Experiential Learning

Craig Zimmer – TED-ED Innovative Educator and Teacher with the DCDSB

About Craig Zimmer

Craig Zimmer (@dropthedott) has been a history teacher for 24 years, 23 of those at St. Mary Catholic Secondary School in Pickering. He is a TED-Ed Innovated educator, TEDx Organizer and has mentored numerous student and adult speakers in their TED talks. His co-authored book, Canada: A People’s History Emerging Loyalties continues to be a resource for classrooms throughout Canada. In 2021, he was named the Durham Catholic District School Board’s Educator of the Year. He has presented at conferences and continues to finds new ways to bring history to life in his classroom.

Craig is a firm believer in the power of collaboration to improve the educational system and create a better school environment. By working together, we can improve education and foster educator’s well-being. He also feels that the educator’s role is to recognize the importance of legacy in their teaching. Educators must live up to the legacy created by those teachers they had, to teach those lessons those in front of you and to leave a foundation for students to grow upon. He also promotes the idea that learning, and education should be fun and not bound by the confines of a textbook.

In his free time Craig enjoys spending time with his wife Andrea, their 3 kids and Juno the Dog and Oliver “The History Cat.”

Connect with Craig: Email | Twitter | Linkedin

Listen Now

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

Resources Mentioned

TED-ED: Lessons Worth Sharing

TEDx St. Mary Catholic Secondary School

Canada: A People’s History Emerging Loyalties

St Mary Catholic Secondary School (DCDSB)

Write your story, change history – Brad Meltzer

Tim Urban: Inside the mind of a master procrastinator | TED

Raised By Dragons | Jim Zub | TEDxStMaryCSSchool

An Indigenous Journey to Leadership | Eddy Robinson | TEDxStMaryCSSchool

Chasing dreams and beginning again | Kate Drummond | TEDxStMaryCSSchool

The danger of silence | Clint Smith

Meaghan Ramsey: Porque pensar que eres feo es dañino. – TED – 2014

Being an Introvert is a Good Thing. | Crystal Robello | TEDxStMaryCSSchool

The Transcript

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

Sam Demma (01:01):
This is your host and youth speaker, Sam Demma. Craig Zimmer has been a history teacher for 24 years, 23 of those at St. Mary Catholic secondary school in Pickering. The exact high school that I went to as a student myself, I, I didn’t have the pleasure of being in Craig’s class, but heard so many amazing things about him from friends and students that were in his period two and three classes. He is a Ted ed, innovative educator TEDx organizer, and has mentored numerous students and adult speakers in their Ted talks. He coauthored book Canada, a people’s history. Emerging loyalties continues to be a resource for classrooms throughout Canada in 2021. He was Durham Catholic district school. Board’s educator of the year at the Durham Catholic virtual secondary school has presented at conferences and finds new ways to bring history to life. In his classroom. Craig is a firm believer in the power of collaboration as a way of improving the educational system and creating a better school environment.

Sam Demma (02:02):
It is by working together that we can improve education and foster educators wellbeing. He also feels that the role of the educator is to and recognize the importance of legacy in their teaching. Educators must live up to the legacy created by those teachers. They had to teach those lessons, those in tho to those in front of you and to leave at foundation for students to grow upon. He also promotes the, the idea that learning and education should be fun and not bound by the confines of a textbook in his free time. Craig enjoys spending time with his wife, Andrea, there are three kids and Juno, the dog and Oliver, the history cat. I hope you enjoy this conversation with Mr. Zimmer as I would’ve called him. When I was in high school, I will see you on the other side, Craig, welcome to the high performing educator. Huge pleasure to have you on the show this morning, please start by introducing yourself.

Craig Zimmer (02:57):
My name is Craig Zimmer. I teach at St. Mary Catholic secondary school in Pickering. I’ve been a teacher for 24 years and, and I love every minute of it. It’s, it’s an amazing adventure to be on.

Sam Demma (03:09):
I’m baffled that you and I have not crossed paths when I was going through high school and up until even right now, Monday morning, you know, of January 31st, 2022, but I’m glad that technology has made this possible.

Craig Zimmer (03:24):
Yeah, me too, for sure.

Sam Demma (03:26):
How did you figure out and discover that education was the thing you wanted to pursue throughout your own career journey?

Craig Zimmer (03:33):
You know, it, it, it really was because of a couple of factors. One, I was terrible at math and my whole life as a little kid, I had two passions. I had a passion for history and a passion for space. And I wanted to be an astronomer and I, I went down to my guidance counselor in grade 10 and she said to me, what do you want? I said, I wanna be an astronomer. She picked up my transcripts cuz I’m that old that they didn’t have computers. And she looked at it. She’s like, not with these marks, you gotta rethink what you’re doing. And I was pretty bummed. So I went back to my history class and my history teacher, great guy by the name of Joe Stafford was teaching. And he took me right out of that, took me out of that depression of, I don’t know what I want to do to this place where it’s like, I wanna do what he’s doing. He’s having fun. You know, and this guy had fun. He was passionate. He made the, the, the subject matter come alive. And from that moment, that day where I should have been like, I’m lost, you know, the, the path was opened up to me. It’s almost like that that obstacle needed to be clear. And from grade 10 on, I was working towards becoming an educator.

Sam Demma (04:50):
Wow. That is such an amazing story. Do you stay in touch with that teacher now? Is Joe still around?

Craig Zimmer (04:57):
Yeah, I I’ve seen him a few times. He, he moved out to king a couple years ago, so I haven’t really talked to him. I mean, he’s awesome. He won the governor, General’s awards for excellence in teaching history a few years back. Wow. you know, he’s, he’s a published author, but besides that, he’s just a passionate teacher. And he’s one of the two teachers that I really try to model myself after who inspired me to, to be where I am, because they showed me learning should be fun. You know, teaching should be fun. And that there’s so many possibilities with what you can do in a classroom and, and in how you can inspire students. So I, I haven’t spoken to ’em. I, I got really lucky though. A few years ago, my, my, my high school had a little 25th anniversary and he was there and, and, you know, we went out in the evening of a bunch of the teachers and some of the alumni went out and he didn’t have a ride home.

Craig Zimmer (05:53):
So I said, I’ll drive you home. Joan, I, I had a chance to kind of say to him, you know, thanks I’m, I’m here because of you. And it was really kind of a cool moment. Cause you know, he’s a really humble guy and he’s like, ah, come on. Don’t, you know, you’re there because of you. And I’m like, no man, you, you, you saved my life. You, you showed me the path, you know? And you, you got me to where I am, you gave me so something to love more than what I thought my dream was, you, you opened my eyes to where I needed to be. And so I I’m grateful to, to him for, for that. Yeah.

Sam Demma (06:27):
Sometimes educators do things, not even realizing the impact it’s gonna have on their students, but I think it takes a, an awareness and, and you know, an intentional action from your practice as an educator to create those experiences for students. Oh,

Craig Zimmer (06:46):
For

Sam Demma (06:46):
Sure. You mentioned, you know, he was one of the educators who really inspired you and that you, you kind of modeled yourself after who are some of the other educators as well. And what did you learn from each of those people that informed them way you teach today?

Craig Zimmer (06:58):
Well, I mean, in terms of high school there, Beth Hawkins, who was my, my drama teacher she was just a ball of energy, you know? And she gave me confidence. I was a really awkward kid. I had body issues, you know, growing up, I had low self-esteem, low confidence and I took drama and she showed me the, the possibilities of being who you want to be through, through being a character. Mm. And just opening up and letting it go and not worrying what others think about you. And, you know, again, it’s that, that idea of having fun. And I think a big part of what I’ve taken from that is, you know, as a teacher, I’ve always just gone for it, you know, really early on in my career. One of the things that I realized that as an educator, you’ve gotta create a character.

Craig Zimmer (07:47):
So I use that drama background to create the character of Mr. Zimmer he’s he’s me, but he’s me outside of my shell. Mm. He, he is, you know, the, this, this creation that I need to be for my kids, you know, who I am when I go home is a lot different than who I am. You know, when I’m standing in front of a classroom and I need to do that because the one thing I know from, from, from Beth and, and from Joe and, and I’ve been so lucky to, to call these people now, my friends was that no matter what’s going on outside your classroom and your life, you owe it to your students to come in and be everything. They need you to be that day. Even if you, you feel like you can’t do it, you gotta give ’em a hundred percent of everything you got that day because they’re worth it.

Craig Zimmer (08:36):
I mean, they, you, you have an off day and, you know, you don’t know what it could do for those kids learning and how, you know, it might turn them off from learning or how many of them just need you to be the energy that they are they’re lacking. So without a doubt those were two of my high school teachers when I got into education. One of the, the smartest things that I did was I realized, first of all, I didn’t know everything. Teachers, colleges often make this mistake of telling their teacher candidates, you know, forget what those old grizzled, cynical teachers are telling you. You know, they’re, they’re, they’re all old. They don’t know what’s going on, you’re on the cutting edge of education. And I never took that approach. I came into to St. Mary and right away, I recognized who I thought the master teachers were, the teachers that I looked at and said either a I’d want them to be my teacher or be, you know, when I have kids, that’s who I want to teach my kids, you know, without a doubt.

Craig Zimmer (09:41):
One of your former guests, Mike loud foot, you know, who, who I know inspired you and, and sent you on the path you’re on. He is one guy that I looked at who just put things into, to a perspective for me, you know, he he’s, he’s the kind of guy that he’s, he’s very calm and centered and very Zen, and you need that in education, you know? And, and he taught me, you know, so many valuable lessons. He taught me, you know, don’t get into a fight unless, you know, you can win. It’s not worth it. You know, you know, he, he said in this, this job do everything you can for, for kids, but recognize there’s only so far that you can go, they need to meet you. And he was just one of those guys that treated me like an equal, you know, I was a 24 year old kid walking in, not having any teaching experience and right away, I felt like I’d been on the team for years.

Craig Zimmer (10:36):
And I other teacher here for sure, Jack Lon, who you know, he’s a, he’s a history teacher here. He was actually a teacher at my high school. You know, my, my final year, my OAC year was his first year as a teacher and himself and Joe, you know, were really great with teenage me. I’d stay after school and talk history with those guys. Cool. And they, they treated me like a peer. You know, and I, I talked to Jack about that. I’m like, you guys must have got sick of an 18 year old kid wanting to sit around for like an hour after school. And he is like, no, we knew you were one of us. And we, we wanted to, to have that there for you and Jack, you know, Jack was the, the kind of teacher that I walked in and he opened up his filing cabinet and his binders and said, you take what you need.

Craig Zimmer (11:29):
He was, was great. So instead of me having to recreate the wheel, there was a lot of stuff there. And that’s, that started a 24 year collaboration between two of us, cuz he’s still here at St. Mary and we bounce ideas off each other and I create things and pass it on to him and he’ll come back and be like, Hey, let’s make it better this way. And I’m like, yeah, that sounds so much better. You know? And collaboration is such a huge part of, of teaching. You know, I, I ran into some teachers when I came in, who were like, I’m giving you nothing, learn, learn on your own. And they were, were not teachers in my opinion, cuz teachers helped teachers, not just students. You know, I collaborate really well with John stanza who teaches here. Yeah. You know, and although John and I have a comparable number of years that as a teacher, you know, he is, he’s really compassionate. You know, there, there are times where he reminds me just by watching him and how he interacts with students, you know, how important compassion is, cuz this is a job or you can get really frustrated.

Craig Zimmer (12:36):
And it’s hard to remind yourself, you know, these are kids who are dealing with things at home. These are kids who have things going on outside. These are kids who feel justified that they might not be getting their stuff in for whatever reason. And you’re like, you get frustrated because you’re like I and everything. And John’s the kind of guy that I watch him with them. And I remember, you know, you’ve gotta have an open heart and you know, I I’ve tried to take from, you know, those, those people you know, besides that my other favorite teacher at St Mary’s Mrs Zimmer, but I, I married her after meeting her here. So she’s my favorite to teacher at the school. I have to say that, but you know, she, she’s also really awesome in the sense that she, outside of the whole marriage thing, the educational side of things, she teaches history and art.

Craig Zimmer (13:26):
She opened me up to a whole other side of history that I kind of pushed aside. Cause I’m like art’s not interesting. And she’s like, what do you mean? Art’s not interesting. So she took me to museums and taught me and I’ve integrated that, you know, and, and I try to get what I can from everybody. I work with something valuable from each of them. So I can continue to build this character of Mr. Zimmer, who can be the best teacher for his students and, you know, by character. I mean, I’m also, I try to be really authentic with them, but have to save me for outside for my kids, for my wife. I couldn’t stand in front of the classroom and be just me. I have to be, you know, Mr Zimmer, does that make sense?

Sam Demma (14:08):
It’s like Spiderman. It’s like bat, you know, like a modern day superhero there’s an amazing book called the alter ego by Ted Herman. And he talks about this idea of building an alter ego for yourself for different situations in your life, even references a scenario or someone from the army, a general would come home and bring the same traits and actions and habits that he had as a general into his health. And it wasn’t working. And Todd coached him and helped him realize you need to have a different personality slightly, still your be your authentic self, but show up in a way that serves the people who live in your house versus the people that live in your army base.

Craig Zimmer (14:52):
Like I can’t be teacher Mr. Zimmer to my kids. Yeah, it does. It doesn’t work. You know, the stakes are different, you know, you got your students in front of you. There’s marks, you got your kids in front of you. And they’re not, they’re not there for marks. They’re there for life and you’ve gotta approach life differently as a parent, you know? So you’re, you, you have to be different.

Sam Demma (15:12):
You mentioned the importance of creation and collaboration. And as a student, that’s something that teachers always share with their students, you know, get involved, you know, do new things, create things, make friends, get, get yourself out there. Sure. What is inspire you to do that? You’ve done so many different projects. You’ve read, you’ve run TEDx events and you sit on the Ted ed council for innovation. Like tell me more about what inspired you to start getting involved in different activities.

Craig Zimmer (15:45):
You know, the, the one thing that I learned really on early on was working with others and, and to kind taking the strengths of others and balancing them out with the weaknesses of others creates better stuff. You know, there’s, I know what my strengths are. And I like to work with a team that basically says, okay, we know what you can bring to the table. Here’s what I can bring to the table. And that’s great. Like, I, you can’t do everything on your own. Mm I’m I’m only so, so good at one thing. And I’m, I’m a believer that we’re all lifelong learners. You know, I’m not one of those educators who stands up here and says, I know it all, you know, I, and I mean, I’ve got 24 years of experience in, and I’m fairly confident in my job, but you know, to quote Socrates, the one thing I know is that I know nothing I’m trying to continue to learn.

Craig Zimmer (16:39):
And I think that the best way to learn is by experience, by working with others and seeing what they bring to the table. It’s like, like I said, with Jack Selan, you know, he brought so much to me, he brought his experience to me, but the one thing he’s always said that I brought to him at that period of time was that, that energy to, you know, to see a young teacher who’s like fired up and ready to go, it reignited him. So, you know, I’ve always liked working with groups of people and knowing when to step up and take a leadership role, knowing when to sit back and to allow others to take that, that role, because I could learn something from them that that’s why working with Ted ed has been amazing for me. You know, I was really fortunate to be chosen, to be part of their first cohort for innovative educators.

Craig Zimmer (17:29):
So they worked with over 250,000 educators around the world and they chose their, of us that they work with to start this program about five years back. Wow. And you know, I got this email just out of the blue and I’d been working with Ted ed and I I’d gotten to know them because I ran the Ted ed club here at St. Mary. And you know, I was running the TEDx events and I went to Ted global in 2014. So I got to see the Ted people there. And I, you know, they, they, I was the only educator at this Ted conference, so, wow. You know, I’m sitting there at, at a table with all these, you know, CEOs of these companies and I’m like, I’m just a high school teacher. Like, that’s awesome. What is it like, you know, the, because it was so far removed from their experience.

Craig Zimmer (18:16):
So the Ted ed people picked my brains and I got to know them and, and they invited me to be part of this. And I was, it blew my mind because I’m like me, come on. I’m just, I’m just some guy who teaches. I Pickering I’m, I’m not, I’m not one of these super teachers who’s like published, but they didn’t want that. They recognized they wanted grassroots people like real authentic educators. And that was probably one of the best collaborations that I’ve had. I’m, you know, as a group of, of educators we got together, we talked, we created Ted lessons. We, you know, worked towards making the program at Ted ed stronger. You know, we, we sent them ideas. I mean, God bless them. They, they got get sick of me because I will just send emails. Like here’s like 20 ideas I came up with and, you know, there’s, there’s so wonderful there they’re, they’re like, yeah, I don’t know if this is something we can do, but Hey, keep the ideas coming.

Craig Zimmer (19:15):
And you know, the, the Ted ed club, you know, I, I helped go through the booklet there and they sent it off and said, do you think this works? And I tried it with my Ted ed clubs. And that collaboration has made me a better teacher. And if I have an issue in my classroom, they’re, they’re a peer group that I can go to and they’re all over the world. And I can say, this is what I’m dealing with. And, and I get that support. And, you know, the other day I had something I was working on. I’m not very good at Excel. So I’m like, does anyone know anything about L and right away, I got videos and links and like, oh, FaceTime me. We’ll, we’ll, I’ll walk you through it. And, and that makes us better. Educators need to educate each other.

Craig Zimmer (20:02):
Educators need to realize that we can’t do it on our own. And until I got into the, the, the process of being part of this Ted ed group, I was, I was at a place in my life where I was doing that. You know, I, I had had 10 years of teaching in when I started Ted ed and, or 12 years, something like that. And I was kind of at a place where I can do it all. I was very confident that I was already there. And I quickly realized that I needed that collaboration, cuz I was running out of ideas and I was running out of inspiration. So, you know, it, it definitely saved my, my career in many ways cuz it, they keep me fresh. They challenge me, you know? And it’s a safe place to, to share and collaborate. Whereas, you know, often when you’re, you’re in a school system, you know, very much so there’s, there’s a vision that comes forward from a ministry or a school board. And you have to conform to this vision where this is a think tank where the sky’s the limit, you know, let’s, let’s throw it all out there and see what people have, have to say.

Sam Demma (21:09):
It’s so cool that you are a part of this Ted ed group. And it sounds like an amazing network for another educator who loves the idea of like a think take and a mastermind who might not be able to just tap into the Ted ed community. What would you recommend? They do like hit, like call upon some of peers form almost like a little bit of a network or a mastermind or what other groups have you leveraged as well that may be accessible for, for all?

Craig Zimmer (21:37):
Well, you know, I think what’s really important is one, thanks to social media. You can start group pages. Yeah. You know, easily and start to, to use those, to, to build network for yourself. You know, I’m, I’m part of a lot of different educator pages on Facebook, for instance, where I may, I might not be active on them, but I’m seeing posts and I’m seeing things. And I know that I can access someone who might have something that I need. You know, I, I want to increase for example the amount of indigenous history it teach. It’s not an area that I’m an expert in and I’m trying to get there. So I can go on some of these networks and say, Hey, I want to teach my kids more about this indigenous experience, which is removed from my own, but I wanna make it something that is accessible to them.

Craig Zimmer (22:24):
What resources can I use? You know, is there a great YouTube video and somebody will get to you because you know, great teachers have these things at their fingertip. I, if somebody said, do you have a great Ted talk on body image, I’m like, boom, right away, I’ve got one. I can send you the link or, you know, the importance of history. You know, I, I’ve got one. And, and I think that’s one thing that, that you need to do. I think you start first at the school, you know, you collaborate with your coworkers, you education is something that you need to put ego aside and recognize that you are only better if, if you you’re working with others. So start that network, you know, first of all, in your school, grow it out to your school board because the, then you have the idea what their vision is that you’re working towards and you can conform to that and then go to the bigger level.

Craig Zimmer (23:18):
Then on the other side of it is get involved in things outside of education. You know, it’s, it’s amazing the people who you will come into contact with who aren’t part of this field, you know, who have different life experiences and have a different point of view than you. And, and you can bring that into your classroom. You know, experience is, is the best teacher. You know, it’s, it’s not about necessarily the content that you’re, you’re teaching it’s about the experiences that, that you can show students. This is what makes education valuable. Your, your experiences in life will be the things that you can use, you know, to grow. You know, as a history teacher, I always tell the kids, you know, remember every day you’re making history, your own history and that’s the most important one. So yeah, getting involved with different groups, just, you know, the planning, the, the TEDx conferences, and I know you’ve spoken at a few TEDxs so, you know, what they, the involvement of that is I have met hundreds of amazing people from outside of education who have given their time and, and I’ve just chatted with in helping them build their talks.

Craig Zimmer (24:30):
And it’s blown my mind, you know, the stuff that I realized I didn’t know about. And in putting those conferences together, you know, I didn’t bring history people in, you know, I tried to bring in diverse speakers. I’ve had everything from like parallel universes to sustainable cities of the future to you know, a former teacher who became an actress who left teaching to follow her dreams. Kate Drummond, her talk is amazing. Eddie Robinson, who’s an indigenous leader. You know, he, he and I had some amazing talks, Jim ZBB, who writes the Avengers from marble, you know, just to name a few every single one of those speakers, the conversations I had with them opened my mind in a new way. And that, that’s why I did the Ted conferences too, because I wanted students to experience something that they’re not gonna necessarily get in the classroom.

Craig Zimmer (25:23):
You know, we have prescribed curriculums and as teachers, you know, we also have timelines. And so often these ideas, which are on the fringes of what we’re teaching, don’t get a chance to get into the class. Mm. So that, that’s, that’s why I thought let’s expose students to something new, something that they’re gonna see when they get to post secondary. You know, let’s give ’em a little preview of what’s at, out there. And hopefully that, that opens their eyes to, you know, get involved in their community. I know you, you know, you got involved in your community and you started cleaning up you know, along the lake Ontario. And that made a difference cuz you, you inspired others to open their eyes, to see, you know, we have to be caretakers of this planet and you know, you can’t just sit back and say, someone else will do it cuz somebody won’t, you eventually have to say, you know, who’s gonna do this me, you know, and, and see, you know, you’re a perfect example of a person who through the teachers exposing you to new ideas and you know, and I’m, I’m assuming it’s Mr.

Craig Zimmer (26:26):
Loud foot. It is teaching you that, you know, it’s not just about learning from a book it’s about getting out there and learning from life and doing something to make a difference. You know, you became who you are now and you’re continuing to grow and go on that journey and it’s gonna take you somewhere. So yeah. Experience is the best thing. Cause I know my experience got me to where I am right now.

Sam Demma (26:46):
That’s awesome. There’s a, a, a book as well titled what got you here? Won’t get you there. And it’s a reminder to myself. I look at it as a reminder every day that be a student, you know, be a student, be a student. And that’s why I think these collaborate, the collaborations, these group chats, these think tanks with other educators and other people who have different perspectives is so important because a new perspective is like a new sun, a new pair of glasses that allows you to see the world in a different way. And for sure, that’s why I love Ted X and Ted events as well. I’ll have to ask you to send over some of your favorite. It talks and I’ll put them in the resource section of this article and the episode goes alive.

Craig Zimmer (27:27):
Yeah, no for sure. You know, and I try to watch, you know, new talks all the time, but nice. I go back to the old favorites cuz they they’re ones that, that constantly remind me what brought me to where I am. And sometimes that message changes as you get a older too. Mm you know, I know I’m a different teacher than I was five years ago, 10 years ago, 24 years ago. Yeah. And it’s, it’s okay to go back and revisit the old stuff. Because you can learn from it. It’s it’s I have fresh eyes now that 26 year old me didn’t have, but 48 year old me does. Hmm. You know, so it’s, it’s, it’s revisiting again, your own history that I think is important.

Sam Demma (28:11):
I, I love that idea of writing your own history every day. That’s a cool reminder. When, when you think about all the experience you’ve had, and maybe this will be echoing, some of the things you’ve already shared, when you think of about all the experience you’ve had, if you could bundle it up, walk back into the first classroom you ever taught 24 years ago, tap yourself on the shoulder and say, Mr. Zimmer, or back then maybe you didn’t have the alter ego. So you would’ve said Craig here’s what you needed to know. Or here’s what I wish you would’ve heard when you just started. What would you have shared

Craig Zimmer (28:45):
Breathe?

Sam Demma (28:47):
Mm

Craig Zimmer (28:47):
Breathe. You know, the, the first years as a teacher, you feel like you’ve got the weight of the world on your shoulders. You feel that, you know, somebody is going to come in at any moment and say, you know what? We made a mistake. You shouldn’t be here. Mm. You can’t change everybody. You can’t do it all. You, you can’t be that teacher. Who’s got 20 years of experience in, you know, so many young teachers and I was there too spend all day and all night just working and it takes the joy out of it, you know, enjoy those moments and breathe. Just take it in, you know, because everything comes once that class in front of you, they will never all be in front of you again. So enjoy that moment to have those kids. You know, some of them, you will get lucky and, and you might teach ’em two, three times, but some of them that’ll be your only chance to, to get to them.

Craig Zimmer (29:53):
So just take it in, enjoy each moment for what it is. Don’t take it all so seriously. It doesn’t all have to get done and, and don’t worry, don’t worry so much, you know new teachers spent a lot of time worry, am I hitting the curriculum? Am I contacting parents enough? Am I doing all the paperwork? Am I, you know, doting the eyes and crossing the Ts am and they end up missing these great moments. And I, I, I, I’ve missed so many great moments because I didn’t take the time to stop and enjoy them. And maybe that’s a little bit of retrospective now because you know, in eight years I get to retire. And you know, the other side of where I am now is I’m like, you know, I’m teaching these courses and it’s like, this might be the last time I teach about Vimy Ridge or this might, you know, I might only have get, get the course where I teach modern history.

Craig Zimmer (30:54):
I might only do the Renaissance lecture five more times and, and, you know, just be in that moment and enjoy it because despite the politics, despite, you know, the negativity that sometimes goes out there for educators in the public, this is the greatest job in the world. Mm. This is a job where I get to interact with so many different people every day. You know, over the years, I’ve taught thousands of kids. And it blows my mind to think about that. That I I’ve, I’ve had thousands of people in front of me and I get the privilege and the opportunity of meeting these people and hopefully inspiring them in some way to look at history differently. I’m so privileged that I, I get to come up here, tell the stories I love, and you know, what other job is gonna pay me to share the history that I love to share the stories that make our country, what it is to see the, the look on, on kids’ faces when they, they hear these stories and be like, that is, oh, cool.

Craig Zimmer (32:06):
Or I didn’t know that there’s no other job that gives me that opportunity, you know? And there’s no other job that allows you to, to kind of pass that passion on to so many. We, we ha other jobs. I know they have a reach where they can do it, but, you know, I, I, I get to say to them, have you ever heard of this, or, oh, let me tell you this story. And it’s, it’s just so cool. Like, I, I have try to have so much fun up here because it is a fun job. You know, Jack Selo told me right at the beginning, he’s like the one thing you gotta remember this with this job is there’s all that noise outside the negativity, the government, you know, the, the, the haters, it’s like, you close your door and that’s your world. And you, you get to play in your playground and he’s so right.

Craig Zimmer (33:11):
You know, and I’m so lucky that I’ve gotten to do this and, you know, and the people I’ve met, you know, I, I’m friends with a lot of former students on social media and you know, unsolicited, they, they send messages saying, you know, Hey, thanks to you. I’m in law school. I’m like, nah, it’s all you, you, you did it. I just, I’m just the guy up there at the front. Who’s telling his goofy stories. You know, but it’s nice to hear that. And it’s, it’s nice to, to see what’s become of them. And, you know, it was, it was talking to one of my former teachers, well, Beth Hawkins, who I mentioned, you know, I, she retired a couple years ago and I sent her a note and I’m like, thank you. And I, I like much like I did with Joe.

Craig Zimmer (33:57):
You know, I told her what she gave to me. And it really kind of dawned on me that, you know, another part of the responsibility I have as a teacher is I have to keep her legacy going and Joe’s legacy going. You know, I am part of their legacy and the job they did, I need to pass on. You know, we as educators, we’re part of have this bigger story of the educators who came before us, and we have a responsibility to shape and mold the educators who come after us, you know that responsibility is, is so important. So I have to try to get kids to love a subject that a lot of them in great, 10 they’re forced to take. So yeah, I’d, I’d go back and, and tell, ’em just breathe. Don’t take everything so seriously, just enjoy these moments more because they will be gone. You will only be a new teacher for so long. And, and that’s that, I think it’s a lesson for life, you know, just, we should all take a moment and just soak it in. You know, don’t, don’t just live, be alive in the which

Sam Demma (35:04):
Mm that’s such good advice. I appreciate you expanding on it and sharing why and how it’s affected, you know, your teaching and the way you approach your work. This has been such a awesome conversation. Time has flown by. It’s almost been 50 minutes.

Craig Zimmer (35:17):
Wow. Already,

Sam Demma (35:19):
If, if someone is wanting to reach out, ask you a question, a conversation, what would be the best way for them to get in touch?

Craig Zimmer (35:27):
I’m I’m on Twitter, that that’s probably the, the best way to be in touch. You can find me at @dropthedott. So it’s it’s cuz that that’s kind of a reference to my Ted stuff. Cause you always stand on that dot on Twitter. That’s, that’s really the quickest way to, to get me. That’s kind of the educational side of things that count there.

Sam Demma (35:48):
Awesome. All right, Craig or Mr. Zimmer depending on what mindset you in right now,

Craig Zimmer (35:54):
You know what I’ve wanted to call you Sam’s for so long too, because that’s when you were here, that’s what everyone calls you, you know? Yeah. But I’m like, no, he’s a grownup now you gotta call him Sam. You know,

Sam Demma (36:04):
That’s so funny. Well, thank you so much for coming on the show. Thanks for

Craig Zimmer (36:08):
Having, you know, and I just wanna say before I go you know, we here at St Mary’s so proud of who you’ve become, you know, I I’ve followed along when you, you kind of started off here getting active in the community and, and doing your cleanup and, and stuff. And you know, I, I, I was just amazed to see, see you doing that. And the fact that you were able to motivate so many other kids to join you and you know, you, you’re becoming a, a positive act of change in this world world, you know, you’re, you’re somebody who’s trying to make a difference. And, and you know, that’s the best gift you can give to guys like Mike, Mike, loud foot, you know, being that, that change being that message, the living message that he’s tried to instill in you. So keep it up, man. You’re, you know, you, you’re sending a positive message out there be be that and inspire others to be that message. So we’re all very proud of you here.

Sam Demma (37:02):
Ah, thank you, man. It means the world to me. And yeah, I, I reflect back on my experience at high school all the time. And I’m so grateful that I was able to go through St. Mary. I think it really shaped me into the person I am today. Not only Mike, but all my teachers and even the teachers I didn’t have because you would’ve told Mike things that informed the way he taught. So everyone has an impact on each other. Hey, it’s Sam again. I hope you enjoy 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. 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 Craig Zimmer

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.

Jason Pratt – Principal at St. Martin Catholic Secondary School

About Jason Pratt

Jason Pratt (@jasonpratt) is the Principal at St. Martin Catholic Secondary School in Mississauga. He is in his 22^nd year in education, and working in his fifth school in the Dufferin-Peel Catholic District School Board.

An English and Special Education Teacher for 10 years, he spent 8 amazing and exciting years at two different schools as a vice-principal before being promoted to Principal at St. Martin, where he oversees a highly successful and exciting Regional Sports Program, which is run in conjunction with the mainstream neighbourhood school. He is passionate about all students and is involved in the community as a coach and volunteer. His experiences growing up and being involved in various community sports make him a great fit for the school.

Growing up the oldest of five boys and being a father to four active and energetic sons allows him the perspective of a parent and caregiver in his decisions running a school, and is something that informs his practice daily. Jason believes it takes a diverse and balanced set of opportunities, staff and experiences to support student success, and with a loving approach, students can grow and develop to their full potential.

Connect with Jason: Email | Twitter | Instagram

Listen Now

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

Resources Mentioned

St. Martin Catholic Secondary School

Regional Sports Program DPCDSB

Naval Ravikant – The podcast and book

Dufferin-Peel Catholic 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):
Jason welcome to the high performing educator. A pleasure to have you on the show here, please start by introducing yourself.

Jason Pratt (00:08):
Thanks, Sam. It’s a great honor to be part of this really interesting podcast. My name’s Jason Pratt. I am the principal at St. Martin Catholic secondary school in Mississauga Ontario. And this is my fourth year as a school principal. This is my first school that I’ve been a principal at. I was a vice-principal for eight years previous at two really fantastic schools as well. And before that I was a teacher for just about 10 years with a background, mostly I, I taught in English and special education before I got into administration. So it’s my 22nd year now in education.

Sam Demma (00:49):
Did you know since you were a child that you wanted to work in a school or what was the yeah. Journey to where you are now?

Jason Pratt (00:56):
Yeah, so like I was telling you before I, I had actually listened to a few of your podcasts and I had to stop because I didn’t wanna get too modeled. And you know what I reflected on that because I’d listened to some of your previous podcasts and it’s not something you’ll hear sometimes where people who wanna get education when they were really young. I knew all along for me, it was, it was a little bit more of a, a lengthy journey. I’m the oldest of five boys. And I ironically I have four sons, so I grew up with four younger brothers and now I have four younger sons. And we moved into a, a neighborhood in Mississauga, both neighborhoods I lived in, I was one of the older kids in the area because, you know it was the suburbs and we were moving in there and my parents were, were pretty early and moving into miss to, so, and I remember, you know playing right around where square one is now, and it wasn’t there.

Jason Pratt (01:49):
Then when I, when I was a kid and, you know, it was a lot of really cool experiences, but everywhere around me was all younger kids. And so I just naturally took on this leadership role of kind of organizing activities and games and, and we we would spend a lot of time in the outdoors and, and whether, you know, going to the park or going to like undeveloped areas, there was a lot of force in that area, if you can believe it back then. And we had tree houses and, and really cool things like that. And then when we moved our second time and I was, you know, in my, you know, early teens on, you know, I had these four younger brothers and we moved once again to a new development area, but we backed onto a park.

Jason Pratt (02:32):
We had tennis courts and, and, you know, baseball diamonds. And so I grew up with you know, a really good you know, an accessible space in which I could kind of organize and, and, and run these games. And my mom would often say to me, she was a teacher. She would say to me in the summer break, get these, you know, get your brothers out of the house, keep them outta the house for six hours. And I was the oldest one. So I’d organize, you know, tag or we’d play, you know, capture the flag or just different games. And a lot of kids in the area kind of you know jumped on, on board, right? So I would, I’d be kind of that organizing, you know, the organizer and I would get involved with a lot of these these activities with the kids.

Jason Pratt (03:57):
So I wasn’t a qualified teacher, but I got to, to spend some of time in a school. These were elementary schools at the time and got to be around kids. And I, and I said, you know what? This is actually pretty cool. So I, I finished my undergrad went to teachers college, and then I was lucky enough at the time the, the climate in the late nineties was such that you know, they were, they were offering permanent jobs right away. So it’s very different than it is now, where there’s a much more lengthy process of getting in, you know, on the supply teacher pool. And then you become an LTO. So I was actually fortunate enough to get hired permanently, right at a teacher’s college at a great school St. Francis, Xavier and Mississauga, that one of the bigger schools on the board with, you know, two housing plus kids at the time, and worked there for seven years and, and really enjoyed it.

Jason Pratt (03:13):
And then I think as I grew up, I, I didn’t necessarily, wasn’t drawn to toward teaching as much as I was coaching. So even at a young age, maybe 18, 19 years old, I started coaching my younger brothers, hockey teams and, and, and getting involved with being in that role. And I think it lent itself naturally to the position of teacher. And as I had mentioned, my mom was a teacher and my godmother, she was a teacher and the two of them were, were influential as going through my undergrad saying, you know, do some supply teaching. My godmother was actually a principal and she got me in as, as one of those emergency supply teachers. So actually before I finished university, I went in and it was like in a, you know, an emergency volunteer. And then I became an emergency instructor.

Jason Pratt (04:47):
And then while I was there, I got in with I wouldn’t say the wrong crowd, but the right crowd, a bunch of guys who were in and girls who were interested in getting into administration. And, and it kind of took me that way. So it was never something that I, I was, you know, you, people will say, I want to become a, a principal. I want to be everything just kind of happened with, with a certain natural flow. So I’ve really enjoyed the ride. It’s been great. And that’s kind of how I’ve ended up here.

Sam Demma (05:17):
Because this podcast is solely audio. No one can see the off, some metals hanging over your right shoulder there. How has sports impacted your journey in education and also your background?

Jason Pratt (05:32):
Well, as I had mentioned, I, I, before I wanted to become a teacher, I was a coach. And and I think the, one of the first things I did when I was a teacher is I signed up to coach hockey and we never had a strong team at St. Francis sea, but we were competitive, but we were never the elite hockey and Mississauga and hockey in particular, in the defer, in the, in the, in the robs league is, is, is pretty much just a handful of teams. It was back then, but I I, I truly enjoyed coaching. And, and, and one of the things I, I really enjoyed was organizing a lot of intramurals in the school. I thought that was almost as reward as, as coaching the school teams, because when you’re coaching the school team, I know if it was the same when you were playing same, but there was a lot of competing interests with the kids playing with club teams.

Jason Pratt (06:28):
So it was almost as if you were begging these kids to play on the school teams. Yeah. It’s very much different than the us model where the, at the, the high school teams, especially with hockey in Minnesota, they don’t even have club teams. It’s just, it’s, everything is high school, but I felt you know, with, with sports, it was a natural, it was a natural for me. I, I loved coaching. And so I coached all the way up until I became a vice principal. And even my first year as vice principal, I tried to help coach, but it was offer because, you know, the practices were right after school and you were busy dealing with stuff. So it was it was, it was, it was tough to, to have those competing interests. So, you know, I’ve gravitated more towards my role right now, as, as a school principal here at, St.

Jason Pratt (07:14):
Martin is, is really providing opportunities for these kids to to train in a, in a good safe environment. One that is financially available to a greater section of students. And that, that also comes from my experience as being a parent of my, of my kids. Two of them played at the triple a level, and I coached them both as a head coach, one with the Masaga rebels and one with the Masaga senators, both AAA organizations. And, and I took on that role as a head coach and loved it as well. But I also saw some of the, the, the pitfalls that parents can get into getting into that, that culture with with the sports and the training. So one of the thing, things we do here at this school is provide a really good opportunity for students to train and to earn credit phys ed credits, and some leadership pH ed credits, and some other elective credits while still training for their primary sport.

Jason Pratt (08:16):
Cool. And, and, and, and balancing them, playing on club teams versus is versus training. So it’s, it’s, it’s allowed us to win a lot of medals here, but that the championship medals and, and, and the, and the, the high school leagues per se, are almost a, a, a secondary now compared to these kids in their club teams. A lot of these kids go on to, to, to get a lot of success in sport because they they’re playing on club teams, whether it’s hockey, soccer, as you mentioned, like, you know, like the FC academies now, there’s, there’s a lot of different soccer academies, a lot of our basketball kids that are here our they play club basketball as well. In addition, high school is probably one of those last high school. Basketball is one of those last environments where it still is pretty competitive.

Jason Pratt (09:05):
And then now we have kids who are baseball, but we have kids that from our school have scholarships for tennis, golf swimming gymnastics, lots things. So we, we, we tend to bring a lot of kids in here. And, and so the relationship between sport and and schooling is, is so important to me. I, I did one of my master’s thesis proposals was on the relationship of sports and, and performance in school. And, and I, I it’s always been a passion of mine. So, like I had said, I’m, it’s a dream, you being at this school being surrounded by so many student athletes and, and their families and, and, and it’s, it’s, it’s, it’s been quite a ride so far. Well, but COVID is yeah. Yeah. That’s the other real part of it. I know. That’s, yeah. It’s kind of put everything on pause for a couple years.

Sam Demma (09:54):
Yeah. Athletes are being forced to get very creative, unfortunately, high school sports isn’t happening as much as it would have in the past, but, you know, I think as an athlete, you live, eat, and breathe or sport, you gotta figure out a way to continue training and stay sharp. And even if you gotta do it in your home basement for the time being, but you mentioned your school is one of the only re regional athletic schools. Can, can you explain a little bit about that?

Jason Pratt (10:21):
Yeah. So we are the only school in din peel that has a regional sports program. There is one offered in our determinist board, which is the PO district school board. So din peel. We are the only one and we’re located pretty far south we’re in the year on park valley, which is Mavis and, and Dunas which is really far south in considering our board goes all the way up to Dran county, which is right on the, you know, it’s, it’s, it’s pretty, pretty far up there. Like when you’re, when you’re looking at the board, it’s, it’s a very large geographical board. And so the way it, cuz the students apply out of grade eight, they apply to our program it’s regional. So we accept students from all around the region. They don’t have to live in our neighborhood area. Transportation is not provided so the students have to come here.

Jason Pratt (11:10):
So it’s a big commitment on, on the students and the parents to come to the school. They, they get references from their teachers of coaches and they, they themselves go through a discernment process. They apply just before the the winter break. And then when we get back, we, we have a selection committee that goes through all the applications and we take roughly 110 to 120 students each year. And those student in are in the regional sport program for two years. And in the regional sports program, the difference is, is that they do full year training in their sport of choice or if they don’t have a sport of choice, we do have a non-sport specific class. And they do that for the entire year from September to June and they get a PHY-ed credit and a leadership PHY-ed credit.

Jason Pratt (12:02):
So they get those two credits. And then in grade 10, we continue the, the program for the entire year, but those teachers are infusing the religion credit in with their PHY-ed credit. So the students will come to the school. They’ll, let’s say they select soccer, they’ll be in the soccer a focus course, which is large group activity course, but it focuses on soccer training. They’ll be with other kids of that same mindset. So the other kids who are in soccer and they’ll train for the entire year from September to June, but it’s not every day because they’ll intersperse the training with leadership activities and in class. And then in grade 10, they train once again for the whole year, but it’s interspersed with religion. So they may be the first two, three weeks. They be doing a lot of the religion work, then they’ll go on the ice or, and on the field.

Jason Pratt (12:50):
And then they’ll kind of do so it’s a real mix match. And like I had said before it back balances out all the training these kids do at night. So a lot of these kids are training 4, 5, 6 days a week with their clubs. Yeah. But we supplement a lot of that training. So I, I, you know, a lot of times when, when you’re playing, let’s say soccer or hockey at a high level, a lot of these clubs and teams that do a lot of systems and tactics they’re, they’re working on, let’s say, you know, their free kicks or their corn kicks. There’s a lot of stop. You know, let’s, let’s work this out a lot of Xs and O’s work, right. Especially at the high school level, these kids now are not doing dribbling activities or kicking. They’re expected to know that. So what we do is we supplement a lot of what these kids will be doing in their on their hockey teams and their soccer teams on their basketball teams with skills.

Jason Pratt (13:37):
So we don’t, we don’t, we don’t do the X’s and O’s here. We do a lot of skills development, but you can’t do that every day. The kids get, you know, burnt out. So we, we try to do it maybe two to three days a week, what then they’re doing their in class work. A lot of times we do yoga with them. We do nutrition with them. So they’re getting a lot of that training. They would get at a, you know, a secondary facility. And we do it for a fraction of the cost because the teachers that are teaching these programs are, are teachers and they’re getting excited. So the students don’t have to pay for it. The only thing they do have to pay for is a facility whether we’re renting ice or we’re going to an indoor bubble for soccer. This year we started a baseball pathways.

Jason Pratt (14:15):
So we have students now who are elite baseball players. So we, now we have the soccer, the hockey, the baseball, the basketball, and the non-sport specific pathways. Mm. So it, like I said, it’s a great program. We have kids from all around the region, as far up as Brampton. We have kids who come from the east and the west and they make it work. The parents make it work because a parent, myself, of, of high performing children, you’re willing to do what it takes to give your kid a good environment and a good opportunity for him to train or her to train and be successful. And then once again, when you have the culture is built around that the, the teachers here at the building are very supportive of these students. Yeah. A student may be gone for a week because they went to Florida to go to tennis tournament.

Jason Pratt (15:01):
And our, our teachers will work with that student and, and give ’em the work that, that he or she needs and, and welcome them when they’re back and not say, well, you missed the whole week of school. Now here’s a, a load of work for you to catch up on. So the culture here it’s, it’s wrapped around that, that mindset. Now, while we are a regional program, we all are still a neighborhood school. Yeah. But we do have kids that, that live in our area that come to our school. And that’s been, obviously not a challenge, but something we look forward, like, you know, something that we are looking for, of managing is managing our neighborhood school identity with our regional sport identity, because it’s, we’re not just a regional sports school. We’re about 50, 50 half of our kids are regional sports.

Jason Pratt (15:43):
And half of our kids are neighborhood kids. Yeah. A lot of them are new immigrants, new Canadians. And you know, they’re not interested in hyper a form sports. They’re just interested in, in learning what they need to do to be successful Canadians. And so it’s really managing all those intangibles and, and, and, and making it all work. And it, and it does. It’s a really good environment. The kids here are fantastic. We have very, very few behavioral issues because the kids are busy and they’re doing stuff they love to do. And then even if those kids are not in regional sports, they’re around those kids and those kids for the most part, as you know, of being a high performing athlete, when you’re in high school, they’re focused, they’re focused on their sport and being successful and not getting into trouble. Yeah. And eating relatively healthy and you know, and, and just, and they have parents or for family who backed them up and pushed them. So it’s great. It really is. It’s been good, but COVID has been like a real drawback on all this, but

Sam Demma (16:41):
You’re making me wish. I went to a regional sports program growing up, man.

Jason Pratt (16:46):
I’m the biggest ambassador for this school. I mean you know, it’s having son, like my oldest line is now in grade 11 and he’s actually in the us playing hockey with with, with a team around Pittsburgh. And he’s kind of in the same type of program, but the school and the, and the training are not related like we are. Yeah. and he would’ve loved to have come here. He really did. But at the time it was one of those things about having your son come to the school. But my other son now is, is a 2008 he’s he’s in grade eight and he’s very interested. And a lot of his friends are because they hear good things about the school. And like I said, it’s, it’s a fun place to be. It’s, it’s pretty exciting. It’s, it’s it’s, it’s, it’s, it’s been quite a ride, but like I said of it has really put a damper on things, but we’ve managed to still make it work, because like I said, it’s about training. And even though we haven’t had any teams to be able to compete, because this is part of their curriculum, the kids are still coming here and training and that’s, that’s important.

Sam Demma (17:49):
That’s super important. I was gonna ask how it’s continued, but you just answered it. Yeah,

Jason Pratt (17:54):
Yeah, yeah. So we, we don’t have a league, like our teams don’t compete, but like I said, these kids are all part of club teams anyway. So the parents aren’t coming here because they wanna win an off the championship or win robs is soccer. That’s a secondary thing. And that’s great if they do, but they’re coming here because of the training and because of the environment. And because, like I said, the culture here supports a student athlete, and I think that’s a huge part of its success.

Sam Demma (18:18):
You mentioned doing your masters in the connection between high performing athletics and education. What inspired you to do your masters in that and what was the learning, or what did you take away from that experience?

Jason Pratt (18:32):
Well, when I, I did my masters thesis in 2006 and at the time it was just an educational masters, but what I looked at was the connection at the time between student participation in sports and their academic performance, and essentially what all the, the studies had shown was that there was no difference. So a student who performed who was competing or participating in sports, their marks were not affected. So they did this cross-sectional study. And what that tells me is that, well, then that’s a good thing, because if these kids are, are able to keep their marks up and participate in, in sports then they that, I mean, the benefits are, are, are there, like we all know about the benefits of physical fitness in terms of, of mental fitness in terms of just being part of a social dynamic, being part of a team, you know, the, you can’t speak enough about how that’s so important for kids as they go through their high school years to be part of a team to be physically fit the connection between, you know, facing adversity, how to deal with loss, all that stuff.

Jason Pratt (19:41):
It’s, you know, team sports, individual sports, whatever it may be, the benefits way outweigh the the drawbacks of them competing. Since I’ve come to this school, I’ve actually started a second master’s degree in physical education. Nice. Because I thought it would be important for me to learn as much as I can about the phys ed side of it. So it’s, it’s, it’s a second master’s degree I’m working towards, but it’s a lot, it’s a lot harder this time around. It’s just, I can only tell, take one course at a time and it, it, it’s a lot of work and it’s gonna take me a couple more years and, and I think it’s gonna make me a better principle just having that background, but I think it’s important to kind of continue to learn. And it’s interesting being a student. I haven’t been a student, I started about two years ago, this second master’s degree. And, and it’s, it’s interesting how it’s tough being a student when you haven’t been a student in a while, but, but it’s fun and it’s good. And it’s good for me to, to, to stay grounded and, and to, you know, be that lifelong learner that a lot of us talk about being.

Sam Demma (20:44):
It’s rewarding. I was listening to a podcast with a tech investor, an entrepreneur named Naval, and he gave this analogy of climbing mountains and explained that every undertaking we embark upon, you know, think of it like climbing up a mountain. And when we reach the top, it’s, we’ve accomplished what the goal or that the desired outcome was. And he said, a lot of people climb a mountain, reach some form of success and get curious that, and wanna learn something else, but in order to do so, you have to climb down this mountain and start at the base of a new one yeah. And climb up it. And it’s so true that it could be overwhelming, but I think it’s such a rewarding experience. And it awesome that you’re also through your actions, not even by telling students or others, but just through your actions, proving that, you know, education happens at all ages and being a lifelong learner is extremely important. Yeah. So that’s, that’s awesome. What do you think some of the opportunities that exist today in education, there’s a lot of challenges and discussion about the cha like the, the negatives and things that are difficult right now. I’m curious to know what you think some of the opportunities are.

Jason Pratt (21:55):
Yeah. I mean, we all know about COVID and all those challenges, but you know, I, I think, I think the way that, that our, our planet is moving in, in be, you know, you can talk about globalization and, and, and that being obviously a huge factor in, in, in where students want to go. I, I think the fact that students have access to so much information and, and so much at their fingertips, it’s beneficial for them because they can look into whatever they want to, and they can research whatever they want to and, and have that, that kind of learning. But I I’m thinking the opportunities for students. I mean, we gotta think of where the world’s headed over the next couple years, next few years, and where these students are gonna, you know, where are they gonna graduate to?

Jason Pratt (22:49):
And I think a lot of it just comes down to the social piece, like how well do they work in, in team environments? How well do they work? You know, with, with their colleagues how can they manage to create a skillset that’s gonna be marketable when they, when they, when they graduate from wherever they do. And, and, and I think it’s, it’s so important right now, I’m, I’m seeing a lot of our students truly engaged. And I did mention the sports thing, but if I can put on the, the non regional sports hat principal for a second, and just talk about our specialist, high schools majors program, which is another big we pushed, which is the hospitality. A lot of our Stu you know, it’s, it’s at the last school I was at St. Marc Salinas. They had a highly successful baking program.

Jason Pratt (23:43):
And you would’ve never thought in a million years, like when I was going to school, like home EC was something you had to do and, and no one wanted to do it. I couldn’t believe it at the school, they had six full sections of baking. This is in hospitality. Hospitality is the cooking class where they learn a lot of those basics. This was a baking class. So when I got to this school, I said, let’s start a baking program. And now we had this year, we had two sections of baking. Now we’re a much smaller school than Marlins. But we had two full sections of baking. And I remember coming home one day and my kids were watching what was it, nailed it, the one where they have to bake cakes all the time. Yeah. It was reality show. And it’s just, it’s funny how kids will change.

Jason Pratt (24:24):
And, and so these are taking baking, and a lot of them will have this in their back pocket, you know, this skill. So it’s, you know, education, I, I think is, is about providing all these kind of student, you know, different kinds of students with opportunities to learn so many different skills in your traditional pen and paper textbook information. You know, there’s lots of great tech programs. We have a lot of kids who are successful in our, we have an electrical program, a lot of kids go into apprenticeship programs for electrical. We have an amazing construction class wood shop where the students are building, you know, excellent cabinetry. And, and they’re, they’re learning about you know, using the, the AutoCAD machine to kind of personalize wood. And they’re learning a lot of these principles and, and some of these kids are going on to university, but they’re keeping all these, these, these, these skills on the side.

Jason Pratt (25:16):
And I remember when I went to school, I didn’t do any of this, this hands on techy. I, I was more of a PhysEd guy and more of a pen and paper type kid, but I think we’re, we’re doing a good job at, in education by being, by diversifying the programs that are out there and giving students the opportunities to learn where, you know, what does success mean for you as you graduate? And, and it doesn’t necessarily mean you have to go to university and get a degree, but it, it’s just doing things you’re interested in being happy doing. And I think those opportunities and, and allow, want students to see those opportunities in a safe environment where they can experiment with it. Another big, real, another big program we have here. One of the more successful programs on our board is our co-op program.

Jason Pratt (25:57):
And I think one of the reasons is our, our co-op teachers are amazing at going out and getting really interesting co-op placements, whether it’s working at a veterinarian clinic, or one of our students is working at a co cosmetic surgery clinic. And, and just learning about that industry. We have a lot of students who work in other schools as elementary teachers, a lot of them work at you know, your traditional like mechanics things like that. And they get to experiment these jobs and kind of get a little snippet of what it’s like to work in that in industry. And then come back to school and say, you know what? I hated it, or I loved it. And I think that’s what high school is becoming for. A lot of these kids is, is experimentation finding out what works for you.

Jason Pratt (26:40):
And, and it’s about us working with these students. We’ve de-streamed the math for grade nine. And, and I it’s coming that we’re gonna DStream a lot more. A lot more of high school subjects will be D streamed. And I think that’s a good thing because it gives students more of an opportunity to experi, you know, experience challenges and learn and mature in an environment where they can kind of go back, make mistakes, change their pathway. But it’s, it’s, it’s definitely changing a lot from when I went to school. It was, you know, you go to school and you either, you’re gonna go to university and get a degree, or you’re gonna go and start working. And there’s really like, we’re seeing it now with colleges and, and providing students with so many more opportunities. I think it’s, it’s, it’s a huge, huge thing. So I think it’s just about providing a whole range of opportunities, allowing students to feel comfortable, choosing what they think is, is what’s best for them and, and engaging those families in that discussion. It’s all, it’s a very organic process now where I think it wasn’t so much when I went to school, it was very much, you picked the lane and stayed in that lane and that’s where you went. And that was it.

Sam Demma (27:44):
Yeah. Now students got the signals and they’re changing their lanes like crazy. Oh yeah.

Jason Pratt (27:50):
One eighties going back. Yeah. Know, I know it’s great. And it’s great to see that. And when you’ve empowered students and give them some say in what they’re doing, I think it changes them as, as learners. They don’t feel like they’re being forced one way or the other. They don’t have that pressure. They, I think they feel that they’re they’re in charge and that’s a, that’s an important thing for kids to feel like they have some say and some voice that’s.

Sam Demma (28:13):
A big, I, as a student who took a fifth year, a gap year, went to school, took a different path after school. I, I can’t stress the importance of all that enough. Yeah.

Jason Pratt (28:25):
Well, I’ll tell you something when I, so, I mean, my first year of university was not good. I was playing junior hockey and that was, you know, late games till 11, 12 o’clock at night. Yeah. And I was a languages major in my first year, so I had Spanish, French. And then, and then I took English as a, like secondary. And you had labs at 8:00 AM, and you know what, after a, a junior hockey game and, you know, you’re 19 years old, you’re going out. Sometimes you go out afterwards after the game, you weren’t getting home. And, and by the time I, I was not serious about it. So that first year was a disaster. I took a year off worked two full-time job, but well, one full-time job and a part-time job that was full time hours. And went back after that, you know, that third year, and then did well after that had kind of my focus on what I wanted to do.

Jason Pratt (29:16):
But interestingly enough, one of the side things I did as I was a student was I was worked in the service industry. And I did that for many years after I became a teacher. And what, what I saw in the service industry was a lot of my ex students who had graduated and these were the students. So I traditionally taught a lot of the college level Englishes and, and, you know, not necessarily the kids who were the best, most successful students, but what I got to see was I got to see them almost like a longitudinal study. I got to see them five, 10 years after they graduated. And what became of them. Cause, you know, you’re always like, oh my God, good luck to this kid. When he, when he, when he gets in school, what’s he gonna do? And they were all successful.

Jason Pratt (30:00):
They were happy. They were successful. They had families, they had businesses. They, they were really nice people. And these were the kids that traditionally didn’t do well in school. They were the guys who were in trouble, or they were the guys who were skipping or the girls that were, you know, you know, you know, whatever that may be like, they weren’t serious students. You would’ve thought, but no one sees them after they go. We don’t follow up on these kids after they graduate. But because I worked in the service industry and I worked for good 10 years after I saw some of the, the early kids that I had taught go on to become amazing adults. Like they were great kids and they just had to get through school to, to, but now I think we’ve, we’ve come to realize that there’s, it’s not like that anymore.

Jason Pratt (30:46):
It it’s changed. And so I’ve, I’ve, I, I was fortunate enough to have that experience and I think it opened my eyes a lot to what a school could become. And that’s part of the reason why I became a, an administrator is I loved the culture in my classrooms. I thought the only way for me to influence the culture in a school is to become a principal. And then when you become a principal, you can influence that culture. You really can. And you actually could as a vice principal, because I remember one of my first schools I started at the, there was, there was a lot of not conflict between the student and the teachers. They didn’t know how to handle. The kids were sent down a lot to the office. And as a vice principal, I role played a lot with the kids.

Jason Pratt (31:31):
I’d be like, okay, let’s, let’s go through how this happened. So I’m, I’m the teacher, you’re the student. So tell me what happened. And we would workshop almost how to, how to, you know, manage this, this conflict. And then I would go back to the teacher and say, Hey, listen, I worked with them, give ’em a chance. And, and it worked. And I think when the teacher saw that you had the kid’s best interest at heart and you were advocating for them, and the kids believed that it worked well. And I mean, I loved, I loved being a vice principal. That was an amazing role in a school when you’re a, a vice principal and you’re suspending dozens and dozens and dozens of kids, but never, they’re never angry at you. You’re doing a good job because those kids know that you like, you care for them and you’re being supportive.

Jason Pratt (32:20):
But at the same time, they made a mistake. And that was a, that was a fantastic job. I loved being a vice principal. Principal was more of an adjustment because you weren’t working so closely with kids anymore. And I felt as a vice principal, you have these really tight relationships with families and kids, and you’re working for them and you’re working with them. You’re like, come on, you can do it. I just don’t want you getting in trouble anymore. And you can get through this and, and you kind of work through them. Whereas with a principal, you’re more, it’s, it’s more of a broad picture of a school and you’re dealing with budget and staffing and scheduling and, and you’re dealing more with the adults in the building than you are dealing with the kids in the building. And that’s a change, right? So it’s like climbing another, I, I’ve not got to the peak yet of that mountain.

Jason Pratt (33:02):
I think I was at the peak as a vice principal, and now I’ve gone down and had to climb this next mountain, which I don’t know, maybe I’m getting older and it’s, it’s whatever it may be, but both roles are great. But that, that was really good. And then being a parent, being a parent gives you perspective too, on how your kids and I have, like I said, four boys who are good, good kids in that, but you get to see the parent side of it and the frustrations with my wife. And, and, and the teachers that they may have just in terms of, you know, how do we get these guys to be motivated with school and why the teachers, you know, sending this work, they don’t understand. So it’s really interest giving you all these perspectives. And I think it really influences you as a leader in a school.

Jason Pratt (33:45):
So, you know, I’m very much with, with my staff here, I’m always keep the parents informed, be very transparent, be very forgiving and understanding and, and, you know, just work with, if, if parents know you care about their son or daughter are in the classroom, that makes all the difference. When, when the parents have the impression that you don’t, that their kid is just a number or, you know, it’s, it’s not it, it, it’s just, well, the, you know, the mark is the mark and that’s what they got. You’re, you’re, you’re gonna have issues. And I said, you know, I say to them all the time, just work with parents, talk to parents, give them a call that makes all the difference in the world. And, and it has in this school, like I said, it’s, it’s a great school. We don’t really have any issues. And if we do, we resolve them quick and the parents are happy and the teachers are happy and the kids are happy, which is the most important.

Sam Demma (34:35):
Yeah, that’s awesome. It really sounds like the culture is something you focused on you, your staff, the teachers. Yeah. Even the students cuz they participated it as well. If someone wanted to reach out, ask you a question about the programs, the sports program, the way you try and embed school culture into the school, or just, you know, tell you about something they heard on this podcast, they enjoyed what would be the best way for them to reach out and get in touch with you?

Jason Pratt (35:01):
Well, if they wanna know more about the programs we do have a pretty good website with, with has some videos because we’ve had to be online the last couple years with our open houses, we actually saved a lot of our videos. Nice. So if people wanna find out more about the program, that’s where they would go and there’s excellent speakers and they talk about our program. But my email address is (email). They’re welcome to send me an email and that’s the best way for me to get ahold of anyone who needs to reach out. And if they have questions about the program specifically, or what not, I can direct them to whoever that may be. I’m always, I’m always advocating for this program because I believe in it, I would never, if your son, daughter is an excellent athlete and they live and you know, you can make it work logistically. We do have kids who come here all the way from Toronto, north York. Like it’s, it’s, it’s pretty amazing what people will do to be part of a good program. And you do it for your kids because you know, that’s so important to them, but no, it’s I’m always willing to talk more and and, and, and, and this was really great.

Sam Demma (36:12):
Thank you, Jason, for taking the time to come on here, share a little bit about your school. You, it is obvious that you’re passionate about your work and we need lots of passionate educators, so keep it up. And I look forward to seeing what your school and yourself and your staff bring to life post COVID. Yeah. With the sport programs, keep it up.

Jason Pratt (36:33):
Thanks a lot, Sam.

Join the Educator Network & Connect with Jason Pratt

April 4, 2022 by Sam Demma Athletic Director Experiential Learning Principals Student Leadership Student Success 0

Tina Noel – Experiential Learning Coordinator Renfrew County Catholic DSB

About Tina Noel

Tina Noel (@tlnoel) is the Experiential Learning Coordinator at the Renfrew County Catholic DSB. She is responsible for providing the students on her board with learning opportunities and hands-on experiences that will help them develop the skills they need to create the futures they desire.

She is also the board lead for the OYAP program – Ontario Youth Apprenticeship Program – and spent many years working in the co-op department. Throughout her career, Tina developed three guiding principles that she believes are the cornerstones to a successful Career / Coop Placement.

One – Integrity

In simplest terms – Integrity means doing the right thing even if nobody is watching.
Do what you say and say what you do – your integrity and reputation are at stake!!!

Two – Own It!

What went wrong, how can you fix it and what will you do to not let it happen again.
Take responsibility for your actions. Do not cover up repetitive, bad behaviours with excuses. Understand the difference between excuses and reasons.
Remember – mistakes are a part of life and are necessary for us to improve and change behaviours. If you keep making the same mistake – it is no longer a mistake rather it becomes a habit.
Try to understand that parents, friends, teachers, supervisors and co-workers see through excuses!

Three – Choices

Every choice has a consequence – can be good, bad or even ugly!
Remember – only you know whether or not you can live with your choices. Some choices are very, very small but others can be life-altering. Take the time to make choices that you can live with.
Begin to back away from peer pressure in making some choices that might negatively affect your success in your job or career.

Connect with Tina: Email | Twitter

Listen Now

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

Resources Mentioned

Specialist High Skills Major (SHSM)

Ontario Youth Apprenticeship Program (OYAP)

Ottawa-Carleton Detention Centre (OCDC)

12 steps of rehabilitation

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):
Tina welcome to the high performing educator podcast. Huge pleasure to have you on the show here this morning. Please start by introducing yourself.

Tina Noel (00:10):
Hi and thank you for having me. I’m Tina Noel, the experiential learning coordinator, OYAP and SHSM lead with the Renfrew County Catholic District School Board in the beautiful Ottawa valley situated between North Bay and Ottawa.

Sam Demma (00:25):
What got you into education at what point in your career did you realize this was the vocation and calling for you?

Tina Noel (00:34):
Interesting enough. The fact that my career ended up bringing me into guidance. I, in while I was in a high school, I had a guidance counselor as they did back then tell me that I, well, I did well in math and I did well in business course as well clearly means that I should become an accountant. Well, I never put anything any thought into it. And so I thought I pursued that and clearly recognized that I did not wanna sit behind a desk with numbers and started looking at where I, where my strengths were. And it started leading towards working with youth, not necessarily children, but so that I worked my way towards high school. And yeah, that’s kind of, it

Sam Demma (01:24):
Was guidance the first position you worked in a school building and what was that experience like?

Tina Noel (01:31):
No guidance guidance tends to be that old idea that you have to have worked in schools then you kind of work your way up into guidance, but no, my, my actual first job that I graduated 1993 from teachers college. Lakehead and I, it was very difficult to get into teachers college back then. And it was the year of the social contract which means I was hired by Duff appeal, Catholic board, but they basically released the bottom, like 10% of their staff and put them on supply teaching and then I couldn’t move to Toronto. So I moved back home and started looking for work. And I was given a half position at an all school to start the alternative program. And we had nothing of that. So now I’m a young teacher and I built it from the ground up and it became, it’s still a viable program now.

Tina Noel (02:30):
And I did a lot of outreach with Ontario, which is now currently Ontario works, probation, drug, rehab, incarceration. I worked with a OCDC, and I basically reintegrated a whole bunch of students back in to regular school. And it was the most rewarding job and highly, highly recommend that for any teacher in that you, before you, you think about subject matter, you think about relationships with students and there’s always a pushback and most at risk youth have a huge guard up and you struggle to break down that wall. And the only way that you ever break it down is with trust and teenagers. See through people that, that are not sincere very, very quickly. And it was, it gave me the ability to then become a student success teacher and then moving into guidance. And I did co-op. And so all of that takes that extra, really getting to understand your student.

Sam Demma (03:39):
And somewhere along the line, you also shook the hand of Oprah. Oh, is, is this a true story? And can you please explain why, where that tweet came from?

Tina Noel (03:52):
Well, somebody posted who was the most famous person yeah, I’m a, I, I follow politics quite a bit and I was a, a huge follower of Oprah. And then she was talking about this young Chicago politician by the name of Barack Obama. And so I was kind of intend on just completely following it. And she was having him on as his political career was going. I thought, oh, I need tickets. If I ever get tickets to Oprah, maybe I will be able to, to hear him speak and whatnot. But anyway so it was 2001 and my girlfriends and I we just, I was homesick one day and I kept going and phoning and I sure enough got through for tickets. And they said, we’re putting on a special show on a Monday. And that would’ve been a travel day for me to go to a conference that it needs to be at for the ministry on the Tuesday in Toronto. So my, my superintendent said, you know, like whatever, then you can just travel from there into Toronto. And it’s exact you what I did. And we went down there and where she comes out on her previous show she comes out behind the doors. Our seats were right there at the top, right by the doors she came through and I shook her hand and we were able to, so it was pretty, pretty neat.

Sam Demma (05:18):
That’s awesome. I had to ask you that question, but yeah, right before I did, you mentioned the importance of building trust with students as someone who has worked with so many students over the years, what do you think is the best way to build trust with a young person?

Tina Noel (05:42):
Sorry about the announcements. Listening to students they, they really, truly want to be heard. And from that, and I’m not saying that we all should just stop what we’re doing to listen to them, but like don’t offer, like, don’t try to fix it without listening to them. Mm. And once you do that and you can, you can pick out what they’re trying to say, and then you kind of break down all of the, the kind of rhetoric, and then you kind of get to the core and you, you pick up things that resonate with them, or you pick up things that are interest to them, and then you try to make a shared conversation. And and don’t, don’t forget about yourself being vulnerable. They often think that, you know, as children in elementary school will look at their teachers as having everything together. And, oh my God, they know, you know, we can’t, we can’t be that for everybody. And we have to make sure that students see us as humans first and that we care and then we’re able to educate.

Sam Demma (06:57):
Hmm. That’s just a good philosophy. It’s like coaching, you would learn in coaching that the most powerful tool you have is the questions you ask, which is not giving advice. It’s asking questions to listen more. And I think it’s the same in, in teaching and guidance. At some point in your career, you also transition to experiential learning. How did that occur? And for someone who has never worked as a experiential experiential lead learner, can you explain a little bit about the role?

Tina Noel (07:29):
Well, I co-op is your basic experiential learning activity. That’s been in high school. So I, I was asked to move into co-op very quickly one year, and then I started assuming the role of the OYAP lead, but our board is so small. So I was both I was a systems person being OYAP, but still a classroom teacher doing the OYAP sorry, the co-op portfolio. And co-op so you to have a little bit more flexi flexibility that you’re not in the school every day and set times and running the BES. So you basically have am PM call for full day. And a lot of the OYAP students obviously are in co-op. So I started doing that. And then the SHSM program came about in the province month. And so I was working with our then student success principal, and they started expanding my portfolio to take on SHSM.

Tina Noel (08:31):
And so I I’ve been in SHSM from the very, very beginning meeting. So I’ve been with the program and understand how it’s grown in and the importance of it. And so now I had OYAP now I had SHSM and I was still trying to do then student success and overseeing guidance. I was a guidance department at, and it just got to be a lot. So the board then created a systems program with all of those portfolios at, at the exact same time that the ministry brought out an El position. So our board truly did create that umbrella system where all exponential learning and all support programs for in school. We were under one umbrella.

Sam Demma (09:17):
That’s awesome. For someone who doesn’t know too much about SHSM, can you explain a little bit behind its program and purpose?

Tina Noel (09:27):
Yes. SHSM program, the specialist high skills major basically was born out of other boards doing these meat programs. And so, oh, look what they do. And I remember one of the Kingston boards did guitar building, and then they would and then they kind of moved it into the music program. So it was kind of a whole follow through, but the ministry knew the, the importance of that, but they needed to create curriculum around it and, and a system, so it fit into for funding. And so then they started looking at, so the Kingston board, limestone board used to have what was called focus programs and around an idea. So then the ministry came up with specialist high skills majors. And from that it’s grown and they started looking at general program names specific. And then what courses would be the majors and the minors and, and setting up kind of the funding parameter in the scale of the funding.

Tina Noel (10:34):
And we’ve had great ministry people. And the neat thing with the SHSM program is the people at the ministry who are, are the contacts for all the SHSM leads are as passionate about SHSM as the, the people at the grassroots. And that includes our classroom teachers because our programs each have a program lead. And if it wasn’t for them, our programs wouldn’t work. We can do all what we want at the, the board level. And the ministry can all do what they want. But I’ve often said if it’s not the grassroots, if the teachers are not there and passionate about it, the programs are not viable.

Sam Demma (11:16):
Chisholm specialists, high skills major was an option in my high school as well. And one of my biggest regrets was being so focused on sports that I didn’t get involved.

Tina Noel (11:28):
Yeah. And they do have they do have health and wellness with a sports focus. So yeah, but you might not be sitting here if you did that, cuz you might have gone into some medical.

Sam Demma (11:39):
Yeah, you’re totally correct. One thing I really enjoyed chatting with you about were your three, three principles towards having a successful co-op placement that you share with all the students you help place in co-ops over the years. Can you share a little bit about those three principles and why you think they’re so important.

Tina Noel (12:01):
As I, as I have come coming near the end of my career, I go back to this lesson and this lesson is my favorite because it holds so much of what I feel has resonated with me in my career in working with youth that I can pass on for the students themselves to take on. So the three guiding principles, number one is integrity. Number two is own it. And number three is choices. So number one, integrity in simplest terms, integrity means doing the right thing. Even if nobody is watching do what you say you are going to do, your integrity and reputation are at stake. And we often say in the OWA valley, because it’s such a small town and, and we have a lot of small towns instead of one major center. Yeah. And there’s not one degree of separation. Mm. And people know in high school, if you do something, you, you often get labeled with it and we can break down labels, but you don’t want it to be at your own doing.

Tina Noel (13:07):
And you, you, you try to mitigate risk through integrity and, and setting up, not often said to the students, nobody ever came to their co-op interview or a job interview and said, okay, I’m gonna start to be late. I’m gonna not really care. And and then I’m gonna just be absent. So can I still get the job? And I often said, everybody comes in there on their best behavior. We’ll stay at that best behavior. That’s integrity number or two is my, my favorite and the students kind of I’ve used it so often. And I always hold up. My two fingers like own it. Number two. And in the yearbook one year they often put quotes beside what the teachers often said. And of course, right beside my picture and the yearbook is own it. And so it basic take responsibility for your actions do not cover up repetitive, bad behaviors with lame excuses, understand the difference between excuses and reasons.

Tina Noel (14:04):
Remember mistakes are part of life and are necessary for us to improve and change behaviors. If you keep making the same mistake, it is no longer a mistake rather becomes a habit. Try that, understand that parents, friends, teacher, supervisors, and coworkers see through excuses. And I often said, I have to give the, the respect to one of my colleagues. He met the students at the door and always greeted his students fantastic math teacher. And when the students came in, he would mention, Hey, you haven’t handed in this assignment or whatnot. They would begin with these great big long as they often do. They go rambling on as if they’re writing a novel and he would just look at them and goes, oh, that sounds like an excuse, not a reason.

Sam Demma (14:49):
Mm.

Tina Noel (14:50):
And it just, and so then for me, I often held up my hands and said own it. And then we kind of, we got to it. And number three is choices. And this is the science based kind of understanding. And I often say, and as every choice has a consequence, it can be good, bad, even ugly, just like inside every action has a counter reaction and only we can control what that is. In most cases, when it comes to our own behavior, remember only, you know, whether you can live with your choices. Some choices are very, very small, but others can be life altering, take the time to make choices that you can live with begin and to back away from pre peer pressure in making some choices that might negatively affect your success in your job or career. And it’s the choices can change the trajectory of some child’s life instantly.

Tina Noel (15:48):
And we often sit back and read the very difficult stories. And over my 30 years in education, sadly, I’ve, we’ve gone to too many of those. And I’ve often said to the students, let’s, let’s control what that is. And it’s not about bubble wrapping them. That’s not where I’m at, but cuz I’m totally about living and the students. And we often say about success comes with risk, but risk doesn’t have to be dangerous risk. Doesn’t have to be behavior altering or reputation altering risk. You can, you can mitigate risk, instant making good choices anyway. It’s. Yeah. And I, I often said, and there’s one really neat example of the choices a student showed up at my door for coop and I turned around and looked at him. I go, what are you doing here? And he goes, I, because he should have been at co-op and his co-op was at a manufacturing place and it was a far piece wait.

Tina Noel (16:55):
And he goes, well, I’m here. I need to go to the JP. I go, what for? And he goes, well, I might need a letter from you to say that I need my license to drive to co-op. And he goes, I got another speeding ticket. I went, what you should have only ever gotten one. Mm. He said, what do you mean? I said, if you, you can afford to pay the one or you can afford, then you change your behavior. We’ve talked about this. And he goes, well, it’s my third one. And I think I’m gonna lose my license. I said, well, I can’t do anything about that. And I get up and I, he handed me his ticket at that time and I get up and he goes, well, where are you going? I go, well, I’m gonna go to the photocopier goes, what are you doing with that for I, cuz I’m gonna photocopy and I’m gonna do you a favor. I’m gonna laminate it and I’m gonna attach it to your visor. And every time that you wanna put your foot on the gas, over the speed limit, you’re gonna look up and you’re gonna see that. And you’re gonna realize, can I afford that? And Kim, do I need my license? And that’s, what’s gonna alter your behavior.

Tina Noel (17:57):
I can’t afford a ticket or I don’t wanna spend my money in ticket. So I don’t. Yes. Have I gone over the speed limit? Yes. But I’m not going to go that far over the speed limit. Yeah. Or whatever. Yeah. So

Sam Demma (18:10):
These are awesome principles. I really resonated with all three of them. When you think about the own it phrase do you have any examples or stories you can remember of students who have done a great job owning it? Meaning they walked in, knew that they didn’t really meet a recommend didn’t really meet a requirement and they said, miss I’m gonna own it. Here’s the truth.

Tina Noel (18:38):
Well, they, there was one student. I, I was dealing with one student in my classroom and then he had come down, sorry. I met him outside my office in the hallway and I’m talking to him and he was going on and on. And there was a doorway just to my left. And two students were coming through and as he was going on and I just lifted the two fingers up and I just went rule number two. And he goes, what’s that? And I, you couldn’t have time to perfectly a, a student that had just finished quote with me. And the first semester was walking by and I, I did the two fingers up and he goes, well, what’s rule number two. And the student turned around and he goes own it. And, and the student other looked at ’em and the two of them start to laugh because it’s just, and the student turns around.

Tina Noel (19:28):
He goes and he goes, just own it now. And it was just, and he just looks at me and I go, the only way we’re gonna get your problem solved is what did you do wrong? How can you fix it? And how is it never gonna happen again? And in the own, it, those are the three questions that allow that gives students the kind of the framework to help own it and, and owning it is something we need to teach. And because as students develop their well, their, their life experiences, they need to try to categorize them. And we just don’t, they just don’t wake up and own it by giving them the framework. They have to tell me what went wrong. So by, by admitting it, and it’s the first thing in the 12 step of any rehabilitation for, for for drugs or alcohol that the, any, any of the 12 step programs go with.

Tina Noel (20:33):
So we need to own it. And by stating what the problem was, and by seeing what we can do to fix it helps us say, we’re sorry, and realizing how it can never happen again. That changes behaviors. Mm. So the framework in the own, it gives teachers an explanation, sorry, the framework to help that, that line of communication. So it’s not me always fixing it for them. They have to fix it themselves. Mm. So, so it’s that gradual release of responsibility. And they always, they always want, they’re always a big, tough grade, 11 and 12 students until they’ve done something wrong. Yeah. And then they ask for help, but my help always came with helping them, not the situation. Yeah. I always said, I wanna help you fix it. And that helped create trust.

Sam Demma (21:34):
It reminds me of the phrase, teach a person to fish, not give them a fish. You know, not that you’re teaching people fishing, but the general principle is the same. You’re giving them a skill and that they could use long after they leave your classroom.

Tina Noel (21:53):
Or, yeah, exactly. And I had one student who came in and often students get released from co-op and the balance of a co-op teacher is providing credits and graduation opportunities and skills with protecting the employers and future opportunities for other students. So if the employers then get tired of the co-op students. So I often say to the students, before you get another co-op placement, we’re gonna do the own. It we’re gonna go through the framework because I can’t give away these co-op. And of course the students started saying, well, I was late. And then they often said, it’s surprising. It’s such, well, they don’t like me. I’m like, what? Mm, no, no, no. Let’s no, no, let’s back this up. And even kids that, that have problems with classroom teachers when they, they’re not handing in assignments or they’re not doing well on tests or whatnot. Well, they don’t like me. Whoa, whoa, whoa, whoa. And so I used the own it when I was student success teacher as well.

Sam Demma (22:58):
Ah,

Tina Noel (22:59):
And it worked in there as well because that emotional guard, it’s always easy to blame everybody else. So how do we take our actions back? And I’m not sitting here talking as if I’ve done that completely in my life because I have not. So I often do it to myself and my poor child, my own. I only have one child, my son, and it’s hard as a parent and you’re taken off multiple hats and I’ve used the own it with him. And he goes, and he would remind, I’m not one of your co-op students, mom.

Sam Demma (23:36):
Well, one of the things I was gonna say was these three principles, one beautiful thing about them is they apply to any situation in everyone. Not only co-op students, although definitely you’d have some challenges trying to share with your kids, but I appreciate you sharing.

Tina Noel (23:53):
And it interesting enough in, in, in the whole narrative of what’s happening in society today with these bipolar things and in, and rule number two, kind of goes for that as well. And, and, and by doing it, it actually will help the divide in society.

Sam Demma (24:13):
Yeah.

Tina Noel (24:14):
Anyway,

Sam Demma (24:15):
I agree. And rule touch on rule number one quickly as well. Integrity is so important. I also look at integrity as a way to build self-esteem because integrity is not only, you know, committing and promising to doing what other people, what you promise to others, but it’s also committing and, and following through on doing what you promise to yourself, the promises you make that no one else knows about. For example, if I tell myself I’m gonna exercise or I’m going to do my home work tonight at 4:00 PM and I follow through, I slowly start building self-esteem and confidence. So I think your rule, your, your first rule here of integrity is one important for your reputation and future careers. And secondly, and arguably even more importantly for your own self-confidence and self theme. So I think these three rules are extremely helpful, and I appreciate you bringing them together to share them today on the show. If you could kind of take your experience throughout education over the past 30 years, go back in time, tap Tina on the shoulder, in her first or second year of education and say, Tina, this is the advice that I wish you heard when you were just getting started. What would you have told your younger self?

Tina Noel (25:37):
Balance, the focus of your job to understand first and foremost, students come first? Mm. And nothing has at greater than the current pandemic we’re in.

Tina Noel (25:54):
I I’ve had a very difficult time with, with integrity of, of some teachers when their statements during a pandemic start with the pronoun. I, and I, I have a hard time understanding that because I spent 30 years making sure that students were number one and people often said, you know, you you’ve worked nights, you’ve worked weekends. And people said, well, how did you become a, a coordinator? And I, I often said, I just, every time they gave me a job to do, I, I kind of went there and beyond, because it was always the nice thing about all these programs that I’ve worked with. They’re, they’re completely student focused. I brought in the new curriculum in 99 to 2003. And I, I was on the sit team and then I worked for the board and then I came out and so they knew that I had integrity. They knew that I would work hard and do that, but in all of it in especially assessment inal, which is my favorite part of the new curriculum.

Tina Noel (27:21):
I, yes. So with these teachers, with the, starting with the eye, not having students as their focus has been really upsetting because in all the jobs that I’ve done, the students were, oh yeah, the assessment in the valve, part of it, the new curriculum allowed us to make sure that there was room for success. Mm. And that a, a mark given or attendance that, that the teachers had to work. And yes, they have, please. I, I have so much respect for teachers that teachers have worked so hard to try to figure out where the marks are coming from. And there’s been huge debates over, you know, the, the watering down of assessment eval, but ultimately the teachers that really, really care and have that integrity to the profession underneath see the value of students being successful. Mm. And no, a 60 for one student doesn’t mean the same as a 60 for another, but it might have altered their life or might have given them that, that glimmer of hope.

Tina Noel (28:30):
And that’s where we’ve done it. So we’re starting to teach the whole child, not just the brain of the child. And that’s all what integrity is about. And sadly, the pandemic in peeling back the onion has, has made me recognize that I, I don’t like seeing teachers that don’t put the student first and it’s been difficult because people have struggled with the pandemic and I have as well. And my whole, I never wanted to come outta my career with a dip. I, that I wanted to come out straight on working hard, wanted to be around the province, bringing back all these need ideas to my board and working really hard. And of course this has slowed everything, but in it all, I still, we still are getting students in level ones. I’m still working hard for my board. I’m gonna work hard right. To the end.

Tina Noel (29:27):
And, and that’s an integrity and the integrity to always put students first. And that’s what I would say to my younger self don’t ever, ever lose focus of that on your most difficult day, when you’re trying to plan that lesson on Sunday night, when your young children are sick, or you’re doing all of that, just imagine what it’s like for a child who’s trying to learn and what you mean for them as a teacher and that, that relationship and that integrity of you tell, saying that you were going to be there to change these lives of these children will let stay focused on that. And, and the respect that you have for your employer. And they’re not, there’s not a they, and oftentimes in any organization, people will say, well, they, they, they, well, there isn’t a, they like we’re in this collectively together. They have to make choices. What’s best for an organization. And, and, but ultimately as a classroom teacher and as a teacher, your, the integrity that you have to your profession is student focus.

Sam Demma (30:36):
Hmm. I love it. Tina, thank you so much for again, coming on the show, you could feel your care and passion for this work, and it really shines through, I appreciate you coming on here to talk and share if an educator is listening and, and wants to reach out what would be the best way for them to get ahold of you?

Tina Noel (30:55):
They can they can reach me through my email and then we’ll take it from there to see a, their lines of communication. And my email is tina.noel@rccdsb.ca, Renfrew County Catholic District School Board.

Sam Demma (31:19):
I will make sure to include it on the article as well. Just so there’s some easy access. Thank you again for doing this. Keep up the amazing work. And I look forward to working with you and talking soon.

Tina Noel (31:31):
Thank you so much, Sam.

Join the Educator Network & Connect with Tina Noel

April 4, 2022 by Sam Demma Cooperative Education Education Consultant Experiential Learning Student Leadership Student Success 0

Dov Shapiro – CEO of ConnectU Program Inc.

About Dov Shapiro

Dov is an Experiential Educator and Business owner with over 30 years of experience working with students. His commitment to improving their well-being, regardless of the challenges they may be facing, is a life-long journey.

Today, more than ever, students are facing stress, anxiety and depression. There are solutions to reversing this trend. As Founder and CEO of ConnectU Program Inc. Dov is responsible for leading the vision to ensure the CU Program positively impacts as many students as possible. His business mindset has allowed him to scale the program in order to benefit all users: from administrators to teachers, to parents alike.

He has over 3 decades of North American education and outdoor recreation industry experience. His previous roles as Director of Westcoast Connection Travel Camp (NY), Owner/Director of Camp Chateaugay (NY) and Mad Science Director and Science Teacher (FL) have brought a wealth of knowledge to the team about the academic industry. Dov has had the opportunity to empower over 15,000 students, in 4 countries and 3 continents over the last 3 decades.

Connect with Dov: Email | Linkedin | Website

Listen Now

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

Resources Mentioned

ConnectU Program

ConnectU Program Youtube Channel

Westcoast Connection Travel Camp

Camp Chateaugay

Mad Science Group

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 Dov Shapiro. Dov and I were connected about five or six months ago, and we postponed the podcast because he was working on this program called ConnectU, and it’s a very cool technology that they’ve been building that supports students. I won’t get into it because he talks about it a lot during today’s episode, but here’s a little bit about Dov.

Sam Demma (01:06):
He’s an experiential educator; experiential educator and business owner with over 30 years experience working with students. He has three decades of experience in the outdoor recreation industry. He has been directors of camps, owned his own camp, been the mad science director, and a science teacher in Florida. He has worked with over 15,000 students in four countries and three continents over the last three years. His business mindset also has allowed him to scale his program; ConnectU program in order to benefit all users from administrators to teachers and parents alike. Dov is a trail blazer in the education industry, and I hope you learn something from today’s interview and enjoy it as much as I enjoyed interviewing him. I’ll see you on the other side, talk soon. Dov, welcome to the High Performing Educator podcast. A huge pleasure to have you on the show. I mean we talked months ago and here we are talking again, and between those two points in time, you know, some exciting things have happened in your life, which we’ll dive into in a minute, but why don’t you start by introducing yourself and sharing a little bit behind the reason why you’re so passionate about the work you do with young people today.

Dov Shapiro (02:16):
Thanks for having me on the show Sam. My name is Dov Shapiro, and I’ve been working with children for over 30 years between mad science, west coast connection, former owner of Camp Chateauguay in New York state. So my passion has always been working with kids and making an impact inspiring youth. And so about a year and a half ago, we noticed that there’s been a massive dip in the mental health and wellbeing of our adolescents and teens and youth; not just in north America, but across the globe. And then as a result of the pandemic, we’ve seen an incredible spike in the rates of anxiety, depression, suicidal ideation. So even prior to COVID, we decided that we wanted to impact mental health and wellbeing of students. And that’s why we decided to do some research and develop our new software program called ConnectU or the ConnectU program.

Sam Demma (03:24):
That’s amazing. And I mean, you got me curious now and I’m sure the listeners are too, what is this software? What prompted you, you know, to, to create a software as opposed to a different tool and, and you know, how can you know, how, how can we learn more about it?

Dov Shapiro (03:41):
So the connect U program is specifically designed to improve student wellbeing, excuse me. And we use a platform, a web app, if you will, to first do an assessment of the student. So we create a profile of each student whereby teachers and principals can learn about each student at a really deep level, because right now it’s really hard to know your students. And even before COVID, it was challenging at times, but now with distance learning hybrid, learning, whatever learning you’re doing, it’s really hard to understand the characteristics and traits of all of your students. So by doing this assessment in real time, you get results, learn about students and their core, you know, kind of personality and where there might be students that could benefit from more teacher based support. Then what we do is we have an intervention model or a means of helping to improve those construct scores.

Dov Shapiro (04:41):
Those assessment scores called smart goals creation. So that’s the name of it is called CU you smart or connect you smart and smart is an acronym for specific, measurable, achievable, relevant, and timely. And it’s a widely used acronym in pedagogy throughout the globe to help help students learn how to create and achieve their goals. So we developed a web app that helps students go through a curriculum, teaching them about how to create goals using the smart method. And we have a six week curriculum that is teacher led and supported with 2d animated videos. So we run this program in schools from majors 12 to 18, and we start actually in the sixth grade level. So some 11 year olds are using this as well.

Sam Demma (05:34):
That’s amazing. Why, like what prompted you to create this? Like there’s, you know, anyone could have made this software, you know, why you, what, what, what inspired you to to do this?

Dov Shapiro (05:48):
So I know that in my life it’s always been a challenge to attain the goals that I wanted to achieve. But when I started using smart and started following a formula and being really diligent about it, I started to see some results. I started to change my programming and started to develop healthier habits. And so I did a lot of research, looked into the, you know, the educational systems that are mandating standards. They call in education to teach goals. And there’s very limited standards requiring smart goal methodology to be taught to students. And it’s through research, we’ve studied several old different papers and, and researchers who have shown that by using smart and more importantly, by using goals or teaching students, how to create goals, they’re more likely to achieve better GPA. They’re more likely to stay in school. It as well even has shown to reduce signs of bolding and incidents.

Dov Shapiro (07:05):
So we decided we were gonna hire an educational psychologist, a child psychologist, public teachers, principals, and bring them on the board to put this together in a manner that really made sense. And the reason why we did this is because again, through all the research papers that we’ve been studying, we can see that students are improving their wellbeing by simply creating and achieving their goals. When students create and achieve, they build resilience. Now the whole concept of goal setting falls right in line with what we call social, emotional learning. So social, emotional learning is the process where young people and adults develop healthy identities. They learn how to manage their emotions. They achieve personal and collaborative goals and they learn how to feel and show empathy for others. So it’s really an important element for students to establish and maintain supportive relationships in, you know, in these kinds of processes. So long story short, you know, students who go through this program are hypothesis, is that they’re going to improve their assessment scores and to improve their GPA.

Sam Demma (08:23):
Hmm. Love that. And you mentioned the focus on giving also educators, a way to learn more about each student. And I think that’s an amazing tool because right now, like you mentioned, it’s very hard for you to build personal relationships, especially right now when every kid is stuck at home and who knows how long the learning thing is gonna continue, but why do you, why do you think it’s, it’s important that every educator and principal in a school knows a lot about each individual student.

Dov Shapiro (08:53):
So as a former educator, myself science teacher, director of mad science, I know how important it is to understand your students character and really what makes them ticked. That’s how we connect with our kids. That’s how we connect with students as an owner and director of a summer camp in New York for 15 years. If I knew my, my campers really well, I could connect with them. Mm. And so learning about them, getting to know their family, getting to know their names, getting to know what their passions are, and even where they have room for improvement was a way for me to connect with my campers and a way for me to connect with my students. And now teachers, I believe find it harder than ever to make that kind of connection, to understand their students at that level. They don’t see the kids walking in the classes with a tennis racket or a book or a football or a basketball. It’s not the same experience. So getting to know your kids, getting to know your students is a real challenge. And now more than ever, we really need to, we need to know where our students can benefit from more intentional learning environments. When we understand our kids and what they need, we can really support them.

Sam Demma (10:12):
And you know, you’ve been an educator you’ve been around student in forever. I’m curious to know what got you into education. You know, your interest in science, it sounds like could have taken you down many different avenues, why teaching?

Dov Shapiro (10:27):
So my father always taught me that if you’re really passionate about something, you should teach it. Mm. So I love to ski. I became a ski instructor. I love to work with kids. So I wanted to teach children. I wanted to inspire children. And I love kids because kids really are the essence of what is possible. I mean, they inspire me because of the fact that they’re so enlightened and infused by the smallest things, they get excited about, you know, fun activities and, and in summer camp, they get, you know, inspired by any kind of music and song and dance and the spirit of what a camp is like. I mean, that environment is absolutely incredible. So when I think about the fact that in 2020 kids, mostly didn’t go to camp. That was a huge blow for kids. So my experience working with kids, whether as an educator or sorry, or working in summer camps has always been about inspiring youth because they are, I hate to say it, they are our future. And I know that saying is often used. Yeah. But that’s what drives me because I know that kids have so much opportunity. And so if we can empower them and if we can create an environment that feels very safe for them, or they can grow and develop, who knows what they can do.

Sam Demma (12:07):
Mm. I totally agree. I, I think it’s, it makes sense to me, you know why you’re so passionate about it. Was there any teachers or educators who along your own journey, you know, poured back into you and inspired you to get into teaching? It sounds like your, your dad played a huge role, but did you have any educational mentors as well?

Dov Shapiro (12:28):
I had a few actually. I had one principal and two teachers who really impacted my life, especially when I went to a military academy. Mm. In just outside of Toronto. That was an incredible experience for me. And definitely had a very positive impact. I’m still in touch with some of those faculty members to date, in fact, doing some work with them for another initiative that I’ve developed for student mental wellbeing. Nice. And so, yeah, teachers have always been a big part of, of, of my life in terms of, you know, inspiration, support, even me the idea that anything is possible, but really what it boils down to. I would have to say my late father, he was definitely my hero. And he definitely was the one who inspired me to, to continue this work.

Sam Demma (13:22):
Ah, I love that. Thanks for sharing. And if you don’t mind me asking, what, what did he do? Was he a teacher as well? Or

Dov Shapiro (13:28):
He was a ski instructor, but no, he actually he was a luggage luggage manufacturer And I did not wanna, did not wanna get into that industry. And he actually encouraged me not to,

Sam Demma (13:41):
So that’s awesome. But, but it sounds like his entrepreneurial spirit kind of was, was, was handed down to you in some way, shape or form.

Dov Shapiro (13:51):
It was definitely, he, he definitely was an influence and a very, very positive man, always, always looking at the bright side and always had a very, you know, open mind and a growth mindset. He was definitely an inspiration.

Sam Demma (14:10):
Cool. I love that. Very awesome. Okay. So I wanna go back to the, the software for a second school interested wants to learn more about it, wants to understand what this actually looks like. Could you gimme a breakdown of how it would look if a school wanted to use this and get in touch? Like what would the actual program itself look like?

Dov Shapiro (14:30):
Sure. So right now we’re actually at beta testing the software with several schools in the Montreal area, like ECS, sacred heart, the primary school LIC, and a few others. And we’re also beta testing with schools across the globe. So at this point, if schools are interested, we’re running a summer pilot program that begins in June. So if they’re interested, they can always go to connect U program.com and they can reach us that way through requesting a demo, or they can call our toll three number, which is 807 0 6, 8 8, 7, 6.

Sam Demma (15:10):
Perfect. That’s amazing. And if a school did want to get involved, like and wanted to pilot it, like how much of a time commitment would they be looking at for something like that?

Dov Shapiro (15:19):
That’s a great question. It’s about eight weeks total, which includes the six week curriculum to get everything on board and get all the consent forms arranged with parents because every parent and child who’s 14 or older plus faculty have to sign electronic consent forms through our app.

Sam Demma (15:41):
Perfect. Awesome.

Dov Shapiro (15:42):
But we need about, we need about two months.

Sam Demma (15:44):
No, that sounds great. And if, if a teacher’s listening right now and wants to just get in touch with you personally, what would be the best way for them to, to reach out, would it be email or, or what could you share for an educator listening?

Dov Shapiro (15:55):
Yeah. best way is just info@connectuprogram.com. Awesome. And we’re happy to share information. There’s also a fall pilot project, which launches in September. So for anyone who’s interested in is not running a summer school this year. Of course we have those programs available, we have a few spots open for those as well.

Sam Demma (16:17):
Amazing. And one last question for you, I see over your left shoulder rack of dumbbells, and I’m curious to know if personal fitness plays a huge role in your own life.

Dov Shapiro (16:28):
Absolutely, very physically active. I’m a rock climber, skier, water skier, and physical fitness. More importantly, strength training is what I’m doing these days, just so I can do the sports that I love aAnd it’s always been a big part of my life.

Sam Demma (16:44):
Cool. Love that. Dov, thank you so much for coming on the show. I really appreciate it and keep up with the awesome work. I can’t wait to see the impact you make in these schools.

Dov Shapiro (16:52):
Yeah, thanks. I really appreciate having me on board and I hope you have a very safe and healthy rest of your week and the rest of your year. Good luck to you guys.

Sam Demma (17:02):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; f you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Dov Shapiro

March 27, 2022 by Sam Demma Experiential Learning Founder and CEO 0

Eleanor McIntosh – Founding member of the Ontario Alliance of Black School Educators (ONABSE) and the Principal of Ajax High School

About Eleanor McIntosh

Eleanor (@Eleanor27332035) is a secondary Principal within the Durham District School Board. She holds a Master’s degree in Educational Leadership and Administration and undergraduate degrees in Biochemistry and Kinesiology. She is an advocate for youth and the community.

Eleanor is one of the founding members of the Durham Black Educators’ Network (DBEN) since its inception in 2005. She has held executive positions of Treasurer, Vice-Chair and two terms as Chair. Eleanor is a founding member of the Ontario Alliance of Black School Educators (ONABSE), where she lends her skills and experience to inform policy and programming for educators across the province.

Eleanor has been a panellist and presenter at 30 different speaking engagements and conferences since 2012. She has appeared on CTV, Rogers TV, and a variety of Metroland Media local newspapers. An avid global traveller, Eleanor has visited over 25 different countries around the world and is happy to call the Durham region home.

Connect with Eleanor: Email | Twitter | Linkedin

Listen Now

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

Resources Mentioned

Durham Black Educators’ Network (DBEN)

Ontario Alliance of Black School Educators (ONABSE)

Durham educators call for more inclusivity in wake of George Floyd’s death (Global News)

Ajax High School – Durham 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):
Eleanor welcome to the high performing educator podcast. Huge pleasure to have you on the show here today. Please start by introducing yourself.

Eleanor McIntosh (00:08):
Yeah, for sure. So good day, everyone. Eleanor McIntosh here, my pronouns are she her and hers. I am excited motivated, inspired to be here today for this podcast. I’m a principal in the Durham district school board at Ajax high school where I’ve been for the last five, almost five years doing, doing the good work, getting into some good trouble.

Sam Demma (00:37):
Why education? What drew you to teaching and education as a whole?

Eleanor McIntosh (00:42):
So interesting story. My pathway to education was not direct by any means. I, I always tell people that I kind of fell into it because I never really saw myself as an educator education found me. So after my post my undergraduate post-secondary adventures, which are more, mostly geared in the sciences, actually, that’s my undergraduate degree. I decided to put a pause in my life to try and sort things out, I guess you could say. And I traveled, I took I took a job teaching English, a overseas through the a program called the jet program, the Japan exchange and teaching program. So I applied got shortlisted and then got accepted to the program. And off, I went on my adventure to Asia. So I spent two years in Japan where I had never been that far away before, but, you know went along with many other educators from Canada and around the world and found myself in a small little town kind of like Pickering or Ajax in the Durham region.

Eleanor McIntosh (01:59):
And I taught English in a large academic high school cuz they do, they, they stream there in Japan. And in that experience I found my calling. I loved teaching. I loved connecting with kids. I loved being in a classroom and English is not my background, but I had to figure it out. And it wasn’t about the English, right? The English was just a part of it. It wasn’t about the English, it was about the connection and, and being in community and all, lots of other different things. And so it’s because of that experience that I applied to teachers college here in Ontario, came back and became an educator.

Sam Demma (02:42):
That is so awesome. Would you other educators who are teaching now or thinking about teaching to travel international and if so, why?

Eleanor McIntosh (02:53):
So again, a really good question because it was because of this experience that I really often encourage students and educators to travel and to use international travel or education as a gateway to learning and building, building our personal selves and verse building character because I really, we found that that experience, it, it was for me life changing. I will say that I say that all it was life changing for me. I grew as an individual. I grew as a professional at the time I didn’t really see myself at the professional, but I really grew into my professional self. And, and, and so, you know, I often talk about my international education experience as a stepping stone to to whatever you want to learning to growing. And I talk a lot about that, especially with students who are unsure, you know, take a year go and see, because you can gain so much from traveling around the world and connecting with people, which is what I found.

Sam Demma (04:06):
That’s so amazing. I found similar experiences traveling not to teach, but to play soccer. Yep. At the age of 13. So I think travel opens your mind and eyes to many things you might not hear or see, and it changes your perspectives. It gives you more tools to see the world through.

Eleanor McIntosh (04:27):
It does. It does. And it’s, it’s amazing. I think probably there was lots of aha moments in that, in that traveling. I was there for two years. Like I was overseas for two years. Didn’t come back to the Western world for two years. Because why I could come back, I’m gonna be back here eventually. Yeah. But you know, I really, I really saw the value of perspective because the world views the west their differently than the west views, the rest of the world. So that was eyeopening for me.

Sam Demma (05:09):
Tell me more about that. How does the rest of the world view the west versus us?

Eleanor McIntosh (05:15):
So we are very, as a Western society, we’re very, we’re new compared to the west of rest of the world, right. Because our, our civilization started much later than, than other countries. And I think we’re a little bit arrogant in the way that we believe the rest of the world operates or a ESP for the rest of the world to operate. And so it’s very Western centric. So, you know, it’s like the west is the center of the world and everybody else operates based on what the west does, but oh no. You know, you know, the west has its own ways of functioning and, and operating. And, and I found in particular I often got confused for being American. And so I was interrupting notions of discrimination and, and viewpoints of Americans or black Americans, even when I was traveling overseas.

Eleanor McIntosh (06:13):
But the minute I said that I was Canadian boy, the, at the viewpoint change. So the world welcomes and sees Canada as a very big partner for it around for its, for its citizens and a global participant positive global participant. Whereas it doesn’t view the Americans in the same way. Exactly. And so there was a lot of hate coming, you know, I, I heard a lot of hate for the west and we, you had to kind of separate Canada and America a little bit because really that hate was about America a lot. Right. Wow. So it was, it was really I opening yeah. Really eye opening.

Sam Demma (06:59):
Speaking of perspectives and the importance of gaining more, I’m grateful that lots of perspectives that have been very underrepresented are starting to, you know, hopefully bubble to the service and have over the past two years especially in the communities of a diversity equity. And you’ve been a champion of pushing that message forward as much as you can. What do you think are some of the challenges that have existed and to this day still exist, that you’re really passionate about speaking up and, and trying to make a change in that you think are underrepresented perspectives.

Eleanor McIntosh (07:38):
Really great question. So a couple of things come to mind I think for a long time education, public education was allowed to be ignorant yeah. To the realities of what was happening in its communities, where it was centered. You know, it was always seen as the powerhouse and there was a very clear, defined way of operating and still it’s still there. It’s absolutely still there. And so you know, George Floyd, the, the incidents and George Floyd a couple of years ago, I think served as a real catalyst for the world to wake up and for education to now participate in interrupting biased practices, discriminatory practices that have been going on forever and still continue. So it really allowed us to will no longer be silent. So those who were on the margins who were working in education, it gave them voice mm, gave them a space it gave and not them cuz I’m included in that.

Eleanor McIntosh (08:52):
It allowed us to advocate for the change that we knew we wanted to see for so long, but really we were silenced for for years. And I will say that specifically about my work in education. I never really saw a, an avenue where I could participate in challenge notions of, of racism, discrimination, oppression in the system. I felt that I really had to maintain the status quo because if I chose to speak up, then there, I would be for lack of a better word blacklisted, I would be I would limit my career possibilities, right. There would be, there would be impact to me personal impact and professional impact to me. But as the doors have widened more and more examples come to the forefront that have allowed the conversations of equity and diversity and more specifically anti-oppression to find its way into learning spaces.

Eleanor McIntosh (10:09):
And that was nothing that we ever wanted to participate in before you might have seen pockets, but they were quiet pockets. Yeah. They were people that would close their doors and do their thing quietly. But now people have opened their doors and let that freedom out into the entire school community. And that is bringing students joy because we’re not, we’re no longer harming, we’re not harming kids anymore. That harm. You’re giving students voice. You’re giving them the opportunity to say, no, I don’t want my education to be like this. I wanna make sure that it’s going to resonate with me fully and, and allow me to be my full self.

Sam Demma (10:54):
And represent the whole truth.

Eleanor McIntosh (10:58):
100%. Cause we were speaking partial truths for a long time.

Sam Demma (11:01):
There’s a book by Martin Luther king Jr. With the title. Why we can’t wait, it’s something, I might be butchering it a little bit, but it’s something along those lines. And the whole book is amazing and it talks about a lot of the movements he engaged in and why now was the time for change and why? Like we can’t be patient anymore. And I’m curious to know why you believe the reform that’s happening currently in education and, and hopefully continues to happen throughout north America and all over the west. Why is now the time and why can’t we be patient with this stuff anymore?

Eleanor McIntosh (11:36):
We can’t be patient because all kids are not succeeding. Mm.

Eleanor McIntosh (11:43):
All, all students, that’s what publication is grounded in. Yeah. Right. The success of all students, Nelson Mandela talks about that education is the powerful equalizer. Right. But it hasn’t been yeah. For so long. And so we can’t wait for more and more students to be harmed for black students, particularly black males to be pushed out of the system to end up into this pipeline into activity because they don’t feel a sense of belonging that no one is there advocating for them. So you’re right. We can’t wait. And sadly for those who hold privilege and those who have, have garnered that privilege through just by who they are, we can no longer allow those loud voices to control the outcomes of students cannot. Right. It’s time now for those who have been silenced underrepresented or marginalized to bring those perspectives back to the forefront so that we are there to, to advocate, that’s what public educators are for. They’re there to advocate for all students, not just some and the ones on the margins need us the most. And so we need to stand up for them. Now, the data’s clear, kids are not succeeding and we can’t do it anymore.

Sam Demma (13:11):
It seems like the motivation and motivation is very fleeting because it might last for a minute. It might last for a month. It might last for two months, six months. Yep. But the motivation and excitement of something happening in the world and our initial reaction seems to fade very fast. Yes. How do we sustain this change? How do we move away from motivation and decide to commit and discipline ourselves to follow through with these things? Even when it’s hard, even when the doors are open and the conversations are extremely uncomfortable, I’m not asking you for the key of this whole solution here, I’m putting on the spot, but how do we bring this back to the forefront of the conversation and continue it?

Eleanor McIntosh (13:59):
Yeah. I mean, I think there’s a, there’s a number of different ways that that can happen. From a, from a professional standpoint, I think it’s, it’s twofold, right? So from a professional standpoint we have a responsibility in schools, right. And so for this question leans more towards what is our responsibility and, and not just, not just in the way that we believe that this should be, but what is the legal responsibility? Because there is a legality, right? What is the legal responsibility that we have to make sure that this that we’re not closing these doors, that we’re keeping that at the forefront, right. So that’s the first thing. And there’s been a couple of really strong moves made by the government in order to make sure that, that that, that responsibility is clear for educators. And I’ll give you an example.

Eleanor McIntosh (14:55):
So one example is, is that the Ontario college of teachers has now advised it has now become as part of the education act that discriminatory practices are now an act misconduct for educators. That’s a bold move. That was a necessary move to legitimize the work and keep that responsibility very ever present for educators. Right. they’ve also put out an advisory relating to anti-black racism, right? Again, another bold step that allows for that high level of accountability for educators. Right. So no longer. So now as a system, we have some, some very clear lines to lean on, right? Should people decide that they no do not want to participate, that they want to give up their responsibilities to the students that we serve. Right. but I also think it goes deeper than that because we have to also lean on ed administrators, like leaders in the right leaders, leaders have to participate in, in making the space for this change to happen.

Eleanor McIntosh (16:07):
Right. We are part of that responsibility because we are also we’re educator at heart. And so from, from middle to upper management and the executive level, how are we making sure that the policies, procedures and frontline work of leaders make sure that we are advocating, educating, building awareness, right. With our staff so that it doesn’t fall to the wayside so that our, our educators feel not just empowered, but confident to entertain and engage in conversation of injustice in the classroom. Right. Because it’s not just about teaching you know, literacy and numeracy, that’s important, but we want to make sure that we are creating a world that we, that is not reflective of the current day. We wanna create a world that is reflective of what we want to see in the future. We do that through opening up these conversations in the classroom.

Eleanor McIntosh (17:21):
Right. And so that, I think it’s so it’s, it’s multiple things. And then on a personal level for people, people have to also feel as though that they are not comp that they’re not complicit in racist practice or discriminatory practices. Right. So, you know, you know, they have to choose to educate themselves, right. So how do they, how do they, why, why would I, as an educator, as a human being choose to participate in, in learning more, right. People don’t want to feel as though that they are creating barriers for people or upholding white supremacy. They don’t wanna feel that way. And so it’s also playing into people’s compassion and right. We wanna make sure that people understand that justice is for everyone, from every location, from every identity. And so by putting that and making that as a priority, right. Going, leaning on the moral compass, if you will, the compassion that everybody holds, I think it’s how you also get to educators or people to buy in right into these circum, into these conversations, even when it’s hard. Right? Yeah. Even it’s hard.

Sam Demma (18:40):
It sounds like we really can’t afford spectation or spectators anymore.

Eleanor McIntosh (18:46):
You can’t, you can’t afford to be a bystander anymore. Yeah. If you’re a by, in, or someone’s gonna call you out, like this is the thing now, right. People aren’t gonna stay silent, somebody’s going to call you out. And I have had to on many occasions, you know, engage in conversations, sometimes difficult conversations with staff about something they may have said or whatever. And again, not ill intention. I would never think that anybody is doing something maliciously. We are gonna make these mistakes, but it’s up to me and, and everybody else in the building to make sure that we are all moving this forward together, nobody left behind.

Sam Demma (19:26):
Hmm.

Eleanor McIntosh (19:26):
Nobody left behind.

Sam Demma (19:28):
What have you found helpful in terms of educational resources? So there’s an educator listening right now who is mentally deciding, not because they’re just motivated due to your passion for this topic. Yep. But they’re mentally deciding right now. Okay. I don’t wanna bystand I don’t wanna spectate. I wanna join this conversation and participate. Where should they start with their own self education or what have you heard, or even read yourself or heard other educators reading, going through, watching to learn more about the situation to inform themselves?

Eleanor McIntosh (20:07):
So reading is a lot of what I’ve been doing over the past little while, and also, you know, encouraging my staff to read as well. Right. Yeah. And presenting them with choices and options to help build their awareness cuz you’re right. We can’t do it all right. As I so a couple of, so in terms of titles, you know me and white supremacy by Lelas Asad white fragility, lot of, so I read white fragility by Delo. So a lot of DeAngelo’s work. A lot of Kent’s work you know, anti-racist education. Anything by Kent DLO Leila, sod is all very important readings to participate in because it allows us to connect with that personal side of us and push a little in terms of our thinking around what it means to be just a human being, not even just for educators, just a human being. So those are some of the things that we’ve engaged in here. And then of course there’s any number of videos and media pieces that are all put together by again, people who are doing this work that allows us to build more awareness about the issues that are at the, the forefront of this. Right.

Sam Demma (21:25):
Yeah. Awesome. Thanks for sure. What personally on all fronts of life and education, not only with this topic, but what keeps you personally motivated and hopeful to show up every day with your energy and continue doing this work?

Eleanor McIntosh (21:40):
Yeah, so a few things, when I, I decided to become an educator, I came back to Durham where I part when I, where I went to school and, and was raised, I came back to Durham because I wanted to make sure that other students who were in our system didn’t have to experience some of the injustices that I experienced as a, as a young woman. Mm. The young black woman growing up in, in the Durham region. So it was really important for me to be active as an active advocate, right. To interrupt those, those injustices, that was really important. You know, I wanna make sure that I’m actively participating in state in change and not being complicit. And that, that, that, those aha moments, those, that feedback I get from teachers, from students that what we are doing is working definitely keeps, keeps the fire lit for me.

Eleanor McIntosh (22:41):
Mm. You know, when I hear that positivity, when I hear, you know, student voice coming to the forefront, definitely that that warms my heart. It really does to know that I’m, that I’m making those connections really strongly for, for our students. When I, when I see a student turn the corner that’s huge, huge for me because I I do this work for students. I do this for that next generation who is going to do amazing things very much like yourself, Sam, right, who are doing these amazing things that you know, 10, 15 years ago, we couldn’t even imagine, right. It is students that are going to create change for the future, right. We, it is, it is, it is this generation, your generat that, that are going to make that change. And so it’s really important that we empower them to do so. And the last piece in particular is at some point in my career, I became a parent and I have a young daughter a young queen. And you know, I definitely, I’m a young queen. And you know, I wanna make sure that the path is very clear for her coming in, into a system where I know there is injustice. So she is my light every day. And the one who helps to make sure that I am staying focused on the work that needs to be done, because I don’t wanna ever ha have my daughter to come home and tell me that she wants to have blonde hair and blue eyes again.

Sam Demma (24:24):
Amen. That’s awesome. Thank you for sharing that.

Eleanor McIntosh (24:28):
Yeah, no problem.

Sam Demma (24:30):
If you could if you could take all the experience you’ve had in education, bundle it up, walk back to when you first started teaching, tap yourself on the shoulder and say, Hey, this is what you need to hear right now. What, what advice would you have given your younger self?

Eleanor McIntosh (24:54):
Yeah, that’s another good question. I always, I always ask myself, I have learned, I, you know, when you, when you know better, you do better. And I, and I definitely have done better. So I was gonna go back to myself. I would definitely say, make room for, to connect with students, build community it’s community that signals belonging and value for kids. When you have that belonging and value, you get engagement. When you have engagement in the classroom, learning happens when learning happens, success happens. So I would make sure that I would tell my younger self to put aside. There are times when you need to put aside your plan and you need to make sure that you are bringing conversations that matter into the classroom.

Sam Demma (25:48):
Mm.

Eleanor McIntosh (25:49):
I really wanna encourage, I would really spend that time. I was a math and science teacher. So sometimes it can be very linear right in the way that we think. But I think, you know, sometimes we have to take risks, right? I I’ve, I’ve become a risk taker as I’ve, as I’ve matured in the profession. And I would, I would try to take more risks a little bit. I would try to make sure that I’m also using my voice, cuz I didn’t use my voice in those early years. I was too worried. I would use my voice as a vehicle and a platform to advocate even when it was difficult. Even when I fell, felt scared, even when I was fearful.

Sam Demma (26:32):
That’s awesome. Right.

Eleanor McIntosh (26:34):
I would do that.

Sam Demma (26:35):
Thank you so much for taking the time to come on the show. Talk about your experiences, talk about your beliefs and philosophies and share some important follow up on all the things that have happened over the past year or two years. If someone’s listening, wants to reach out, collaborate with you, ask a question, brainstorm some things. What would be the best way for them to get in touch with you.

Eleanor McIntosh (26:59):
Best way is to reach out to I’m not see super huge on social media to be truthful. So I’m on LinkedIn. That’s the one platform that I’m on. So you can look me up on LinkedIn for sure. And then look me up at Ajax high school for now or through the DDSB email’s always great. I’m always open to doing the good work and getting into good trouble with anybody who wants to do that.

Sam Demma (27:22):
Cool. Oh no. It’s thank you so much. Keep up the great work and we’ll talk soon.

Eleanor McIntosh (27:26):
Sam, it’s been a pleasure. Thank you so much for having me on the show.

Join the Educator Network & Connect with Eleanor McIntosh

March 25, 2022 by Sam Demma Association Director Experiential Learning Founder and CEO Principals Student Leadership Student Success Teachers 0

Andrea Taylor – Principal at Gary Allan Learning Centres for Adult, Alternative & Continuing Education

About Andrea Taylor

Andrea Taylor (@GaryAllanSchool) is a Secondary Principal with the Halton District School Board and she is presently responsible for the Gary Allan Learning Centres that offer Adult, Alternative and Continuing Education at 5 different locations across the region. Andrea began her career 32 years ago as an elementary school teacher before moving to the secondary level as a biology teacher and department head.

In 2003, Andrea was promoted to the role of Secondary Vice-Principal and in 2012, she became the Principal of M.M. Robinson High School in Burlington where in 2017 she was recognized as one of Canada’s Outstanding Principals. As an outdoor enthusiast, Andrea believes that experiential learning can lead to some of the best educational moments for any learner at any age.

Taking learning outside, or even out of a classroom, can allow a student to think more broadly and creatively about the world around them.

Connect with Andrea: Email | Twitter | Website

Listen Now

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

Resources Mentioned

Gary Allan Learning Centres

Halton District School Board

Bridges to Success Programs (BTS)

Steve Jobs’ 2005 Stanford Commencement Address

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):
Andrea welcome to the high-performing educator. Huge pleasure to have you on the show this morning, please start by introducing yourself.

Andrea Taylor (00:10):
Well, hello, I’m Andrea Taylor. I’m the principal of Gary Allen learning centers within the Halton district school board. So I oversee four campuses, five campuses across the region that deal with adult alternative and continuing education for the school board.

Sam Demma (00:24):
How did you get into adult education? Tell me a little bit about the journey that brought you to where you are now.

Andrea Taylor (00:31):
Well, it’s not my first principalship. My first principalship was at a regular high school M.M. Robinson from 2012 to 2017. And this is my 32nd year in education. So I guess after my five years there, I wanted something a little different. And so this was one of my career profile choices. And so I came here in 2017, so I’m in my fifth year of it. So I’m not really sure that I had any vision for adult education. However, it has been a really nice experience for this time in my career. So I’m, I’m really enjoying seeing how adults who may not have enjoyed their high school experience, know that there’s a way in which they can come back and get their diploma. It’s a, a very very inspirational job when you give them a diploma and they’re 45, 55, 65 years old. And you’re never too old to, to get the diploma.

Sam Demma (01:33):
So that’s awesome. I think it’s such a unique school to be working in filled with inspiration. It sounds like it’s a very rewarding position. What it’s tell me a little bit more about the position itself and what you do in the school and why, why, why it’s been inspirational for you?

Andrea Taylor (01:52):
Well, I think it’s been inspirational because alternative education is what we run in our day school, plus adult credit programming. So alternative education for those students who are completely disengaged with the high school career for many different reasons. And they need to be, you know, they benefit from being out of that sort of trigger environment, quote unquote. So we have a step program which is secondary teen engagement program here in Halton, across four campuses, one in Burlington, Oakville, Milton and Georgetown. We probably have a hundred and about 150 you know, spread out throughout the region who do face to face instruction. We also run an alternative program called bridges to success for the over 18 year olds who may start to be a little older than wanting to be in high school. And, but they’re close to graduating. So it’s completely online.

Andrea Taylor (02:48):
So between those two programs, we really work to help students get their diploma. And we’re very well supported. The school board is very supportive of the alternative education and students who may have been lost and, and not return know that they have a safe place to come and and, and, and learn skills, learn coping skills and develop some positive confidence to then, you know, face the world. And a lot of these students, not all of them, but some of them, you know, live on their own and we assist them in navigating those social organizations and community supports and keep that diploma as a focus for them. And then they also know that if they age out because one under the age of 21 has a right to an education in a, in a school, but they know if they age out and they’re over 21, they can stay with Gary Allen learning centers and become one of our adults to get their credits and finish off so many, many success stories in many different ways.

Andrea Taylor (03:55):
Some say, you know, that’s, that’s it Ms. Taylor? I’m 18. I gotta go work. I’m like, okay, well you go work, but then you come back to us because they know they get equivalency credits for their life experiences too. So there’s inspiration everywhere and the way the teachers work with the students. So stories of adults who come back, they may have developed a career. You know, they left school early, but they now have their own children and they don’t wanna be a hypocrite and say, you go get your diploma. You need to get your diploma. And they turn around and say, well, mom, you haven’t gotten yours. And I’ve had parents and children graduate together. And I sh you know, to shake their hands at commencement. So yeah, a lot of different things that happened. And then the new program that we brought into our learning center is for newcomers. It’s the language acquisition programs link ESL FSL for newcomers. And within a year and half, we already have over a thousand learners. And that’s non-credit, but allows them to, to gain language proficiency, which then would allow them to move into our adult credit program. So newcomers can then get their Ontario diploma. So we have a number of different vehicles and avenues within the school board to meet the needs of a wide variety of learners.

Sam Demma (05:12):
What is the step or steps program? Tell me a little bit more about that as well.

Andrea Taylor (05:16):
So the step program is the secondary team engagement program. It’s been with the board for an number of decades now. It has been fine tuned over the last couple of years. It’s it has about two or three classrooms, two classrooms at each site, smaller setting it’s supported with child, youth counselors and social workers. And EA our staff are very well trained in trauma informed classroom instruction restorative practice. And we welcome students. It’s it’s continual intake. So we run it as a positive parallel program to your traditional high school, so that our colleagues, when they know that they have a student who is not engaging, has high absenteeism has sometimes high social anxieties can’t handle the big craziness of the high schools. They’ll do a referral to our program and the first year that we have them, the step, the E and step really stands for engagement.

Andrea Taylor (06:20):
We try to engage them, build trust relationships. A lot of times the students don’t trust the educational system. It hasn’t helped them. It’s been more of a burden. And so we really work on that people to people skills. The next step is to in sort of expand them and into experiential learning. We have a TRX program, which is for trades. It’s a, it’s a woodworking shop here at the main campus in Burlington. And so the students become very creative, build everything from paddles to desks, to whatever they want. And some have gone on to the trades of that, that encouragement. And then the final step to it is when we’ve had them for a few years, we expand them into experiential co-op community co-op they may go into the bridges program to do digital learning. So they see what it’s gonna be like at college and university.

Andrea Taylor (07:15):
And many of our students will have post-secondary plans, but we really have to unpack, I guess, the harm or the, the reason for being disengaged from high school any distress or anxieties, we try to, to work with the student and the families to, to make it better for them. And and, and then, so we do get a, a number of really good success stories. Yeah, I could, I, I could spend all day telling you a number of the stories, so that’s step and, and some students do come to, to us and they feel better and they have those skills to go back into their homeschool. So they may reengage. So that’s why we’re a parallel program for the high schools, but other students stay with us and graduate from, from here as well, or they go onto the BTS or they, they may become our adult credit students as well. So we never really say goodbye to them. We really help them until they, until they graduat. And even when they’ve graduated, they’ve come back and been speakers sometimes for our kids. Just say, there’s hope don’t give up.

Sam Demma (08:23):
That’s awesome. Is BTS the bridges program. And how does that differ from the step program?

Andrea Taylor (08:28):
So bridges to success is really for the 18 to 2021 year olds it’s completely online so that you need to be of a more independent student. And self-directed, it is continual intake as well. So our teachers have a combination of step classes and a bridge class completely working online. And and so some of those students may have already graduated high school. They may be an an OSS D grad already, but they’ve found that they don’t like the pathway they’re on. So they, they come back and they change their pathway, change their courses, do their upgrading. Maybe they’ve taken a year off before post-secondary and wanna get their marks to be higher. And so those students are older and, but they’re still under the age of 21. And and so again, it’s a nice piece for us. If we’ve had a student for a number of years and they’ve developed independence and reliability and they can get their work done, then we move them on to a bridges program because that’s kind of what they’re going to see. And we didn’t know when we devised that, that the world would be at one point a hundred percent online. Yeah. So we were kind of positioned well for that, but our teachers and our students have really done well by that program.

Sam Demma (09:48):
At what point in your own career journey did you realize education is what you wanted to do with your life and how did you come to that realization?

Andrea Taylor (10:00):
Oh, I don’t know. I was a competitive athlete when I was younger and did all the sports in school and I’ve coached and I’ve always coached when I was younger, you know, I’ve, I’ve just been helping others and instructing since I was probably 14. And when I was at university, I I really wanted to go into med school because I had some really good doctors, sports medicine, doctors help me. So that’s what I really wanted to do. But in third year university, I realized I couldn’t afford med school. So I went my other love of sports and PhysEd and health biology. So I went on to teachers college with no regrets and have a, you know, my specialty, my specialists are in phys ed and biology. And that’s what I became. I actually started in elementary school.

Andrea Taylor (10:48):
So you know, sometimes things work out for you and you don’t even know why until you look back. And so I don’t regret going into education. You know, I started in, in elementary, so I I’ve taught every grade from grade five to OAC or to 12 U biology. Nice. before going into administration. So it’s it’s been a nice journey. And as I said, you don’t always know. So you know, I got into education kind of by default, and then I’ve been blessed along the way that opportunity has just come up. And, and I’m a person that doesn’t wanna say what if down the road. So, you know, you give it your best shot and you do in my mantra is to live, do well by the people I’m responsible for. So, you know, as a teacher, you’re responsible for the kids. And as, as an administrator, you’re responsible for staff and kids and parents. So you just, if you continue to do well by the P people you’re responsible for, then I find it’s worked out well.

Sam Demma (11:42):
Steve jobs has this quote in his 2005 Stanford commencement speech, where he says, you can’t connect the dots looking forward. You can only connect them looking backwards. So you have to trust that at some point in your future, the dots will connect and what you just shared made me think of that. And it makes total sense. When you think back on your career in education and all the different roles you’ve worked in, what are some of the experiences you went through courses, mentors, you came across, anything that’s been, you think helpful over the yeah. That’s, you know, putting you on the spot here and that’s a, a long career to pull from, but I

Andrea Taylor (12:22):
Wasn’t one of your questions that were, you gave me.

Sam Demma (12:25):
I know

Andrea Taylor (12:27):
But that’s okay. I still have a good memory. I was just, just speaking to one of my, I mentors this morning, you know people that I I have known throughout my 30 plus years here at the board. And you just learn, you, you learn who it is that are your critical friends and people that you can rely on and, you know, our role of, of maintaining pro professionalism, but we also are still human. So there’s times where you need those critical friends and, and safe places to just be you because you have to, to let it out. But I guess, I guess the, the, I would say, and I said this to some people, but I think back the most pivotal year I had was my fifth year of teaching at the end of my fifth year a teacher, I was surplus.

Andrea Taylor (13:21):
And I was told I had, you know, I got picked up at another elementary school and I was teaching grade five and, oh my goodness. So I had to go and get my junior qualifications. And I thought after my first day of teaching grade five, I was about to quit. And I was like, oh my gosh, a little old, I don’t, I don’t know what to do with these 10 year olds. And they ended up being the best class that I had. I have had former students from that class contact me and they’re doing well, but what I learned from that and surviving that year with these grade fives and then moving on into secondary, and then moving on to adult tell you, is that everybody’s a 10 year old, they’re just in bigger bodies. So, you know, they all need purpose and, and belonging.

Andrea Taylor (14:06):
And you know, I had to take a special ed course because I had so many identified students and I had a couple students with cerebral palsy. And in that class, you know, we just lowered the net to play volleyball. One person was in a wheelchair. Just learned so many things from that class and that experience and that’s taking special ed one is why I was able to move into secondary, to, to teach a course for students, with autism in science. And so things happen along the way. And, and as I said, you just do well by the students you’re responsible for, but I, I still think of that sometimes I’m the 10 year old and I’m like, I need, I need to talk to someone. So, you know, we’re all we’re all 10 year olds just in bigger bodies. And we just need to remember to listen to each other and, and not judge. And they taught me so much. I, I did not know that 10 year olds could be so responsible.

Sam Demma (14:58):
Yeah. They’re

Andrea Taylor (14:59):
Just amazing, amazing age.

Sam Demma (15:01):
I love that. And right now education looks a lot different, maybe not so much for the online learners that you’ve already had in the past, but for the in person with the challenges of the pandemic and the rise of so many important conversations education looks different. What do you think some of the opportunities are maybe to change or to improve over the next couple of years?

Andrea Taylor (15:29):
Well, anytime you’re, you’re given challenges you know, it’s kind of almost like a, not a correction factor, but when you’re given challenges, you really have to back up and, and, and take a look at the big picture. And a number of my colleagues will laugh, cuz I always have sayings for things, but sometimes when you have challenges, you hang on too tight, you’re hugging the tree too close. You’re looking at the bark and you can see the ants, you know, mark through the Bart and, and it’s really cuz you feel like you have to hang onto something where sometimes, you know what this is maybe out of our control. So I’m gonna back up completely and go and see the whole forest. I’m gonna get to higher ground. And I’m gonna look at the whole forest and say, you know what, I, I need to take a different path.

Andrea Taylor (16:07):
I need to go this way now. And so I’m hoping that with education, we’re not hanging on all so tight. And we, we look at it and say, okay, what have we learned? What are the good and, and the good thing is that, you know, when I taught three or four U biology and I had a student with mono, they might lose the whole semester because they couldn’t, they were in the hospital and they didn’t have the energy and, and they had to come back and have to drop out for a bit and come back the next semester, we didn’t have a way to just move and maneuver things online and keep the work going to them. Right. so the hybrid approach to, to education is important. But I, I also think when you back up, you start to look at what are the priorities and what is education.

Andrea Taylor (16:50):
What’s the difference between teaching and transferring knowledge to educating the mind and education doesn’t have to come out of a book education, doesn’t have to come out of a digital screen education, you know, looking at how you best learn and wanna be a lifelong learner. And we need to take the opportunity right now to say, okay, what has worked really well? What can we change? And, and what can we continue to do that the students really need to learn about themselves and others to be contributing citizens to a society once they graduate. So I think the opportunity is, is to step back and just go, okay, like, you know, we’re gonna, it’s a virus, we’re gonna have to live with it. We’re gonna have to learn to manage it. But in that, how do we continue to, to help the child’s mind develop the youth’s mind, develop stay positive. Things will get better. They may be different, but will be okay and people need to, to know that. And and we will get through it. And, and so education has the opportunity to, to open its mind and go, how do we deliver this information? Are we doing it in the best possible way?

Sam Demma (18:02):
You mentioned near the beginning of the interview, sometimes you would have former students alone come in and share their stories with the current students. And it would generate some hope. I think hearing about success stories during challenging times is a great way to generate hope. And I’m sure there’s so many success stories that have come out of your, you know, school at the adult learning education center. But when you think of some of the students who have made significant changes and improvements are there any specific stories that stand out and you, if it’s a serious story, you can change their name for privacy reasons. But I’m wondering if there’s any specific story that sticks out in your mind about a student who had a serious change, and positive change.

Andrea Taylor (18:52):
Oh yeah. There’s, there’s there’s many, but I have to be very mindful. I, I do wanna protect privacy. Yeah. but what I will say I think because of the way our, our step program is with continual intake and itself pace, so students go at their own, right. And so some of them that come to us that are completely credit deficit as we call it we’ve had there’s one in particular. I won’t go into details cuz I don’t want anyone to be a BA because it’s quite unique coming out of the, you know, the GTA, the Toronto scene. Yeah. you know, know getting towards 18 and having very minimal credits. And I don’t even know if they were double digit credits, but once we were able to get through that step one of relationships and you can trust us and we’re here for you and we’re not gonna give up on you.

Andrea Taylor (19:50):
And we’re, you know, we’re working with your family as well. And they be, wow, these people are not just bail on me. They’re not just saying, you know he was able to get 10 credits in a year. He was able to do some equivalencies. He was with us for about two years and came to us with no, no sense of purpose or where he wanted to be. And when last year in the middle of COVID, of course we had couldn’t have commencement of how all was virtual, but we did have some students who were able to come back and, and get their diploma and I would have my mask on and I would meet them outside and I would give them their diploma and F them. And it was very rewarding to go from a young man that you worried would’ve ended up maybe incarcerated or, you know, there’s sometimes I worry about if my students are going even make it to their 20th birthday or 21st birthday, but because of our staff and, and, and our support staff, social workers, everybody who works around these, these very you know, challenging students are, but they’re just products of their, of their their environment in sense.

Andrea Taylor (21:09):
Anyway, it was just so heartwarming to give this young man his diploma. And I asked, what do you wanna do now? And he says, I think I wanna be a plumber and I’m absolutely go and do it. The people are so needed. Everybody has

Sam Demma (21:24):
Well, its

Andrea Taylor (21:24):
It’s awesome. And, and so, you know, that, that gives our staff hope because some of our students are so fragile and, and they’re human and you, you, you just wanna wrap around them. And that’s, our focus is to do wrap around learning and support and, and get them to that graduation where they can then stay and articulate to you. This is what I wanna do. This is what I wanna be, where when they first come here, they’re like, I don’t know. I don’t know. Right. I don’t know. And that’s, that’s the beauty of education is, is helping a young person know where they may wanna go. Now it might change that journey might PA you know, like mine, I thought I might be going into med school, but I went into education, but they need that first encouragement, nudge, and support to do that. They don’t have all the answers right now. And that’s what as role models as adults, as educators, we need to do that for them.

Sam Demma (22:20):
That’s such a heartwarming story. Thanks so much for sharing that.

Andrea Taylor (22:24):
Yeah. Yeah. There’s been other ones where I’ve run across a student and you know, heard, they had been in, had done some time. And, but I was just so pleased to see that they were alive at sometimes you have students that go through and you’re like, I’m just happy. You’re here with me right now. So it’s, it’s, it’s all good. And and that’s, you know, education is around out the people and that’s the important part of it.

Sam Demma (22:52):
Hmm. When you think about your experience throughout education, you’ve already shared some great learnings and feedback, but if you could take all of your experience, go back in time to your first and second year, third year teaching, you know, tap yourself on the shoulder and say, and this is what you needed to hear. What advice would you have given your younger self or also someone who’s just starting to get into this profession?

Andrea Taylor (23:26):
I think that kind of goes with one of the questions you gave me about, you know, mistakes that you made and what I’ve learned from the, I think I would tell myself more and more, listen, listen more. Sometimes the things we think in our head, people aren’t always ready to hear it and you have to listen to the people, whether they’re peers or your, your superiors or your students, wherever you fit within the educational system, but really listen without judgment and don’t jump to conclusions. And but then know if you have something that that’s important to say, you plan out and pick the proper time to say it and in, in what manner to say it. So I have had mentors and people along the way who you know, jokingly, I can come out like a bulldog sometimes and because I become passionate about some things.

Andrea Taylor (24:21):
And I think if I’m so passionate about it, I’m gonna make you so passionate about it, but they are not ready to hear it in a way. And so I’ve, I’ve learned to, to slow down my conversation. So if I could go back to, oh my God, when I was turning to, I was 24 turning 25 when I started, oh Lord. I would be just saying, slow it down, Andrew, just slow it down and listen. And, and you know, not wanna qua the passion cuz that’s just who I am. But yeah, we sometimes in education always have answers for things and sometimes we don’t have the answers and we need to give ourselves permission not to have the answers and listen for it. Someone else may have it. Right. And that’s what I would say. It’s just slow it down and and, and listen for sure.

Sam Demma (25:08):
That’s awesome. Thank you so much for digging back. That was also for anyone wondering a non-planned question.

Andrea Taylor (25:17):
You like, you just put me on, you put me on the spot, which is kinda like my job, you know, there’s you come thinking you have your day planned or nothing planned or whatever, and all of a sudden it, it takes own path. Right. And you just gotta go with it.

Sam Demma (25:28):
Okay. Yeah. I appreciate you sharing and taking the time today to come on the show. Talk about your experiences, a little, a little bit about the school you work at and some of your philosophies around teaching and education. If someone is listening has a question for you or wants to reach out what would be the best way for them to get in touch with you?

Andrea Taylor (25:47):
Best to email me (taylora@hdsb.ca)

Sam Demma (25:49):
Okay, perfect. I will make sure to include your email in the show notes of the episode as well, or the article that we put together and they can, they can find the email there when it does get released. Thank you so much again for doing this. Keep up to great work.

Andrea Taylor (26:02):
And thank you. It’s been a pleasure. It’s made my morning. I think it’s made my day. So I thank you, Sam.

Sam Demma (26:07):
You’re welcome!

Join the Educator Network & Connect with Andrea Taylor

March 23, 2022 by Sam Demma Alternative Education Department Head Experiential Learning Principals Student Leadership Student Success 0

Nicholas Varricchio – Principal at M.M. Robinson High School (HDSB)

About Nicholas Varricchio

Nicholas Varricchio (@MMrPrincipal) is the current Principal of M.M. Robinson High School of the Halton District School Board located in Burlington Ontario. Nick’s career in education has spanned 24 years – 12 of which as a Principal. Nick has taught in 3 different school boards across Ontario both in the Catholic and Public systems, with experience in both the elementary and secondary panels.

Nick has earned a Master’s of Education from York University, a BEd. from the University of Windsor and his Honors BA. from the University of Waterloo.

Connect with Nicholas: Email | Twitter

Listen Now

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

Resources Mentioned

M.M. Robinson High School

Dr. Frank J Hayden High School

Solution Tree – K12 Professional Development

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 (00:02):
Nick welcome to the high performing educator podcast. Huge pleasure to have you on the show here, please start by introducing yourself.

Nicholas Varricchio (00:11):
Well, my name isNicholas Varricchio. I am a secondary school principal with the Halton district school board, and my current work location or school is M.M. Robinson high school. And thank you Sam, for allowing me to participate in my very, very first podcast. So if I stumble and hum and hall a little bit, please excuse that, but I’m excited about this opportunity and thank you for hearing my story.

Sam Demma (00:38):
Thank you for saying yes to this opportunity. I appreciate you may the time to come on the show. Why don’t you start by sharing a little bit about what brought you into education and maybe even explain how you came to realize that education was the career that you wanted to get into?

Nicholas Varricchio (00:58):
Well to be quite honest, I stumbled into education. It wasn’t something that I had planned as a, as a, as a kid or as a teenager, I, I stumbled into it. And you know, the reason why I, I like doing what I do is not because I’m crazy because a lot of people do think being a teacher or a principal today is to, especially during the pandemic, we ought to be crazy. Yeah, but I’m not, I can assure you. I feel that there’s no better place to stay young, energetic, and in tune with the world and the direction of the world, other than being in a school, you learn a lot from kids. They are, are the future. And if you enjoy working in a very fast paced environment with complex situations and you enjoy inspiring others to help evolve the world to be a better place, then absolutely.

Nicholas Varricchio (02:02):
There’s no better place to work than being in a school. What, whether it’s a teacher or a principal secretary, or even custodian, the kids of today will definitely keep you hoping and young and who doesn’t wanna stay young nowadays. Right. But I stumbled into this particular job, you know, as a, as a kid, I, wanted to be a rock star. I’m a musician and a drummer and still have music as part of my life. And although on the surface people might think that, you know, being a principal and a drummer and a, and a rock band are totally different you know, practices or careers, but, you know, I’ve thought about this for many years. You and I come to realize that, you know, I, came into schooling or education because of music, really, even though I’m not a mu I wasn’t a music teacher you know, musicians have a story to tell they like making connections through their music, which is a language and, and teachers and educators have a story to tell both musicians, both educators feel that their stories can inspire and make the world a better place.

Nicholas Varricchio (03:18):
So I think it, it, for me, it’s a, a very good metaphor to help explain how I stumbled into education.

Sam Demma (03:26):
I appreciate you sharing and think it’s so awesome that you still pursue your passion of music. Do you actively continue to play in bands today?

Nicholas Varricchio (03:38):
I do not as my much as I used to when, you know I, I was a young teacher or even a vice principal, but as a principal, I still do. Of course, the, the music industry is somewhat shut down today and has been for the last 18 months or so. So obviously no currently, but it’s definitely a something I continue to to do in my own house on my downtime gives me a definite a definite outlet. My wife is also a singer professionally, although she, she works for a, a big bank as well. She tends to be more active in music today, despite the pandemic challenges than, than myself. But you, yes, to answer your question, I, I still have music on, on, on the radar and hoping to sort of get back into that a little bit more formally once we’re behind once the pandemic is behind us,

Sam Demma (04:32):
You mentioned stumbling into education. You know, your first dream was to get into music, but you stumbled into education. Can you explain a little bit behind that stumbling journey or at what point you realized education is something I would like to do? And then what did the path look like from that moment?

Nicholas Varricchio (04:51):
So you know, I, believe that kids fall into two camps when they’re you know, pursuing their education or the school system one camp is that kids know exactly what they wanna do, or, or at least they think they know what they want to do post secondary, you know and they pursue it. And then there’s the other camp where, you know, kids have no idea what they wanna do post Canary and both camps are okay. I was in the latter camp. I did not know that I wanted to be a teacher. I did like music and wanted to dabble into that a little bit knowing full well that, you know, to make a real good go as a, as a career to let live off that most certainly would be a challenge for many people. And so I decided to, you know, continue with schooling after high school while I still played music.

Nicholas Varricchio (05:58):
And while, you know, I had my part-time job in the retail sector. And you know, when I entered university, I dabbled into all subject areas because I didn’t really know you know, what I wanted to do. And I wanted to see if I could keep as many doors open as possible, should the music not play out the way I thought and hoped it would. So that was in around the time where it was very difficult to get a teaching job. There was a surplus of teachers. And so I decided to take some time off after my four year degree, just to kind of play music, supplement my income with the retail sector and go from there and see what happens. And then after about a year and a half doing that, I kind of got tired of being around a bunch of Grammy guys, playing music in some bars.

Nicholas Varricchio (06:53):
And so I thought, okay, I’m, I’m gonna, I’m gonna, you know, apply to teachers college. And just the, to see where that goes. And it was very competitive to get into teachers college, but I made a commitment to myself that should I get, go get into a, a, a program, I’ll give it a shot. I got nothing to lose. And so I did you know after I completed my four year degree at the university of Waterloo you know, I, I eventually got into the university of Windsor for teachers college and during my first practice teaching assignment at WD low in Windsor, Ontario, I loved it. It was, it was the kids. The kids kept me hopping. I shared with them, you know, some of my, my, some of my journey with music and made a connection through them. And, and and that helped me, you know you know, get through the curriculum with the kids and keep them engaged, you know, developing those personal relationships.

Nicholas Varricchio (07:44):
So being able to, you know, share some personal stories with kids to, to engage them and using those stories to you know, work through the curriculum, I think was is key and was key for me. And so that’s how I kind of stumbled into it. Once, once I finished teachers college, again, there was still that shortage of of teaching opportunities. So again, went back into music into retail and did that for a few months. And then I thought, okay, I, I think I’m ready to at least apply. I think I have the maturity now to apply and let’s see where it goes. And so I applied to, you know, pretty much all the GTA boards and the Halton Catholic board was the first board to give me a chance. And you know, I supply taught and then quickly got out, got, got an LTO that evolved into, and to an, a, a, a position in an elementary school.

Nicholas Varricchio (08:45):
And I, I took it, you know, even though my passion was more of secondary and my experience in teachers college was secondary. I took the opportunity and, and it was a great opportunity that is for sure, but strange enough you know, a few months later I got a call from the principal at St. Francis Xavier, which is in Mississauga for a full-time geography position at their high school. And I never applied to that school. I applied to the Catholic board for a supply teaching gig, you know, several months before, but you know, the principal called me and I thought, man, that was pretty strange. And it was an odd time of year. It was like, you know, the third week of February and, you know, the teachers across the province were just coming off the major strike during the Harris days.

Nicholas Varricchio (09:37):
And so I went for the interview and, you know got the job. And I was in din field for quite a few years. And it was strange because that opportunity presented itself because the the permanent teacher, I guess, decided to marry some guy overseas and didn’t return to the teaching job. So, you know, the, the, I got that opportunity and I, because of somebody else’s best luck in a marriage. And it was a strange time. And I was with din peel for six, seven years. And you know, I was I taught at C I was just gonna zag another big, big high school in Mississauga. And then from there, I came to the Halton ditches school board, which which is actually home for me, I’m a product of the Halton district school board. My K through 12 experience was through the Halton ditches school board. And ironically very ironically the high school at, I graduated from 25 years later. I became the principal of that school at a time when many of my teachers were still there. And I, I wasn’t the best student. And most certainly, if you had asked those teachers if they thought that I would become a teacher or a principal at the school where they worked at, they would look at you like you’re crazy, but the world is a crazy place and a funny place. And that’s my stumbling into education journey.

Sam Demma (11:10):
You mentioned your belief about this idea that students fall into two categories, those that are so certain and, and know what they wanna do with their future and those that are not so certain and like yourself, I feel like I fell into the latter category of not a hundred percent being sure. How do you think we help those students that are unsure, you know, as a principal and as a teacher, how do we also support those students who are unsure, think about maybe what you would’ve needed when you were a student.

Nicholas Varricchio (11:45):
So, you know, and I know there’s gonna be some people who hear this podcast, who, who will adamantly disagree with me, but I, believe that it’s perfectly fine not to know exactly what you want to do as a young person. Mm. And I also believe that to help those young people who are not certain, what they wanna do is to highlight for them that it’s perfectly okay, because that will help take the edge off in some of the anxiety that they might be experience experiencing on not knowing exactly what they want to do. I always say to the kids, Hey, look at it this way. If you’re not sure what you want to do, and you spend an extra year at school, that means one less year that you’re, you’re having to work for a living. So, you know, I, say to kids, don’t worry about it.

Nicholas Varricchio (12:38):
Just, you know, if you’re not sure, just try a little bit of everything, something will, something will spark your interest and, you know, and once that spark happens, continue to spend more time and energy in that area. And it, it, something will emerge for you most certainly. So I, I think, you know, to help kids understand that it’s perfectly fine, you know, say that to them, be transparent with them. And again, you know, some people will disagree with that. Because you know, there’s so much pressure on kids nowadays in selecting the right courses is early on in their career to leave the doors open, which, you know, you wanna leave doors open for sure. But I think it’s perfectly fine and normal not to have a concrete plan for your next step in university, but I think if you, if you prepare kids and, you know, take that layer of pressure off of them I think they will appreciate that and understand that that’s just a normal process of growing and learning and moving on in life.

Sam Demma (13:45):
I personally agree with you and relate, because again, I was the student who wasn’t sure who maybe got three years of no work because I, I took a great third a gap year and a year off before deciding what I wanted to pursue professionally. So it’s really refreshing to hear that perspective coming from a principal as well. What do you find most rewarding about your work in education?

Nicholas Varricchio (14:18):
I, think, and often the reward is not an immediate reward. It could come days, weeks, months, and maybe even years after it’s, it’s seeing hearing or understanding that some of the work that you’ve done, whether it was directly with a student or a specific class or some of the work that you’ve done with the staff in your building or some of the work that you’ve done collaborating with central board staff, the reward for me is that I see that some of the energy input and voice has been acted upon and, and influenced others, processes, products or paths for kids or for staff that evolves schools systems and helps kids grow to be better people. Hmm. So I, that is, to me, the most rewarding bit is seeing that, yes, my work, my voice had a positive change for the better in education for kids.

Sam Demma (15:41):
And along your journey as an educator, I’m sure there’s been teachers, mentors, people that have poured into you and, and helped you, who are some of those people that come to mind and what did they teach you or share with you that you think was impactful in your journey of, you know, becoming the best educator and role model or, or principal that you possibly can be.

Nicholas Varricchio (16:07):
So, you know, I two things I’ve always had connections with teachers who am evolve themselves outside the classroom like through extracurricular, for sure. But also those teachers who had incredible stories and a gift to tell a story, to engage kids, to keep them captivated and listening and learning and class. I also, I also think that you know, my parents and I think this is probably, this will probably echo for a lot of people too. My parents were probably my best teachers throughout my life, and my mom Conti continues to be my best teacher in my life and together between, you know, my parents and my parents and my teachers throughout my school journey have always encouraged and, and foster this sense of, to ask some real crew critical questions. And don’t be shy from asking real critical questions.

Nicholas Varricchio (17:24):
That’s what I’ve learned. And, you know the power of partnerships are very important. And I I’ll give you two, two examples of, of partnerships with team parents and teachers that as, as a, as a kid, you know, if something happened in the school and I was directly involved in this incident, I tell ya I would go home. And of course, I’m not gonna say anything to, to my parents. And my mom would say, well, anything happened at school today? And I’d be like, Nope, Nope, no. And then she would throw it in my face. Right. And I would always wonder, how did she know? You know? And you know, she all always used to say, and I remember never lie to your mother. Your mother will know everything. The fact is my mother used to work for Loblaws and she was a cashier and the teachers would deliberately go through her line to share some of the things that were occurring in the class.

Nicholas Varricchio (18:25):
Now, whether they op, whether they deliberately shared to throw me under the, a bus or my mom would ask them, you know, keep the pulse of of of what was happening in schools, either way the partnership was there. And you know, funny enough, you know, again, when I came back to be a principal at the school we had a good chuckle with some, some, some of that, you know, cuz you know, here’s me being the principal and of the school and knowing that office space quite well from 25 years earlier. So very interesting. That is for sure. So the power of partnerships is definitely important. And in fact, my mom also volunteered in, when I was a, a high school kid, volunteered with the auto shop teacher. Now she claims she just volunteered because my dad was useless and didn’t know how to change a tire. But I have a feeling that I have a, I have a feeling, she did that to kind of keep an eye on what was happening in the school. So, you know you know, those teachers who had good connection or I felt I had a good connection with were those who actively got involved with my life, both inside and outside the classroom and through building partnerships with my parents.

Sam Demma (19:37):
That’s awesome. I totally relate to having parents as mentors, I’m even inspired deeply by my grandparents as well. Both who I think like yourself, are, are you a Italian? Is that your background?

Nicholas Varricchio (19:53):
Yes, I am. Yeah. Yeah. My mom and dad were both born in Italy. My, my grand, my grandparents of course were born in Italy. My, my grandfather was a world war II vet. Oh. They immigrated in the, in the fifties and you know, my grandpa other worked in the mines in Northern Ontario and the subways in in in Toronto and then actually later on in life, he, he worked for the the Toronto school board and he was a, he was a custodian for the for the for the Toronto school board. And for any Toronto district board central staff, one of his grievances was, you know, staff members leaving half coffee cups in the garbage cans. And at the time they weren’t using garbage bags and all that used to bother him. So if there’s any central staff listening, they won’t leave your half, your cup, half full in the garbage can for the custodians.

Sam Demma (20:49):
I love it. Leave it there. That’s a, that’s a very good point, but yeah. You know,

Nicholas Varricchio (20:53):
Yeah, don’t do that. Don’t do that. So, but anyway, that little, little funny story, but a true story.

Sam Demma (20:59):
Yeah. And my grandparents are both from Italy as well. My parents are born a year, but my grandparents are born there and grandfather’s name Salvato. And he, yeah, he passed when I was 12, but yeah, he was a big, you know, mentor, not even through his words because I was so young and you know, didn’t really, you know, understand a lot of the meaning of mentorship back then, but through his actions and his hard work really taught me a lot. So I think partnership is really important. And having people in your life who you can bounce ideas off of, or who you can share, the honest, authentic truth, no matter how bad it sounds and, and know that the person you’re sharing it with is gonna be giving you advice from their heart with your best interest in mind. So, yeah, I think what you’re mentioning with your mom and just with, with partnership in general is so important throughout your career in education have you come across any resources, any programs anything you’ve attended or things you’ve brought into your school that you think were really valuable for the community that another educator listening could also benefit from?

Nicholas Varricchio (22:10):
So, you know, some, some of the, some of the PD that I’ve participated in both through my board, the Hal and ditch school board, and, you know, other PD that I participated in outside our board through solution tree, I, I have the opportunity to, to hear a fellow, his, his name is Anthony Mohamed and he’s, he’s well known in education circles and a lot of his work centers on the importance of culture and really understanding culture of a school to, to, to navigate the culture and how to evolve culture in a way that best serves every single kid. And, you know, some of the messages and the, and the thoughts through his research and, and and work really resonates with me because, you know, understanding culture is understanding people and you know, and, and trying to inspire them to get them side and doing that takes time doing that, you know requires you to build trust lead with empathy. But also, and as my dad would say is, you know, approach relationships by being fair firm and friendly. Mm. So, you know, very simple. But I think it, it, you know, if you keep that in mind being fair firm and friendly you know, I think it, you’re in the right, you’re taking the right steps to, to, to build trust to get people to buy in, to feel supported and see the bigger picture on, on what you’re trying to do.

Sam Demma (23:56):
Got it. That’s awesome. Do you know, what’s a solution tree, like a organization that has some speakers or what, what is solution tree?

Nicholas Varricchio (24:07):
Yeah, so it, it, it’s a network of professional speakers that that, you know, they have, they put on conferences throughout the world really. And and I’ve attended a few conferences in the United States that one here too, as well in the past. And, you know, school will, boards will often tap into solution three to bring speakers to the, to their boards of education. And, and, and quite a few colleagues. I’m not the only one who will, you know you know, participate in these conferences with solution three. And of course, you know, they, they promote the, the the speakers and their books. You know, so it’s, it’s, it’s, it’s well known in the education world for sure. And the speakers that are engaged in solution tree are, are well known as well and experienced in school systems. They’re not just, you know they have experiences in schools. Let’s put it that way before they, before they became on the speaking circuit. So, yep.

Sam Demma (25:13):
Yeah, absolutely. That sounds awesome. Thank you for sharing that. I’ll definitely make sure to include a link to their stuff in the show notes of the episode. If you could take your knowledge and experience, and maybe this will be reiterating something you’ve already shared, but if you could take your knowledge and experience, wrap it all up and travel back in time, walk into the first couple of years of teaching that you did as a young educator. Not that you’re old now, but when you were fresh into your career if you had all the advice and wisdom now could give it to your younger self, what would you have told young Nick?

Nicholas Varricchio (26:00):
I would say that do recognize that everyone has a different starting point. Mm don’t don’t don’t assume that, so I don’t that as a, as a teacher that just because a student had graduated or moved on to the next level, they will, they, they do most, certainly have the same skill, knowledge experience, even though they formally have moved on, on to the next grade or the next course. So rec recognizing that, despite what it says on a transcript, know that when you are in the classroom with the kids, that despite what is said on their previous report card, for the course, they are coming with a diff or they both are starting your class with a different starting point. And I think also as well is you know, when they, when a student starts, starts a course with you as a teacher you know, you you’ll hear, you’ll hear things.

Nicholas Varricchio (27:16):
And if you review the OSR, which, you know, teachers are teachers, do, you know, just have that as a background, but, you know understand that it is a, it is a, a blank canvas and you have an opportunity to to work with that student from the beginning. Mm. So, you know, and we are approaching a new beginning, you know, February 4th is the start of semester two. And so every student and every teacher has a fresh start here in the next week or so. So I think, I think as a young Nick remembering and highlighting that, that every student that’s sitting in your class, despite what it said on a report card is starting from a different point in, in, in their, in their learning.

Sam Demma (28:11):
Hmm. That is a very good piece of advice. Thank you so much for, for sharing that if someone is listening to this, wants to reach out, ask you a question about anything we talked about during the podcast, maybe even inquire about hearing some of your music so they could find it online. What would be the best way for somebody to reach out and get in contact with you?

Nicholas Varricchio (28:34):
So I am on Twitter, (@MMrPrincipal). So that’s a good way to kind of remember, MMR principal. I am on Twitter and actually some of the, some you’ll see some music video clips on, on Twitter too where you’ll see me playing with some of the kids at my previous school and some good classic hard rock, a little bit of Metallica, Black Sabbath Motley Crew, which is not usual picks for your principles nowadays, but nonetheless, you’ll see it on my Twitter and those videos. Actually they, they came about in a very interesting way at my previous school before, before before, mm Robinson, I was a school, I was at a school called Dr. Frank J. Hayden. And it had a a common lunch and often kids would go into the music room at Hayden and just jam.

Nicholas Varricchio (29:27):
And so, you know, when I first got there, I, I kind of made a point just to kind of go in there, listen to what the kids were jamming with. And of course they’re jamming some hard rock songs and, you know, I just tap the drummer on the shoulder and say, Hey, do you mind if I kind of try a little bit? And they’re like, sure. And I’m like, what’s on, you know and, you know, just, you know, they started playing some stuff and I just played along. And all of a sudden, you know, kids started coming in and taking some videos and, you know, thought, Hey, look at this. This is really neat. And so I had them share the videos with me and, you know, just at the time I thought, you know, a good little memory of my experience at this school when I eventually move on.

Nicholas Varricchio (30:03):
But then when the pandemic hit you know, one, the first lockdown, you know, there was a lot of concern around about kids and staff becoming disconnected with the school. And so, you know, as an admin team, we would think about ways of somehow keeping the staff and students engaged with us or engaged together. And so, you know, at the time I thought, you know what, I, I, I’m gonna try, you know, some learning, some editing software that were free on the Google play store, downloaded them video editing software. And I decided to, you know, upload those videos that some of the kids took and shared with me. And, and and I started editing them a little bit and I thought, you know, how can I use this to engage the community? And so, and then I started tweeting them out and created a music trivia challenge and saying, okay, if anyone can guess what song I’m playing here with these students, you know, hit me back first, first, correct.

Nicholas Varricchio (31:00):
Answer. You pick up your hard prize when the school reopens, and I would do this on a weekly basis and sure enough, you know, kids were keeping engaged. And the whole point of that was ensuring that our school community remained connected. So another kind of innovative way to weave in music, to, you know, to share a story and, and work in partnership with kids. So, yeah, I share all that because some of my music’s on my Twitter handle and you can see how music can be weaved in as an educator and not just a music teacher.

Sam Demma (31:31):
Absolutely. that sounds awesome. I’ll, I’ll be following you after this as well, and digging for some of those videos. So I appreciate you sharing. Yeah.

Nicholas Varricchio (31:39):
Yeah, no problem. They’re buried in the Twitter. Yeah. Yeah.

Sam Demma (31:42):
Awesome. Well, Nick, thank you so much for taking the time to come on the show here. I look forward to staying in touch with all the amazing things you do. Keep up with the great work and, and we’ll talk soon.

Nicholas Varricchio (31:53):
Sam, nice meeting you. Nice talking with you and best of luck and stay safe. My friend.

Join the Educator Network & Connect with Nicholas Varricchio

March 21, 2022 by Sam Demma Experiential Learning Music Educator Principals Student Leadership Student Success Teachers 0

Jim Rieder B.Ed M.A – Head of Institutes and Strategic Development

About Jim Rieder

Jim (@riederj) leads the flagship Institute program at West Island College. providing students with academic focused experiential opportunities focused on future careers opportunities in Business, Engineering, Health Sciences, Liberal Arts, Fine Arts, and International Languages and Culture.

Jim is always looking to partner with professional organization who will share their stories and provide opportunities for his students as they develop their passion for future university and career paths. Jim has had a dual career in Education and in the Software industry. Jim started his career in education and education administration, becoming a Vice-Principal at 27 years of age.

After a 7 year stint as a school leader, Jim left education to pursue a career with a software startup that grew, went through a series of acquisitions and went public.

Jim eventually became a sale director who looked after sales teams and a reseller channel that extended across North America and the globe. About 6 years ago Jim returned to his educational roots and started working at West Island College, leading the Admissions team, and eventually transitioning to his current role as the Head of the Institute program.

Jim has been married for 27 years and has two grown children who are pursuing their own careers in Business and Biotechnology. Jim’s enjoys hockey, golf, travel, backpacking and just being with people.

Connect with Jim: Email | Instagram | Linkedin | Twitter

Listen Now (Part One)

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

Listen Now (Part Two)

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

Resources Mentioned

West Island College

Flagship Institute Program at West Island College

Bachelors of Education at University of Alberta

College of Education at San Diego State University

Books by Peter F. Drucker

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 bring you today’s guest. He is the head of Institute and strategic development in Alberta at West Island College. Jim leads the flagship Institute program at West Island College; Jim rider. He’s providing students with academic focused experiential opportunities, focused on future career opportunities in business, engineering, health science, liberal arts, fine arts and international language and culture.

Sam Demma (01:06):
He’s always looking to partner with professional organizations who will share their stories and provide opportunities for his students as they develop their passion for future university and career paths. He has a dual career in education and in the software industry. In fact, he started his career in education and educational administration. He became a vice principal at 27 years old and after a seven year stint as a school teacher, Jim left education to pursue a career with a software startup that grew and went through a series of acquisitions and ended up public. Jim eventually became a sales director who looked after a sales teams and a reseller channel that extended across north America and the globe. About six years ago, Jim actually returned to his educational route and started working at west island college, leading the admissions team, and eventually transitioned to his current role

Sam Demma (01:53):
as the head of the Institute program, Jim has been married for 27 years, has two grown children who are pursuing their own careers in business and biotechnology. And when Jim’s not in a classroom room, he enjoys hockey, golf, travel backpacking, and just being with awesome people. Jim is a kind human being. I’m so excited that he agreed to come on the show today. I’m actually working with him and his school and bringing them some awesome presentations, and I really thoroughly enjoy this, this interview and this conversation. And I hope you do as well. I’ll see you on the other side, talk soon. Jim, thank you so much for coming on the High Performing Educator podcast. It is a huge pleasure to have you on the show. Why don’t you start by introducing yourself and sharing a little bit about the journey that led you to education today?

Jim Rieder (02:40):
Hi Sam. Well, thanks for having me. I appreciate being here. It’s a, it’s an honor for me actually, to be invited on your podcast. I appreciate that. So my name is Jim Rieder. I am an educator in Calgary, Alberta. I currently work at West Island College. I’m the head of institutes and strategic development. I’ll talk a little bit about that more, I guess, during the podcast. My journey started a long time ago, actually sitting in a classroom in high school. I think I was in a grade 10 or 11 social studies class and I was watching the teacher teach. She was a bit of an old school teacher and it was the, the class was a bit boring and, and I thought to myself a few times in that class, you know, I think I can do that better.

Jim Rieder (03:28):
I think if I was in charge of this class, I would, I’d be able to provide a great experience for the kids that are sitting here board to death that are, that are trying to find any excuse they can to get out of the class and, and go to the washroom or in those days go have a smoke outside. Yeah. And I think that’s what started me on my journey into education way back in the day. And yeah, I went to, I went to the university of Alberta and did a bachelor education. And then my very first teaching assignment, I went out to the, I was, you know, I was a young kid living in the city and I’m like, you know, I’m never gonna, never gonna work outside of the city. All my lifestyle and friends are here. And I found myself very shortly after graduation out in rural Alberta, a few hundred kilometers away from Edmondson, a teaching in a K to 12 school with 300 students in living in a teacher Ridge way back in the day. And that’s where it all began.

Sam Demma (04:19):
Oh, I love that. That’s an awesome story. And I can relate to the boring classes, but I, I also, on the other hand know that I had some teachers that were super inspiring correct me if I’m wrong, but your journey took many different turns. I mean, you got involved in technology, you got involved in sales, you did a bunch of different roles in and out of education. How did some of, how did some of those opportunities appear for you and what encouraged you to pursue those?

Jim Rieder (04:47):
Sure, great question. So when I was in university still, I, I you know, they started bringing in what they called computing computers for teaching. And we were all made to take a computers for teaching course. So when I graduated, I went out to these rural school, these rural schools for the first time. Well, I was now, I now became the computer expert in the school. Nice. And I remember in the, in the in the school that I was in, in Wayne Wright, they had just brought in a brand new lab of apple, two GSS or something like that. And nobody knew how to use them. But I had taken a computers in, you know, education course. So I was the resident expert. So I started running the computer labs right back from the beginning of my teaching career.

Jim Rieder (05:30):
And I eventually moved on into the Calgary area to south Calgary. And again, got involved in teaching out there was running the computer labs. I became a vice principal very early in my career. I was a, only about 27 when I became a vice principal. And I was involved in bringing technology into the division. I sat on a districtwide technology committee and we, we were the ones bringing new computers, new, new software, new programs into the school district. So about 10 years into my teaching career, I’d already been a vice principal for about seven years. Some friends of mine were involved in a educational startup out of Simon Fraser university. Nice. And they asked me to, they were looking for sales people who had education experience.

Sam Demma (06:14):
Nice.

Jim Rieder (06:15):
So it was a very young company just getting started. And I thought, well, you know, I’ll take a bit of a flyer and I will, I will, I will leave the reigns of education behind. I was quite young. I knew I could come back to it. I was in line for principalships, but I was a bit young yet for, for, to really take on the, on that role. So I thought, Hey, I’ll, I’ll try it out. And my school division was kind enough to actually give me a leave of absence and hold my position for me. And they did that for two years while I went away. And cuz they wanted that, you know, young technology leader to come back anyway, I became the, the, the, the Western north American sales manager for this brand new company and, and and started traveling and that company we started doing quite well.

Jim Rieder (07:02):
We were selling collaborative, educational, collaborative project based learning software early days kind of prebi internet access. So local servers with kids accessing accessing projects to the web browser, its very pioneering, very interesting. Well that company went public and we bought, we bought a much, we did a reverse sort of takeover and bought a much bigger company and that carried on my journey of selling collaborative groupware products back to education. And for the next 15 years I sold with its sales team across north America. I became the director of sales north America us Europe and we sold collaborative groupware solutions to big school districts, universities, private schools allowed them to have their groups of people working together, collaborating. It was a very exciting journey that being in the public stock markets was very exciting, both the rise and the fall of the, of the stock markets.

Jim Rieder (07:57):
We, we, we injured the dock calm bubble both the growth and the bursting of it. Yeah. And about about five years ago, six years ago now I guess I was friends of mine were working here at the west island college and the economy was changing in Alberta and one of them reached out and said, Hey, you know, we love your background. We love your experience. Why don’t you come check out a private at school? We know that’s your background and your journey. And so I came over and talked to the headmaster and they said, we really like your blend and your mix of experience and maybe you should come and work with us. And so that, so I’ve been here for six years and it’s been a, it’s been a great journey here at west island college.

Sam Demma (08:35):
That’s awesome. I, I have so many questions. You know,

Jim Rieder (08:41):
That was the Kohl’s notes version

Sam Demma (08:42):
Of the, yeah, I know there’s so much more to it. Especially during the rises and falls, I’m sure there’s a lot of, a lot of great stories packed in there, but I’m fascinated by,

Jim Rieder (08:51):
Well, everybody was a, everybody was a stock expert back in, you know, the.com era

Sam Demma (08:56):
Making all

Jim Rieder (08:56):
The, we had stock tickers on our computers all day long,

Sam Demma (09:00):
Making all the projections and assumptions, people going on the news and saying when things are gonna happen and then the total opposite happening

Jim Rieder (09:07):
It wasn’t about wasn’t about making money. It was about how much you could spend in those days.

Sam Demma (09:11):
Interesting. It was

Jim Rieder (09:11):
Different era.

Sam Demma (09:12):
Yeah. I’m curious though, you know, you mentioned become becoming a vice principal at 27 and then, you know, moving out of education, getting into sales very quickly, becoming a, a, a national sales you know, manager, what do you think are the principles and philosophies that you carry that allowed you to Excel quickly in those different roles and positions, because they’re, they’re very different. But I’m curious to kind of dig into your own philosophies. What do you think makes a, a great leader, salesperson educator, et cetera? Sure.

Jim Rieder (09:44):
Well, that’s, that’s an excellent question. And I always, I often thought about that and talked about that in terms of someone from education who transitioned into the business world and what skills that being an prepared me for. You know, the idea that and, and I think a lot of it comes from the classroom where you, when you walk into a, into a room full of people and you’re ready to do a presentation or a sales pitch, you need to very quickly understand who your audience is. You need to understand how, how to to make sure that you are addressing their needs. And building a rapport very quickly with them. Reading the room is a very important skill for an educator. They need to know what students are up on a given day or what down or on a given day, which students might be causing you a little bit of discipline problems and how to deal with those, how to, how to, how to control the flow of your presentation.

Jim Rieder (10:33):
How to understand if you’ve got half an hour as you’re a teacher, if you have a, some plan you’ve got pacing skills, all of those kind of play into effect in, in a sales pitch, of course, as an educator, you’re naturally just trying to, you’re trying to get your audience in front of you to learn something new. And I always thought, you know, I’m not selling, I’m teaching, I’m educating my audience about the benefits of my product and how that will help them in their organization. And that’s not what a teacher does. 6, 7, 8 times a day is they get in front of a room of a new group of kids and they, and they try to convince them that what they’re providing is valuable and useful and having them to, to, to take that up. So, you know, organizational skills, thinking on your feet just the interrelational skills that teachers have with, with, with, with working with other people, all those skills are, are empathy for other people. Mm. Those are all skills that are very transferable into the business world. And I’ve said that time and time again, to, to people who are thinking about making, making a transition,

Sam Demma (11:33):
Who, who are some of your inspirations just outta curiosity, people that you have looked up to that taught you these own philosophies and principles that have served you well, personally.

Jim Rieder (11:42):
Yeah, that’s a great question. Probably my most, the largest inspiration I probably too, but in my early days it was the principal. It was the principal who I was the vice principal for out in in just south the Calgary and the Foothill school division. Doug Anderson was his name. He was a long time principal. And that, and Doug just taught me about empathy, about caring for the people who work for you about knowing, knowing who they are, what their family situations are like when your staff was, when your staff was having good days and bad days and, and just reaching out and making sure that they felt valued and listened to, and that you tried to help them out of tough situations. Or as many times I know was with him. And it, it was just about taking care of people in need. The other thing that he was really good at was, was, was always looking for the, yes,

Jim Rieder (12:36):
He he wasn’t, when you came to him with ideas, it wasn’t about, oh, no, no, we’ve never done it that way. Or we can’t do that. It was always about how could we do that? That’s you know, let’s, let’s explore that. How does that fit into what we’re doing? So the, the yes, and philosophy is something that I really learned from him. Just the idea that we, we want to keep moving forward. And I think that that’s played very well for me in my career. And then when I first came to, when I first came to west island college, the headmaster here at the school as well Carol Grant wa was of the similar fashion. She was at the pathetic leader. She, she really cared for the people who were working for her. She really cared for her students.

Jim Rieder (13:20):
If someone was sick, you immediately go to the hospital to, to see what they need. If they’re in the hospital, just that reaching out and making sure that people feel welcomed in a party or community was very important. And the other thing I learned from her too, was that she was a very quick to quick decision maker and people, if they come to you, if they come to you with a problem and they’re looking for a decision I learned from her that, you know, you’re better off making that decision quickly, whether it’s something they want you to, whether it’s good or bad, just make the decision and move on. And those are a couple things that I learned from those two people.

Sam Demma (13:55):
And I’m interested to also know when you took the shift away from education and into the business world, who were some of those similar role models that you looked up to, and maybe they were authors or people that you haven’t even personally met yet, but drew a lot of inspiration from,

Jim Rieder (14:10):
Yeah, that’s a good question. I think, I think one of my early sales managers, sales director was his name was Scott Rosses and he, and he, he taught, he taught me a lot about, and he’s still in the business world and he’s still selling a lot into back into the education space. And he was a, he was a world class rower competitor. And, and he, he had that competitive edge, you know, do whatever it takes to, to get it done. You know, overcome the excuses. I can remember being with him at a conference in in Texas, we were in, we were in Austin, Texas, and our materials. We were at a trade show and our materials had not showed up. And we were kind of like in a bit of a panic and, and it was just like, well, we’re gonna make this work. And we were at, we were at king coast, you know, king coast in those days, you know, at two in the morning, the night before at big trade show, getting all of our, getting stuff, printed it, getting trade show materials printed. And it was just one of those, like, let’s just get this done kind of attitudes. And I learned that from him that, you know just, just, if people are counting on you to get something done, then, then get it done. Mm.

Sam Demma (15:27):
No, that’s awesome. Love that. So, so cool. And this all comes as experiences that you’ve had, and it’s, it’s almost like you’ve, you’ve been building your life’s resume through these experiences, which have led you to where you are right now, which is strategic planning and development at the school. What is that role? Why are you passionate about it and what are you responsible for doing with the school?

Jim Rieder (15:48):
Sure. Those are, those are great questions. So I guess, so the first part of my role is the our Institute program here at the college and the Institute program is what I would call a, a, a unique academic experiential education offering. So we all know the idea that we, we offer academics in the classroom and this that’s, you know, the core, bread and butter of the school. And when we talk about the co the experiential education, you know, Westtown colleges does a lot of travel programs. We do a lot of sports teams. We have a lot of clubs that run throughout the school day, but the Institute programs are kind of over and above that. And what we try to do this is give a, give kids experiences and opportunities to explore future career path for themselves. So about 11 years ago, the first Institute, if you will, was developed, that’s called the, was the business Institute.

Jim Rieder (16:40):
Mm. And the whole model was that we would expose students to they might they could be in the city or outta the city class, outta class experiences at businesses on offices, meeting professionals you know, accountants, finance, people, investors, and and those kind of things. We expanded into engineering, liberal arts, fine arts, health sciences, and international languages and culture. So we have six institutes running now, and, and I oversee that program. We have coordinators for all of those institutes. And on a weekly basis, we try to provide 20 or 30 different opportunities for students to just do that experience. What a future meet professionals in the, in fields, in their field experience some activities around what they might do in their, in their career, in their lives, find out what their educational background was like, what their journey’s been like. It really just expose them to what the future sure. Career potentials could be. We run a block of time on Friday in our timetable called focus Friday. And every week we, we plan 20 or 30 activities that the kids can participate in. Usually there are a series of four or five that occur a week after week. So the kids can actually participate in, we have a group graduating on Friday with drone, pilot licenses. Wow.

Sam Demma (17:54):
For example,

Jim Rieder (17:55):
We we have students that just built a virtual reality experience. We’ve got yeah, we just, you know, on and on, we do engineering courses. We’ve got kids who have built battery pack systems that are for green energy supply and how they’re adding solar panels and things like that to them just various various kind of activities in all of those institutes. And it goes, and the we also plan weekend activities for them. And we have travel programs that are associated with them. So a couple examples might be a trip to the Silicon valley, which we unfortunately had to council of last year where the kids would go and learn about the, the tech sector and entrepreneurism and the history of computers. And we were going to Tesla and Google and to Facebook and the history of computer museums.

Jim Rieder (18:43):
We have a trip that goes to New York city, and we go look at the financial district and go to investment banking houses and go to wall street and get them exposed to the, to the financial districts. So, yeah, it’s just that we have, we go to hospitals, we go talk to doctors, we have you name it. We have people coming in. We really, we really rely on our alumni community who are willing to you know, get us into their facilities and tell us about their career path. And we, and we rely in our parent community who are all, you know, leaders and experts in their own. Right. And it’s just a fantastic program. So I’m very excited about that. The kids are excited about it. They can earn certificates alongside with their high school diplomas. It becomes a resume builder for them, but most importantly, it really helps them on their journey and their path to what their future might look like.

Sam Demma (19:32):
I can tell, like, it seems like it sounds like a core belief of the school and yours is the importance of experiential learning. Why do you think, or does the school think experiential learning opportunities are so essential and important to young minds?

Jim Rieder (19:47):
Yeah, we really, we really do feel that that’s the value add of the program that we offer here is is that opportunity to, to go off and, and explore and to, to become independent and to work collaboratively with collaboratively, with others to, to build leadership skills, to, to and just to open their minds to what the global possibilities are for their future. So our travel programs are, are, you know, are about exposing them to the become global citizens. And, and to give back as we do service work in those things, our sports teams, like most schools are about developing leadership and, and, and you know, comradery and, and, and on and on and on it go. So, you know, if you’re, if you’re only coming to a school to just take, then you’re missing out on all of the things that you, that you should be participating as a young adult that will help you build your, build yourself, build your character, build your, build your leadership skills, build your public speaking skills, all of the things that will do you well in the future,

Sam Demma (20:46):
It’s a holistic picture, right. And you gotta have all the, the separate pieces before we continue. Do you have a hard stop right now? I know we started a little late. I just wanna make sure you still have time, but if you had it, I’m good. Okay.

Jim Rieder (20:58):
I’m up until 10:15. I have a meeting at 10:15.

Sam Demma (21:01):
So, okay, perfect. So, so many things happening at this. Cool. what do you think right now is the most exciting project? I know that there’s so many things going on before we started this call. You talked about a, a business case competition. What are some of the more exciting projects that are going on? And I guess that’s a subjective question. So you can add in your own personal flavors and passions in this one.

Jim Rieder (21:25):
Yeah. It’s interesting. I know some of your early questions were about COVID and Marilyn talked about COVID, but I wanna talk a little bit about the school in general, in that sense, because when we in Alberta, the school’s locked down in March and we really only closed the school for a day to train our, make sure our teachers were up to speed on using the, the virtual, the zoom technology. We went to the zoom platform

Sam Demma (21:48):
Just a day,

Jim Rieder (21:49):
Just one day. And the next day we were, we were back, we were online, we were completely virtual. And our students were taking their classes on a regular schedule online with their teachers. So we, we really only instead of being in person, we went virtual and classes carried on. We for normal, this was, this was an incredible pivot and an incredible change that, that occurred. And it allowed us to carry on and finish the school year strong. Mm. And when we started up in the fall again, we took that. We took that and we learned, and we came, cuz we came back in the person, but we added extra into all the classrooms. We continued to train our teachers on how to use technology for teaching and learning when the students weren’t weren’t present. And now we went into a hybrid model.

Jim Rieder (22:39):
So some of our students were at home and some of them were in the classroom. Most of them were in the classroom, the teachers. And just to see, I mean, that’s an, a challenge in itself, but just to see, but to see the whole community thrive and grow on that has you’ve you we’ve added technology. We’ve never thought we would be using before this, every week we celebrate and showcase new software. That’s being used by teachers and their students in the classroom. There’s always one of our, our, our one of our senior leaders who works with teachers on their professional development is always showcasing on a what kind of innovative and new things that are being done in this school in this virtual hybrid mixed model. You know, if you talk about a project, that’s the big project that’s carrying on.

Jim Rieder (23:25):
Now we see all the clubs have returned. We’ve seen our we’ve started to be able to sneak back. We had outdoor ed occur with some grade nines. They went out cross country skiing, you know, instead of taking one bus, you take four buses and spread them out. And, and just the, the adaptation that’s occurred has, has been a, a amazing to watch this, the whole school go through that transformation, even in my program, you know, I couldn’t, we can’t go to Silicon valley. So we’ve been bringing Silicon valley to the school virtually. I’ve had Tesla engineers. I’ve had, I’ve got a Google engineer coming in tomorrow. We’ve got, you know, all sorts of resources that we would’ve gone to in person are now coming in and virtually. So that, to me, that’s the big project. And then the question will be, I think that will change us as we, if we get back to, you know, the normal we’ve got so many more tools in the tool belt that we’ll be using going forward. That just makes us a better place.

Sam Demma (24:19):
And, you know, you mentioned going on field trips with four buses instead of one, I think it’s important to also share that, you know, you’re one of the people that just became certified to drive the bus. That’s great.

Jim Rieder (24:30):
I just went through a nerve wracking class, four driver’s license test last night.

Sam Demma (24:34):
Yeah. And I, well, what, what I think is so awesome about that is that, you know, you are in this position of influence and leadership within the school and you’re the one going and getting the, the, you know, you’re not hiring a bus drive, you’re the one going and getting certified. It just kind of shows your principle about, you know, I can, we can, let’s figure it out and just make it happen. I think that’s just really interesting and cool. What do you think is one of the greatest opportunities in education right now with challenges? There are opportunities and sometimes they’re hard to find but I find that if you look for them, you know, they, they kind of present themselves.

Jim Rieder (25:07):
That’s a good question. I think, I think, you know, with our new gen ed gen Z cohort, that’s kind of in the school now. Yeah. I think just to continue on the path of personalization. Mm. I think students are looking for that. You know, they want to be known in the school, which we think we do a good job of, and they want personal, they want their, you know, their, their, their journey through school to be personalized. And I think that with the ability to be flexible in our programming, whether students are here, whether they’re at home you know, students are in and out all the time now the flexibility of, of not having to, you know, they don’t have to be in the school to take the test at the same time as other kids, we can bring them in after hours, for example, which we’ve run in after our test center.

Jim Rieder (25:52):
So they can come in and write tests in a, you know, more secluded environment, if that’s what they need modification of programming, you know, we’re an academic school. We’ve, we’ve added us. We’ve really beefed up our student success center and are really trying to do a lot more with personalizing the per programming for all the students. I think that’s, I think that is the, the model you know, do we have to be in school five days a week? Can we be in school three days a week can be at ha at home can the families be at their, you know, away on holidays or those kind of things, and still have the students come into the school. We are moving in that journey already where we have, you know, high performing students who are away for athletics or for something that they’re pursuing outside of school and the ability to give them programming that sort of meets their needs. I think we’re on a journey that that’s gonna take that to a whole nother level.

Sam Demma (26:45):
I agree. There’s, there’s so many opportunities right now to personalize, especially I was talking to another school recently, not only with the students, but also with the parent community. I had a teacher tell me that they, they would do all these parent engagement events and not many parents would show up. And the moment it became virtual, you know, parents started showing up because they could keep their greens off. They didn’t have to talk to other people if they ended a long Workday and just wanted to sit back and learn and listen. So there’s even in some cases, opportunities for increased engagement or increased interest. And I think you highlight that with all the different things happening, you,

Jim Rieder (27:16):
You hit the, you hit the nail on the head there. We just ran our parent teacher interviews last week. They were all virtual, of course. And, and, and parents signed up for 10 minutes, you know, their blocks of time. And it was solidly booked for two days. Wow. So, you know, those kind of things are definitely changing. We just ran a, an information meeting on Wednesday on Tuesday night with eight alumni who are in the medical profession. And the whole theme of the theme of topic was how to get, you know, what, what’s it like being a doctor? What’s it like getting, how do you get into medical school? What are the kinds of things that are going on? And we had about a hundred people on that call. So, so people are definitely willing to sit in the comfort of their home and, and be a part of a, of a zoom call or a interactive session that way,

Sam Demma (28:02):
Love that. Awesome. And being cognizant of the time maybe we’ll do a part too as well if you’re open to it. But I, I would love to know if you could go back in time and give yourself advice when you just got into education and teaching, what would you say? What, what advice would you give knowing what you know now?

Jim Rieder (28:22):
Oh, that’s a, that’s a pretty philosophical question. And You might wanna cut this outta the interview.

Sam Demma (28:31):
No, not at all.

Jim Rieder (28:33):
No, I think I, I think probably one of the things I would do and maybe it’s still down the road for me is I would, yeah. I really think that there’s a education is in, in is in a stage of transformation and you know, the virtual world is coming. Technology is coming. I always thought there was a, I always thought there was a room for a different model of a school and maybe that’s part two of the conversation. But yeah, I think I would’ve, I think I would’ve you know, worked harder, maybe it’s still to, still to come, but yeah, I think there’s a, there’s some new models of education that I probably should have, could have pursued in terms of, you know, stepping out on my own. I have the business experience now. And I would’ve said to my said to, you know, I always say to my kids and I’ve said, it doesn’t matter what you do, what your passion is, but try to own the business that you’re, that, that you’re in. So you can, as long as you’re, you know, living your dream own your business and, and take it. So I think that’s something I might have done differently to my, or told my younger self is you’re in education. You can change the world. You know, you, you know, you can do this well to take the, take the reins by the horn and create your own vision in your own school or your own, your own your own education system. If that, if that makes sense,

Sam Demma (29:48):
It does. And I love that. You said if it’s yet, maybe it’s yet to come. I was listening to a podcast recently with Jim Collins and Tim Ferris. And Jim is one of his mentors was Peter Drucker. Who’s like this know brilliant thinker. And I believe he has something like 29 or 39 books that he’s written over this, this man of his lifetime. And

Jim Rieder (30:10):
I’ve read, I’ve read some of his books.

Sam Demma (30:12):
They’re awesome. And Jim was

Jim Rieder (30:14):
A master’s degree.

Sam Demma (30:15):
Yeah, that’s amazing. And, and Jim was telling Tim, Jim Collins was telling in Ferris that he got to visit his house and see all the books he had written in order sitting on a shelf. And he asked the person who owned the estate. Now, can you point on this shelf to where Jim was 65 years old? And the lady pointed to the first third of the bookshelf and he blown away that this guy wrote the two thirds of his life’s content after the age of 65 years old. And it’s just a test Testament that goes to show that age is a number. You can create things for the rest of your life. Sure. And I think its just important to end on that note because someone listening might be a little older or, or just starting and now’s the time was the time.

Jim Rieder (31:03):
Right. I agree now is the time. Yeah.

Sam Demma (31:05):
And if someone listened to this and was inspired at all, wants to chat with you, have a conversation, what would be the best way for them to get in touch with you?

Jim Rieder (31:13):
They can email me. I’ll give you my email address. That’s okay. Yeah, Jim Rieder. So JimRieder@mywic.ca.

Sam Demma (31:27):
Awesome. Jim, this has been awesome. We’ll definitely do a part 2, and until then keep doing great work and I’ll talk to you soon.

Jim Rieder (31:34):
Sounds good.

Sam Demma (31:35):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; f you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Jim Rieder

March 20, 2022 by Sam Demma Department Head Experiential Learning Student Leadership Student Success Teaching Tips 0

Ryan Fahey – CEO of Fahey Consulting & Amazon Best-Selling Author

About Ryan Fahey

Ryan Fahey (@wellnessrf) is a 3-time author, speaker, and edupreneur who is passionate about personal growth and well-being. He is the Owner of FaheyConsulting which aims to help people and organizations move from good to great.

His latest book, “How To Thrive In Remote Working Environments”, which supports the well-being of remote workers globally recently hit #1 on Amazon in Canada and cracked the top 40 books on entrepreneurship. Originally from Eastern Canada, Ryan has dedicated his life to pursuing wellness and is widely considered a thought leader in the wellness & education sectors.

Three fun facts about Ryan:

Early in his career, Ryan ran a mobile personal training business out of his Hyundai hatchback.

Ryan has worked in various education delivery roles in a provincial capital, state capital, and national capital.

Ryan owns a small digital publication called, “The Canadian Way”.

Connect with Ryan: Email | Website | Twitter

Listen Now

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

Resources Mentioned

Ryan’s Website – Fahey Consulting

How To Thrive In Remote Working Environments (book)

Physical and Health Education Canada (PHE)

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):
Ryan welcome to the high performing educator. Huge pleasure to have you on the show. Please start by introducing yourself.

Ryan Fahey (00:08):
Hi Sam. Thanks for having me and for everybody tuning in. I hope you’re having a good day. Yeah. My name is Ryan Fahey. I’m a bit of an entrepreneur educator by trade and also a lead for special projects and resources for an organization called physical and health education Canada. So I’m excited to, to get rolling here, Sam, and to share some stuff with your audience today.

Sam Demma (00:32):
Tell me a little bit about why you’re passionate about the work you do with educators and also with schools.

Ryan Fahey (00:39):
Yeah. You know, one of the things that I’ve noticed. So I, when I, when I was in university, I went, I was training to become a physical and health education teacher. And movement has always been a big part of my life growing up, and I’ve always enjoyed the subject area of physical education, health education. And when I got into this field both as an educator now working nationally supporting physical education across the country. You know, when I look back at this, there’s just been so many people that have invested in me. You know, I’ve had some incredible mentors along the way that have supported my journey. And so one of the, one of the pieces, I guess, that drives the work I do is just willing to give back to the community and wanting to give back to this C because they’ve just given me so much, like every step of the way, and I’ll share a little bit more later, but every step of the way, you know, I’ve had people investing in me, people encouraging me, calling me lifting me up when I needed it. And and really, you know, passionate individuals when they get, when they get out there and they get into their gymnasium. So, you know, working at the national office is credible being able to support schools and, and educators, cuz it’s, it is an opportunity to give back that community that really has put me here. So so yeah, that’s a little bit about, I guess, why I do what I do and why I get up in the mornings to support the, the folks that have invested in me.

Sam Demma (02:04):
And how did you get into this work? What did the journey look like for Ryan as a young career aspiring man to Ryan now?

Ryan Fahey (02:16):
Well, so it’s funny. I was actually talking to a guy earlier today about this. We were having a conversation, so it was my last practicum. My teaching practicum at St. Xavier university. I I got approval to go on this trip down to shape America conference, which is the national kind of PhysEd conference in the us. And I was gonna get a job. I was determined, you know, I’m gonna get a job down there. So I went down, I printed off all these resumes, brought my binder. I went to this huge convention center and just started literally handing out, resonates to people. I knew that when I was graduating that I really wanted to travel and I wanted to, you know, I wanted to see the world. I was curious and growing up in small town, Nova Scotia, spending most of my life in Nova Scotia, I wanted to kind of, you know, branch out and, and explore a little bit more.

Ryan Fahey (03:07):
And really from there I got a bite. I ended up getting a job with with an organization called be active kids out of North Carolina and, and, and started there, you know, started my work was supporting early childhood physical literacy through a, a train, the trainer model. And I got to drive. I literally drove across the state in a, in this van, this B active van and would just like hand curriculums and do trainings. And so it’s kind of funny, you know, like, there’d be days I’d have to pinch myself off and be like, I can’t believe I went to school for this and I get to do this work cuz it was just, it was really cool. You know, I guess to kind of fast track from there, I came back to Canada still really was curious about traveling and seeing different parts of Canada at that point.

Ryan Fahey (03:55):
And I was very fortunate to have, get a position with an organization called ever active schools as a school health facilitator, basically going into schools and supporting them through a mentorship model and through a comprehensive school health approach. So whether you’re looking at DPA in schools, daily physical activity, whether you’re looking at being more intentional with comprehensive school health or potentially school, little sport, those were kind of the areas that I would go in across Alberta and support schools in. And you know, when I left, when I left there, I, I was really getting the itch to go international. I was really like, okay, I worked in north America, I worked in Western Canada, Eastern Canada. I grew up there, but you know, what about maybe going abroad? And so this incredible opportunity came forward to teach physical education abroad at a school in Abu Dhabi.

Ryan Fahey (04:51):
And and I jumped on it and it was a, it was pretty much a master’s in education. You know, I don’t have a master’s, but I say I have a real life. Yeah. Experience masters. But the amount I grew, the amount I was challenged and, and, and how I really had to overcome a lot of personal adversity professional adversity at, at that point was, was tremendous. And that’s really where you know, those experiences then combined have kind of led me back to Canada and let me back to, to work here nationally now, to support schools. And again, you know, just having so many unique experiences along the way, it’s, it’s kind of nice to, to be at the national office to be able to share those experiences with others.

Sam Demma (05:37):
You hopped in a van that said be active on it and drove across the country. True. Can you elaborate on that a little bit where that came from and what that initiative was and some of the stories along the way.

Ryan Fahey (05:51):
Yeah. I’ll tell you one, I’ll tell you one day this, you know, I was, I was very passionate. I mean, I’m still very passionate, but I would say I was very passionate at that point, but a little more careless. So there was one day north Carolina’s a very large state, so there’s 101 counties from west tip to, you know, the odor banks. And my role was get, get this curriculum in all 101 counties with this van. And so there was, was one day there was a tornado warning in the central part of the state. And I had a workshop planned in person in Greensboro, which is kind of in the heart of the state. And I remember driving and like my phone going off at the time, like tornado warning, you know, seek shelter and I’m driving. And I remember just like in this van by myself, just like, yeah, but not like in an aggressive way, just in like a prove it prove you wrong way.

Ryan Fahey (06:42):
I was like, you know, physical literacy, doesn’t take a day off education, doesn’t take a day off. Like people need to learn this this curriculum needs to get out there. I’m going like all in, like if this tornado takes me off. So be it. And I just went ever thinking about that. I’m like, I’m a little crazy, like, this is, this is probably not the safest thing, but yeah, I just literally drove around the state in a van and everywhere I went just kind of had some amazing people that would either build me or put me up or show me where to go within the community. And it was a fascinating experience right. At university, for sure.

Sam Demma (07:18):
That’s amazing. And you mentioned a lot of people poured into you along this journey. Talk a little bit about the mentors you’ve had and the impact they’ve made in your own life.

Ryan Fahey (07:29):
Yeah. I’d say, you know, there’s so many, I, unfortunately I lost one a few when I was actually in North Carolina. Oh, wow. And that was really tough. He a, he was a longstanding mentor of mine. But of the mentors that I currently have in my life or have had, you know, I’d say my dad is my biggest for sure. He’s, he’s the, he’s kind of that like he’s got that Sage wisdom to him, you know, it’s like, he’s got this sixth sense about everything that I just can’t seem to figure out how he does it. Yeah. He’s not on social media. You have to like go into the woods to find him. But when he is in there and when you see him, it’s like this Miyagi karate kid experience. And so he’s definitely my, my number one. And then I have a really good friend who is kind of been this pseudo friend mentor for years named Matt McDonald.

Ryan Fahey (08:19):
And we were actually just chatting the other day and he’s, you know, he is so different than me. And when we were younger, we would sometimes have our differences. And, and now like at the older I get and the older he gets, even though our lives kind of have went in multiple directions. I just appreciate that so much more. I appreciate questioning thought. I appreciate diversity of thinking. I just appreciate these multiple perspectives. And he always will be the one to ask the questions that no one else will ask. And, and I think that’s, that’s been huge for me in my life and, and it’s allowed me to sometimes walk away frustrated, but also walk away being like, okay, like I really need to think this through because Matt really asked me some great questions. So those would definitely be my top two.

Sam Demma (09:04):
That’s awesome. And for an educator who doesn’t know much about PhD Canada, and what they have to offer schools, go ahead and give a little breakdown of what pH does and how school could get involved in a partnership, a collaboration with pH or what you guys have to offer.

Ryan Fahey (09:25):
Yeah. So the organization, physical health education Canada has been around for almost a hundred years actually. Which is which crazy when you think about it. But yeah, it, you know, the organization basically seeks to support healthy, healthy, active kids through physical and health education and quality physical and health education experiences. Over the years, the work obviously has changed a lot. You know, I think, you know, a few years ago was there, there was a lot of support specifically around curriculum many years ago. And obviously there’s a big need there to support advocacy and, and, and curriculum development, curriculum improvement, things like that. And we still do a bit of that, but I would say the, the biggest piece that I carry and and for the listeners listening in that, that might be of value is the amount of projects, programs, and resources that we have.

Ryan Fahey (10:21):
So we, we, we’re very grateful in that we have a lot of great funders, including, you know, the CFL is one MBA obviously the government and, and other corporate funders as well. And, and one of the pieces I just actually developed was a K to three physical literacy resource that is focused on football. So it’s in partnership with the CFO, it’s an earlier introduction to football and it’s kind of this two pronged approach and that kids are gonna learn about football, but they’re also gonna develop the, their fundamental movement skills, like hop in and, and jumping and kicking and throwing, which are all the skills that we see in the super bowl. Right? So it’s kind of this fun project that, that we were able to work on together with them and, and to support and to get the next generation of Canadians excited about the sport of football I think is huge. And so any of the listeners tuning in there’s, there’s tons of free resources across the website, go check it out. And whatever you’re teaching, we, we probably have something to support your needs. For sure.

Sam Demma (11:28):
That’s amazing. That sounds like a great program. What’s happened during COVID with the pivot, if I’m a, had to use that word with physical education, have you guys worked on some virtual resources as well for gym teachers wondering like, what the heck do I even do with my students right now?

Ryan Fahey (11:50):
Yeah, absolutely. So when, when COVID first hit, we, we kind of went into startup mode where we’re like, okay, we need to be equally as disruptive in terms of how we operate, what we do and, and how we deliver, right? Because everything just changed so quick for everyone. And, and, you know, again, peach, Canada being so old, we’re, we’re often looked to as that, that, that lead voice. And so it was important for us to do that and to meet the needs of the teachers. So when COVID first hit, we were doing a lot of advocacy for the at-home learning mandates writing letters to many of the provinces territories in partnership with partners there to say, Hey, look, you know, in your at-home learning mandates, you need to have some form of physical education. Because that’s, that’s, you can’t just drop that.

Ryan Fahey (12:39):
Like you can’t just go away. Yeah. So that was some of the initial work. And, and then as folks began to return back to school, we created these return to school guidelines just to really help physical health education teachers on navigating policy, navigating some of decisions that they need to make navigating gym gym sizes, or how many students can be in a gym, those types of things that we’re really looking for clarity. And so we, we try to just support and guide them you know, with, with compiling resources like that. I would say we we’ve completely moved a digitally right with conferences. We’re, we’re fully digital. We have a conference coming up here in February, that’s fully virtual.

Sam Demma (13:17):
Nice.

Ryan Fahey (13:18):
And, you know, I, a big credit to the team, you know, there there’s a mix of educators on the team. There’s business folks, there’s kind of multiple backgrounds, but everybody’s just come together and said, we need to support this community. And we need to continue to listen. Because there’s, there’s a lot being thrown at teachers right now. And we need to sift through that and find clarity and develop high quality resources and supports for them.

Sam Demma (13:42):
Physical education changed my life, growing up as an athlete. I, I don’t know if I would be the same person I am today without it. So the work is extremely important and something that can’t be dismissed no matter what the world it is going through, we don’t move our bodies. We lose our mental health. And I think they’re very interconnected. There’s probably dozens of studies that link the, the mind to physical movement. Yeah, it’s just such important work. Tell me about a, a situation or a story where you heard positive feedback from a program making an impact in a, or an educator reaching out and letting you guys know.

Ryan Fahey (14:19):
Yeah. So we ran this grant campaign for a couple years, my first few years at PhD Canada. And it was incredible. It was called share to care, and it was a mental health campaign to support schools with their mental health needs. And so what we would do is we would grant funding to those schools. I think we had like maybe five or 10 schools across the country each year. And then we would highlight those school profiles as promising practices as well, and publish them on our, on our website. So that was incredible because teachers would come in and they’d be like, I didn’t know, other schools were doing this. This is amazing. So we were able to surface some of that knowledge that was happening locally so that other schools across the country could take it and run with it.

Ryan Fahey (15:05):
But it was really neat being a part of that, that campaign as the, as kind of the lead person on it. Because like, I remember one school, I went to a school in Brampton. They were a recipient and they were just so overjoyed to have us in there. Like we would come in with this jumbo check and the kids were so excited. There’s a guest in there and he’s got a big check and, you know, and I’m like excited to be in a school cause I love schools. And, and so that was a lot of fun, like to get up in the gym, they would have an assembly. We present the check and have the funder there, do a few words and whatnot. I mean, this is all stuff, I’m sure you, you know, you you’ve been in some schools, you, you know what I’m talking about, but just to see the look on these kids’ faces and the teachers as well being like, there’s hope you there, there’s, there’s groups out, out there that are gonna support us in our, you know, cause a lot of them are just doing this from the deep Wells of their heart and they’re not getting paid for these extra things and these extra initiatives and you know, all of these, these things that they’re assets that they’re bringing to their, to their work.

Ryan Fahey (16:08):
And when you get these beautiful initiatives that pop up, it’s so awesome to be able to celebrate them. So that was one just being at that school in Branford was, was one one really neat way to see the impact of the work that we do and how important it is. And I mean, sometimes it’s like a school just needs to know that that there’s hope right. And it’s so challenging right now. But but how having grant programs like that, I think that I think provides that hope.

Sam Demma (16:36):
A hundred percent on the topic of hope. What do you think are some of the opportunities that exist in education right now? I think whenever there’s a challenge, you don’t have to find the silver lining in that specific individual challenge, but somewhere within the industry as a whole, that become some opportunities. Do you think any of these opportunities are starting to pop up because of the shift in education that has happened over the past two years?

Ryan Fahey (17:03):
Yeah. I’ll give you a great example. So when I was with ever active schools out in Alberta, we were piloting this new resource at the time called don’t walk in the hallways and essentially they were different colored sticky tiles that you would put through the hallways and it would create this kind of makeshift hop scotch. So as opposed to the kids, you know, hand on the hip finger on the lip or something like that, you know, like be quiet walking down the hallway, this was a culture shift for many schools to say, maybe the kids can hop or Gallop or skip. They go, you know, from point a to point B and have a little bit more play within their day and the amount of pushback that we got at the time, not from every school. I mean, we had early adopters for sure.

Ryan Fahey (17:46):
But, you know, there were some schools that were like, oh, it’s not gonna work. You know, the, the floors it’s too, they’re too sticky. They leave a residue and it’s not clean. And now think about this, Sam. Now you go anywhere and there’s like stickers on the floor. Like stand here, don’t stand here. Here’s another arrow. So I’m like, I think we were just too early with that. But you know, now it’s like this, this would be so much easier because schools are already used to having to have things marked on the floor right now. Now the, the leap is less large because they they’ve already been doing this with, with COVID. So I think in that sense, like the disruption has allowed space for a quicker conversation, right. To say, you know what? Yeah, we don’t need to worry about all these things anymore because they’re really not that important.

Ryan Fahey (18:37):
Like we know that these things are important, so let’s just go and make this decision. So I think that’s one thing. I think it, second thing that that’s really important and this kind of goes with that is I think teacher voices have never been louder. And I think it’s amazing. I mean, you’re, you’re, you’re on social media as well as, as, as myself and seeing educators being able to stand up and say, you know, what they feel, what they want, what they need. I think we need more of that. We need more teachers coming forward saying, look, this is just like this policy to doesn’t make sense. Or this policy doesn’t make sense or this look at this best practice and like, you know, call me and you know, we’ll talk about how to, you know, replicate this. Yeah. I think that that collective voices are huge right now. And I, I, you know, go going through the remainder of this pandemic. I hope that teachers don’t remain silent. I hope that they continue to provide a ground for all wise practices and what’s working. What’s not working and really advocate for what they need, because I think that’s really important.

Sam Demma (19:40):
I tell educators all the time that I think if they choose to share their experiences, it helps everyone else in the field because it may be a situation that someone else is experiencing right now that they’ve already figured out or solved and their sharing will open a door for somebody else who’s tuning in, whether it’s listening or reading. At the beginning of this interview, you introduce yourself as an ed entrepreneur, someone who works in education and is also an entrepreneur. One of the ways that a lot of educators, at some point in their life consider using their voice is by writing a book. And I know you’ve published. Self-Published a few of them. Can you tell me a little bit about your impetus or an inspiration to writing books and what it’s like being both an educator and an author?

Ryan Fahey (20:34):
Yeah, this is it’s very interesting. So I started out with a blog. I, I was in university and I wrote this blog. It was terrible. So if anybody Googles it, it was called wellness network blog. It was terrible. The visuals were awful. But the content was okay. So, you know, I remember I fast forward a few years from that I shut down the blog. I was kind of, you know, starting my career, doing things in education, but I was driving to a school in Northern Alberta and, you know, inspiration just hit. And I being like, I need to write these, I need to write this down. This is gonna be my book. And so I pulled over the side of the highway and I literally wrote down every chapter of the book that I was gonna write. And and that’s, that’s really where it started.

Ryan Fahey (21:21):
You know, I ended up actually finishing the book and really doing the, the groundwork of the book when I was in a Abu Dhabi. So I would come home from school. And literally just, I was in a hotel and I would just put my feet up and just write for hours and hours. Sometimes I wouldn’t even know what time it was. And just put myself in this space, cuz I knew that that was the time in my life to do that. I, you know, we had, didn’t have kids at that point. Weren’t married at that point or I wasn’t married at that point. So I just knew that this is the time to do it. And so that was, that was where my, my first and second book were, were created. The third one was very interesting because I knew I always was going to write a third one Sam, but it was March of 20, 20, everything had happened and I was looking around and I, I wasn’t seeing much for or many, many kind of resources and books out there to support the wellbeing of remote workers.

Ryan Fahey (22:16):
Mm. There was a few and remote workers already in, in our, our way of life. I think, you know, there were a lot of businesses that were offering that, but not to this extent that COVID put us in. And so it was actually last the last Christmas season where I wrote it, I, I sat down, I said, I need to write a book to support the wellbeing of remote workers and I need to get another resource out there. And so I literally locked myself in quarantine for 14 days. And I was staying at my sister’s place in, this is kind of funny cuz she has a couple of cats and I felt like mark Twain, you know, like he was out in a cabin and Maine the cat and the wood stove. Like that was literally me like except no wood stove, but two cats.

Ryan Fahey (23:00):
And yeah. So anyway, I ended up cranking this thing out, but you know, to your, to your second point on what’s it like being an author it’s it’s and an educator? It’s kind of interesting when I published a second one, I had a lot of people think I was, or, you know, kind of mentioned that I was too young to be an author. Mm. And, and that really played with me, you know, play with my psyche play with the imposter syndrome. And I remember, you know, really having to, to struggle with and work through that. And then I just got to a point where it’s like anything when you’re changing an identity and you’re deconstructing one and reconstructing another, that you’ve just, there’s a shift at some point that happens. And that shift for me, I would say happened probably last year where where I said, okay, I’m gonna fully step into this identity, no matter what age I am, no matter how you know, how gray my hair is or how many letters are behind my name, I, you know, I’ve written multiple books. So that one was definitely a learning learning moment for me. And, and you really, you really open yourself up. I mean, it’s a vulnerable experience and you know, any, any day now somebody could just rip, rip my books apart on Amazon and, and I just have to be okay with that. So it’s it’s definitely an interesting journey for sure.

Sam Demma (24:16):
Putting out your own stuff is always an interesting journey. You can work for somebody else and sell their products and have someone turn you down a thousand times and wake up the next day. Totally excited to try again, but you push your own stuff out. And one day someone rips it apart. It’s like what? And it has this totally different effect on your brain. What’s interesting to me is a thousand people could tell you it’s amazing and one person rip it part. And sometimes we focus on that one negative comment rather than the thousand people that loved it and that it helped regardless of the feedback at all, putting out things that you truly believe will be valuable to others is such an interesting experience. And I’m sure writing a book helped you clarify your thought and sharpen your ideas and keeps that fire lit within you to continually learn and be curious, which is invaluable as well. What is your best advice for an author who, or an educator who wants to write a book and journey into becoming an author as well?

Ryan Fahey (25:26):
Yeah, when I was back, you know, if we go back to the van, North Carolina days I, this family that I was living with at the time the, the father was an author and that book was called taking on Goliath. And it’s actually very fascinating read for anyone who’s interested, but we were running together one day and he said to, I asked him similar question, like what, like what kind of led you to writing a book? Like how did this happen? And he said, you know, Ryan, I got to a point where I realized I’m not an author, but I have a story to tell. And I think that’s so important for an educator out there. You have a unique story. You have your unique individual, you have unique value that you can add to the world and you need to add it.

Ryan Fahey (26:08):
You know, we live in this time that it’s so easy, like to write a book or to get, you know, get your resources on teachers, pay teachers or whatever, you know, platform is out there to share your talent, share your insight and value with the world. And I find it, it’s so interesting because as educators, we time inspiring the next generation and telling kids to live their dreams. But sometimes we, we, you know, through life and challenges and whatnot, they get snuffed out in their own lives. Yeah. And I think it’s important that we, you know, we just start something small, start something simple. And, and like you said about adding the value to adding value through your gifts and talents to the world, like putting yourself out there. I think it’s a super rewarding experience and, and it just makes the world a better place.

Sam Demma (26:56):
I couldn’t agree more. And if someone wants to ask you a question about anything we discussed or during this interview wants to pick up some of your books purchase, some of them wants to learn more about the process of becoming an author. What would be the best way for them to reach out or get in touch with you? Or send you an email?

Ryan Fahey (27:16):
Yeah. Great question. So they can come to my website just https://www.faheyconsulting.org/. I’m also on LinkedIn (ryanbfahey/) with Twitter as well at (@wellnessrf). I love Twitter. I think we’re now following each other Sam. So you might get some tweets from me about how exciting this conversation was. But yeah, I’m always open to chat, you know, I even put it in both of my books, I think like, or one of my, of books I put in temperature check, you know, you halfway through the book, you send me an email and I put my email in there, like, let’s talk, like what, how are you feeling? What have you taken away? What, you know, what more could I have done cuz I think, you know, keeping those conversations and lines open is huge.

Sam Demma (28:00):
I couldn’t agree more. Thank you so much again, Ryan, for doing this. Keep up the great work. I look forward to your next book and I, yeah, I look forward to staying connected and seeing all the great work you’re up to keep it up and we’ll talk soon.

Ryan Fahey (28:13):
Thank you, Sam.

Join the Educator Network & Connect with Ryan Fahey

March 18, 2022 by Sam Demma Education Consultant Experiential Learning Founder and CEO Student Leadership Student Success 0

Patrick Schultz – Director of Education, Director of Technology Integration at Business Professionals of America

About Patrick Schultz

Prior to joining the National BPA staff, Patrick Schultz had a very successful teaching career in Career and Technical Education with a focus on Computer Science and Cybersecurity. Under his current role as Director of Technology Integration, Patrick is responsible for technology infrastructure development, multiple education initiatives, and establishing/growing partnerships around technology.

With over 15 years of combined teaching, industry, non-profit, and student organizational knowledge, he brings a unique perspective to building opportunities for those looking to enter the fields of finance, business, and/or informational technology.

Connect with Patrick: Email | Website

Listen Now

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

Resources Mentioned

Business Professionals of America

Career and Technical Student Organizations

Nicholas Sparks (author)

MICE – Michigan initiative for cybersecurity education.

The Transcript

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

Sam Demma (00:01):
Patrick welcome to the high performing educator. Huge pleasure to have you on the show. Please start by introducing yourself.

Patrick Shultz (00:09):
Hi, my name is Patrick Schultz and thank you Sam, for having me here today. Currently I am the director of technology integration and director of education for Business professionals of America, a premier career tech student organiz located primarily in the United States, but also reaching into Guam, Haiti, Puerto Rico China, and a few other countries on the side of being those two director roles which we’re gonna dive into. I’m sure here talking about what we do on a day to day basis. I am also the CEO of a 501 nonprofit that focuses on cyber security and it education training for both students and teachers throughout the us.

Sam Demma (00:55):
How did you get involved in BPA and what are your responsibilities today?

Patrick Shultz (01:02):
Yeah, great question. So I got involved with BPA originally as a classroom educator, I taught in bay city, Michigan computer science, software engineering, website design, and pretty much anything else in the it media arts platform. As part of that, one of our responsibilities was to become a local chapter advisor that involves getting students prepared for competitions. It involves getting students built in and learning their own leadership potential and tracking a lot of community service work not just in local community, but also in ways that they could engage both nationally and internationally through virtual opportunities as well. My journey through BPA has been a very interesting one over the course of almost 17 years now after being in the classroom or while I was in the classroom, I did teach in that program for approximately 14 years.

Patrick Shultz (02:03):
While I was in that program, I had an to travel to regional competitions, state competitions in Michigan, and then also through multiple large scale cities throughout the United States. And essentially what we have in those cities at the national level is called the national leadership conference. As students work in impeding through nationals and working through that, I got the opportunity to meet some of the national staff the current director of education at the time. This goes all the way back to 2009. We were talking about competitions and I didn’t realize who they were, but we were talking about some of the challenges and ways that we could improve some of the competitive event in little to be known. She was the actual national director. So we were able to work through some, some different things via email.

Patrick Shultz (02:56):
And then I was invited out to do some work alongside some key educators throughout the nation. And, and each state gets to send one to three individuals to a group that’s called C a C or the classroom educator advisory council. So in the work there that I was able to do, I helped take a look at for multiple years in an unofficial role into the it events that we looked at in our platform. And then an opportunity opened up where I could become the official Michigan representative on the group. I was there for six years doing that and then turned from that opportunity after those years of, of working on so many different events and being a competition author, I was able to work my way through and I applied for the board of trustees at the national level my first year I was just a general member at large.

Patrick Shultz (03:51):
I was able to look at our strategic long range plan that hadn’t been updated in multiple years. So we put together a 1, 3, 5 year model for where we wanted to take the organization. And then my second year of the board, I was the vice chair elected by my peers. And then my third year I was elected as the chair of the board. Really opened my eyes to multiple different positions. What the national staff really endures throughout a year. It always seemed like they put on this big conference, but what else happened throughout the years? So I was able to really gain, you know, crucial insight to that perspective from staff, taking a look at governments and everything that went into all of the decisions that a board would make it an national nonprofit. And then combining with my teacher experience as a local advisor, it was sort of, I hadn’t really not experienced every angle.

Patrick Shultz (04:51):
So with all of that experience, there was an opportunity to work on the national staff after I was the board chair and there was a job opening into a job posting. So I applied for that, and that was for the director of technology integration. And then after a year of doing that, then I’ve moved into now the director of education. So that’s a long story for sure and my journey to get where I’m at. But right now my current roles of director of ed and director of technology, the integration, I oversee all of our technology solutions, our platforms also oversee all of our education partner competitions, our competitive event platform across six different assessment areas and career pathways, as well as taking a look at building out standards, certification and really just trying to grow and make sure that we’re staying at the forefront with new competitions and staying on par, if not ahead, of where the industry’s headed,

Sam Demma (05:55):
It’s such a fascinating organization that’s doing such important work. What would you say is the most rewarding aspect of working with BPA?

Patrick Shultz (06:06):
Definitely it’s, it’s getting to know and working with students and, and educators around the world. So it’s this past couple of years, you know, has been very tough for many people. Definitely through the coronavirus, the pandemic a lot of education was really flipped on its head in terms of delivery models. So utilizing my tech background as well as my education knowledge, we were able to go forward and still provide the same opportunities for students. We were still. And in many cases, we actually opened the door to new opportunities that rural students or others who may not have been able to attend all of a sudden have this platform that they could connect with. In the past two years, I was able to connect with more advisors and students than I think I ever did as a classroom educator, just because I had open platform to 45,000 members within our organization.

Patrick Shultz (07:06):
We successfully assisted at the national level over 85 regional and state leadership conferences across 30 different states. So that was just something really, you know, unique. It was really rewarding to get to know everybody. And, and ultimately there there’s a ton of work that goes into what we do, but it’s always about hearing the stories about how we’ve impacted individuals lives, how BPA as a whole has been able to show a students that they can have a career pathway in business or it marketing communications, health admin and in the end, it, it really shows them what they’re capable of. It builds that self confidence platform through our leadership development and, and in some cases too, something that is just as rewarding as showing someone their path of where they want to be is also showing them where they don’t want to be. You know, and, and it’s really cool to see students say, you know what, I did this competition. I don’t ever want to do this again. And that’s awesome because we help them find their path. And then they take in and move down a totally or plan that we know they’ll be successful in with the, the life skills and the basic core knowledge that they get from the organization.

Sam Demma (08:28):
And at what point through your own educational journey and career, did you found mice? And maybe you can explain the acronym and why you’re passionate about that work as well.

Patrick Shultz (08:41):
Yeah, absolutely. So mice is the Michigan initiative for cybersecurity education. About six years ago, I had the opportunity to work at the federal government level in a, a project called nice, the national initiative for cybersecurity education. I was their K12 co-chair of a, a federal working group identifying resources and, and best practice trends in cybersecurity and it education for a three year term. And when that term was over we brought everything by back into Michigan that we have found, but what we noticed was that there was a lot of ideas, but there wasn’t a one stop solution to try to bring everything together. It’s, it’s always easy to say, yes, let’s start this program and then you have to think, well, okay, who’s gonna teach it. Who’s gonna implement it. Are they trained? Plus in Michigan at the time, we did not have a certified career tech ed program for cybersecurity.

Patrick Shultz (09:43):
So there was a group of individuals who are my co-founders in mice. What we took a look at doing was writing a state standard program. So we modified it or, or implemented it as a carbon clone of what was done at the national standards, but then we threw in the auto automotive industry. And some of the other areas that are highly unique in, in Michigan is our core of manufacturing. And we built out the statewide program. And then we pitched it to the state department of education. And what’s always interesting when he’s start talking to higher education or department of ed, is that it typically takes a year to get the process rolling. And then another year for planning and then a third year for implementation. They were all on board with this within three months from start to finish.

Patrick Shultz (10:32):
We had a full program integrated. We had the standard there and then we also immediately had the thought process of, okay, now it’s there. What do we do? So we had already predesigned out quarterly trainings for teachers that were interested in cybersecurity and it we’ve specialized so far now in converting educators who may not have anything to do with it. So we we’ve got a lot of English teachers or business teachers that we converted into it teachers. So far we’ve worked with over 70 different school districts in Michigan. Wow. And that was just within the first year. Mice has been officially an organization for five years. And over the past two, we’ve also expanded into Oklahoma, Texas, Ohio Illinois, Indiana California, and a couple other states throughout the us. But ultimately there there’s three main pillars of mice.

Patrick Shultz (11:33):
One is to develop teacher training models that can be replicated across other states. The second one is to build a learning management system that has customized courseware that is open for all career pathways in it, whether it’s cyber, computer PRI computer programming networking hardware. And then our third pillar is taking a look at consulting and designing programs. Michigan is what’s known as a local control state, meaning that every local district gets to make the choice, as long as they meet the statewide standards, how they’ll implement what text they use, what curriculum materials to implement with that comes a challenge that everybody is absolutely unique and there is nothing that is done the same way between two different districts. So we take a look at our consulting side as identifying what they currently have, where we can fit in additional and information, how we can modify it with the ultimate goal of building a pipeline from preschool, kindergarten, primary grade, all the way through the 12th grade system. Hmm. So it’s, it’s interesting to see how each one works but ultimately we’ve impacted on average about 6,000 students, a across those districts that are specializing just in it throughout Michigan, over the PA or on average per year,

Sam Demma (13:01):
That’s amazing. You, it seems like you hold different roles of governance in different organizations your journey as a leader, along the path, what resources have you found helpful? Who have you looked up to and learned from, and what do you think makes a, a strong leader?

Patrick Shultz (13:22):
Well, I I’ll start that and come back to the strong leader aspect in a minute. For me individually my parents were definitely a huge influence on me. My, my dad was in, in computer science, he worked for general motors and recently retired working for autonomous vehicles. So that’s where I get my tech background from nice my educator side. My mom was a preschool teacher for many, many years. And then when I got into high school, she backed off from just to be able to, you know, work through all of the schedules between my sister and I from the multiple sports that we played and working through, you know, getting us to where, and luckily we were, she was able to do that to be with us at all times, but it really instilled in me to always take the risk, jump to the next step and just keep pushing as much as possible.

Patrick Shultz (14:16):
My journey is, is really an interesting one. I, teaching and education was never my first choice. Mm. I, I really wanted to be a brain surgeon or an astrophysicist. And that’s where I started school. I that’s where I was headed towards. And I can expand on that later in terms of, you know, how I ended up in education. But when it comes full circle, you know, there was a lot of individuals who were very influential in my life. I had an English teacher Carol Young, who always just taught you to think outside of the box. She, she believed in you, no matter what, I mean, even if you were being the absolute troublemaker I mean, I remember seeing friends and, and even myself sometimes, you know, we didn’t behave well. We were young and, and working through the process, but she always just saw this vision in us that we never saw in ourselves.

Patrick Shultz (15:13):
So people like that really make the difference. And when you really take a look and think back at it, and for me, reflecting on your question about what does it take to be a leader is, is it’s a few things, one it’s initial drive. It’s just the want to make a difference. I think that’s so huge in it because I don’t know if there’s one cookie cutter shell to, to define a leader because you can, obviously you can have leaders that are global. You can have leaders that are in a community, and they’re just happy with where they are. They don’t need to have that, you know, worldly acknow of where they’re going. The second thing with leadership in me is that you just have to be authentic as long as you are doing it for the right reason, whatever that reason you might believe in, and you don’t lose sight of that, then I think you end up leading down that path and you’re going to make a difference in people’s lives.

Patrick Shultz (16:12):
And, and the third one is just listening to your environment. You know, there’s so many times where you can get caught up in everything. That’s just going on, you know, whether it’s politics or you listen to, you know, if you’re leading a group of 10 people, there might be, well, there is 10 different voices there. You might have many different opinions. You might have many agreements, but ultimately you have to listen and you have to keep your ear to the ground. And, and you have to make decisions eventually where you may not know all the facts, but you know, what is right based on your own feeling, your gut, your vision, and that that’s where you want to take things you know, to move in it. And that sort of goes back to me and how I ended up in education is it just felt right. You know, it, I always wanted to make a difference in, you know, helping others and looking external. And I try to start every single decision that I do was with, with how will this impact someone else if it costs me 50 hours, but it saves someone else one hour of time, I’ll do that all day long. That’s, that’s just the way that I’ve always believed it.

Sam Demma (17:27):
I love that. I I’m intrigued by your explanation of gut feelings, because a lot of the big decisions that I made in my life, I believe came from my gut and the way that I felt about it. And sometimes those decisions don’t make the most logical sense to others, but it, you know, it feels right for you when you’re Teeter tottering on making one of those decisions or in front of a big decision, what do you find helpful to help you pull the trigger?

Patrick Shultz (17:58):
Well, I live by the motto in the, the quote where mantra of sir Richard Branson, someone offers you an opportunity, take it. You can figure out how to do it lay. And even if they don’t offer you the opportunity, you can offer yourself the opportunity at any time. And, and if you live by that, then you won’t ever look backwards and say, I should have coulda would’ve, you know, and if you’re, if you fail, you didn’t fail. You went forward. And, and in very, you know, I, I know there’s circumstances, obviously you can take a huge financial risk. You can lose a lot of money. You can go through that part, but in the end you might get set back, but you’re also gonna have a knowledge base to expand that even further and to grow faster through that entire process. So I think, you know, for me, it’s taking a risk.

Patrick Shultz (18:52):
It it’s risk is how you look at it. If you look at risk as being negative or, Ooh, I shouldn’t do that because of this situation, it’s hard for you to move forward. But if you look at risk as an opportunity, and you say, Hey, I might do this, but I not making. And that’s okay. You know, it’s traditional marketing, you make 10 phone calls, you probably get one lead that one lead could be the difference maker. And it also goes to, you know, a perspective of never being afraid to, to just fail. It, it, there’s so many different aspects of failure in, in weakness as what is perceived as weakness. So it’s, you know, if you look at a traditional SWAT analysis, you’ve got strength, weaknesses, opportunities, and threats which, what SWAT stands for, you know, anytime that you realize that your weakness and your threat are really your opportunity to and move forward, then you’ve, you’ve, you’ve really changed your mindset in, in part of it, cuz otherwise any company or any individual entrepreneur, if they looked at a market analysis and it’s oversaturated, we’d never come up with a new, the new product or we’d never come up with that new you know, transition to where we’re gonna head next.

Sam Demma (20:16):
What a good way to position that whole idea of failure and looking at risk as a positive thing. One of my inspirations as an American rapper named Russ who at the age of 15, decided he wanted to be one of the biggest artists in the world spent 10 years in the basement, a clothing store on a couch, making music made 94 songs, 11 studio albums build no fan base. And in the 11th year became one of the biggest independent artists on the face of the planet. And when asked in an interview, the best piece of advice he’d ever received, he said, what if it could turn out better than you ever imagined? And that sentence really reminded me of what you were saying about risk and it being an opportunity. It really just depends on the frame of mind that you’re in. When you look at the situation, I’m really curious to know where you see yourself within BPA within mice in the next five or 10 years. And this is obviously a big question, but what are some of your big goals that you hope to see come to life?

Patrick Shultz (21:27):
Yeah, well, I, I can start it by saying that it doesn’t matter what the title or what you know, what the position I’m in is as long as it’s making the difference. That’s where I want to be, you know, eight to 10 years for, from the mice perspective, I want mice in all 50 states. I wanna be in Canada, Mexico, Japan, China. I want it to just explode because I want the message and the opportunity to explode for students. It it’s not necessarily, but I, I mean, I’m not gonna lie. I’d love to be making millions and own a small island. And that’s where I wanna be in 10 years. But ultimately it it’s really the difference. For BPA within three years, I want to be in five new countries, I want to have BPA have double or triple the membership. And I wanna be able to have a system that has self support to be able to help identify and build out new instructors, because one of the biggest challenges that we’re gonna face globally, isn’t economical.

Patrick Shultz (22:34):
It it’s going to be an education or educator shortage that’s going to happen and occur. Cuz we have a number of individuals who have done their time. They have put in multiple years, multiple decades and they’re frankly burn out and it’s time and, and there’s going to be a very large shortage in terms of educators coming in. So that’s a big part of it. You know, it’s interesting too, when you bring up Russ and in, you know, the presence in, in how everything is cuz opportunity present itself, when you least expect it, if you go through life constantly waiting for that next moment, instead of making that moment or letting it happen you’re gonna live a little bit of, of doubt in yourself sometime, you know, or fear or anxiety because you’re always gonna be waiting and looking at it from a of, well, it’s not happening for me yet.

Patrick Shultz (23:33):
Well, that doesn’t mean that it’s not happening. It just hasn’t come to fruition. So it’s, it’s in work, it’s in progress. So you know, when I look at BPA in my career at BPA, did I ever think that I would move from a classroom educator all the way up to working for the national staff? I can’t say that I did. I’ve, I’ve loved the journey. I’ve loved the adventure. I’ve been able to work with so many dedicated educators and, and business professionals. I I’ve met CEOs, I’ve met custodians, I’ve met everybody throughout the process and they all have equal and important roles as you look at the full journey. I, myself, I would, I would love to be in a position that’s able to continue to make this decisions and move the organization to be really a model for global development and student success.

Patrick Shultz (24:36):
And, and honestly, I don’t, I don’t know that I need a title or that you need the title to be able to do that. Cuz you can make often you can make such a difference from the side and it doesn’t have to be from the top. Or even behind the scenes in certain things. There’s often many projects that I work on that I get called in for a quick solution or that, and, and it’s just that you do the solution, you give it back to ’em and then they’re able to move on and nobody ever knows where it came from and it’s perfect. It’s, it’s okay to happen in that way. It happens all the time. But yeah, you know, I’d love to be a philanthropic leader, you know, and build a a massive wealth that, that combines itself with other communities in, in really targets at risk youth in, in some really underprivileged areas, areas that we currently work with too.

Sam Demma (25:32):
So awesome to just hear some of the ideas, I appreciate you sharing, you have a quote on your Seren for everyone listening, who doesn’t actually see us and it reads, if it comes, let it come, if it stays, let it stay. If it goes, let it go. What does is the significance of that quote and what does it mean to you by Nicholas Sparks?

Patrick Shultz (25:51):
Yeah. You know, the quote really means that change happens. You know, when it comes, allow it to come, it, it could teach you some, some really positive life lessons, you know, change brings with it challenges, but it does bring solutions. If, if what you’re going through the, the second line, if it stays, let it stay is it’s okay to not force change. You know? So if you’re looking at something and it works, you don’t always have to reinvent the wheel just to make it a different way or fit. It might just work. So the platform may be in my mind a solution that could, could be better, but there’s bigger fish to fry or bigger things to take a look at. And if it goes, let it go, you know, it’s one of those things. It, you can take that in a lot of ways.

Patrick Shultz (26:41):
When nobody likes loss nobody likes seeing people walk away or rolls be reduced. But when I look at that in my, what it really means is, is go with the flow. You know, there’s many times where the change that comes is going to come no matter what, and you can’t control it, you have to just let it sort of go and let it play its course out in certain times you have to be there to support everybody on your team so that they’re able to do their jobs and be able to, you know, help others and work through it. And everybody does take it a little bit differently too. So you have to let it roll off your shoulders. Sometimes you, you know, someone might be upset. That’s okay. They might walk away. That’s okay. You will get through it no matter what that’s, that’s the big part, but it may look different and that’s okay. You know, for it to take a look at that way, but that’s really, you know, it’s deep, but there’s really those, those three different parts of it. And Nicholas Sparks is one of my wife’s favorite authors. So he he’s written some excellent books over the years. But just go with the flow.

Sam Demma (27:54):
I like it. A good friend of mine used to say Kura, if it’ll be, it will be. And I think that really sums up that, that quote, which is why it’s stuck out to me. If you could take the experience, you’ve had the knowledge and the wisdom over the past, however many years you’ve been working in education, travel back in time, tap young, younger, pat, not that you’re old, but tap younger pat on your shoulder and say, this is the advice I wish you heard when you were just getting started in this field in vocation. What would you have told you young yourself?

Patrick Shultz (28:29):
I definitely would’ve. It, it would’ve been my third, you know, option of leadership is listen more. I think that when I was younger, I would, I was definitely a go-getter I’m still a go-getter. But I didn’t, I impactfully listen to those or my environment all the time. I think that that would be something to definitely go back and tell myself to just sort of live in the moment and again, ears to the ground experience, what you’re experiencing. You don’t have to rush through it to get to the next phase or the next step in your career. And the other thing that I would definitely go back and do and tell myself, and I wish everybody could always tell themselves this. When they look back is you have to trust in your own ability. You know, there are many, many times where you are correct or your ability is good enough, but the human psyche takes over so often and tries to cast doubt in yourself or in the project you’re working on or even in a team.

Patrick Shultz (29:35):
You know, there’s, there was times too where, you know, you may be the strongest link on the team and there’s times where you may realize you’re not the strongest, but what you have to realize is how to share the responsibility or to pick up the others who are on your team you know, and help them along in the process. But at the same time, you do have to have discussions that are tough. And you have to have you know, a lot of faith in those around you to be able to move forward with a lot of the projects in, in the way that, you know, they need to be done. And it might not be your way, you know, that’s the other thing too, is I, if I could go back 20 years, I would tell myself that your way is not the only way, you know, it, it takes everybody, I think, quite a bit or a lot of time in life to realize that other solutions are, are awesome and that you know, they open your eyes to a different perspective to help you improve and grow to it.

Patrick Shultz (30:38):
I’ve always been a lifelong learner. I mean, I can’t get enough. I’m a knowledge hound where I sit on Wikipedia, I’ll sit and read you know, books, not it, it’s more like sitting and reading a dictionary almost. So just work, looking up word of the day and going through all those things. Yeah. I can’t get enough of, of that education piece, but I would tell myself to slow down and just enjoy the right two.

Sam Demma (31:03):
I love it. Thank you so much for taking some time here to share your experiences a little bit about yourself, some of your philosophies, if someone wants to reach out, ask a question or help you expand to Japan, China, or any of the other countries you mentioned, if they’re in the position to do so, what would be the best way for them to get in touch with you?

Patrick Shultz (31:23):
Yeah, the best way to get in touch would be to reach out, to support@bpa.org. That’ll come right to me and we can work through any challenges, structure, ideas even people, if they don’t want to talk BPA, they can talk mice, they can talk general knowledge, you know, just pick the brain. That’s, that’s where I think the collaboration amongst everybody always comes in. And you know, I’d like to just leave this with my favorite quote of all time. When my when I started teaching there was a track coach that I coached girls track with. And he always used to say this, and I never really believed it until four or five years into teaching, but the quote is still unknown to this day. I don’t know who created it other than him. But the quote is good. Better, best, never let it rest until your good is better and your better is best. And if you live by that motto in every single situation that you look at, no matter what the project, no matter what the assignment even if it’s just getting up out of bed out a day, when you’re having a bad day, take the good, make it better. And eventually the better will become the best that you could be. So that’s where I’d like to leave it with you for today.

Sam Demma (32:36):
Thank you so much, pat. Thank you so much, Patrick. Keep up the great work and we’ll talk soon.

Patrick Shultz (32:42):
All right. Thanks a lot, sir.

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March 18, 2022 by Sam Demma Association Director Experiential Learning Founder and CEO Student Leadership Student Success 0

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