve read, or programs you’ve taken, or even simple advice that you think might be helpful for other


Bridget Weiss (19:32):
Well, I know that I am similar to so many and maybe all educators we have all this drive to improve, you know, there’s never a moment rest of wanting to do more or wanting to do differ. And, and sometimes it’s, it is exhausting because it, it is just literally a constant layer. You never quite get there. There’s always something more that you want to do, or a problem you haven’t figured out a gap, you haven’t figured out how to resolve. And so I think that’s a good thing, you know, I, I, I absolutely think it is what makes us better as we go. And so I think the skill of dissatisfaction that the, the characteristic of dissatisfaction is really critical to an effective leader. You, you must really be hungry and there’s so much work to do. There was work to do before the pandemic.


Bridget Weiss (20:35):
So right now, what I feel is a huge sense of urgency. And I’m, I’m in my 38th year in education. And so I’m getting anxious because I know I don’t have a lot of time left and there’s so much work to do. Our country has demonstrated that in the last year through the pandemic and the losses related to that, but our social justice issues, you know, are the, the needs of, so many of our kids have grown in the social and emotional area. And so I just, I feel like we, the drive is really important because what the drive does is it helps you continue to ask questions. Why aren’t we getting the results we want? What is it that we’re not doing that should be doing? You know, what is it that we’re doing that is not effective that we need to, or harmful in some cases, right?


Bridget Weiss (21:34):
Where, where are those places in our institution that are simply not working for some of our kids and some of our families, what do we need to stop doing? And, and right now, everyone is a also operating with such fatigue. Our teachers, our staff, our I just met this morning with our bus drivers. And it’s just everywhere. You know, our principles, everyone is, is so exhausted. So how we go about our business is really important, trying to focused on our priorities what, what do we stand for and how do we manage growth in those areas with limited resources, limited time, and a greater set of needs. And I think inspiring people to stay the fight, you know, to stay the course is really an important skill that a leader needs to have right now. And nobody needs to hear that we’re exhausted. Nobody needs to hear that we don’t have enough time. It, it, it simply, it is a way of life as a leader. And it certainly is before the pandemic. It is more now, it’s not that we shouldn’t take care of ourselves, but as a leader we really need to project optimism and hope for us to get through this next year, two, three years that we’ve got coming ahead of us in recovery,


Sam Demma (23:05):
How do you fill up your own cup? What are the things that you do outside of the walls of your boardroom or office to make sure you can show up optimistically and hopefully for not only your staff, but also all the students and families in the board?


Bridget Weiss (23:20):
Well, a lot of diet Coke and a lot of peanut M and MSS, the first step. After that I live in the most gorgeous area of the country in Southeast Alaska. And so I thrive in the out of doors. And so for me, personally, fresh air running, being on trails that fills my bucket. It’s really important for me. And I know when I haven’t gotten enough of it. So I think it is super important for everyone to find what fills their bucket. And we have an obligation to do that because we cannot fill others buckets if we don’t fill our own. And it is really a conscious decision and finding ways to fit it in. So I run early in the morning because if I don’t, it won’t happen. So it’s pitch dark this morning, probably 29 degrees . And but I was out there and and it was a great way to start the day. So everybody really has to fill their own bucket in, in whatever way does that for them. Awesome.


Sam Demma (24:24):
And, and if you want to share one or two final parting words or resources you think might be helpful for an educator listening, now’s a perfect time to do so.


Bridget Weiss (24:38):
I, I would say that one I’m, I’m not a big program person because I find that the heart of the work is so often in strategies and a mindset that and skill sets. However, I will say that one, as we move through this pandemic, and we have students with such increasing needs, our work around equity and social, emotional learning we use restorative practices here and it has made a huge difference in our, in our children and our families as we approach this work through the restorative practice lens. And and that is a, I think ill changer for many, many school institutions. But we have to keep looking at our, through our equity lens that there is no question that school is not still, it’s so frustrating to me, but it is still not the same experience for all kids.


Bridget Weiss (25:44):
And we have to keep fighting to change. When I hear that a child feels unseen, it breaks my heart. It is it is completely a travesty that we would have children show up and feel unseen. And so the work that we’re doing around equity and really partnering with our tribal agencies and, and other groups here to design systems that are very welcoming and socially just is, is really just important work. So I just encourage everybody to, to keep their priorities. You know, there’s a lot of noise. There’s a lot of tractors and a, a lot of anxiety in our country right now is and pointed towards schools. And we need to, as educators hold tight, stay the course with our priorities that we know our students and our families need and stand up for that and continue to, to take charge of what we do best for kids.


Sam Demma (26:53):
Bridget, thank you so much for taking some time out of your day to come on the high performing educator podcast. It’s been a phenomenal conversation. If an educator listening wants to reach out to you or mail you some diet Coke and M and Ms and peanuts, what would be the best email address or point of contact that they could send you a note or a question or a comment?


Bridget Weiss (27:17):
Sure. Email would probably be best. Send it to: bridget.weiss@juneauschools.org


Sam Demma (27:33):
Bridget, thank you so much. Keep up the great work and we’ll talk soon.


Bridget Weiss (27:38):
Sounds great. Thank you, Sam.


Sam Demma (27:41):
Hey, it’s Sam again. I hope you enjoyed that in amazing conversation on the high performing educator podcast. If you or someone, you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the high performing educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022. And I’m hoping you or someone, you know, can be one of those educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Bridget

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

January 7, 2022 by Director of Education Experiential Learning Student Success Superintendent Teachers Teaching Tips 0

Melanie Headley – Teacher and student council advisor at Bluefield High School

Melanie Headley - Teacher and student council advisor at Bluefield High School
About Melanie Headley

Melanie (@MelanieHeadley) is a teacher, student council advisor, lifelong learner and the #1 Springsteen fan :).  She has an infectiously positive aura and is constantly striving to provide her students with the support they need to reach their full potential.  

Connect with Melanie: Email | Instagram | Twitter

Listen Now

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

Resources Mentioned

Bluefield High School

Canadian Student Leadership Association (CSLA)

Canadian Student Leadership Conference (CSLC)

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 high performing educator guest on the show is Melanie Headley. Melanie is a educator. She is a teacher and the student council advisor at Bluefield High School. She is an islander by choice, a mom, a wife, a friend, a bobcat, a teacher, a server, a lifelong learner, a runner, and the number one Springsteen fan Melanie has so much energy and so much wisdom and so much insight to provide that she, that she gives in this episode.


Sam Demma (01:14):
And she’s one of the most, I would say, energetic and highly engaged and caring educators that I’ve had the chance to speak to. So I hope you enjoy this interview as much as I enjoyed the conversation I had with Melanie. And I will see you on the other side. Melanie, thank you so much for coming on the high performing educator podcast. It’s a huge honor and pleasure to have you. I know we just talked about the fact that we know so many similar people. You know, maybe you can even start by sharing this story that you just told me and the hope that Mark might hear it and be a little inspired that people are talking about him.


Melanie Headley (01:49):
Hi, Sam. So nice to meet you. Thank you so much for this opportunity. Before actually that I shared that specific story with you, I also want to include that when Maddie Campbell from CSLA, when she emailed me saying that she had shared my name with you I actually had to go back and read the email a couple times to make sure that it was actually me. But anyway, so I’m very honored to be a part of this. So last Thursday night I had tuned in a little late to the meet the maestros session that CSLA was putting on. And at the end, when, just before we had all signed off and I think it was Dave Conlan who had said, is there any, you know, any final comments, anything else that, you know, we need to share with each other before we sign off.


Melanie Headley (02:45):
And I hope I remember correctly, but I’m pretty sure. It was Lenora that had said, if you haven’t tuned into the High Performance Educator podcast with Sam Demma, put it on your to-do list. She also said Mark England’s was uploaded today. So that was, that was really, really neat and the second that I logged off, stayed up a little later than I probably should have that night, but it was cause I was, I was listening to the lovely and kind gentle soul of Mark England. So that was really sweet because you know, not having had the opportunity to attend CSLC this year, it’s just so, so important that we we have these opportunities and whether it’s through your podcast or through a virtual meet the maestros you know, that we can still connect in those ways.


Sam Demma (03:44):
And now you’re a guest on the show. So why don’t you start by sharing a little bit about who you are and how you got into the work you’re doing with young people today?


Melanie Headley (03:53):
Sure. so again, my name is Melanie Headley and I teach at Bluefield high school Bluefield high, a school is located in the community of Hampshire. But it is about 10 minutes west of Charlottetown. So if you’re familiar with the capital of PEI Bluefield is a school just outside of Charlottetown. And I actually grew up in am Nova Scotia. So I’m not, I’m a CSA, I’m a come from away as it’s called. But the island is my home now. But I grew up in am Nova Scotia and I did my first degree at Mount Allison university. And when I went to Mount a, I was going because my end goal at that time was to be a lawyer. So my path was to go to law school and I took clinical science history and English. And in my third year I started the process of applying to law school.


Melanie Headley (04:57):
Hmm. And that included reference. So I needed two professors to write references and both agreed nice. And however, there’s a little bit of a twist. The day after I had actually crossed paths with one of the two professors that had agreed to, to support me. And when we crossed paths, he said, I need to speak to you for a second. And of course I was like, no, what, what does he wanna tell me? He doesn’t wanna write this, this reference letter. And he says to me, and, and I could honestly, I can still hear his voice in my head. And he says, Melanie, while I think that you would make a good lawyer, I think that you would make a great teacher. Hmm.


Melanie Headley (05:47):
So after I graduated from Mount a, I did not go to law school. I moved to Halifax where I worked for the year. But even more so than working, I volunteered at a junior high school. And it was through that volunteer work that I made the decision to apply to the education program at U P I. So the following September I started the program and later that my, we found out where our teaching practicums would be. And when I was told Bluefield high school, I had no idea where it was located, how I was gonna get there. So lo and behold, I did my practicum at Bluefield with two fabulous list educators who to this day have become great friends of mine. So Jennifer Gill and Brett wood both took me under their wing. And I completed my first teaching practicum with the two of them. I went on to do two more practicums, cuz at that time, U P E I, the education program was two years. And then in my second year, right before, about a week before convocation I would, I was now certified and so I was very, very keen to start substituting. So I came out to Bluefield to let them know that I would be available and the vice principal here at the time she says to me, can you start tomorrow?


Melanie Headley (07:27):
And that was in may of 2002. Mm. And I have been here ever since. Wow. And my current teaching assignment includes grade 10 English and grade 11 law.


Sam Demma (07:41):
Nice.


Melanie Headley (07:44):
Best of both worlds is right. It’s pretty great. So that’s a little bit of my my back story in terms of how we came to be an is or live on PEI anyway. And and teaching at Bluefield high school.


Sam Demma (07:58):
And at what point did you get involved in student leadership? You know, you attended the Mero session with Dave Conlan, you’re involved with the CSLA, where did all that passion and desire and decision come from?


Melanie Headley (08:11):
So even before becoming a teacher when I was in high school I was involved with student and council. Nice. And when I started teaching you know, initially my priority was the classroom. It really, really was to ensure that I delivered the curriculum well and that it was meaningful and that I, I knew my subject area. And as, as soon as I really had a grasp on that then I started to venture outside the classroom and to see where I could where I could commit outside the classroom. Right. So my, my first real commitment was actually with our, our prom, our graduation dance. Oh, cool. So myself and a few other teachers we were the teacher advisors for the grad dance for a number of years. And actually in 2015 our students, parents took over the grad dance, but that was my first, that was really my first commitment outside the classroom.


Melanie Headley (09:21):
In addition to that and this I hope to connect this to student leadership mm-hmm but prior to my involvement with our student council is myself and a few other teacher, Jennifer Gill, who I had mentioned earlier as being one of my my practicum teachers. We started what was called the rap team. Hmm. And rap stands for respect accept and protect, and the crew of us along with a group of students, we develop a program and a presentations or assembly, so to speak mm-hmm that addressed anti-bullying and character development. I love it. I love it. So we did that for a number of years. We did it within our own school, but then when other island schools started to find out what we, they wanted us to come to their schools and to present. I see.


Melanie Headley (10:21):
So kind of that character development you know, servant, servant leadership was definitely a big part of that initiative. And then about 10 years ago, the student council advisors at that time who are absolutely fantastic people and have been incredible mentors to me one of whom was presented with this year CS, a leader of distinction award for PEI. Oh, wow. Wow. His name’s Paul MCCA and yes, students call students, call him P Mac. So he had run our student council for a number of years. But then when he stepped down, he still, he, you know, I took it over. He still helped me and continues to help me to this, this day. And he’s an incredible mentor. You know, any ideas that we have, he’s always available, you know, to listen and, and run things by. And he’s been great, but 10 years ago he was ready for a break.


Melanie Headley (11:27):
So I took that on, but then I was really, really, really quick to realize I can’t do this on my own, you know, student council. It’s, it’s even like, not just even a September to June commitment, it’s really, it can be full it’s full time. Yeah. Year round. But I love it. Yeah. So Lynn cl she came on board to support me and the two of us do it together. And without her we wouldn’t be able to do, to do the things that we do. Hmm. I dunno. Did that answer the question?


Sam Demma (12:04):
Yeah. I asked how you got involved and told me that you started off by putting basketballs in between young women and men, so they don’t get too close us while they dance right. That’s awesome. I love that story and I’m sure the work that you’re doing in the school right now, it’s a little different than it was years ago, or even one year ago. Can you shed some light on what, you know, challenges you currently face with, and maybe some challenges your school or certain classrooms have been able to over, and maybe there’s some unique ideas you can share.


Melanie Headley (12:36):
So, first of all, to answer that question is living on PEI. We are very, very, very fortunate. So we’ve, we’ve only had, I shouldn’t say only, but we’ve had 66 cases of COVID 19. Oh, wow. So prince Edward island is probably not only the best place to live in our country, but probably probably in the world worldly . Yeah. So we are in school full time. Okay. And after March break last year, so March 13th, Friday, the we were, it was pretty soon to find out that we wouldn’t be returning. Yeah. And then I guess it was around may early may that we found out that we wouldn’t be returning for the rest of the year. But then in August we found out that we would be coming back to school full time. So we are in, in classes full time.


Melanie Headley (13:37):
But with, with, with that said, there’s still guidelines in place, right. So there’s no large gatherings at lunchtime. So anything that student council did in the past where, you know, large groups of students could come together was in our cafeteria or outside or in the gymnasium, those things are not, are not happening. But we’re making it work. Hmm. Yep. We’re definitely making it work. Our student council has been absolutely fantastic in the way that they embrace the op opportunity to do things differently. They’ve been really creative and the, the feedback, the feedback has been terrific as well.


Sam Demma (14:24):
That’s awesome. And you know, what are those things specifically that are working? How have some of the things shifted you, does any examples or ideas come to mind that wow. You and make you say, wow, great job. That’s really cool.


Melanie Headley (14:38):
So right outta the gate our frost week, so we have an annual week where Monday to Friday, it’s usually the first full week that we’re back at school. Every single day at lunch, there would be activities in the past, there’d be activities to welcome our grade 10 students. So what we’ve done this year to abide by the guidelines is that other than having the activities at lunchtime, our homeroom teachers have graciously allowed student council to command to their classes about 15 minutes before classes over. Mm. And they’re, they’re running those activities during home room. And so when I see the feedback has been really great, what teachers are coming to me and saying is that the, the bonds that are being formed in their home room are like never before, because in the past, when they would leave their morning class to go, you know, participate in the, the lunchtime activity, maybe they wouldn’t even go to participate.


Melanie Headley (15:57):
Right. And if they did, they were going with the people that they already know, right. They’re going with their friends this way in the homeroom. Everybody’s participating for the most part and the homeroom teach and the student council a person that’s assigned to that specific room. They’re just forming these bonds that they wouldn’t form otherwise. Yeah, that’s awesome. So what we did is on the Monday of frost week, we had what was called movie Monday. Nice. So every grade 10 in homeroom when the student council representative would come into the homeroom, and again, it was like the last 10 or 15 minutes of class and our student council has a Google classroom. So all of the events are that students just have to access it through Google classroom. Cool. And there was 10 different movie images. Hmm. So the student council member would lead the activity, but then the class as a collective would just have to decide on the title of that movie.


Melanie Headley (17:05):
Cool. And then, so we have 12 different grade 10 home rooms, and so student council would get together at lunchtime at add up, you know, their scores. And then we go over the announcements to say, for example, miss MC Nevins, homeroom had 10 outta 10, or, you know, Mr. Craig’s homeroom had nine outta 10. And that sort of thing then on the Tuesday was trivia. So trivia Tuesday, we like our alliteration. Nice. So movie Mon movie, Monday trivia Tuesday, Wednesday was Wes wisdom Wednesday. Mm. Where a quote or a song lyric or a saying would be posted. And again, the students would have to decide who said that piece of wisdom? Thursday, we didn’t name that tune. Nice. And then on Friday what we were able to do is in the Friday, we wanted to do something really fun and memorable to kind of wrap up the week, but we would call two homeroom outside at a time. And we had pylons in the shape of a 23. Cause our grade tens will be the class of 20, 23. Yeah. So we, so we had the students they would stand beside a pylon and then another teacher who’s also a photographer. He had agreed to take class photos with his drone. Nice.

Melanie Headley (18:34):
So we might have 240 grade tens, but we weren’t able to bring those 240 together to do that. Yeah. But what we were able to do the alternative was to bring out two class at a time. So one class would be the two, the other class would be the three and then we’ll get their picture taken.


Sam Demma (18:52):
I think the important things that you made them feel appreciated and welcomed, and Maya angel always says it, you know, they don’t remember what you did, but they remember how you made them feel. And I’m sure you made them feel really special. And I’m curious to know, as a teacher during this time, how do we ensure your students feel appreciate and, and feel heard and cared for during this time? Should we be taking extra care of touching them on the shoulder and saying, not physically, but of saying, Hey, is everything okay? Or, you know, what’s working right now for you in your class? Well,


Melanie Headley (19:24):
Just in the example that I gave with fr week. Yeah. I think that, you know, some of our, our new as Bobcats were the Bobcats Bluefield Bobcats. Nice. So when they came into grade 10, you know, they had, perhaps they had siblings who had gone through Bluefield or, or still here for that matter, but they had experienced fresh week, you know, like it had under how it unfolded in the past and you, some of them didn’t know what it was gonna look like for them, or even if it was gonna happen at all. Mm. So I think that they were very grateful for the fact that we were able to make it happen. Yeah. So and then continuing to do these things and, you know, just setting up opportunities to, you know, say rather than saying we can’t do that finding alternative ways. So for example we just finished at the end of October, our annual October Fest.


Melanie Headley (20:28):
Mm. So we have a courtyard, a beautiful courtyard that of in the center of our school and each year during Octoberfest we decorate kind of this photo opportunity. Nice. And we had kind of toyed with perhaps not doing that because would it encourage large groups? Our students still wanna get it well, they wanna get their picture taken with a mask on mm-hmm well, they still wanna get their picture taken if they have to be six feet apart from their, from their friend. So we still did it, but instead of doing it for the five days of October Fest, we did it for two. Nice. So I think that they were still grateful that, that we did it rather than not at all. And then another thing that we had to do differently, but again, we were happy. And the results were good was normally during October Fest, we serve hot chocolate, nice in our courtyards.


Melanie Headley (21:26):
And we call it B by L one, bring your own mug. the students need to, they bring their own mug in as long as they do their served hot chocolate. Nice. So this year due to the guidelines we weren’t allowed to do that. So instead we discussed as a council what we could do as an, and knowing that the alternative had to be a prepackaged item of some sort, that’s where our focus went and actually a current member of a council. And he’s in grade 10. His family part of their business includes these very, very well known on PEI anyway, these cinnamon bun. Ah, and anyway, they’re delicious and they’re amazing. And so I said to him, do you think we could do those anyway? So we, we sold a hun, but 110 pre, then they were all prepackaged nice have these amazing cinnamon bonds. And they sold out in about 10 minutes. right. So it wasn’t a hot chocolate, but this was still, still fantastic and memorable.


Sam Demma (22:41):
Yeah. It’s that, it’s that mentality of, we’re not gonna cancel it this year. We’re gonna figure it out. Right. It might be something different, but let’s, let’s still an effort and not just say, okay, it’s canceled and we’ll just wait till next year. It’s like, no, right. We can’t do this, but what can we do? And I think you did a great job and the school has done a great job of, of taking that question and asking themselves and yourself that very often and coming up with new solutions. You know, if, if someone’s listening and is loving these ideas and maybe wants to connect with you and dive a little deeper and ask some questions and connect what would be the best way for them to do so?


Melanie Headley (23:18):
My email is meheadley@edu.pe.ca. So that is my email. Perfect. I’m also on Twitter and Instagram. Nice. So, yeah.


Sam Demma (23:38):
Okay, awesome. And if you could travel back in time to wrap up this episode and give your younger self advice in education, what pieces of advice, knowing what, you know now, would you give your younger self?


Melanie Headley (23:50):
Hands down? Not to take myself so seriously. Yeah, honestly that is really, really, but at the same time when I say that looking back like and I, I hope that I teach this to young people as well. And I currently have a student teacher from U P E I nice. But that’s part of growing up. Right. You kind of have to grow through that. And, but I am, I would definitely try not to take, take myself so seriously and yeah, that’s awesome.


Sam Demma (24:20):
Awesome, Melanie, thank you so much for coming on the show. So many actionable ideas. I really, really appreciate it. I appreciate the energy and the, the openness to share, and I hope someone listening does reach out to you and start a conversation.


Melanie Headley (24:34):
Thank you. And thank you for the great work that you’re doing


Sam Demma (24:37):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities. And I promise, I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Melanie Headley

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

January 6, 2022 by Student Leadership Student Success Teachers 0

Joanna Severino – CEO and Founder of PrepSkills and the US College Expo

Joanna Severino - CEO and Founder of PrepSkills and the US College Expo
About Joanna Severino

Joanna Severino (@joanna_severino) is the Founder & President of PREPSKILLS and the US College Expo. Joanna has been an educator for over 25 years, helping students to excel in achieving important milestones in education. For many Canadian families, applying to private schools and US colleges can be daunting.

PREPSKILLS helps navigate this process by giving families the tools, resources and connections to maximize opportunities. Joanna created the US College Expo in Canada and PrepConnect events to help families explore their educational pathways. Education is really about resourcefulness.

As a certified teacher and passionate mom-preneur, Joanna is always looking for ways to ensure that students connect with these opportunities and get the valuable information they need to make informed decisions about education.

Connect with Joanna: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

PREPSKILLS

US College Expo

Prep Connect – Private School Admissions Networking Event

PREPSKILLS Franchise

OSCA Conference Speaker

School & Athletic Seminars

Wings of Hope

PMH Mentorship

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 my good friend, Joanna. Joanna Severino is the founder and CEO of prep skills and the US college expo. She helps students prepare for their SATs SSATs, any of their standardized tests that they might need to get into a school in the US or a specific program here in Canada.


Sam Demma (01:00):
She also, I mentioned runs the US college expo, which helps to connect US admissions reps with students who are interested in going to their schools in the states. She’s been in education for over 20 years. She’s a powerhouse. She is a mother of her sons and she just, she never runs out of energy. As someone described it, she is a trailblazer and I hope you enjoy this interview and get something valuable from it. I’ll see you on the other side. Joanna, thank you so much for coming on to the High Performing Educators podcast. It seems like forever ago, I was sitting in your workshop with my dad, prepping for my SAT to hopefully get a scholarship back when I was just a young man and you’ve continued that work ever since then. And recently we’ve reconnected. I’m curious to know, and I’m sure everyone listening is as well. Who are you? I’d love you to share a little bit about yourself and what got you into the work that you do with youth today.


Joanna Severino (01:56):
Thanks Sam. Thanks for having me and I, and I remember, I think I, I tossed a stress toy at you. It was a soccer ball, wasn’t it?


Sam Demma (02:06):
Still have it!


Joanna Severino (02:08):
Love it. Hope you’re using it. My name’s Joanna Severino and I’m the founder and president of prep skills and the US college expo. So I’ve been an educator for over 25 years and a mother of three incredible boys; ages 14, 11, and eight. And really what we’re here to do is help students through their transformative years essentially, and support them as they embark on their journey through the middle and high school years.


Sam Demma (02:43):
That’s awesome. What prompted you to do the work that you do? Was there an experience you had, if you could go back to 25 years, I’m asking you to go back a long time. what prompted you to get involved in this sort of work with youth?


Joanna Severino (02:58):
Well, really, I, I, I was an educator and, and loved it. And from a very young age, I had this entrepreneurial spirit. My, my father passed when I was 11 and my mother was left to raise four children on her own, through social assistance. And, and we really built resilience and confidence through that process. But what I did know is that education was really key to recreating essentially my narrative and that’s really what I wanted to do. And so as an educator, when I graduated and then became a teacher, was super passionate about that. However, I felt like I could do more, more globally as an educator and found myself thinking about that a lot and then life threw me a curve ball. So really it was my experience with cancer and having gone through chemotherapy and an autologous stem cell transplant, that that was really the launchpad to creating prep skills today.


Sam Demma (03:34):
Wow. That’s, that’s crazy. I didn’t know that about you, so I appreciate you sharing. And I’m certain, there’s so many educators listening who have gone through tough challenges, just like the ones you all outline, and I’m hoping they’re, they’re hearing what comes up after you get through it, especially if someone’s going through the same sort of challenge right now, and speaking of challenges and getting through them right now. So many educators, so many schools, so many companies are faced with the instrumental challenge, which is COVID having to very quick pivot and shift and do things virtually. I know you’ve done a great job with the virtual prep skills connect event, where I showed the little stress ball live and you’re doing the expo virtually, you’re doing school tours virtually. How have you overcome the challenges of COVID and what was that experience like for you in education?


Joanna Severino (05:02):
Well, I think we’re still overcoming challenges on a, on a daily basis minute by minute. And really, I think what’s important is, is taking action. Action is super important and not worrying so much about perfection. I’ve I’ve been known as the trailblazer in the space. And so I tend to pave the way for, for a lot of people in a, in a lot of innovative things that occur in education, it was a pleasure actually to hear from a few of the educators that reached out to us before the prep connect. And they said, can we join and just watch and learn from what you due? And, and sort of referenced me as being the best in, in the space, which was a wonderful compliment, but really, I, I think rooted from my childhood and my resilience and, you know, having lost my father at a young age surviving cancer I’m, I’m pretty resilient and, and love to turn no to yeses. So I think that’s really what drives me. It’s, it’s sort of like, what’s the worst that could happen. Let’s go. And I think that’s an important mindset to have during COVID, especially.


Sam Demma (06:20):
No, that’s amazing. And you did a great job with the virtual event. I was there, I CEED. And I’m curious to know what do you think? Awesome. Thank you. what do you think are some unique, unique ways to engage people during COVID? You know, if you, if you could put the mindset on of an educator, maybe more classical that works in a school, and they’re struggling a little bit right now, you know, what can we do to help these young people during this time?


Joanna Severino (06:47):
Well, you know, I think we underestimate these, these students and they are resourceful and resilient. And, and I think this online world is, is more familiar to them than it is to us. Mm. So getting them involved in really activities, such as the ones that we’re hosting, there are lots of opportunities to volunteer virtually. Your program is fantastic. Sam, you know, top performing students to really engage and connect online. And they’re, they’re very familiar with this world. So I, I don’t know, you know, outside of there being challenges, especially through the early stages with mental health and, and really being and lockdown at home, I think that this is actually progressing in a positive way where students are now back at school, back with the structure, back with their peers and teachers. And, and I see that with my own boys. So I, I think, I think we’re moving in a good direction.


Sam Demma (07:58):
And you’re somewhat who radiates joy. You radiate hope, even through tough times, you have this positive mindset and mentality, and it’s so evident even if people are listening to this right now, what gives you hope to keep going to trail blaze away, as you said, even when everyone else might be stopping or hesitating?


Joanna Severino (08:18):
Well, I think life experience and a mindset. And you know, I, I, I really attach myself to the symbolism of a butterfly mm-hmm and a butterfly in a cocoon that then transforms into this lovely butterfly the, the caterpillar to the butterfly scenario is something that I revisit a lot of days of my life . And so looking at the, that transformation and seeing it as every ending has a new beginning, and there’s a reason why this is happening. And how do you overcome obstacles? How do you strengthen your core? These are all important things that I think we need to do and reflect on. And what can you personally control? Because there’s so many UN outside of yourself and you really shouldn’t be worried about those things. Mm. You know, what is it about you that you can really tap into your core strengths and be able to, to support your growth, your mindset, and then through that process, you can help others. So it really begin with you.


Sam Demma (09:36):
I love that. And the focus on the core strength is so important. And I know from working with you and, and watching you do your amazing work, one of your core strengths is helping young people prepare for post-secondary education for getting into the schools, their dream schools. We talked about Kevin who went to UCLA and, and I believe it was Sam who went to Haga and had a great experience at boarding school. You know, can you share an experience of a young person who’s been directly impacted by your work, maybe when they came to you, they were uncertain. They were unclear. They didn’t know where they were going. Didn’t know how to do what they needed to do to get to where they wanted to go. And through your work, you had a tremendous impact hacked on them, not only with their schooling, but maybe even their mentality or their mental health. And if you wanna share a, a touching story, you can also change the name for the sake of privacy totally up to you.


Joanna Severino (10:27):
Well, there, there’s so many stories and, and that’s really what I love about what I do. And because I’m a trailblazer and I keep moving, how I, I know that I’m leaving a footprint and I know that there are people that are being supported and helped. I, I have to admit I don’t always stop and, you know, analyze the, the situation. Yeah. Until later when someone tells me that. So, and so has been impacted by whether it was a, a war, a statement I made or has successfully been admitted to, you know, their, their school of choice. Just this week. I discovered that one of our students from many years ago must be probably at least 10 years. And he’s currently studying at brown university. And I remember him, I thought, oh, wow, that’s amazing. I’m getting older. but there’s no stories because what happens is you don’t know what you don’t know.


Joanna Severino (11:26):
And, and really success is a group project. So I found myself dealing with students and parents who are maybe limiting themselves mm-hmm . And I remember a situation where a parent came in and she wanted her son to apply to a particular school. And I asked her why. And at that point, the sticker price in terms of tuition was a little lower than some of the other school choices. And I said, so you’re not considering these other schools. And she said, no, I couldn’t afford it. That’s, that’s just completely out of our realm. And I said, well, did you know about this and this and this, these financial opportunities that you could take advantage of? And she said, no, I, I didn’t know about that. So we embarked on this journey together. He obviously ended his reach in terms of school options.


Joanna Severino (12:15):
And then he was admitted to all the schools and offered financial support at all of them. And guess what? He ended up at a school that was different from the initial choice that he had when he and his mother came to me. And I think that’s so awesome. And he’s since graduated and loved the experience, and that was the right fit for him. So I I’m really here to crush obstacles for parents and, and families, if they, if they’re concerned. I, I wanna be able to help there are so many incredible stories. A family that, that came into the city recently was during COVID and was looking for a school. And and really, it seemed like an impossibility, like how can you possibly get into a school for September and it’s June? And I love those challenges. . So there, I went and I, I went door knocking for, for the family and lo and behold it happened. And so we were able to get them into a school. So that that’s really, what I love to do is I, I really love to, to create things that don’t exist and to create opportunities that don’t exist and support families in that way.


Sam Demma (13:33):
I wanna highlight the fact that you said you hadn’t seen this young person for 10 years, and the first story you just shared, or maybe 10 years had gone by, and you vividly remember who the person was. And now they’re at their dream school at Browns college. That’s so cool, because I think so often in education or in any service based business, sometimes you don’t realize the impact of your contribution until a decade down the road. When they write you a handwritten note, or you see them standing on some podium, delivering a talk, and it’s such a, oh my gosh moment where you realize your impact has been, has been realized through that person’s life and their activity, these, and any educator who’s listening. I want you to take Joanna’s story as a, a reminder to yourself that maybe you’re not seeing the impact of your teaching or your perseverance right now, but maybe 10 years down the road, like she did, you’ll have a crazy experience where someone reaches back out to you and tells you how much it meant to you that you, you kept pushing through and, and you kept going Joanna you’re someone who has worked with so many schools has worked with so many organizers and events and planned a dozen different opportunities, hundreds by now for young people, you’ve hired dozens of speakers.


Sam Demma (14:52):
I’m curious to know how do you choose who to bring onto your stages and, and who to work with because you brought on Mike Weaver, former NHL player, Jillian apps, Olympian, you know, what, what makes a good presenter and how do you choose someone to put in front of young minds?


Joanna Severino (15:08):
Well, first, you know, as I said, I really love a great challenge. And so, you know, oftentimes we look to these, these individuals, and we think that it’s almost impossible to connect with them, right? Mm-Hmm oh, former NHL player Olympian. We had Dr Chopra from Harvard medical school, like all of these great, great inspirational speakers. And it becomes a little bit like, you know, how, how do we engage? How do we interact with them? And I, as I said, love to create opportunities that don’t exist. And so, you know, I, I find ways to connect and make sure that it’s of value to these speaker, the individual, and a value to the families that we serve. And so, you know, the, the speakers that we selected for, for example, the us college expo primarily graduated from a us college, their Canadians. And so we wanted them to reflect that story, that journey and that inspiration. That’s really how we, we go about selecting our our speakers and you of course have transformed so many students in lives. And, and with your positive, inspirational enthusiasm, we thought Sam Demma is our guy for CE this event. So thank you for doing that.


Sam Demma (16:37):
No, I appreciate it. And I was gonna say, it sounds like it’s a needs basis. You know, if there’s a need in your school, if there’s a need for the event, you find the person who can fill it, which is, sounds like a very logical way to approach the, the conversation, which is awesome. This has been an amazing conversation. I have a couple more questions for you. I’m curious to know what keeps you motivated. So we talked a little bit about what gets you hopeful, and I know you’re very obstacle oriented and you love crushing obstacles and you love creating opportunities. What motivates you to keep going? Is there someone in your life that motivates you? Do you, who do you look up? Who do you get inspiration from?


Joanna Severino (17:16):
Well, it, you know, my father passed when I was 11. I, I didn’t really get a chance to, to know him, but I do know that he, he was an entrepreneur and mm-hmm, he did you know, start a business that that was not successful actually over the course of a 10 year period, apparently in Australia. . So I, you know, I, I don’t know much about that, but I do know that there is this, this entrepreneurial spirit inside of me where I feel like what I do can impact the world globally. And, and that’s what motivates and drives me. So this, this, this spirit that I have and connection with my father, definitely. And then the miraculous transformation through the restoration of my health through cancer and then having these three wonderful boys. So, you know, I have a, a 14, 11 and eight year old, and they drive me every single day, along with my, my great husband, but the, the boys really tell the story. I can see it and live it every single as to what they’re going through, what their needs are, how the world is changing. And and, and, and it’s, it’s really motivating for me to support them. And in turn support all these families that we serve on a daily basis,


Sam Demma (18:44):
If you went on ancestry.com, I’m sure you’re a whole lineage was people that were all entrepreneurs. doing amazing know.


Sam Demma (18:56):
Educators are listening, principals, teachers, parents who wanna apply the same mindset to school. I know a while back, not too long, maybe 20 years, my age , you were once a teacher, how can a teacher or an educator that works in a more formal scenario apply that entrepreneurial mindset? Is it just, you know, doing things that are outrageous and crazy you know, what would you tell an educator in a more classic scenario how they can use an entrepreneurial spirit maybe in their classrooms or schools?


Joanna Severino (19:26):
Well, I was a, a business and computer studies teacher, and so I always bought, brought the world outside, inside mm-hmm . And so it wasn’t traditional textbook type teacher. So with, with the teachers that we serve, I think they’re doing a tremendous job because they actually do reach out to me to prep skills for the support that they need to be able to better serve the student. I mean, the American university admissions process, for example, there are over 4,000 options in the us. It’s, it’s impossible for any one person to really understand that entire system. And so they, through professional development, reach out to us they engage in the counselor day and event. And I think what they’re doing is, is fantastic. And and we see that with, with the students that we serve that foundationally and primarily come from these schools and the teachers are, are supporting them. So they’re the, the real heroes. And I just come in to, you know, to, to sort of, of finesse that and, and support them as they move on to their next stage.


Sam Demma (20:37):
That’s awesome. I love that. And you mentioned educators reach out a lot to wrap this up. I would love for you to share where they can reach you if they wanna bounce ideas around chat with you, connect, use prep skills for some preparation for students, or just to connect with you and chat about some things that you’ve done in your life. Where can they do that?


Joanna Severino (20:56):
They can, they can do that by connecting through prepskills.com or uscollegeexpo.com. And I’d be happy to, to, to meet with them or connect with them and support their process for sure.


Sam Demma (21:12):
Awesome. Joanna, thank you so much for taking the time to chat. It’s been a pleasure and I wish you all the best in the future, and I’ll be watching you behind your car as you trail blaze through this industry. I can’t wait to see what comes up next.


Joanna Severino (21:27):
Thank you, Sam pleasure.


Sam Demma (21:30):
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 this show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities and I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Joanna Severino

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

January 6, 2022 by Founder and CEO President Student Success 0

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

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

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

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

Connect with Michelle: Email | Linkedin | Twitter | Instagram

Listen Now

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

Resources And Related Media

HDSB Welcome Centre

Ontario Principal Council Feature

Halton District School Board

The Transcript

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

Sam Demma (00:01):
Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker Sam Demma. Today I have the privilege of interviewing Michelle Lemaire. Michelle and I had the opportunity over a year ago now to work together at her old school. Ushe has now moved on to a new position. She is a systems principal at the Halton district school board. Michelle is a school administrator, who has worked in various roles in different countries with a demonstrated history in building community, through positive relationships, collaboration, and innovation. She is skilled in curriculum leadership, capacity building and data informed decision making. She has her Masters of Education focused in measurement and evaluation from the university of Toronto. She brings a genuine passion, curiosity and authenticity to her work in education, which I think is so, so important. I hope you enjoy this amazing conversation with Michelle and I will see you on the other side. Michelle, welcome to the high performing educator podcast. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself and sharing a little bit about what you do in education?


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Michelle Lemaire (26:06):
Sounds good.


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


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


Sam Demma (26:14):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the high performing educator podcast. If you or someone, you know, deserves some extra recognition and appreciation for the work they do in, please consider applying or nominating them for the high performing educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022. And I’m hoping you or someone, you know, can be one of those educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Michelle

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

January 5, 2022 by Experiential Learning Principals Student Leadership Student Success Teachers 0

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

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

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

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

Mike describes it as running a tech start-up. 

Connect with Mike: Email | Linkedin | Twitter

Listen Now

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

Resources Mentioned

UGDSB Elementary Remote School Website

How company culture determines success (Culture eats Strategy)

Bachelor of Education at University of Windsor

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today’s guest is a good friend of mine. His name is Mike Anderson. He is the principal of the Upper Grand District School Board Elementary Remote School. The abbreviation for that is ERS, there school is known as the grand river otters, otters being their mascot.


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


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


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


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


Mike Anderson (05:13):
And you


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Sam Demma (27:08):
You too Mike. Appreciate it. And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Mike Anderson

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

January 5, 2022 by Principals Student Leadership Student Success Teaching Tips 0

Robert Legace – Creator and Lead Teacher of the GENESIS Program

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

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

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

Connect with Robert: Email | Linkedin | Twitter

Listen Now

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

Resources Mentioned

The GENESIS Program Website

Laudato si’ Book by Pope Francis

Sacred Heart high school

The Transcript

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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Sam Demma (26:25):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the high-performing educator podcast. If you or someone, you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the high-performing educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022. And I’m hoping you or someone, you know, can be one of those as educators. I’ll talk to you on the next episode, all the best.

Join the Educator Network & Connect with Robert

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

January 3, 2022 by Experiential Learning Student Activity Director Student Leadership Teachers 0

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

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

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

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

Connect with Ryan: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Charlottetown Rural High School

Ryan’s Personal Website

The Superstar Curriculum

The Hate you Give

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker Sam Demma. Today’s guest was actually someone who was introduced to me by a former guest, Melanie Hedley, a teacher from Bluefield High School introduced me over email to this gentleman named Ryan. And I’m so glad she did because the conversation we had was phenomenal and I can’t wait to share it with you.


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Sam Demma (17:26):
And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Ryan Keliher

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

January 3, 2022 by Athletic Director Experiential Learning Student Leadership Student Success Teachers Teaching Tips Uncategorized 0

Jason Eduful – Teacher, Basketball Coach, Youth Minister and Mental Health Advocate

Jason Eduful - Teacher, Basketball Coach, Youth Minister and Mental Health Advocate
About Jason Eduful

Jason (@__MrE) is an educator, basketball coach, youth minister and advocate for mental health.  His goal is to bridge the gap between marginalized youth and extraordinary education. 

He is also the youngest guest that we’ve had on this podcast! 

Connect with Jason: Email | Twitter

Listen Now

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

Resources Mentioned

Cardinal Ambrozic Catholic Secondary School Website

Equity Studies at York University

Coach Carter Movie

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, his name is Jason Eduful. He goes by Mr. Eduful for his students. He is an educator, a basketball coach, a minister, and an advocate for mental health and his goal is to bridge the gap between marginalized youth and extraordinary education. Jason is one of the youngest educators.


Sam Demma (01:06):
I’ve had the chance to bring on the show and you can tell by our very energetic conversation. He’s super excited about the work that he’s doing. Although there are challenges, he’s seeing them as opportunities because he knows like Malcolm X said without education, you’re not going anywhere in this world. I hope you enjoy this interview as much as I enjoyed it. See you on the other side. Jason, thank you so much for coming onto the High Performing Educators podcast. You play the perfect role visually. I know no one can really see you right now, but you got those beautiful glasses on and can you please tell the audience who you are, why you got into teaching and the work that you do with young people today?


Jason Eduful (01:46):
Yeah, no problem. First of all, thank you so much for having me, Sam. I’ve heard so many great things about you, had an opportunity to listen to some of your work and it truly is inspiring. So keep doing what you’re doing. My name is Jason Eduful. I’ve been teaching for about, this will be year number eight. I currently teach at Cardinal Ambrozic Catholic Secondary School in the Peel region. You know, I really started with studying equity and racial studies at York University. That was like my passion and then I took that and kind of switched gears a little bit and started studying philosophy and theology. And so that’s really what I’m teaching now. I’m teaching theology at the grade 12 level, for the most part, they kind of throw me everywhere other than math and science, ’cause we don’t get along, but usually anywhere else , I’m usually free to go. Married for a year and a half now a year and a bit.


Jason Eduful (02:43):
So yeah. She’s also a teacher normally grade five, but due to the whole pandemic situation, she’s online kind of teaching kindergarten. Nice. but yeah, I’m usually I’m a coach, I’m a mentor. I guess I’m a best friend at some point but , but normally that’s what I do. I usually love working with kids just mainly because you know, I, I just remember being a high school student. And I remember really that lead up into high school. I hated school so much. And I hated it mainly because I felt like nobody number one could relate to me. I grew up kind of Weston and Lawrence ish back in the day. It wasn’t the nicest neighborhood I’ll leave it at that. But we had a lot of outreach in the community specifically Weston park, Baptist church and front lines with a special woman, who’s kind of like my mentor still Bonnie Parsons.


Jason Eduful (03:41):
Mm. She kind of took us under her wing and made sure that we were, you know, not only getting that educational side of things, learning how to become men in a really rough neighborhood, but also kind of connecting that spirituality to it. Hmm. And so I still partner with front lines when I can, but for the most part you, yeah, that’s really where I started things. And then grade 10, I believe, I wanna say I started or something piqued my interest in school, you know? My grade 10 teacher, Diana Espanza, who also is ironically my vice principal right now. , she I don’t remember what the assignment was. I’m not gonna lie to you sound, but I remember the response, like the response was huge. I, I handed in an assignment and she tore it apart.


Jason Eduful (04:31):
Like just, if I could say like red ink on a paper, there was no white spots. Like just ripped it up and gave it back to me and said, this is not acceptable. Like, this is not who you are. It’s not a reflection of what you’re capable of. And it was the first time that somebody ever really said that to me. So in my mind, you know, you’re in grade tenure. You’re like, okay, lady, whatever. Like , I’m with the next, let’s gone with this. But she, she just kept pushing me. She kept pushing me. She kept pushing me. She kept pushing me. I, I, and it was the first time I resubmitted an assignment. Like I wasn’t like an, a put less student, but I was a pretty solid kid. Like you don’t talk to me, I’ll do the work. We’re good. And so when she ripped that apart and she gave me the opportunity to redo it, and then we connected again.


Jason Eduful (05:11):
And from that time I remember ironically, I had her every other year till I graduated. And so I was kind of stuck with it. There was no getting around it, but she really, she really inspired people and challenged them to really think about, not only like you could have your own opinion, but she was gonna challenge that opinion. And you had to make sure that you were able to back it up, you know? It’s funny, cuz my cousin Reggie sent me a video yesterday two days ago and it was about either, it was a youth you video just about something saying who’s your worst or your best teacher. And it was, it was hilarious because most of it was all like negative things, but like the passion that these people had for the teachers that they hated like full names, like Jason Eduful, grade six.


Jason Eduful (06:00):
And I’m thinking, I think that we forget as teachers, how powerful of an impact that we can have on kids either positively or negatively. Mm you know what I mean? So that’s kinda a little bit above my background where I jumped into it. And then from there obviously she inspired me to really become a leader in the community because it was more like one learning can be fun. Mm. Right. and number two, if you really put enough time into any student and in all like now times like people are like, well, how much time can we really put in versus press for time? But if you just take that time to build those connections, you can literally inspire anybody. And so that’s what really got me jumping into why I wanted to become a teacher and why I’m still doing it now.


Sam Demma (06:47):
So you’re telling me, your teacher gave you nightmares about red pens. So you touched, you touched on something really cool. You mentioned the fact that she gave you a second chance to resubmit the assignment. How do we give students that feeling? Like, what did you feel like when she gave you a second chance? If you could go back to grade 10, Jason or grade six, Jason, I can’t remember which one it was. What was going through your, on your mind when she gave you that second chance and how can we give kids today that similar, similar feeling?


Jason Eduful (07:25):
Grade 10, Jason would probably immediately be like, what is wrong with this woman? Like, you’re not my mom, like, get outta here. We don’t need any, this, I was very confrontational. And now in the, that I’m in now after obviously years of mentoring people and doing things like that and coaching, you can tell when somebody standoffish, there’s a reason, you know? And so I think from the teacher perspective, giving kids an opportunity to resubmit, isn’t gonna kill you. You know what I mean? I know we’re crunched for time, but if our goal is to make these students and these pupils into better human beings, right. Especially I’m in a Catholic school. So we kind of have our own little virtues that we’re kind of going off of. So we want them to be it’s called Catholic graduate expectations. So what do we want them to look like when they graduate?


Jason Eduful (08:14):
If we can focus on those and just put the curriculum to the side for a second, if we can focus on the making kids better people, we’re doing way better of a job than just, Hey, you deserve a 90 on this paper. Hey, you deserve a 50 on this paper. But from the student perspective, I remember thinking, number one, why won’t you leave me alone? Like I don’t get a number two. Wow. Like once, once it kicked in and it didn’t kick until grade 11, I won’t even lie to you. Mm. But grade 11, when I had her again, I was like, oh my God, here we go again. This lady is gonna rip everything up. And then just gimme a, like, she would write paragraphs of like, you should improve in this. Why don’t you think about this? Why don’t you? And I’m like that now, unfortunately, but for my students that have me my bad, you know, where it comes from now.


Jason Eduful (08:59):
But as the student, I think it wasn’t until grade 11, like I said, but in grade 11, I really thought, man, she actually wants us to succeed. Like, it’s not about like, here’s the mark that you got. Thanks for doing the assignment. It was really, yeah. You did this assignment, but dig deeper. Like why, why did you, why do you think I made you do this? You know what I mean? Why do you think I made you redo this so many times because you’re just hitting the crust, like jump in there. And so yeah, like I think we should all give second chance again. Second chances. Isn’t gonna kill anybody, man. I know we make it a big thing, but it’s we can do it every day.


Sam Demma (09:37):
Yeah. It’s so true. I’m curious to know, you mentioned that now that’s your teaching style which is, which is awesome. Is there, is there a story that comes to mind and you can change the student’s name for the sake of privacy, but I want a story where you believed in a kid where they didn’t believe even themselves and you know, you push them past the threshold and maybe they even broke down and told you how big of an impact it had on them. I feel like a story like that told right now from a place of vulnerability, but also to remind another educator that the work we do is so important, cuz it can transform a student’s life and their whole future can really re spark and reignite a passion in another educator. Do you have any of those stories that come to mind when I ask you that question?


Jason Eduful (10:22):
Yeah, I got a couple I’ll just use my cousin’s name that way. It’s not keep privacy there. So Reggie graduated. Oh man. How many years ago now? Maybe three and a half. Three and a bit years ago. Mm. And at that time I was teaching at a different school in Brampton. Reggie was how would I describe Reggie? Reggie was a ball of energy that couldn’t sit still only cared about girls. Like that was, that was Reggie’s by like the only thing that mattered to him was girls. Didn’t really care about school was on the basketball team, not the best point guard out there but you know, you tried, you tried. And so I, I started this kind of mentor, mentor mentor relationship with the student. And Reggie really started to open up and really talk about, you know, his upbringing, his life.


Jason Eduful (11:25):
And I remember one of the assignments that I got Reggie to do at the time. I don’t know if you’re a DC Marvel kind of guy, but at the time arrow was like number one on every list. And so he had to do a CPT and I, I, I, he handed it his CPT and it was, it was, it was done. do that. It was done but just didn’t meet any of the expectations, you know? And so as opposed to me just ripping it apart I, I said to him, I’m like, listen, and, and again, we talk about like building those relationships with students, getting to know the learner. Right. All that’s very important because every day he would come in, we’d have a conversation, honestly, about the episode of the, like that week, that Wednesday we would talk about it.


Jason Eduful (12:15):
And I had said to him, why don’t you just rewrite the ending? He said, he didn’t like this season finale rewrite the ending. The curriculum is so huge, right? When we’re thinking about curriculum documents and what we have to accomplish in the semester and blah, blah, blah, you can tweak it to be whatever you want it to be. Essentially, as a teacher, a teacher knows that. So why not get him to do something that he’s interested in? Right. get him to reevaluate what he’s doing, still hit the major learning goals, overall specific, whatever. And then go from there. And so I got him to do it. He killed that script. It was amazing. And then the second half of that was with all the personal, what that was going on, he needed like a big brother. And I didn’t realize that I was doing that for him at the time.


Jason Eduful (13:00):
Cuz you know, guys, guys come in, you talk whatever. When, when you know, everybody’s out of the doors is a different type of conversation. Right. And so coaching him, teaching him really got us, I guess, a lot closer than I even thought. And so he was sharing things with me and we were building and we were teaching like, what is the correct as a man? You know what I mean? What’s the proper response that you should be having in certain situations. And so I told you that he was a a point guard. I didn’t tell you he was good, but he was a point guard and I remember we were up in a very important semifinal gay and I called him and I was like, yo, Reggie, you’re going in? And he’s like, what? like, the game is close.


Jason Eduful (13:44):
What do you mean? And so, you know, he did shoot like, don’t get me wrong. I wasn’t, there wasn’t that much faith, but I was like drop on the blade, kick it to the corner, our shooters shoot, you know? And I remember him doing exactly what I said, do it to the corner, hit a shot rimed in and out. And then he got the rebound and I was not expecting that at all. Hit the got the basket, got an N one missed the free throw. So we lost, but he came me at this a coach, you have no idea how much that meant to me, blah, blah, blah. And I was just like, we lost is the only thing that through mind, I like, yeah, we lost, what are you talking about? But anyways, fast forward, three years later he came to visit me at the school that I’m at now.


Jason Eduful (14:34):
And we just had great conversation about life, man. And I didn’t realize in the moment I was just being me, you know? And I didn’t realize how much I impacted him. So now he’s in university, he’s studying to become a teacher. I don’t think he’s gonna be as a crazy mark as I am, but he is definitely loving his experience and he credits me for most of it. And I just say like, honestly, all the glory to God, cause like I didn’t even in that moment, I didn’t know what I was doing. I was just being me. You know what I mean? So that’s one story. I’ve had tons, but I won’t kill you with them. But that was one, one story of Reggie,


Sam Demma (15:11):
Reggie, the point card, Reggie,


Jason Eduful (15:14):
The point card that cost to speak.


Sam Demma (15:17):
That’s amazing. You mentioned, you know, you transitioned from teaching to mentoring, you know, you have a different conversation when it’s one student in the classroom, teachers that are listening, educators that are listening. Could you give them any advice on what the difference is? Like if you had to explain what the difference is between teaching and mentoring, a young person, you do a lot of, you know, sports, coaching, mentoring, young people and teaching, mentoring and teaching are a little different. What’s the difference? And how can a teacher also be a mentor to some of their students who need it most?


Jason Eduful (15:48):
Yeah. I think the biggest one is, is confidential and, and privacy. I think that’s one of the biggest ones. Obviously as a teacher, you have certain obligations that you have to fulfill, right? So if you hear something or you’re alerted to something, then you have out that obligation to report if you’re mentoring somebody, you still have that same obligation, but your scope needs to be widen a little bit. Right. And so when you’re thinking about, because mentoring can vary, right. It doesn’t have to always be something negative. Right. and so when we’re thinking about mentoring, especially mentorship, every coach, if you’re coaching properly, you’re a mentor mm-hmm right. And I think people forget that. So like I, even on the basic level, like I mentor, I, I always call them my sons. Like I have 15 sons a year, not this year, cuz we don’t have any season, but I have literally 15 sons every year.


Jason Eduful (16:38):
And what mentoring looks like to me and how I do it is 6:00 AM. We’re in the gym, right. We’re teaching them not only time management, but how to be productive. Right. We’re teach them how to do everything else. Are you in uniform? We go to a I’m at a uniform school. So like upholding yourself etiquette. Right? Respect. You can’t respect yourself. If you’re not dressing properly, you can’t respect administration if you’re not following rules. Right. So again, making sure that each of them are in uniform moving on to like they’re not allowed to cuz they know all it’s not gonna fly, but you’re not allowed to skip class. Mm-Hmm you’re not allowed to get caught cheating on a test. Not that anybody cheats on tests or anything like that. and again, then we have study hall like before we actually have practice, we have a study hall and that’s usually because the gyms used and we’re waiting, but still we have a study hall and myself being an educator, I should be able to, I’m not saying if you’re an educator, you should know every single subject for the most part.


Jason Eduful (17:39):
I know most of them, so there should be no kid. And if I don’t know anything, I know colleagues that do you know? And that’s when you start calling in favors, mm-hmm, my mentorship. Doesn’t just stop at, you know, the 30 people, unfortunately that are in my class. You know what I mean? That goes beyond that. So anytime there’s a situation, whether they’re in trouble with administration, whether they’re in trouble with their teacher, I try to make it a point that their teacher should contact me. Right. Mm-hmm I wanna know what’s going on with my boys. And I want make sure that they’re in the best position to not get I at of whatever situation, but the best outcome could that could possibly be obviously displayed is the one that we’re gonna choose. So yeah, there is a difference between teaching and mentoring, but I feel like every coach and every teacher should know that at very most they’re a role model. And if you’re a role model, whether you like it or not, unfortunately we sign up for this gig and that’s what it is. You are quote unquote, a mentor, right? In any way, shape or form. So, but again, coaching any, any coach out there will tell you the same thing. Like you, you can’t coach and not be a mentor like it doesn’t that’s just


Sam Demma (18:42):
Go and just go watch coach Carter and you get it. Exactly.


Sam Demma (18:50):
Coach Eduful I love it. That’s awesome. And you know, right now is a time that’s very difficult, very different. If you signed up for teaching and this was your first year, you would be thinking, wow, what is going on? This is so different. While some educators that are listening are in that boat. And so you being someone who’s been in the assistant teaching for, you know, over seven years, eight years now, you said, what advice could you give that person who’s just starting and maybe has a weird perspective on what this job looks like?


Jason Eduful (19:22):
The first thing I would say is it, it, it gets better. this is not the norm. This is not the norm. I know everybody’s calling this the new norm, but this is about the norm. It’s really hard for me right now, just because of my personality and the way that I teach. Right. So when I really started teaching my philosophy, everybody has to make like a philosophy of as a philosophy of education. And that philosophy as of education, for me, was bridging at between marginalized youth and extraordinary education. And so for how I did that was being a relational based teacher. Right. And so what that looks like on paper is, you know, starting to getting to know your kids, right? Whether it is their needs specific, right. And every kid has needs, man, whether it’s an IEP, whatever, like everybody has, you needs what are their skills?


Jason Eduful (20:13):
What are their interests? What are their likes? What are their dislikes? And then I would say once you have that, understand that, man, I know we preach this all the time of this thing called like backwards design, right? Where it’s like find what’s the most important or start from your end goal and work backwards. We really need to jump back to that. But in that we really need to talk about rationale. And I think that for me is the most important, especially if you’re a new teacher coming in, or even if you’re a teacher that’s been in here, why do they need to know this? I’m so sick of kids graduating and be like, sir, I learned nothing. Like I went to university and like, this was like, why am I starting from scratch? You know what I mean? And I get that, that’s true, but we should be teaching.


Jason Eduful (20:55):
‘Em Critical thinking. We should be teaching them things that they can use in the future. You know, like kids shouldn’t be coming back now they’re buying ready to buy a home and they have no idea what a mortgage is. Hmm. You know what I mean? And so certain and things like that in terms of life skills, life lessons, we should be teaching them straight from the jump. You know? Another thing that I really, really love doing and anybody that knows me will tell you, this is I’m, I’m an advocate for experiential learning. Mm. And so that’s literally just like a, a process of learning that really involves you kind of getting in like getting in their, your hands on. And it always has to come with a rationale. And so again, why are we learning this? So in, in ethics or philosophy or great 12 religion, we learn about ethics and morality.


Jason Eduful (21:39):
Okay. Why do I need to know about ethics and morality? Because we live in a society, right? Yeah. You might have your own principles, your own moral compass, but what does society deem to correct. Based on the job that you’re in. Right. And we have those type of conversations. It’s difficult, especially in COVID obviously, cause I’m the type of teacher. I don’t know. Maybe you have a teacher like this, that would you remember? I would just, I usually sit at my desk, like on my desk. I have like the concepts on the board. And then we have conversations. We have just have a, like a big discussion. Yeah. And as kids are talking and as I’m facilitating that dis discussion, I might bring up, okay, well, that’s a key word that we need to learn and that’s on the board, let’s copy this down.


Jason Eduful (22:16):
And then we fill and we learn like that. And so obviously on a computer I might be a little bit difficult. Right. I I’m just thinking of like Dr. Christopher Edmond, who I, who I’m a big fan of. And he talks about, he’s really like a stem advocate who speaks on issues of race and culture, but mainly known, he’s known for his like hiphop education where he takes hiphop and rap and he makes it, and he interviews it with, you know, science, technology, engineering, and math. I really love the backbone of that. Like get back to the roots of things that kids wanted to you, if you know what your kid wants to do and you know how your kid can thrive, you can have four or five different assignments in your classroom. Yeah. We’re so stuck and rigid on this. Well, this is my rubric, so how am I supposed to, well, yeah, your rubric is made to be changed.


Jason Eduful (23:02):
You typed it at one point. So we type it , you know what I mean? But yeah, like I, I would honestly tell that first year, if it, if it is a first year teacher, I’d be like, man, it, it gets better. It definitely gets better. This is different. It is challenging. But again, we just have to find ways to get around these barriers. And we’re like, we, every teacher’s had that day where they’ve gone up to the front of the class, had no lesson plan and just swing it. Like you guys, you know, we, we know how to do this. So it’s just about adapting, you know? Yeah.


Sam Demma (23:31):
Jason, you’ve had a smile on your face, this whole interview. and I wanna know what gives you hope personally and what motivates you personally to show up to work despite the challenges optimistic, enthusiastic, and ready to serve.


Jason Eduful (23:44):
Right. I gotta say faith. Faith is number one. My faith keeps me grounded. My faith keeps me going. I know that I’m doing some sort of vocation, at least I believe so. And, and I’m hoping that that transfers are manifests to the kids and they know that I’m not here just to get a paycheck, but I I’m here to see each and every one of them succeed. I think that’s number one, student success is a huge motivator. Hopefully one day a championship for a school would be a great motivator, but yeah, no, just seeing the kids just be themselves and grow. And, you know, I’ve had kids from grade nine and I’ve had the pleasure of being at this school long enough to be, and see them in grade 12. And it’s like, when they see me, like we, they still remember the handshake that we had in grade nine. You know what I mean? They still remember the nickname that I gave them. You know, I like, I don’t even remember these things and just to keep them grow and just become men and women and mature. That’s one thing that gives me hope because I know that something’s working so things changing, you know what I mean? But again, that all jumps back to faith. The thing that keeps me grounded and motivated. So I think that’s one of the biggest factors that gives me hope.


Sam Demma (24:20):
That’s awesome. I love that so much. And, you know, especially during a time, like COVID when we have so many challenges, faith is a huge thing that keeps you grounded. I, some, some of the challenges you already mentioned with COVID were teaching online. Were there any other challenges you’ve currently been faced with and have you had any unique ideas to overcome any of them that you think might be helpful to other educators?


Jason Eduful (25:20):
I think again, the biggest one for me, challenges would like not being able to just interact with the kids on a, on a more personal level. Yeah. Like some kids don’t want it to run the cameras and that’s totally cool. And I don’t push anybody to do anything like that, but just in general, like that face to face interaction, like we crave that we miss that for a lot of people that what builds them up. That’s what keeps them going. Some of the things that I’ve tried to do, especially since we shut down in March and then kind of reopened now I’ve really tried to start doing assignments and tasks that have everything to do with allowing students to really dig deep and critically think in terms of how to overcome whatever it is. Right. So I’ve literally, I’m done with tests for now.


Jason Eduful (26:08):
I don’t do any tests, all assignments like, Hey, there’s no exam anymore. So your CPT is another assignment I’ve changed and revamped all my stuff. So that it’s really not only engaging for them but relevant. And I think that’s the most important thing. If it can’t be relevant, if it’s, I usually ask myself, if I wouldn’t do the, is I’m not gonna make them do it. Hmm. Right. It might be better because I’m a little bit inclusive to age. I kind know what they like, you know what I mean? Like that might be a factor, but if I’m not feeling this, if I’m not vibing with it, then I’m not going to give it out to my students. Right. and so I think, especially on a time where, you know, they, half of them don’t want to be on the screen.


Jason Eduful (26:48):
Half of them don’t want to be, they rather be playing video games. They’d rather be with their friends. They can’t do that. Mental health is a really big factor right now that I think a lot of us are forgetting to acknowledge. So why give them stuff that you wouldn’t even want to do? Mm. You know what I mean? So I, I, I would go back to rationale, why are we giving this to them? Right. I think people forget that we’re honestly living through history right now. like and we can accomplish so much more if we just take the time to slow down and give out relevant assignments, relevant topics, relevant lessons. And I think that will help people in terms of what we’re struggling with, you know, and gotten some of the mistakes that we’re seeing.


Sam Demma (27:32):
Yeah. I love that. That’s awesome. Jason, I could talk to you for an hour, man. This has been an amazing conversation and will definitely do a part two part three. If any educator right now is listening into this, maybe from another province or country and thinks this guy has some cool ideas. This guy’s unique, this guy’s out the box. I wanna talk to him and just bounce some ideas around, how can another educator reach out and have that conversation?


Jason Eduful (27:56):
Yeah, for sure. I would say thank you please, please do reach out. they can find me on Twitter @__MrE. Also, if you wanna shoot me an email Jason.Eduful@dpcdsb.org. Cool. Those are my two main platforms.


Sam Demma (28:16):
Yeah. Awesome. Jason, I’ll be staying in touch and this has been phenomenal. So thank you so much for taking the time to chat.


Jason Eduful (28:23):
Thank you so much Sam. Have a good one.


Sam Demma (28:26):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Jason Eduful

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

January 2, 2022 by Athletic Director Experiential Learning Student Leadership Student Success Teachers Teaching Tips 0

Becky Stewart – Music Director at Yuba Gardens Intermediate School

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

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

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

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

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

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Listen Now

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

Resources Mentioned

The Caring Teacher Award (CTA)

California Music Educator Association (CMEA)

Cazadero Performing Arts Camp

Spartan Racing

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker, Sam Demma. Today’s guest is Becky Stewart. Becky is starting her sixth year as the director of music at Yuba garden’s intermediate school in California. She graduated with honors from California state university Sacramento with a bachelor’s degree in flute performance, studying with Laurel Zucker and music education.


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Sam Demma (22:41):
And there you have it. Another amazing guest, an amazing interview on the high performing educator podcast. As always, if you enjoy these episodes, please is consider leaving a rating in review. So other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

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

December 31, 2021 by Music Educator Student Success Teachers 0

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