fbpx

Teachers

Cassandra Tenbergen – Principal at Marymount Academy (Sudbury CDSB)

Cassandra Tenbergen - Principal at Marymount Academy (SCDSB)
About Cassandra Tenbergen

Cassandra Tenbergen (@CassandraTenbe1) is the principal of Marymount Academy.  The only all-girls school in Northern Ontario.  In her 12-year career as a principal, she has worked in schools from JK to adult education and spent two years at the board office as Assistant to the Director.  Her passion is program development, and has worked with her various school teams to create programs such as summer school e-learning, personal support worker, elite sports training program and many specialist high skills major programs.

Cassandra’s passion is student success and thinking of various ways to support each student individually.  She is also always lending a hand at the school; whether it be making costumes for the school play or stepping into coach, she enjoys being a part of the school team.

Connect with Cassandra Tenbergen: Email | Twitter | Linkedin

Listen Now

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

Resources Mentioned

Marymount Academy – Sudbury Catholic Schools

Sudbury Catholic District School Board – Schools to Believe In.

What Having a “Growth Mindset” Actually Means – Harvard …

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):
Cassandra, welcome to the high performing educator podcast. It’s a pleasure to have you on the show this morning. Please start by introducing yourself.

Cassandra Tenbergen (00:09):
My name is Cassandra tengan. I’m a principal with separate Catholic district school board. I’ve been a principal and vice principal for many years, since 2005. And my background is every anything from JK all the way up to adult education.

Sam Demma (00:28):
At what point in your own pursuit of careers as a, as a young student, did you realize education is the field that I want to get into in the future?

Cassandra Tenbergen (00:38):
I think I’ve always wanted to go into education. I being young during the summer, I would even play school with my twin sister and any other kid that I could find on the street. And there were tons of kids on the street back then. So we would play school all the time. So that was one of the memories that I, I had. I don’t think I ever wanted to be anything, but a teacher, I think at one point I have a memory of being in an elementary school and my principal at the time was Mr. Griffin. Great. Great man. And I remember walking past his office and I’m like, I wanna be a principal one day. Mm. And even when I went for my interview to become a teacher with sub Catholic I, I don’t remember it cuz you know, you’re so nervous. During interviews you don’t really remember a lot, but the superintendent that hired me at the time reminded me afterwards. She said you, during that interview, you said you wanted to become a principal. And I’ve been supported through this process through the board too to become a principal, you need specialists and you need all those forms. I to get those extra qualifications and they supported me along the way. And I absolutely love being in the field of education.

Sam Demma (02:15):
Tell me about the journey and what it looked like right after you got your degree. So from that moment to where you are now, like what different roles have you worked in? What did the progression look like? All that fun to?

Cassandra Tenbergen (02:27):
So I was hired back in 1997, the day after the poli the walkout and the political protest. Wow. So there were not a lot of jobs back then. I was hired November 11th, 1997. So I didn’t start in September. I kind of started right near, near the beginning of the school year, but in November, the person that I was taking over for decided to retire at the last minute with everything that was happening politically. And I started my teaching career at Marymount academy, which is an all girls school, which is also the high school that I attended. Hmm. Back in 1997 they still had OAC. So there were still five years of high school instead of work. So I taught English, which was not my major in university. My major was in science. But I did get teachables in English cuz I wanted to make sure that cause it was so hard to find a job back then I wanted to have the broadest spectrum being able to, you know, I was willing to teach anything back then.

Cassandra Tenbergen (03:47)
And I, I taught OAC. So there was actually only four years age difference between me and my oh wow. Students. Yeah. Yeah. And then I was surplus at my school. The only thing that there was only one job posted and that was math. So that summer I went to Toronto, got my teachable in math. I just kept getting different qualifications. I have a specialist in, in guidance, a special in special education. I, you know, we have four high schools within our school board. I’ve taught at all three. Wow. And in different areas. So I’ve taught math, science, English. I did guidance. I was actually our school board opened a new high school that would’ve been in 2002, I believe. Hmm. And so we started with five teachers and I was one of those five teachers.

Cassandra Tenbergen (04:59):
Wow. So I had the experience of building a school because we only started with grade nine and then we went the following year, we had nine and 10 and then 9, 10, 11. And, and it, so working, starting with a small group of people with working with the principal I was teacher and had the ability to be teacher in charge back then. So that’s when I got a little of and was got my principal qualifications during that time as well. And started in an elementary school as a vice principal, came back to Marymount , which was a seven to 12 school. Went to adult ad that’s when I had the opportunity to be a principal, spent a couple years at the school board level it’s assistant to the director. So I oversaw student success portfolio for all the high schools. And then I was sent to a school in in the outskirts of Sunbury spent seven years there.

Cassandra Tenbergen (06:02):
And then for the past two years, I I’m back at at Marymount. And I I’ve always had no matter where I went to, I had great experiences. I have great call colleagues, worked with great teacher teams in, in all the the schools. And I really I love working with the teachers. I think that’s an important aspect of leadership learning with them, learning beside them creating different programs, creating things. And I think that that is that’s my passion, one of my specialists, if you like to yeah. Consider it that is developing programs. Even in the adult education setting, I develop the PSW program, so personal support we’re and it’s still running and, and very successful today. So

Sam Demma (07:04):
That’s awesome. What a, what an amazing journey and it’s, it’s cool that it’s come full circle and brought you back to the school where you grew up which is, which is really awesome. You mentioned OAC. I was one of those students that took a fifth year. So you could have been my teacher years ago. but well, yeah, it’s an amazing journey along the way. Did you have other principles, other people in your life that mentored you and supported you? And if so, do you remember who those people were and maybe some of the things that you think they did for you that made a difference?

Cassandra Tenbergen (07:41):
Yes. I, every principal that I worked with, I learned from, mm, and we still we did have a mentoring program too for newly appointed principals and vice principal. So I was a part of that as a mentee and as a mentor. So I , you know, was on both sides of that I’ve learned from each one of them. It’s funny because some of them that have retired now asked me what I thought of their leadership and it is interesting to have that conversation with them and for cuz they all, everybody has a different leadership style. And I remember having a conversation with one of them and I said, wow, you, you kind of left me to figure some things out on my own. Mm. Which is not a bad thing. So at the time, you know, it could be scary for someone new.

Cassandra Tenbergen (08:43):
But you know, their door was always open for me to ask questions and I think that that is extremely important. So I’ve had to train two brand new VPs over the just recent years. And I think that’s really important is always having an open door quality taking the time, having those conversations, bouncing ideas off of each other, even though I’ve been doing this job for my years, it is important for, for me to have a partner that I can bounce ideas off of. Because education is changing, the kids are changing. We have to change our, our approaches to supporting those students, whether it be directly in the classroom in terms of what courses and programs we create. So having that, that partner that we can you know, bounce those ideas off of talk about how are we going to support the students? How are we going to support the parent how are we going to have those difficult convers? Yeah. All those are, are important and, and growth opportunities for both myself and for my VP.

Sam Demma (10:06):
You mentioned earlier programs, creating programs, running programs has been a big part of your education experience. Have you witnessed firsthand the effect that any has had on students within the school culture community? Maybe there’s even a story that comes to mind. Like I would love to, I’d love to hear one or two stories.


Cassandra Tenbergen (10:26):
There’s lots of stories. So the personal support worker program is in our adult education school. And oh, I created that way back when, but I thought it was important. So this people in those the adults in those programs can earn credits towards the high school diploma diploma, as well as a personal support worker diploma. First one out of the, in a school board and in our area. So I had to reach out to colleagues across the province to learn how do they develop it? And I, it was a lot of work, a lot of work and my colleagues across the province that there’s no way you can develop a program and become accredited in one. And I’m like, watch me and I did it

Cassandra Tenbergen (11:25):
I did it. There’s a lot of programs that I developed that came to mind summer school e-learning within our school board. And that’s going strong. I did that as part of my practicum for my tennis qualifications at the last high school I was at, we developed an elite sports training program really focused on not training in a particular sport, but really training the whole athlete. If you are good, if you are a good athlete, you are can be good in any, you can Excel in any sport of choice. And, and that was our philosophy and a lots of those students ended up graduating with scholarships even in the states. Wow. We would have about three, four students a year who would receive sports scholarships, whether it be college university or somewhere in the states.

Cassandra Tenbergen (12:29):
So that was a very successful even developing specialist, high schools and major programs. I’ve developed several of them within the, the high schools that I’ve been at. And a lot of them are those students are working in that area that they that the specialist high schools major in cuz part of the component of the specialist, high schools major program is co-op and I full I’m a full advocate for co-op believe it’s so important, whether you’re in a specialist, high schools, major program or whether you are not I, I will give you an example of my son who was in the health and wellness specialist, high schools, major program, and thought for sure, for sure. He wanted to be a physiotherapist. So I’m like, okay, great. That’s what you’re gonna do your co-op in.

Cassandra Tenbergen (13:25):
So he lasted three days in that co-op and said, I can’t do this. I can’t go back. I can’t do this for the rest of my life. And I’m like, yeah, that’s great. I didn’t spend, you know, thousands of dollars in tuition at a university for you to figure out that that’s not what I wanna do for the rest of my life. So I’m like, what do you wanna do for the rest of your life? And I was always, I, I say it’s, you know, one of those me mom moments where I would never for allow my Stu my child to stay home on an exam day when he didn’t have an exam. I’m like, where do you want a job shadow him? So I gave him lots of opportunities. And so when I said to him, you have to do a co-op, so where do you wanna go?

Cassandra Tenbergen (14:11):
And he’s like, I really enjoyed the placement that I had at the pharmacy. So I’m like, great. So let’s drive there right now and see if they’ll take you for several months instead of a day. So they did agree to take him most places do agree to take a co-op student. And so he was there for several months. It ended up becoming halfway through the co-op placement. They ended up starting to pay him. And he’s been working as a pharmacy assistant you know, during the summer after school hours for many years now. So

Sam Demma (14:53):
That’s amazing. I, I always try and tell students think about life like a buffet. You know, you show up to the buffet, there’s so many different food options. You grab a plate, take as much as, you know, take as as many different options as you can bring it back, you try a little bit of everything and the things don’t like, you make a mental note, not to grab those again, but the things you do, you go and double down. And I feel like, you know, your son went through that exact same situation, which is awesome because it’s just as important to learn what you don’t like as it is to figure out what it is you do. Right?

Cassandra Tenbergen (15:27):
Absolutely. And I think that’s really important for, for people to hear. So he did apply and was accepted into a program a pre-pharmacy program at Waterloo and spent two years there. And this year he was supposed to enter the school of pharmacy. And during his second year at Christmas, he came to me and said, you know, I thought that this is what I wanted to do, but no, I can’t. And I said, that’s fine. So he finished his year and I said, what do you like, what do you wanna do? Like we, we had to have that conversation exactly what you said, what piece you liked it enough to apply to the program, but not to continue in the program. So what piece did you like of that? Right. Mm-Hmm . And so now he’s he’s in a paramedic program.

Cassandra Tenbergen (16:26):
Oh, cool. Absolutely loves it. So he, he liked the he likes the fast pace of the paramedic program. He likes the ability to solve problems. And he talked to me about I love the learning about and figuring out about drug interactions. Mm. So, and he says, you know, when, when you’re responding to a situation, you have to find out what medications are. They are, you know, what is, is this a possibility of drug interactions and just that aspect of it. And that’s why he chose paramedic and absolutely loves it. So

Sam Demma (17:07):
That’s amazing. I’m glad to hear that you know, programs are an important part of school, whether it’s that actual curriculum or other things that is brought in by principals or other teachers programs have been a little difficult to run over the past two years. What are some of the challenges that, that may mountain has been facing? Other schools you’ve heard of in the board that are presently, maybe dissipating slowly, but are still like in the back of your mind?

Cassandra Tenbergen (17:38):
Oh, that’s a good question. That’s a tough question. Because everything is constantly changing. Yeah. and, you know, guidelines are constantly changing what we can do, what we can’t do. So we just, I just wanna say the word creativity, you have to be creative to keep those programs running the best that you can.

Sam Demma (18:12):
Yeah. Creativity is, is key. I I’ve seen some people pivot the way they deliver their programs. Maybe even try to do some of them virtually but you know, at may amount, was there any programs that like, kind of had to stop and the school tried to pivot slightly or do something slightly differently with it?

Cassandra Tenbergen (18:34):
We try to keep things going as much as possible. And that is my mantra for everything that we do here. Hmm. So, you know, Marymount is a school with lots of school spirit. Obviously it’s all girls, it’s like a big slumber party. like, it’s just, it’s that, that great feeling, right? You’re, you’re, there’s no boys around, you could be yourself. The, the school spirit is amazing. And how do we keep that going when you can’t have those assemblies when you can’t get together as a school? So we just find ways around it. We still have our we have our, it’s called a big lip competition. It’s a lip singing competition. Nice. So we, you know, we can’t gather in the gym together and, and ha do performances on the stage, but how can we still keep it going? So the students go up on stage, they tape it. It’s, you know, it’s going to be through zoom. Nice. We’ll try to keep things going as, as much as possible, you know, even with the co-op some co-ops had to move to a virtual platform, but we try to keep those the face to face. Co-Op going as much as we could meeting all the, you know, the guidelines and procedures that we have to follow.

Sam Demma (20:02):
Of course. So got it. And what do you think some of the opportunities might be or things that I feel like with every challenge, there is some form of growth, potential, or opportunity that presents itself. You think there are some opportunity that have come out of this, this situation or this time?

Cassandra Tenbergen (20:21):
Yes. definitely with technology. Mm. So I think that the use of technology really was able to spring even the teachers for it was a quick, oh my goodness. Such a quick they had to pivot so quickly back in March 20, 20. They have to be commended for that because we took teachers outta the classroom and that’s how they they’ve always been in the classroom. That’s you, you, you learn to teach in a classroom and then we’re saying you have to do your job virtually online. You have to do the same job, but in a different setting, using technology. So, you know, they they have to be commended for making that the switch and doing doing a great job at it. And so using technology I think, is really going to, to Excel.

Cassandra Tenbergen (21:29):
Learning for everything is at the fingertips of students now. So it’s not necessarily always teaching them about the content. It’s about thinking about the content and using it differently and really focusing on the six global competencies. So that’s something that we started looking at last year as a, a school team and something that we’re we developed the whole program around it. It’s called the spark program here. Nice. And it’s really focusing on those six global competencies students here really like the opportunity to be able to reach ahead. It is we only offer academic programming here at the like at the academic level university bound courses. So the, the students really like the opportunity to reach ahead in terms of credit accumulation and grade level. So we, this program is based on that based on the global competencies and really helping them develop those those six global competencies about, you know, collaboration, creativity, critical thinking, communication in being a global citizen.

Cassandra Tenbergen (22:54):
And self-directed learning. So some students if you stay in the program all the way to grade 11, they’re really focusing on working on a project that meets their interest mm-hmm . So for example, one student might be wanting to eventually open their own business and they might be developing a business plan and working with community partners. Cause we have a lot of community involvement community partnerships with this program. Another student you know, might be more of science focus and maybe wants to look at the a city’s recycling, a green box program. How could it be more efficient? So, you know, they contact the city and look at that, and then they present their learning and their projects to the teacher and to the the rest of the class. So this classroom teacher acts more of a facilitator for their learning.

Sam Demma (23:53):
Got it. Love it. The, the school sounds amazing. it sounds like a really lively and diverse place with lots of opportunities for growth. If you, you could take all your experiences in education and all the different roles you’ve worked in travel back in time you know, tap younger, Cassandra, not you’re still young now, but tap even younger Cassandra on the shoulder and be like, Hey, this is what I needed you to hear when you were just starting in education. And I asked the question because there’s probably a lot of people listening to this who are just starting to think about getting into education. I’m curious to know what advice you would’ve gave yourself.

Cassandra Tenbergen (24:35):
Never give up.

Sam Demma (24:37):
Mm.

Cassandra Tenbergen (24:38):
Always have a growth mindset don’t and when I say never give up, what, what comes to mind is, you know, there’s always obstacles whether you’re looking at program development or whether you’re dealing with a student and who you know, might find themselves in a difficult situation, may not be succeeding in school. And, you know, you, you work with them, their parents, maybe some community organization, and you find a plan. And if that plan doesn’t work, then try another plan and you try another plan. And I know, like I remember having conversations with, with some parents and then they get frustrated and like, we can’t give up cuz something is going to click. Mm.

Cassandra Tenbergen (25:30):
And I even remember this one girl and she was behind eight credits in her grade 12 year. Wow. And she came to me and she says, I’m determined to get, not only the, the six credits I need, but I’m, I need I’m, I’m, I’m determined to graduate. And I said, okay, so let’s sit down and come up with a plan. And I was lucky enough to have what’s called an open doors program at that school at the time. So there’s a classroom teacher in there, an EEA. It was a place a safe place for, for students who maybe a regular classroom setting, just wasn’t for them. It was work at your own pace. Some worked a little faster than others, but you know what? She did it, she ended up graduating and, you know, it’s, it’s being able to think outside the box, coming up with plans for students that that might not, you know, I, and every student’s different and every plan’s different. And just when you’re just never give up, never give up and continue to have that growth mindset that, you know, everybody can succeed. They might not all in whatever successes is for them. Right. For some student success is just coming to school. and, you know, just being there to support them, supporting them, supporting the parents, you never give up

Sam Demma (27:10):
I love that. That it’s a universal piece of advice. Doesn’t matter if you’re thinking about getting it to education, or if you wanna fly planes or start your own business, there’s no real limit to where that should be applied, but I thank you so much for taking the time to do this. If someone’s listening, wants to reach out, ask you a question about anything you talked about on the podcast, what would be the best way for them to get in touch with you?

Cassandra Tenbergen (27:35):
They can email me. So it’s cassandra.tenbergen@sudburycatholicschools.ca. I’m also on Twitter. It’s https://twitter.com/CassandraTenbe1

Sam Demma (27:49):
Awesome. That sounds good, Cassandra. Thank you so much again for taking the time to do this. I really appreciate it. Keep up the great work and we’ll talk soon.

Cassandra Tenbergen (27:58):
Okay. Thanks for.

Join the Educator Network & Connect with Cassandra Tenbergen

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

May 2, 2022 by Department Head Experiential Learning Principals Student Leadership Student Success Teachers 0

Bluefield Leadership Class **Student Interview**

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

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

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

Today we are joined by the students in his two leadership classes. We ask them all the questions you’d be interested in hearing as an educator.  

Connect with Ryan: Email | Instagram | Linkedin | Twitter

Listen Now

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

Resources Mentioned

Bluefield High School

PEI Teachers’ Federation

Physical Education Association of PEI

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 the High Performing Educator podcast. This is your host and youth speaker, Sam Demma, and I’m super excited to be joined again by Ryan. Ryan and I already did an interview. You haven’t heard it yet because it’s not live, but it’s coming out very soon, but today I won’t be actually interviewing him. I’m gonna be interviewing two of his leadership classes and the students inside those classes. And the reason I’m so excited about this conversation is that you’re gonna get the opportunity to hear from students, you know, from a different part of the world what their experience has been like going through school during this time. Ryan, why don’t you kick us off by just kind of explaining where this idea came from, and why you wanted to, why you wanted to do this?


Ryan Laughlin (01:15):
Sure. So like a lot of places in Canada, there’s been a lot of restrictions in what we’ve been able to do, especially with our leadership classes. So I was talking to a colleague, Melanie Headley, and we were brainstorming ideas where we could engage students with something creative and give ’em an experience that I have not been able to because of restrictions. So we were talking about podcasts, she mentioned your name and I reached out and we connected and here we are.


Sam Demma (01:39):
Yeah. And I’m excited; I’m super excited so thank you for taking this on. I mean, we could just jump right in. We’ve we’ve outlined some questions and you have some students selected so why don’t we just call Jordan up to get started? You know, Jordan, the first thing I’m curious to know is your experience, as a student, how has it been affected during COVID 19?


Jordan (02:01):
I feel that at the start of the year, it was the most challenging to try to get used to all the protocols and wearing the masks and stuff, but in the whole run of things, I guess it was really minor because they’re really adaptable and once you got in the routine of doing them you know, it’d feel very unnormal not to do them right now. But I feel I of the big thing that has been most challenging is the uncertainty that it’s brought to the school year. Like I found that not knowing whether or not the materials that were cut outta some of the classes this year will affect or make challenges next year, going into University.


Sam Demma (02:45):
Mm, yeah. Such a good point, and do you already know what you wanna study or what you wanna get into?


Jordan (02:50):
Yeah, I’m going into business next year.


Sam Demma (02:52):
Oh, nice. Very cool, thanks so much for sharing. I totally agree. The uncertainty, this situation has brought is not only thrown off school, but like literally everything. My heart also goes out to the athletes who spent years training for something and now it’s falling apart. Jayden, I’m curious to know your perspective, you know, how has COVID 19 affected you personally? And I see you’re all wearing masks, so I’ll virtually put mine on as well, but go ahead.


Jayden (03:19):
Well for like sports and stuff, it’s kind of taken away from some of the time that we could like spend doing that. Like the rugby season last year got taken away from like all the students so that was, that kind of sucked. And also like the normal prom and graduation, that’s also another thing that’s kind of taken away from a lot of the students. And also what Jordan said, the uncertainty of like, whether it’s gonna affect next year, or even if we’re gonna go into like another lockdown again, the first one was pretty rough for a lot of people. So, couldn’t imagine going into like another big one.


Sam Demma (04:00):
Yeah. I hear you, man. The mental toll that we all went through going through a lockdown is super real, and I don’t think it gets talked about a lot, but we’re not supposed to live inside our individual homes and never see other human beings. , you know, I, I think if we go through another lockdown, we’re all gonna become these socially awkward humans that don’t know how to interact and talk other people. But yeah, that’s so right. And, and thank you for sharing. We’ll move on, we’ll move on. Let’s go right to Grace or actually let’s, let’s go right to Grace Conley. What are some things Grace that you think your teacher or other teachers in your school have done that you think have been helpful during this time?


Grace Angel (04:40):
Well I’m Grace Angel. Grace Conley’s not here yet, so I’ll just, I’ll just go first.


Sam Demma (04:46):
Oh, perfect.


Grace Angel (04:48):
So I found it really helpful that teachers were, I thought of as kind to remind they’re very patient and they reminded us to sanitize and put our masks up like distance and they don’t tend to flip out over it. They know from the most part that we didn’t need to forget and they know how scary, stressful the situation is for us and adults, because they tend to have kids of their own. And they’ve given us like leeway on assignments and stuff. And they’re just, there’s overall very understanding of how hard this is for everyone.


Sam Demma (05:23):
And what does patients look like in your perspective? Like when you say they’ve been patient, what do you mean by that?


Grace Angel (05:30):
Well, they’ve like, okay. So every day, like they constantly tell us to pull up our masks cause we keep putting them down and nice. They’re not like send us to the office. They’re just like, they keep remind us over and over. And they’re not like getting frustrated with it right away. They there’s


Sam Demma (05:51):
No punishment


Grace Angel (05:52):
Learning curve.


Sam Demma (05:53):
Yeah. There’s no punishment. It’s almost like I remember when I was in high school, you show up to class late and then if you show up to class late a second time, it’s like go to the office. like, you know, I feel like in this time you’re right. Like that has been reversed. We’re a lot more understanding and empathetic of the situation because everyone’s going through this, this new learning. So I totally agree. Thank you. Thank you so much for sharing. We’ll move on right to you Cassie Casie. I’m really curious to know what do you want more of right now? Like what do you think would make your school experience more impactful or a little better?


Jordan (06:32):
Okay. I’m Charlie. I think this one was my question. Okay.


Jordan (06:36):
So right now, like kind of just want normalcy, especially since it is our graduation year. And we are really lucky here in P because we’re able to be in school and we’re able to do things that a lot of other students in, around the world in, in the, in the country aren’t able to do. And I do wanna of COVID-19 and like why there are certain measures in place, but honestly it just kinda sucks. Like not being able to graduate with the people that we’ve been in school with for the past 12 years and not being able have school activities that make school enjoyable, just kind of make it less than ideal.


Sam Demma (07:17):
Yeah, I agree. And I made a mistake, so everyone listening, I apologized I asked their own question to the wrong people. But yeah. Charlie, thank you so much for sharing Cora, what’s your perspective on this?


Jordan (07:31):
Okay, so what was the question again?


Sam Demma (07:35):
like, what do you want more of right now? What do you think would make your school experience better?


Jordan (07:40):
Okay. So for what I wrote is I kinda just thought that we’ve done what, like 12 years of school with the exact same people. And I just think that in our last, probably like month even, it’s just been a lot of actual school work and I really just wanna be here with the people. Well, like doing activities like we, our grad week, we barely basically have like, like the activities that some of the other students gone to do, like seniors in the past years, we didn’t get to do anything nearly as fun. But like I, Charlie said, it’s not really anything you can do because of COVID, but yeah. Yeah. I just wish that we got to be here with the people and not do as much school even while we’re in the school.


Jordan (08:34):
And you


Jordan (08:34):
Can do that.


Sam Demma (08:35):
That sounds like what I would’ve wanted if I was in grade 12 again.


Jordan (08:39):
Yeah, exactly.


Sam Demma (08:41):
All right. Thanks for sharing both of you. I appreciate that. Well now move on to Cassie for real Cassie, if, if you had to give me an idea, like, what do you think makes a, a strong student leader or a good student leader? Nice glasses, by the way.


Cassie (08:56):
Thank you very much. I think that a great student leader is someone who’s selfless and kind. It’s someone who genuinely cares about other people and shows dedication and all that they do. It’s someone who contributes and is very involved in their school and community, and when they see opportunity to help or make a change that they take it,


Sam Demma (09:19):
Love it. And do you think student leaders are individuals that wear like clout goggles and glasses?


Cassie (09:25):
Yes. Specifically clout goggles.


Sam Demma (09:27):
love it. All right. Thank you so much for sharing. Sam, you have the, you know, one of the most beautiful names in the world. Can you tell me your perspective?


Sam (09:37):
Well, I agree with everything that Cassie said, but also someone who isn’t afraid to go outside their comfort zone, maybe like wear clout passes to school and someone that looks at things in different ways and tries to make other people fit in. So like having a spirit day that maybe includes the athletes and another one that includes like a different group of people, not just into like one group of people in the school, having a chance for everyone to be included.


Sam Demma (09:59):
Love it, man. Love it. What does your hat say?


Sam (10:01):
My hat says PEI rugby.


Sam Demma (10:03):
Ah, you play rugby. Yeah. Nice man. Love that. Love that. That’s awesome. Thank you both for sharing. Appreciate it. We will move on to Olivia. Olivia, what is one thing you’ve learned from this class ALA, you know, Ryan’s not listening that has had the biggest impact on you.


Jordan (10:20):
So one of the things I learned in this class that had a big impact on me was the meaning of servant leadership and what a servant leader is. It wasn’t really a philosophy I was very aware of before and knew much about, but we really dived into it here. And I really liked the project we did with it in class, where we like interviewed a servant of leader from a provincial organization, a provincial nonprofit, and we got to really meet them and connect them and share who they are to our class.


Sam Demma (10:45):
So if you had to, in your own words, describe what a servant leader is like from what you’ve learned. Like, how would you kinda, how would you explain it?


Jordan (10:53):
For me, a servant leader is someone who recognizes a problem in their community and takes charge by helping those people that are not as privileged or not, as, I don’t know, profitable in the community, like they’re taking charge and helping people that need it the most. Nice. And they’re serving by doing the work that they recognize that has to be done. They’re leading, they’re trying to build other leaders in the community. They’re not focused on having as much of the authority position as just trying to take charge and help others.


Sam Demma (11:22):
Yeah. They’re not focused on the CLO goggles. They’re focused on the work. love it. I’m just, that’s totally joking. thank you so much for sharing. That was a great answer. That another Sam, oh wow. We got lots of Sam. Sam, what do you think has been the most impactful thing you’ve learned from this class


Sam (11:39):
In this class? Definitely communication. Like throughout the semester, we’ve had like so many activities to focus on communication and working with others. Like we do nonverbal communication, like just like a month ago, we did one where we’d put in groups and like we’d have to put together shape without actually communicating like one person’s outta shape. Another person didn’t see shape. But anyways, the point is Mr. Locklin, I feel like, definitely focuses a lot on communicating, whether it be non-verbal or, you know, just like learning how to communicate as a leader. You know, like being polite and being respectful and like, you know, taking consideration, like reading the room or whatever, he taught us a lot, how to do that. Nice. which obviously is quite important in a leisure class. And of course, quite useful to assume the years in general,


Sam Demma (12:26):
Love that. Thanks for sharing. I think communication’s so important, like reading other people’s body language and also being able to express your idea is in a, in a succinct way, super, super valuable, especially in any future jobs you get into or any leadership position. So thank you both for sharing. Let’s move on to the next question. So if you could give your younger self, your younger high school self advice what would you say? Is Will here yet by the way? By the way, okay, so we’ll start with Will, ’cause I wasn’t sure I wanted to ask and see if he’s here and then we’ll move on.


Will (13:00):
I find everything kind of comes into your life for a reason whether you make mistakes, like you have to make mistakes and fail to like actually learn something. And I find that’s like one of the main things, if I like told like knew that whenever I was younger, like making mistakes is fine and like failing’s fine, but that’s like definitely the biggest one


Sam Demma (13:21):
For me. Yeah. I find that sometimes we attach our self worth to our school and our grades and our accomplishments. And if we don’t, you know, succeed, we feel like we’re worthless or like we, we failed when in reality failing to just you learn , you know, you’re realizing what you did wrong. So thank you so much for sharing. Is it Nalia?


Jordan (13:42):
Yeah. It’s Nalia


Sam Demma (13:43):
Perfect. What, what about, what’s your perspective? What’s something you’d share with your younger high school self?


Jordan (13:47):
If I could tell my younger high school self anything, it would be kind of just to enjoy the small thing. So like looking back as the class of 2021, we have one normal year of high school. So it was our grade 10 year. And I definitely took things for granted in my grade til year, if that was sports or social activities or just really the environment around the school. I do anything right now to go back to the way that was two years ago. So I think I just would really tell him not to take anything for granted and to every opportunity, but to make sure that you are making smart choices and you’re making the right choices because though we really think it’s not often the right time we learned this year that maybe you only have one time. So this world is so packed unknowns. I really just think you have to take advantage of every opportunity in front of you.


Sam Demma (14:33):
Yeah. I love that. It’s funny. Cause I read this post on online the other day was talking about when you talk about, you know, way back when, you know, when our parents are 40 years old and they say, oh, I remember back in high school, like these moments will still, we’ll still have those conversations, you know, so we should live it to the fullest of its potential regardless. And I, I agree. Totally. Thank you so much for sharing that and love the bucket hat by the way. super, super swaggy. All right. Last question. And we’ll start off with Matt, Matt mills, any final pieces of advice for another student who’s listening right now,


Will (15:08):
Some final pieces of advice would be don’t get too caught up in we’re about your future. Cause the people around you will be around you for a limited amount of time, cuz people go other high school or universities and go away for hockey. You know, you never know, right? So you gotta spend as much time with them as you can. And you don’t wanna be looking back thinking you could spend more time with them when you’re too busy, worry about your future.


Sam Demma (15:34):
Agreed. And I also think it’s important to stay like, you know, don’t let our egos get in between our friendships. Sometimes we hesitate or stop ourselves from reaching out to people that we haven’t talked to in a long time, because maybe there was something that happened five years ago and it’s like, yo, push that aside. You know that person and you could have a beautiful relief, you know, be the bigger person and reach out. I love that advice. And I’m giving you this advice as well and also sharing it to anyone watching, because I also need it at certain points. So thanks for sharing that. I appreciate it. And Grace, what about yourself?


Grace (16:08):
The most important advice I’d give to myself, I’d probably just to be more in high school. Like I found that if you’re more involved in your school and doing activities and spirit days and stuff like that, then it makes it a way better environment to grow up in. Yeah. And also like what said to not take your high school years for granted, like it’s some of the best years of your life. And I remember like when I was in grade 10, I was like, oh, be in grade 12. Like I just wanna graduate and stuff like that. But I think that the grade tens need to take this time and like actually experience high school and not just wish it away.


Sam Demma (16:45):
Yeah. Love that. Thank you so much for sharing. I appreciate it. Great job everyone. If everyone on three could yell. Thank you. Appreciate it. Are you ready? 1, 2, 3.


Ryan Laughlin (16:57):
Thank you


Sam Demma (16:58):
So great to hear from you guys from leadership class with Ryan at Bluefield, this, this has been a phenomenal podcast. Ryan, we wanna pop back in for one quick second, just to wrap this up. Thank you so much for organizing this for setting up the idea. We have another class coming on the afternoon and will be slapping these two episodes together as like a long masterclass from the students, any final words you wanna share or things you wanna express or, or say


Ryan Laughlin (17:23):
No, I think this was great. The new experience for the students and you could tell they were a little nervous yesterday leading into it, and I think they did a great job and it’s interesting to hear the different perspectives from different people and connected them together and giving them a new experience, which I think is valuable.


Sam Demma (17:38):
I agree. I agree. And if anyone, if anyone’s listening and was inspired by something your student said and wanted to reach out to one of them to ask them a follow up question what would be an email that they could send you to relay it to a student?


Ryan Laughlin (17:52):
Sure. Yeah. So my email is rjlaughlin@cloud.edu.pe.ca. So they wanted to fire me a message. I could forward it to the students for the next month to five weeks here and then they’re on their way into their new adventures.


Sam Demma (18:06):
Awesome. Ryan, thank you so much for organizing this really appreciate it. It’s been a pleasure and let’s stay in touch. It’ll talk soon.


Ryan Laughlin (18:12):
Awesome. Thanks.


Sam Demma (18:13):
And we’re back with Ryan’s second class, Ryan. Thank you again for being here and bringing your students. It’s super exciting.


Ryan Laughlin (18:20):
Yeah. It’s great to be here. I’m excited to see these students have a conversation with you.


Sam Demma (18:24):
All right. We’ll jump right in. We’ll start off with Amber, Amber, I’m curious to know has been the most challenging aspect of COVID 19 for yourself as a student.


Jordan (18:34):
Well, especially being a part of the graduating class of 2021, it is evident that COVID has faced off with like several challenges from wearing masks on a daily to not being able to see your friends as often. I mainly think that the most challenging part of like having COVID would have to be just planning all of our grad events and not being able to have the, the like expected graduation and prom and just all those fun events that we always looked up to. I definitely think though that this is something, even though we hated at the moment, it’ll be something that we look back on in the future and we’re gonna be grateful for eventually


Sam Demma (19:13):
adversity builds strength. Right. I, I totally agree. Emily, what about you? What’s your perspective on this?


Jordan (19:19):
So I kinda said the same thing, the most challenging part would be missing out on a lot of the things that we got to do without COVID. So this year we didn’t have a winter formal at our school and going on field trips was harder and our pro graduation is a lot different than it typically would be, but I’m glad that we got to do in person learning.


Sam Demma (19:38):
Nice love that. Thank you so much for sharing. And I totally agree. I know you got some, a virtual background of a beach. I really miss just traveling as well, right. yeah. Yeah. Thank you so much for sharing. Perfect. Moving on. We will go right to Devon. I’m curious to know what is something your teacher or the teachers in your school have done this year that you think has been really helpful? Despite the situation


Will (20:01):
I would say they definitely helped a lot with the safety protocols because the start of the year, we were really good with sanitizing and everyone wearing their masks. And as the year just progressed, a lot of people on started lacking off with it. But for me, most of my teachers remind everyone when they come into class and since they’ve done that, everyone’s just kind of kept on track with it. So I’d say the teachers have definitely helped the most with that.


Sam Demma (20:24):
I love that. Love that. And I you’re all wearing your masks, so good job. Ellie, what about yourself?


Jordan (20:30):
So I my, my teachers have been really helpful as in, they’ve still tried to organize things to get us out of the classroom and just, they’re always smiling and always like understanding that we are going through a lot right now with COVID and it is a totally different experience than we ever would’ve expected. So we’re still going on some different forms of field trips and we’re getting outta the classroom and they’re organizing different events for us which is very helpful along with just them, them being nice in general as well.


Sam Demma (20:57):
Yeah. I hear you. It it’s like, I think teachers right now are working a hundred times harder to just even make school possible. You know what I mean? Yeah. So why don’t we on three? Just yell out loud. Thank you for everyone in your class for Ryan ready? 1, 2, 3. love it. Awesome. All right, moving on. We’ll move to Carla. Carla, I’m curious to know what do you want more of right now? Like what do you think would make your school experience better?


Jordan (21:28):
For me, it would be more gathering. So during COVID we didn’t get to have our winter formal, like Emily said earlier, our graduating like from is different this year. We didn’t like at the cafeteria table, we’re allowed to have four people in my group of friends is like a group of like eight or nine. So we can’t all sit together even just at school either.


Sam Demma (21:50):
Yeah. I hear you. Nice bucket hat by the way. Emma, what about yourself?


Jordan (21:57):
Yeah, so definitely right now is something I want is freedom. Of course, that’s almost physically impossible. We’re all trying to do our part with COVID, but ever since I was a little girl, I’ve always dreamed of a big graduate and a very big prom and going to all the high school parities, but of course, with the protocols we’re we aren’t able to do that, but I live by everything happens for a reason. So I choose to take COVID. And even though there’s a lot of negatives, I choose to take the positives and realize how much I’ve grown and matured from the challenges and adversity. Come


Sam Demma (22:29):
Love it. Love it also, by the way, nice bucket hat. appreciate the answers. It really feels like you’re on a beach, so it’s awesome. I love that. Yeah, that’s great. Cool. All right. Moving on to the next question. Sabrina, what do you think, what do you think makes a great student leader?


Jordan (22:49):
So me a great student leader is somebody who is very involved in school and I’m personally very involved in my school and I love to include as many people as I can. And I think that’s what makes Bluefield really good school for leadership, because we are very inclusive and that’s like my main thing and just be kind to everybody. Nice. Yeah. That’s


Sam Demma (23:15):
By the way, we don’t actually use the video, so don’t stress too much about it. but I would, I would say like, you’re a superhero, like bouncing in and out of the video. , you know, like when I was a kid, I always wanted to be invisible, but no, that’s awesome. Thank you so much for sharing that. I appreciate it. And again, don’t worry about it. We don’t, we don’t actually use the video. Jenaya what about yourself? And did I pronounce that correctly?


Jordan (23:38):
Yeah. Jenaya but that was pretty good, actually. So for me, like a great student leader would have to be someone who has like, I really like students interest and they’re like willing to hear everybody out. And recently we just picked like our Val Victorians. So like, I just like chose who I thought best like represented the school, but then also like every other student as well. They’re also the ones who make connections like in the hallway with like a simple, like, Hey, like how you doing? You know? And they just are really good, critical, cool thinkers and show like a lot of commitment and consistency within like the school as well.


Sam Demma (24:09):
Nice. It love it. Love it. Awesome. Thank you so much. I appreciate you both sharing. you ever seen that vine where the guy goes like this and he just disappears? that’s literally what’s happening right now. Thank you both for sure. I appreciate it. All right, next question. Let’s go with Beth. Beth, what do you think is something you’ve learned from this class that has had a big impact on you?


Jordan (24:34):
Well, just from this class, I learned kind of how to express my thoughts and opinions. I’m the type of person who’s more shy until you get to know me. So I don’t really open up to people unless I’m comfortable around them, but in this class we have like a lot of great leaders and a lot of social people. So it just kind of allowed me to open up and share, even if I’m not like comfortable with them necessarily. So it just kind of encouraged me to step outta my comfort zone.


Sam Demma (25:00):
Love it. Love it. Thank you for sharing. Awesome. And Neil, what about yourself?


Neil (25:04):
The biggest thing I learned would be skills of patience. So I play and also coach sports. Nice. So you have to learn how to be patient with cuz I coach little, 10 and 11 year olds. So you have to learn how to be patient with them. Cuz what I think as a 17 year old would be easy, might not be the same as what they find difficult. Like I, I had a little dude who could only make it to half court and that was a big accomplishment. But if I was to look at one of my high school teammates during a drill thinking, they can only do their drill to half court, then that wouldn’t be up to standards. So you just have to learn to be patient and know everyone’s situation to be able to adapt to it.


Sam Demma (25:42):
Love that adaptability sounds like empathy as well. Sounds like it could be put in. They’re empathizing with the skills of different players on your team and their situations. That’s awesome, man. Thanks for sharing. And do you have aspirations to continue coaching?


Neil (25:56):
Yeah, I would like to continue coaching. My dad’s coached me ever since I was a little dude and I would love to have kids someday and coached them. That would be, that’s a big dream of mine.


Sam Demma (26:05):
Nice man. Awesome. Thanks so much for sharing. All right, perfect. Onto the next question. Let’s go with Gracie, if you could give your younger self advice, what would you say?


Jordan (26:18):
Basically just try and be optimistic, optimistic about things and things will like will change through time. I say this because looking back on myself, like in great and everything like I’ve developed more skills and knowledge and experiences throughout my whole high school experience. Also like I’m volunteer with my community. I’m able to keep a part-time job in overcoming struggles along the way through this, I’m able to reflect and change things through like experiences and everything. And back in grade 10, like I don’t think I would ever be able to do all the things I’ve done.


Sam Demma (26:53):
Love it. Great advice. Kaylee, what about yourself?


Jordan (26:56):
Yeah. If I could give my younger high school self advice, it would probably be to just live in the moment. Like you never know, the world’s always changing. You can’t really predict the future and you can’t change the past. You just gotta live in the moment. Focus on what’s right in front of you.


Sam Demma (27:12):
Yeah, love that. I think right now it’s a good reminder too, because we’re all striving to wait for the world to get back to normal. as opposed to live in life right now. So yeah, it’s great. Great advice. Thanks for sharing. All right. Onto the next question. You know, is there any final pieces of advice for students listening right now? Adele, anything you wanna share?


Jordan (27:33):
So I believe the path to enjoying high school is to get involved and not to be afraid to try new things. I always enjoyed musical theater, but I was always scared of what other people would think. But last year I was in a school musical and it was one of the best experiences of my life.


Sam Demma (27:51):
Oh, I love that. What did you act? Were you behind the scenes? Like what was your position?


Jordan (27:55):
Well I had quite a big role in the show, so I was involved in like all the choreography and like a huge part of harmonies and all that stuff, so yeah.


Sam Demma (28:06):
Oh cool. Love that. Awesome. Good stuff. And Jenna, what about yourself?


Jordan (28:10):
Well, mine’s kinda the same as Adele, but I think that high school will be like a treasure time of your life for the rest of your life. You know, you’ve heard from every wise woman, every grandma . So get involved, make friends study hard, but remember that your high school career isn’t soon, it’ll only be a memory that you look back on. So make it a memory that you want to look back on and appreciate.


Sam Demma (28:30):
Love it. Love it. Awesome. All right. Let’s yell. Thank you everyone. On, in on three for this episode, 1, 2, 3.


Ryan Laughlin (28:38):
Thank you.


Sam Demma (28:40):
Bluefield leadership. It was, it was a great chatting with you, Ryan, if you wanna hop back on for one quick second, we’ll wrap things up. Again, thank you so much for pointing to us together. It was awesome. Everyone already has your contact info for so no need to share it again, but I just wanted to say one final. Thank you. And keep up with the awesome work.


Ryan Laughlin (28:56):
I appreciate Sam. I’m glad that you were open to this and it was a really cool experience with the two classes. So I enjoyed it a lot. I wanna thank you for that.


Sam Demma (29:03):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; if you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Ryan Laughlin

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

May 2, 2022 by Athletic Director Student Leadership Student Success Teachers Teaching Tips 0

Karen O’Brien – Re-Engagement Counsellor

Karen O'Brien - Re-Engagement Counsellor
About Karen O’Brien

Karen has worked in the education system for over 30 years. She began her career as a secondary school classroom teacher teaching multiple subjects. She continued her teaching career with the added responsibility of being a department head. With each new role and school, she developed a passion for helping students who face barriers to success. Her passion led her to the headship at an alternative high school site for students who struggle in mainstream schools.

Today, she is the Re-Engagement Counsellor at Halton District School Board where she helps youth aged 14 to 21 from all high schools in the board stay in school or return to school. Karen works with community agencies and schools to create a plan for each student, ensuring they’re able to finish their high school education and take the next step towards achieving their goals – whatever those may be.

In her personal life, Karen spends time with her family, friends, and at the cottage where she loves to be by the water. She is also a member of a book club that has been ongoing for over 10 years. Her group discusses books, cooks together, and shares many laughs and a few trips. As a mother of two, Karen also gets a great deal of joy watching her children develop their own career paths and passions.

Whether in her professional life or her personal life, Karen loves to learn, take on new challenges and support others as they pursue their goals.

Connect with Karen: Email | Linkedin

Listen Now

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

Resources Mentioned

Halton District School Board

Western University – Bachelors of Education

Book Clubs in Ontario

Google Hangouts Guide for Teachers

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. I’m super excited to bring you today’s interview with Karen O’Brien. She has worked in the education system for over 30 years. She began her career as a secondary school classroom teacher teaching multiple subjects, and then continued her teaching career with the added responsibility of being a department head.


Sam Demma (01:00):
With each new role in school. She developed a passion for helping students who face barriers to success. Her passion led her to the headship of an alternative high school site for students who struggle in mainstream schools. Today, she is the re-engagement counselor at the Halton District School Board, where she helps youth age 14 to 21 from all high schools in the board, stay in school or return to school. And let me tell you Karen does an amazing job. I was fortunate enough to work with her on a project with some of those students, and it was a, a very in enjoyable experience working with her. Karen works with community agencies and schools to create a plan for each student, ensuring they’re able to finish their high school education and take the next step towards achieving their goals, whatever they might be. In her personal life, Karen spends time with her family, friends and at the cottage where she loves to be by the water.


Sam Demma (01:49):
She’s also a member of a book club that has been ongoing for over 10 years and her group discusses books, cooks together, and shares many laughs and a few trips. As a mother of two, Karen also gets a great deal of joy of watching her children develop their own career paths and passions. Whether in her professional life or her personal life, Karen loves to learn, take on new challenges, and support others as they pursue their goals. I hope you enjoy this interview with Karen O’Brien, and I will see you on the other side. Karen, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on the show this morning. Why don’t you start by introducing yourself and sharing a little bit behind the journey that led you into education?


Karen O’Brien (02:31):
Absolutely. So my name’s Karen O’Brien. I work for Halton District School Board; I’m the re-engagement counselor. So I work with youth 14-21 who have left school or are in, at risk of leaving school, and the 17 high schools board call me in to work with those youth one on one or in small groups to try and keep them in school and motivate them to not only finish high school, but to plan for their future and go beyond that. So I’ve been doing this particular job for 7 years. Before that I have been in seven different schools; a classroom teacher for the most part. Always looking for a new challenge, hence the move between schools and, and a variety of programs. I’ve taught alternative-ed, regular classroom, gifted, all sorts of different classrooms.


Karen O’Brien (03:26):
What, what got me here teaching? I, I always have sort of been looking to teach or did when I was younger. I thought teaching could, was a possibility and so definitely loved it when I got into the classroom, loved it, but what I really truly loved were those watching those kids who were struggling you know, had barriers to success, watching those kids succeed. Mm. And so tho those are the kids. I kept thinking, oh, those are the kids. Those are the kids I want, wanna work with. So so that’s probably what led me, led me first of all, into alternative education and then led me into this job when this job was advertised. I, I thought this is my dream job and talked to a couple people and they said, yes, yes, you’d be perfect. So I, I thought, oh, my worlds are coming together. This is exactly the work I wanna do.


Sam Demma (04:22):
Well, tell me more about the work itself with reengagement, you know, being a reengagement officer. I, I don’t know that many teachers and even principals are even aware of what it is that might be tuning in. So I would love for them to learn a little more about it.


Karen O’Brien (04:35):
No, yeah. So what I do, so there’s two parts of my job. So if kids have left school and disengaged completely been removed from the register, so 14 and up I contact them at least once a semester to try and talk to them about why they left school. I often look at what’s beyond school because often why they left school. It has nothing or very little to do with school has a lot more to do with what’s occurring in their lives. So I work with all sorts of community agencies whether it’s housing agencies or employment agencies or addiction agencies, I work with all sorts. So I’m work regionally with all of those. I’m on a couple of regional committees. So I have lots of connections. Mental health supports are huge. So I work with all of those agencies.


Karen O’Brien (05:27):
So if I have a youth and I think, okay, these are the barriers, these are the struggles we address those. I get them connected to those type of agencies if they’re not already connected and work hard for that, because that’s the first thing, that’s always the first thing, once they’re connected and on sort of a road to wellness and doing, starting to do better. And, and they start to also trust me and, and have a relationship with me within start to talk about school and what those school goals might be and how school can look for them. That school, isn’t always about sitting in a room of 30 kids in a classroom that school can be done very differently than what perhaps they had experienced. So we talk about how they can do school without that model, that they don’t feel they fit into.


Karen O’Brien (06:15):
And also after they’ve addressed some of their concerns. So a lot of the youth when I meet with them are not, they don’t really see themselves as students has, has potential graduates. So I try to reframe that and help the see themselves. Yes, you could absolutely be a student, maybe not the picture or you have in your head, but, but you can learn and you can be a student and you can go on. And the goal is to go on after high school. So you know, I also read a lot of data and studies, so I know that they’ll do better in life if they go beyond high school and, and post secondary. And that’s pretty, pretty critical for a lot of, of students is to find their passion and whatever that is. So to have either is certainly traditional post-secondary college or university, but there’s also apprentice.


Karen O’Brien (07:09):
There’s also work. There’s also like a dream, a passion. So, so having a plan beyond high school, getting the diplomas a huge win, but it’s, what’s the next step. So I always say, I don’t wanna just get you out of high school. I want to get you into something yeah. Beyond high school. And that’s my goal with them. So I work with them and then, yeah. And work with them, just one one-on-one for the most part, some small group stuff. But most part I do one on one because they’re all unique and need those, those supports. So those are the youth. So those of youth have left school. The other part of my job is I built a relationship with all the schools and the board. So they call me in when they have a kid who’s flounder ring, cuz I always say, please, please call me before they’ve left.


Karen O’Brien (07:56):
Oh, I have a much better chance of helping them. If you know, you introduce me because they know you and, and we meet and I start to work with them when they’re still in school has, you know, when they’re hanging by a thread I want in so the schools bring me in a lot for that too. And that’s that’s, to me, my has evolved so seven years ago, it was mostly kids who have left. Now it’s mostly kids who are disengaging, who are, and, and that’s the bulk of my days and most of my days, which, which I’m very happy for that shift.


Sam Demma (08:33):
Wow. I love that. And you mentioned trust no. Yes. The beginning, initially it might be a generic conversation about their life and what’s going on and listening to them until they trust you. How do you build that trust with a student who might be disengaging?


Karen O’Brien (08:48):
Well, a lot of it is just meeting them. So pre pandemic, I’d meet them near their house, whether that was, you know, at Tim Horton McDonald’s or in a park or the library, wherever, I’d say like, what’s easy for you, where can you walk to, can we just meet and, and either walk and talk or sit and talk. And, and just, and I build the trust, not by saying, tell me about your life as much as I tell them about my job and that I have the ability to help them, not just with school, but with other things, I, I can connect them with other things. So I start to talk about that. For the most part in that first conversation, we don’t talk as much about school we do about their lives and, and sort of what, they’re, what they’re looking for in this moment.


Karen O’Brien (09:41):
I need, you know, I have precarious housing in this moment. I need, I really wanna work in this moment. So I, whatever that one thing is, I work really hard off the initial meeting to make that connection and get them support in that, because then they trust me and then they go the next time. Okay, here’s this, here’s this, here’s this, we do get to the point where we talk about school. I talk about you know, I ask them about when they liked school, like, what do they remember? Even if they have to reach really far back, what is it that they remember to do they remember a class or a project or something? What do they remember? And, and every single time they end up talking about the teacher. So not, well, you know, they may say grade, whatever nine I did this, or with this, they’ll start with, but they talk about the teacher and I think, okay, this is, this is what teaching is.


Karen O’Brien (10:39):
This is relationships. So, and, and they inevitably, that’s the discussion that comes out, that they like that class because they like the teacher because the teacher respected and valued them. Mm-Hmm so that’s really inevitably where it comes from. So I try then to a nice soft place, I call it for them to land in the education system where they have that caring adult. So I don’t just say, go register. I take them, I work with the school, like who’s gonna work with them. Who’s the first teacher they’re gonna encounter. Who’s going to work with them. And let’s pick carefully so, so there’s a good connection or the, the chance of the good connection.


Sam Demma (11:22):
That’s awesome. I love that. And where did your passion come from to work with these, you know, these specific type of students, like, you know, did you have a teacher that impacted you as a student? Did you have a unique own, your own unique journey through school?


Karen O’Brien (11:37):
Definitely. I, well, I moved five times growing up, my father kept getting transferred, so that’s, that’s, you know, it creates a little little, now I look back, I think. Okay. You know, you had to make it the transition. It creates a little chaos in your life. Every time you move. The most difficult move for me was probably the middle grade 12. And so you know, that, that was a tough transition for me. I had an economics teacher who was awesome and really sort of looked out for me. I must say he, so I actually enrolled in economics initially when I went, you know, nice went to university ended up getting an English and economics degree. But, but I, I think that, that was because, and he was like, you know, just one of those teachers who was like, Hey, in the hallway and, you know, built the, like totally made me feel like, okay, I’m part of this.


Karen O’Brien (12:37):
Mm. Even though I don’t feel part of this school, I, I know in this class, I feel like I’m definitely part of this. So so I do think that I also think when I started out in teaching, I was really, really so super curriculum focused. Mm. Like, like that was my, like I knew the curriculum and I was like, you know, had my lesson plans and I was like, I was on it. And I had a, a great 10 class who was gifted in rich class and they were challenging. And so I stopped trying to make them fit my curriculum, that they taught me that that’s not gonna work. and started talking to them about what they want to do. So I’d say, okay though, this is what the curriculum says you have to do.


Karen O’Brien (13:32):
How do you wanna show me that you do that? And, and this was many, many years ago. So it was so my classroom probably appeared a bit chaotic in those days compared to other classrooms. But but like, I love that class. And I, and so that’s what started me on this journey thinking, okay, you know, this, this is yeah, this is, this is how, how you teach you. Don’t, you don’t teach curriculum, you teach kids, you teach students. And, and if you’re always focused on I’m teaching the student, whatever the curriculum is, we can bring in.


Sam Demma (14:10):
Hmm. I love that. You know, you mentioned your economics teacher as well. Sounds like they, they played a huge role. Can you PI point what they did specifically that made you feel like a part of the class? Like, I, I’m curious because I, I know I’ve had teachers like that in my own high school journey. And if you asked me my favorite class, I would tell you world issues, class with, you know, Michael loud foot . So what are some of those things that you think he did or they did for you?


Karen O’Brien (14:35):
Well, part of, so part is there’s twofolds. So the one is a passion for his subject. You know, he loved it. He loved, and he loved the world. So economics, I suspect like world issues. We didn’t have world issues, but economics gave us the opportunity to look at what was happening in the world and then interpret it through the economic lens, through what’s happening. And, and, and so everything seemed like you were getting this, this passionate person about his subject, but getting an understanding of the world and what’s going on in the, in the world that, you know, you’re about to enter as an adult. So though that combination of his passion for the subject and his understanding that students wanna see the relevance, right. We want like, like make this relevant for me, make me understand why this is important. So and he did the curriculum became very relevant to me.


Karen O’Brien (15:29):
The other piece was the, the constant one on one talks. When I look back, he was, he was, you know, he kind of would do a lesson at the front, but he was always, you know, beside me, or, you know, or checking or sitting or pulling a chair or grabbing two desks and putting two, like help this person with, like, he was constantly like, you know, his classroom evolved with relationships as well as with the curriculum. So it wasn’t like we weren’t all just getting the curriculum, getting information from her, from him. We were, we were you know, part of the learning journey as he circulated through and went. And I think that that’s the teachers who, who are on the learning journey with the students and, and meet the students at whatever step they’re at to get them to the next step or help get another student to help them get to the next step.


Karen O’Brien (16:25):
Like, that’s, that’s the learning journey. So if they’re part of it, rather than the, you know, purveyor of knowledge, it’s, to me, to me, that’s, that’s the key to, to really being excellent at your job and for students to then trust you. Because if you are the expert students, I don’t know. I just get the sense that students just sit and passively take it, and then they watch for, oh, did you make a mistake? I’m gonna watch for it kind of thing. Yeah. Like it becomes a little, little bit of a us, us versus him or her or them. But if you’re, if the teacher’s on the learning journey with the student, then I think, you know, everybody leaves.


Sam Demma (17:07):
Yeah. Cause they feel just like them. It’s like, we’re both learning, you know? Yeah.


Karen O’Brien (17:12):
Yeah. Yeah. My students taught me something every year. Like I, I was teaching English and I just still remember this one young person was so funny cuz I was, he was really struggling with the poetry unit and that day we divided everything. Anyway, he was struggling with the poetry unit. So I was explaining it and I was, you know, going, oh, this is so cool. And this is what the poetry’s doing. And he said, okay, I understand. He goes, you understand that? I’m never gonna love this stuff. Right. And I go, okay, hear you. I will, I will back. Like, like I thought, okay, I’m a little Mure. So I I’m, I’m okay with you not loving it. Let’s get down to what you need to know. Yeah. And move on. And he was like, okay, good. So we


Sam Demma (17:55):
Were good from


Karen O’Brien (17:56):
Then on like I thought, okay. Learning again. Right. I get that.


Sam Demma (18:01):
That is so funny. that’s awesome.


Karen O’Brien (18:04):
It was so funny.


Sam Demma (18:05):
Yeah. And so no thinking about your role again, as a, you know, the re-engagement officer in the past couple of years versus this year, how has it changed? Like has there been a huge need for it during like, you know, COVID and what are some of the challenges you’ve been faced with and how have you tried to overcome them?


Karen O’Brien (18:24):
So huge challenges cuz I’m used to going and meeting with the student face to face. So arranging a phone call or a Google hangout as, you know, students don’t turn on their cameras and you know, there’s, there’s, they don’t always attend. Not that they always attend it in person, but so huge struggle. So I have so what I’ve done is I’ve primary to use the staff in the school. So is there someone in the school they were connected to? And I talked to the school and so then I try a three-way Google hangout or a three-way phone conversation because if they had a student success teacher or a guidance counselor or somebody or a math teacher, whomever that they really connected with and that teacher feels they can help. Then, then we were on setting up the Google meet with them, with them to sort of introduce me.


Karen O’Brien (19:19):
So we work a lot of the administrators do that. A lot of the vice principals know these kids really well. So they, we did a lot of three-way Google meets initially. So we worked with that. I got a cell phone numbers whenever I could for kids and would start texting because I can get a response, even if it’s short initially from texting. So just lots of texting check-ins really looking again for that agent, like what, what can I get to help them not necessarily school, but what can I get to help them? So I’ve used, yeah. The Google meet with, with a, a caring adult who introduces us texting some kids I’ve just driven to and said, will you just meet me outside? And we can talk. So some kids I’ve just said, you know, are you willing to do this?


Karen O’Brien (20:10):
So if they are, yeah, we just, we, you know, safety protocols stay distant and stuff, but we’d you know, go walk in a park or, you know, whatever, or just stand outside their house and they’d stand in the doorway and I’d stand back and talk to them. So I did a number of those too, just to try, I you know, used whatever I could, we have Halton learning foundation here. There’s a barriers account. So if a student is struggling, their family’s struggling financially, you can we can give them grocery gift cards. So in some, sometimes I deliberate those and that was my way so, so that was my way in with some of the kids to, to try and engage them in that conversation. I definitely used that a lot. Because a lot of these kids yeah, don’t don’t have much, so that was my way in. So rather than yeah, so I just, yeah, showing up, I mean, I really just have to show up where whatever way they’re willing to show up, if it’s a Google meet or texting or a phone call or on their front porch or, you know, at the door of their building, whatever. Yeah. I just try to show up and be there.


Sam Demma (21:27):
That’s awesome. And did you find that this year there was more support, but you were able to still, you know, do the same type of work, but it was just more difficult and more work or did you find that it was a lot, like it was a lot harder and maybe more students might have slipped through the cracks as a result of the challenges that


Karen O’Brien (21:50):
I felt that more students were slipping through the cracks this year. Although I I’ve been doing my tracking this week and, and summarizing, so we, I feel as a board, we have a good handle on our students. So I, I worried that they were flipping a slipping through the cracks, but that’s partly because I wasn’t seeing them. Oh, picture man. I’m so, so accustomed to seeing them and doing the check-ins that way. But, but I feel we have a good handle on them. There are definitely more suffering from mental health challenges all sorts of other challenges. So we have social worker workers working through the summer mental health, there’s all those things. So I’m feeling like the kids are, they struggle more. Yeah, definitely struggle more, but I’m feeling like they’re connected. You know, we see how, how well they stay connected throughout the summer, but I’m, I’m hoping that we have enough connections that we’re hanging on to them and, and we’ll get them back in September. I’m so looking forward to face to face in September, I’m feeling like we just need to hang onto them and get them back and then support them once they’re back.


Sam Demma (23:06):
Yeah. Couldn’t agree more. It’s it’s so different. I even think about the work that I do speaking this students and doing it virtual is one thing doing it in person is a totally different thing, you know? Totally. So, yeah, I couldn’t agree more. And if you could go back seven years and speak to Karen when she was just getting into this role, what, like what advice would you give your younger self and knowing what you know now?


Karen O’Brien (23:31):
When I I think knowing what I know now, when I first got into this role, I tried to cover everything like do it all, but that brought no depth to my work. Right. So, so, so cover every possible thing. And what I learned is I personally don’t need to cover every PO. I need to make sure everyone’s covered all the kids are covered, but I don’t personally, like I’m not the only person, I’m the only person in my role. And there’s no other role this in the board, but that doesn’t mean there. Aren’t a lot of other people out there who I can tap on and say, Hey, can you connect with these kids? Or even people in the community you know, informal, informal mentors in the community. Like there’s so many people. So I think, I think what I’ve learned is to build that network over the years.


Karen O’Brien (24:22):
So even if I’m not the person you know, diving deep with that kid and helping them every step of the way, I’ve got them connected to somebody who can help them navigate that. And, and they may cycle back in and ask me questions the odd time. But I, I think, I think that I would tell myself to just like focus on not focus on the kids, but focus on your network and who can help and, and who you need to tap on because the, the faster you do that, the more help you’re gonna get for these kids.


Sam Demma (24:55):
Yeah, love that. Such a good piece of advice. Well, Karen, thank you so much for coming on the show. Really appreciate it. If someone’s been listening and they’re interested in the conversation, or just wants to chat with you, what would be the best way for them to reach out?


Karen O’Brien (25:09):
They’re welcome to email me. So obrienk@hdsb.ca.


Sam Demma (25:18):
Cool, awesome. Karen again, thank you so much. Enjoy the rest of your summer. This is probably coming out in September so if you’re listening now, you’re probably wondering what the heck, but , we filmed it in the beginning of July, so enjoy your summer and I’ll talk to you soon.


Karen O’Brien (25:33):
Okay. Thank you so much, Sam.


Sam Demma (25:35):
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; if you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Karen O’Brien

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

April 30, 2022 by Alternative Education Department Head Experiential Learning Guidance Counsellors School Counsellor Social Worker Student Success Teachers Teaching Tips 0

Barrie Walsh – Retired math teacher in the Halifax Regional Centre for Education

Barrie Walsh - Retired math teacher in the Halifax Regional Centre for Education
About Barrie Walsh

Barrie Walsh (@bwalsh125) has been teaching math for more than forty-four years in the Halifax Regional Centre for Education. Barrie has won awards, including Teacher of the Year, three times at Sir John A. Macdonald High School, now Bay View High School. Although officially retired for several years, Barrie continues to assist students with math every day. Barrie spends all of his time at Five Bridges Jr. High. He works as a substitute but volunteers about one hundred days each year when needed.

During his early COVID days, Barrie set up a video studio in his home so that he could give extra help to students wherever they live through an online setup using Google Classroom. In the early days of his career, he would make home visits to get students caught up. Barrie has a core of beliefs that he believes make him a highly effective teacher. His beliefs emphasize continual patience, kindness, apology, vulnerability, and reflective thinking.

Connect with Barrie Walsh: Email | Twitter

Listen Now

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

Resources Mentioned

Halifax Regional Centre for Education

Five Bridges Junior High School

Website from the University of California greater good website

Join the Educator Network & Connect with Barrie Walsh

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

April 29, 2022 by Principals Student Leadership Student Success Teachers 0

Carl Cini – Principal at Iona Catholic Secondary School (DPCDSB)

Carl Cini - Principal at Iona Catholic Secondary School (DPCDSB)
About Carl Cini

Carl Cini (@cjrpc55) is the Principal at Iona Catholic Secondary School in Mississauga. He began his career at Loyola CSS in 1995. Since then, Carl has been a Law, History and Economics teacher at St. Joseph CSS and St. Edmund Campion CSS. Upon moving to administration, he was a vice principal at Our Lady of Mount Carmel CSS, John Cabot CSS and St. Joan of Arc CSS before becoming a Principal.

During the past 27 years, it has been a pleasure to mentor students to see them grow in so many ways. Carl is focused on provided a variety of opportunities for students to grow into well rounded adults. He can be seen in the gym, on the field, in the audience, driving the bus and visiting classrooms to see students in action. He celebrates the success of every student. Carl firmly believes that we only as successful as our students and teachers, and with that in mind, reaches each individual in the way that student and teacher will best learn.

Connect with Carl Cini: Email | Twitter

Listen Now

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

Resources Mentioned

Dufferin-Peel Catholic District School Board

Iona Catholic Secondary School in Mississauga

St. Edmund Campion Catholic Secondary School

St. Joseph Catholic Secondary School

The Transcript

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

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


Carl Cini (00:10):
My name is Carl Cini and I am the principal of Iona Catholic Secondary School in Missassauga.


Sam Demma (00:17):
At what point in your educational journey did you realize you wanted to be in?


Carl Cini (00:26):
Well, when I was in university, when I first went to university, I thought, you know, I’m gonna go into business and go make money and all of those things and the more and more I took courses, well, I took my first business course. I didn’t like it, so that didn’t help. And and then the, the more and more I started, you know, doing things around campus and, and the courses that I was taking, I did some volunteer were and some coaching. At that point I realized that that working with young people was gonna be my calling.


Sam Demma (00:52):
That’s amazing. When you say the things, when you say doing things around campus, what did that look like? Or what were the things you got involved with that made you realize this work was meaningful and something you really wanted to do?


Carl Cini (01:06):
Well, I had more to do with sort of hang on one second.


Sam Demma (01:11):
No worries.


Carl Cini (01:19):
When I was at university I was a tour guide. I was a mentor to like new people that came to my campus and did a little bit of peer tutoring. I was involved with with student council and and just, and then as I said, coaching, I was coaching basketball for young people and coaching a team in our, it was an as a competitive intermural league. And so I was there as well. And like I said, the more and more I got involved and the more and more I was talking to people in you know, in other years it just kind of made me think a little bit about some of the mentorship I didn’t get when I was in school and and thought that this would be a great opportunity for me to you know, to share my talents and to share my experience with other young people and to help them grow and develop.

Sam Demma (02:13):
Paint the picture. So you, you finish your degree or your teaching degree and what did the journey look like from there?

Carl Cini (02:22):
Okay. So, I mean, I will give even the journey, getting to teachers college was not an easy one. Yeah, please. It took a couple years for me to get into teach interest college and and even at the time it was very much based on marks and not so much on experience and other things. So I didn’t, I didn’t get in, I applied a couple times. I didn’t get in. I remember being at U of T and sitting in a meeting with all the other people that got rejected and being asked you know, being told, you know, if you have experience and, and you have decent marks, and this is your second time around, you know, you might wanna book a meeting with the registrar and see what’s happening. So I booked a meeting, I went into the meeting and the guy basically told me at the time, he said, you’re got good marks.

Carl Cini (03:08):
You got good experience. But your application just lacked, possess. Well, unfortunately at that point I kind of was like, okay, I came all the way down here and you tell me my application. And I kinda said to him, so if I put in old folders, I mean, it’s gonna be any better than it was. And I went on a bit of a tie rate to say that, you know, what your system is flawed. You can’t pick people so solely based on marks. And that, there’s lots of other things that, that encapsulate being a good teacher, but by the time it was all over, he’s like, oh, I guess we made a mistake. And then he let me in on they on appeal. Wow. And so I made it through teachers college, which was a phenomenal year. I, I was with some really, really great people. Interestingly in that year, all of us that were on student union were all students that got in on appeal.

Carl Cini (03:56):
I thought it was a bit of an interesting process back when that happened. And then, you know, and I graduated, I took a, a job at school by the water at Harbor front leading field trips in may and June. And then I got my, you know, I got on a Duffin peel, got called for a supply job the first day of school. And as they say, the rest is history. So they it was it was a bit of a journey.

Sam Demma (04:19):
You’re not the only one who’s had a journey going to education. Every educator has a different story. How did you pick yourself up and keep going when you were kind of facing those barriers or the nos and the rejections?

Carl Cini (04:37):
And I knew, I, I just knew that that’s what I wanted to do. Like they, they talk about education being a vocation or being a calling. And that’s exactly what it was like for me, it was like nobody was going to stop me from going to do it. Like, in fact, I mean, I would have, at that time when I was going through this you know, if we didn’t get an Ontario teacher’s college, there was always the option to go to the us to the Buffalo schools. And I have a number of who are excellent teachers who did their EDU, their education education in in Buffalo. So I was all set and ready to go to Buffalo and you know, had all my paperwork in and, and I did everything I needed to do to get in. And then I just happened to get in, in Ontario instead. So I chose you know, I always, to me anyways, it was, would’ve been better to to be in Ontario then to have to go to another jurisdiction. I had friends that went to Australia for teachers college. I mean, I was prepared to do and go wherever in order to, to go into, go into education.

Sam Demma (05:34):
Understood the willingness to do whatever it takes is something that I think is super important, not only in be coming an educator, but any path you choose to pursue in life. So I appreciate you sharing that little insight and story. What, what, so once you got accepted tell me more about the journey from the moment you got into education to where you are now.

Carl Cini (05:59):
So I originally at the, and again, this was like 94. At that time, I, I mean, I always wanted to be a high school, a high school teacher. However, I also knew that the jobs are few and far between for my qualifications. So my qualifications are in my degrees in economics and politics. So I didn’t really have great teachables to go into secondary plus at the time I know that there was a push to have more men hired into elementary schools. So I did my teacher’s education and junior intermediate. And because of my economics degree, I had quite a bit of math. So I was able to, to start to go through that, that angle. And so I went through and, you know, took my, my courses for English and history and intermediate. And then I continued through teacher’s college.

Carl Cini (06:47):
And then, like I said, when it was over, I I took it the, the best education job I could find, which was leading field trips. And then when I, I applied to almost every school board that I could think of I will say the only thing is I only applied to Catholic school boards. I did not apply to the public school boards. I mean, my education has been in Catholic schools. And, and even when I went to university, I went to Kings college at Western and I specifically chose a Catholic university to go to, because it, to me faith is, is a very important part of, of everything that we do. And so I did want to work in a Catholic school board. So I applied to all of them, ended up getting a position at Duffin peel. And, and again, at that time, you used to have to check a box as to what you wanted to supply teach for, whether it be for areas in elementary, secondary, or for French. So I just checked on up all the boxes. And then on the first day of school, I got a call from a high school that they needed me to come into supply teach. And again, I was there supplying for about the first three weeks before I got my first LTO job at Loyola. And it’s been fantastic.

Sam Demma (07:56):
You mentioned you took the best job you could get in education and they, it was leading field trips, which I think is amazing. When you just were starting out, what, what, what about leading field trips do you think was so special?

Carl Cini (08:11):
Oh, I, I thought it was great. I mean, first of all would be the outdoor part of it. We were outside all the time and the program was different depending on what grade we had and and what exactly the, the field trip was about. So there was certain themes with regards to the field trips, if I recall. And you know, a lot of it had to do with the history of Toronto and how Toronto developed. And, you know, we were, I remember showing pictures, standing on a parking garage and showing students pictures of what the Toronto skyline looked like in 1880, what it looked like in 1912, what it looked like in 1950. So students can see the growth and development of Toronto and just being able to work with different students from a whole variety of different grades. It also had me even have a better idea as to what I wanted to do when I, you know, sort of a grade that I might wanna teach when I get to when I get to schools. And then the other part, just the flexibility of the whole thing. You know, learning very clearly that you have to be flexible and you have to tailor your, your pedagogy and tailor what you do to the students who are before you at that specific time.

Sam Demma (09:15):
Understood, understood, and the different roles you’ve held in education which one has been the most meaningful for you. And I know it’s a difficult question to ask because they all provide such awesome experiences and can give you, you know, the opportunity and ability to make a very positive impact. But what’s your role, have you found the most, me meaningful or enjoyable as well personally?

Carl Cini (09:41):
Well, I think I might have to separate those two people and enjoyable. I mean, I really did enjoy being a classroom teacher and and I really loved it. And then I became a department head for canner world studies and, you know, being able to be in the classroom every day, I, I missed C tremendously. But I will, but then I will turn around and say that the most meaningful job I’ve had is the one that I’m in right now. Hmm. I think being a principal of the school it, it was interesting before I became an, like I told I did not wanna do this job. I remember scoffing at people who wanted to be principals at one time, cuz I’m like, why would you wanna be away from the kids that our job is to work directly with our students.

Carl Cini (10:20):
Yeah. And that, you know, to put yourself in those positions put, takes you away from that. And I reached the point in my career. I had an administrator who who kept pushing me to do, to become, you know, to go into administration. And and he made a comment to me where he said to me that, you know, when you’re in your classroom, you influence the students that are around you. And then you coach and you participate. And, you know, your 90 students are a hundred, maybe whatever, 120 students every day that you get to influence. And when you move into a leadership position, you influence more and more and more students. Cause I mean, as a, as a classroom teacher, not every student’s gonna have you, not every student is gonna be in your class. And I mean, I know that I sat at graduations and, you know, when we had some really big graduating classes at 400, 450 students and they’d be walking across stage and I’m like, I don’t know who that kid is.

Carl Cini (11:10):
I’ve never seen that kid before. Mm. Because they did, you know, they didn’t take the classes that I taught. They didn’t, you know, or maybe they did. And then I wasn’t their teacher or, or they didn’t participate in the co-curricular activities that I supervised. So I, I couldn’t know them all. But, but then as you continue to grow and you continue to move into leadership, not only do you influence more students, but you also get to influence the teachers and you influence the systems and the runnings of the school so that everybody is impacted by. So you get to increase your impact on the, you know, on the number of, of individuals as you move into leadership positions. And, and that I think is incredibly, incredibly meaningful as a principal. And even talking to my other principal colleagues where, you know, we will call each other when we’re having the dilemma and how we’re gonna deal with this, or how we’re gonna deal with that. And you know, and then again, you’re also being able to have an impact on even other schools that you’re not even really a part of, because you can be part of those conversations on a, on a, on a more broader scale,

Sam Demma (12:14):
Such a good point. You bring up, you also get to witness probably from a bird’s eye view, how different programs and bigger initiatives are impacting the whole school, like school culture. And you probably get to from a, another large perspective bird’s eye view, see how students are being impacted by these programs as, as well. Have you over the past, you know, dozen years you you’ve been working or more than a dozen years over your whole you know, career, have you witnessed programs that you’ve brought into schools or that your teachers brought into schools have an impact on the students? And can you remember any of those stories of student who is very transformed by something in the school? That kind of is a hopeful story. I think these types of stories during a difficult time remind educators, why the work they do is so important. And I’m wondering if you have any that come to mind.

Carl Cini (13:08):
I mean, there’s a number of, of programs that that I’ve been able to be a part of. And, and I have to say, say, I can’t take credit for any of these programs because I never did them by myself. It always requires a team approach in which to do that. And I know that as a, you know, this is my 15th year as an administrator that my role is, is in supporting what teachers do, because my other thing with any program is any program has to have legs programs, have to outlive you the person and have to outlive the people who do it because they’re gonna change. So whether they move schools or not, every student deserves that, that kind of quality programming, regardless of the person who is in front of them to deliver it, or whoever happens to lead their school or not.

Carl Cini (13:50):
So I’ve always been very cognizant of trying to make sure that whatever it is that we run is something that’s gonna have a long, you know, a longer standing tradition or legacy if you wish you know, moving forward. So, I mean, an example, one of the schools I was in, they had a program for the students that were in that were taking locally developed classes. So these are some reluctant learners or students that had some learning disabilities. And, and the program was set up. It was, I thought it was a phenomenal program and I was happy to be a part of it to help, to support that where students would take so courses would be paired up. So students would do religion and the learning strategies class and they would do it all year long. So it’d be the same teacher teaches both those courses, but it was all year long.

Carl Cini (14:37):
And then the other was science and math. So in period one and two, those students were together. They, we were able to take courses instead of teaching them in a semester, we were able to teach them over the course of the full year. And then as the day progressed you know, they ended up being able to take their elective classes. And a lot, a lot of leadership was put into those classes because it was the same the same four teachers over the course of the whole year that were working with those students with academic resource you know, we were able to spread the curriculum out and by doing that, we could fit in more leadership opportunities. And there were many of those students who may not have been college bound who ended up being college bound because of the program.

Carl Cini (15:20):
You know, I always find it interesting. I mean, we really don’t know the impact of the programs that we ha that we develop or that we put in place for students until almost years later. So I mean, I remember meeting a student from that program. I was at the grocery store and the student was there and the student came up to me and said, Hey, sir, do you remember me? And, you know, again, I, I get good, I’m good with faces, but sometimes after a certain amount of time, you can only keep so many names in your head. So, you know, I said, you know, yeah, I REM I do remember you, but I’m sorry. I don’t remember your name student told me their name. And they had said like, what a transformative, what a great support they felt in that program at that school. And that they, that I think they’re is now they’re an electrician and that they never would’ve been able to do that, or even have the confidence to continue to go forward and run their own business if they weren’t in that program to start off with,

Sam Demma (16:11):
Wow, it’s, it’s such a cool thing to reflect on because there’s so many people listening to this who are probably considering education as a vocation, or who might feel like it’s the right thing for them to pursue. Or there could be some educators tuning in who have been burnt out by the challenges over the past couple of years. And I think at the heart of this work is the students and, you know, seeing them transform or seeing them resonate with an idea shared in class or seeing something that’s done in school support. Hello them. Oh, can you hear me? Hello? Hello? Hello. Oh, oh, there we go. Sorry. I must have cut out there for a second. Right? I’ll edit that part. No worries. I was just saying, thank you so much for sharing that story. I think at the heart of education is the students and for an educator listening, who is just considering getting into this vocation or who thinks it’s right for them, you know, what a great reminder that the work that you’re go going to be able to do can transform kids and change lives. And then what a great reminder to an educator who might be burnt out right now as to why this work is so important. What are, what are some of the challenges that your school community has faced over the past, you know, two years? And what are some of the opportunities that you think have come out of the times as well?

Carl Cini (17:33):
There’s been tons of challenges. COVID has forced us. And I think it’s, again, you’re right. It’s a challenge and an opportunity at the same time, because all of this, you know, the, the in and out, and sometimes we’re virtual, sometimes we’re not, you know, hybrid and all of those things what it has done is it’s forced us to re-look at what we do, how we do. So I’ll give you an example. When we first in that March of 2020, when we first went on lockdown and we had to, you know, start to move things to a to a virtual virtual platform. And I remember talking to specifically our math and science teachers and saying, you, we really need to have a look at that curriculum and you need to separate your curriculum into two categories, the must haves and the nice to haves.

Carl Cini (18:24):
And, you know, that was the beginning of, of starting to re-look at what we teach and how we teach it. And really how important is the stuff that we have done on a regular basis so that we can change it, not just to fit a different platform and a different delivery system because that’s also been the hard part. There are many teachers who have wonderful presence with kids and have relied on that presence you know, to forward and, and to move their program forward and be able to take a advantage of those teachable moments and, you know, and those connections that come from being in the same room as the te you know, teachers and students being in the same room. However, when we went to a virtual virtual mode of learning where students didn’t necessarily have their cameras on, there was a distance that took place.

Carl Cini (19:10):
You couldn’t see each other. I mean, and I mean, everybody knows this, that when you’re with someone in a room, the personal connection, and I guess, you know, again, not to the person with the vibes and the mojo that takes place between the connection between those two individuals is so different than when you’re trying to speak to somebody through a screen especially when that individual’s not necessarily responding. So again, it forced teachers to rethink, you know, how they do what they do. And, and that’s been a huge challenge because there’s, I mean, teachers love consistency. And and normally we work on predictability as there’s so many variables in EDU in teaching that they’re and things that we don’t know that can change the way we do what we do. You know, a big challenge, as well as the mental health of our students.

Carl Cini (19:55):
You know, the way that COVID hit the best I thing I saw was a was a cartoon. And it was circulating around quite a bit during COVID that we may all be in the same storm, but we’re all not in the same boat. And, you know, you’re in a yacht, or if you’re in a cruise ship, you’re gonna feel that a lot differently than if you’re bombing around on a piece of it. So, you know, depending on the situation that some of these students were in and, you know, some of them were taken out of their safe space for a lot of ’em school was the place where they were safe and where they grow. And it’s, it’s sad to say, but for some students, home is not a safe place, and yet they were forced to stay in that home and not go anywhere for an extended period of time.

Carl Cini (20:32):
So trying to teach whether it’s math or science or history to a student who has very, who is mentally not doing very well they’re not gonna learn a whole heck of a lot. So there was a lot of learning that had to take place amongst the, the teachers so that they could do things differently. And there was a lot more that we had to learn about our students. I mean, it was pretty personal when you, you think about the fact that you were in a student’s bedroom or in a student’s kitchen or in a student’s home that we would never have seen before.

Sam Demma (21:04):
Yeah.

Carl Cini (21:06):
A student at school.

Sam Demma (21:07):
Such a good point. It, the challenges are similar. I I’ve interviewed a lot of educators and, and the challenges are similar. And I was intrigued by the opportunity. You mentioned about the list of the must haves and the, maybe not as important things, but are things that we could change. Do you have any examples of things that actually changed or like things that were adjusted or, or analyzed or looked more closely at that you think are starting to shift?

Carl Cini (21:38):
Yeah. I mean, I look at our math curriculum is a big part of that, right? So again, the, the idea of going through this, this process of having, you know, the, the must haves and the nice to haves means that you have to know your curriculum top to bottom. So it kind of forced our math department to be able to see all the courses. So what’s the continuum. So, you know, if a kid happens to be taking grade nine or grade 10 academic math, you know, they can possibly go and take either 11 U math or they can take 11 M math. So then what are the really, really important skills that they need to the master in order for them to be successful at the next course? Hmm. So it, it did force a more global view of what it is that we were doing.

Carl Cini (22:17):
It also forced teachers, I think, to have a look at the curriculum documents and look at our overall expectations. So, I mean, again, math was a perfect example. They, I know in the grade 10 academic math, there were a number of of certain expectations around around, I think it was geometry that were, that were dropped because it’s like, well, they’re not gonna see this unless they happen to be taking a specific course in grade 12. Mm. So, you know, let’s, you know, do the things that they need to know the more number sense and, and factoring and, and things like that. I know science was the same. I and then, I mean, my, my subject area was history. And so I was speaking to our history teachers and trying to implore them to, you know, not spend all this time doing world war I and world war II.

Carl Cini (23:03):
And let’s get, you know, let’s start moving, maybe move that stuff a little bit farther down the line and or a little bit faster doing it a little bit faster so that we can get kids to see themselves in history curriculum. Which I think which more and more important considering they’re living a historical event. I mean, you know, even what we’re seeing right now. Yeah. How we taught that great tennis course forever. What we’ve just seen is really reliving the, the Winnipeg general strike and the lead up to the Winnipeg general strike in 1919. So, you know, all of that becomes more and more important in making sure that it’s connected to things that we’re doing now, instead of spending, you know, all kinds of time talking about, you know, maybe world war II battles or or spending, you know, additional time on the rise of the nineties and things like that that are still important. I mean, everything’s important, there, there’s, there’s no doubt that, that these pieces of content are important, but contextualizing it so that the student can see themselves in the curriculum becomes really important, especially when you don’t have all the tools that you would normally have in, in which the teacher program.

Sam Demma (24:02):
Yeah, totally agree. Not to mention the real time events like what’s occurring right now in Ukraine. Like things like that can be brought into the classroom and have such an impact or conversation, you know?

Carl Cini (24:15):
Yeah, definitely.

Sam Demma (24:16):
That makes total sense. That’s awesome. It’s cool to hear that things are shifting and changing and the opportunities are being looked at. If, if you could, if you could take all the experience you’ve had in education, kind of bundle it up, travel back in time, tap, you know, tap your younger self on the shoulder. And when you were just starting in education, knowing what you know now, what advice or feedback would you, would you give to yourself?

Carl Cini (24:45):
There’s a few things I think I would say to myself, I, I, I think the first one is the patient. There’s no rush. So I mean, even to go back what we talked about before, I mean our job, most of the time we are not going to see, we’re not always going to see the progress our students make. And particularly in our most difficult students, I mean, our job is to plant seeds and seeds, you know, germinate and they grow at a great, and so do the students that are in front of us, and yes, we’re gonna see students grow and develop, but we can’t focus all our energy on those because it makes us feel good to see that progress when it’s really the students who maybe we don’t see the progress at the same rate, who we’re probably doing the best work with and the ones that we really need to focus on.

Carl Cini (25:25):
So I would say, be patient, be patient with the students who, and their, their growth and development. Not everything has to be done right away be patient with yourself. You gonna make a lot of mistakes. And you know, there’s gonna be lots of things that you don’t know and you need to be kind to yourself and you need to be patient that you’re gonna be able to handle those things that, that come your way. I mean, there, one of the things that I’m hopefully other sure others have said the same to you before is, I mean, E education brings a lot of sleepless nights. Mm. And, and a lot of o’clock wake ups going, man, I probably could have handled that situation better. Or, you know, I could have, you know, maybe I should have said this to this student instead of that.

Carl Cini (26:04):
Or, you know what, I should have said this at this point, which would’ve maybe created a, a better aha moment for the student. And I did it. And, and all of that takes so much time in order in, in order to figure that out and to go through that. So I think the biggest advice I would give to myself or to any new educator is, is be patient. And then the other one I would say is ask for help. You’re not going is by yourself. You’re not going through it alone. I, I mean, when you’re coming in, in your first year teaching, and you’ve never taught a class before, you can’t know what, you know, when you’re 10 years in, or when you’re 15 years in, because all those experiences teach you how to navigate those situations. And, and there are people in your school and people who, you know, your whatever network that you’ve created, who have been through it before. So don’t be afraid to ask for help as well. You don’t have to know everything.

Sam Demma (26:57):
This isn’t again, only advice for education, but I like it’s such universal stuff. And I’ve appreciate you sharing that and like, reflecting back on your own experiences. This has been a phenomenal conversation. It’s already been 30 minutes. We’re getting close to the end here. If, if somebody listening wants to reach out, ask you a question, send you a note or a message. What would be the best way for them to get in contact with you?

Carl Cini (27:24):
The best way would be via email. My my board email account. carl.cini@dpcdsb.ca

Sam Demma (27:37):
Awesome. Carl, thank you so much for taking the time to come on the show. I really appreciate it. Keep up the great work and we’ll talk soon.

Carl Cini (27:45):
Thanks.

Join the Educator Network & Connect with Carl Cini

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

April 27, 2022 by Experiential Learning Principals Student Leadership Student Success Teachers 0

Andrew Boon – Principal at Notre Dame College School

Andrew Boon - Principal at Notre Dame College School (NCDSB)
About Andrew Boon

Andrew Boon is the Principal at Notre Dame College School in Welland, Ontario. He is the recipient of the 2021 Inspiration Award from the Niagara Catholic District School Board and currently is in his 25th year in Education. Andrew started his career working in behaviour programs and Special Education.

He moved into the role of Vice-Principal, working in various schools. This is his fourth year as a secondary school Principal at Niagara Catholic. Aside from being a fanatic of the Beatles, Andrew enjoys coaching the girl’s hockey program at Notre Dame and enhancing the extracurricular opportunities for all of his students. He strongly believes that kindness, care and humour will help each student find their unique potential.

Connect with Andrew Boon: Email

Listen Now

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

Resources Mentioned

Welland teen awarded time with the Super Locker | The Star

‘Be Someone’s Taco’: Toronto youth speaker inspires students to pay it forward with kindness

Notre Dame College School in Welland, Ontario

Niagara Catholic District School Board: Home

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


Andrew Boon (00:09):
Thanks very much, Sam. Yeah, my name’s Andrew Boon. I’m a principal at Notre Dame college school in Welland Ontario. And yeah, proud, proud principal of this place. I was, I know we were doing a little bit of chatting before, but just letting everyone know, I guess the special place it has in my heart. I went here as a student. I spent my first 10 years teaching here before getting into administration and now moved here. This is my first year back as the principal and so super excited to be here.


Sam Demma (00:40):
When did you realize throughout your own journey that you wanted to get into education as your career?


Andrew Boon (00:48):
Well, for me, my, I grew up in a family of teachers. Actually, my father was a retired teacher now. And for me you know, it’s that, I, I guess the light bulb moment is for me happened with some of the teachers I had actually in this building. And for me that’s another of why it’s pretty amazing to, to be back here. And for me, that impact that they had on me and, and feeling like I might be able to, to try to do that for students. So for me, I went to a, a concurrent program at McGill and they, the nice thing about that program is they, they throw you in right away, year one, you’re, you’re at, you’re in a school for a short placement. And, and that was the moment I kind of knew like, yes, this is absolutely what I want to do and, and and spend the rest of my life professionally doing.


Sam Demma (01:37):
Tell me a little more about what the educators did for you in this building when you were a student that really stuck out in your mind, if you can think of some of those experience is, or even some of the people, if you wanna mention them.


Andrew Boon (01:49):
I have no problem mentioning them. The one that comes to mind right off the bat is her name’s Kathy McPherson. She was a instrumental teacher for me. I was lucky to have her for a few different subject areas, but predominantly in English. And and she was some, she was also, I, I was on student council. I was involved in that, but she was also one of the moderators and someone that kind of just innate kindness and care and caring for students. And you felt it, and it’s, what’s great about her is that, you know, you could interview literally a thousand people that would tell you the same thing. And so you know, I think as students, we often learn sometimes when we make mistakes and for me, some of those mistakes that I made as a student where she helped guide me and, and showed that compassion and, and and care that helped I think send me in the right direction and not just, and, and motivate right. And so for me she was a big piece of that. I think everybody will have that teacher that they can talk about. And who’s still very present in, in what shapes them and for her, for me. Anyway, Kathy was certainly that person.


Sam Demma (03:06):
You went to the concurrent program. What was your first role in education and what did the journey look like to bring you to principal at this school today?


Andrew Boon (03:17):
The first placement I had was actually teaching a vied class at a, a school in Montreal and in Montreal, the high schools under that the C E system. So their grades were seven to 11. There wasn’t a massive difference between a first year university student and, you know, potentially a 16 year old in grade 11. Right. and it was funny cuz the very first thing that happened to me was I had I had some money stolen from me if you can believe it. And it was literally like, oh, okay, so this is happening. And it was a tough school, but there was some great kids, even in that 10 days that just kind of gave me that again, that feeling of that this is what I wanted to do and what I loved about the program, it’d be quite fair too, is that for, you know, if you’re, if you’re in this business, if you’re teaching, you gotta love what you do in terms, you gotta love kids.


Andrew Boon (04:15):
You gotta love trying to support them. What I liked about that program is that there are a few people that did placement in their first year and it quickly dawned on them that they do not like this. And so you know, to their credit, they were able to say, well, hang on a second, this isn’t for me. But for the rest of us, that, that were in that you did a placement every year, whether it was in that you did a special ed placement it wasn’t just like you, you did your education and then you went out, they, they tried to give you that practical experience each and every year, which I felt was so important because it actually reinforced what you, what you felt about what’s happening in the school. There’s a big difference, obviously, between your theory and, and your in classes content, but then when you get into those placements or you really see, and I think for the other part to that was, I, I had a, a placement in, in Montreal. They, they tried to put you in a a public school and a private school to give you two different placement experiences. And they were most certainly different. But each of which brought a number of fantastic people and experiences that I I’m so grateful for.


Sam Demma (05:24):
How did Montreal bring you back here? Like,


Andrew Boon (05:27):
Yeah, well, it’s funny cuz there was that in that particular time you know, teaching jobs were definitely a little bit harder to come by and I remember putting out my my resume right across the country and I was quite prepared to, to go anywhere. I, at one point I was very close to actually going to Japan. I, I applied to this jet program. It was called and basically was, went through this, you know, ridiculous interview process and then and then was offered the job and but I was playing football at McGill. I had an opportunity to try to take a shot at the CFO. And so for me that was was one of the other, I couldn’t do both. And so I, I decided to do that no regrets, but when all was said and done I got an interview request with our what is now the Niagara Catholic school board. So it was very it was a definitely a bit of a homecoming, very surreal, but, but obviously a blessing when you, you think of everything else that has happened,


Sam Demma (06:40):
Education looks very different now than it did probably when you first started hopefully slightly and then even more so in the past couple of years with the pandemic, definitely You’ve been in a fortunate school that hasn’t been affected as much. What has the school culture been like over the past two years?


Andrew Boon (06:58):
Well, the interesting thing for me as a principal here, even coming in new, I was very much a part of this Notre Dame community. My daughter graduated from here. My son is is currently a student here. Nice. I dunno how happy he is about that. You know, that being the principal, but I think he’s managed it very well. So I’ve kind of been still within that Notre Dame culture and there’s, you know, I know probably everybody says this but there’s something special about this building and this place and you know, that we’re I feel, again, I keep saying it about how lucky I feel to be back here. And I do know that the, the teaching staff and the extended community the level of care that they exhibit to us, to students right across this entire city and, and region is something that is incredibly special. I, and again, so I you’ll hear that probably from everybody when they talk about their schools, but of course I feel that, you know, it’s something unique here


Sam Demma (08:02):
Is football a big aspect of Notre Dame?


Andrew Boon (08:05):
Yeah. Football’s a big deal here. Matter of fact, we just had an amazing year, our junior team won, like what is the salsa championship around here? And that, so they won the, their, the ultimate championship that you could win as a junior. And then our senior program for the first time in our history won offset which is the provincial championship. And so it was one of those fantastic years for me, you know, I love football, but it was also the fact that kids could be back doing something after COVID and actually participating and going to practice and being around each other. So for me, that was a wonderful to watch as a principal. And obviously I’m very proud of of all those kids and the effort they put in.


Sam Demma (08:51):
You grew up playing sports football as well. Do you think there’s a link between coaching and teaching? I’ve had other educators on in the past and they, they talk about coaching and teaching, and I’m curious to know from the perspective of the coach, do you think there’s similarities and then also from the perspective of an athlete do you think it helped with your grades or for your athletic growing up for your academics?


Andrew Boon (09:17):
Yeah, I absolutely think there’s that correlation. And as much as I’ve talked about, for example, Cathy, as an inspiring educator, you know, I, I had a a coach, his name’s Joe Perry who to me had a ma massive impact on, on me as a coach. And then ultimately as a, an educator you know, it was someone actually, I ended up when I returned to teaching that I ended up coaching with. So it was one of those, again, beautiful moments that happened. And and, and I, I always make, you know, like to, to think that he had a major part of my my career as a football player at McGill and beyond. So but yeah, like that, that the, the lessons learned, I guess, as an athlete for me anyways, certainly were about time management. And, you know, when I went to McGill, I, I have no problem.


Andrew Boon (10:09):
I tell the students all the time. I struggled that first year trying to figure out how to manage that. You’re jumping into a, a program that’s definitely intense, and obviously I’m very proud of, of being a Manil grad, it’s an amazing school. But you know, then you add 30 hours minimum per week for football and full course load and being on your own in a province for the first time and learning how to manage all that. So that my first year definitely struggled with it and needed to make sure that I, I reached out and took, took some help and, and figured out what’s the best way of managing my time. And that includes actually 20, like reaching back out to old coaches and, and, and having those conversations when you would, you know, end up back at home visiting or something like that. So yeah, the correlation between those two and, and time management, I, that, you know, are so important. They’re great skills that that you’re, that, you know, you’re gonna learn that you hopefully will hang onto for your, the rest of your life.


Sam Demma (11:17):
You’ve definitely witnessed some student transformations over your years in education. Maybe it was a student in your school, someone else’s school in someone else’s classroom, but, you know, a student transforming or realizing something or pursuing their passions. Isn’t the result of one individual it’s the whole community, but I’m curious to know over your career, have you seen any student transformations or seen the impact that a program has had on a young person? And if so, like what, what, what was that story? And if, if it’s a serious one, you could change their name if, if you have


Andrew Boon (11:52):
To. Yeah. I mean, I have, so when I started my teaching career I was offered a job basically teaching what was a a behavior class. And it was an alternative classroom. And the unique part about this was that a I had students that were bused from different high schools to my location here at Notre Dame. And so our, you know, our first, my first foray into teaching was a class of about 36 very challenging students and each of whom are unique, different. And so the, the, the, for me that, I mean, I feel so again, so lucky that, of all the things that you could have started to teach it was that, and I was teaching you know, English to, to, to some of these to these students and to, to be able to have an impact on them and see their transformation not just in, in a, in a, a semester, but then potentially moving forward, there are some of those students and I know I feel like an old man when I say it, but like that, that I still am in touch with and still have a great connection with, and I it’s, it’s one of those blessings where someone will tell you, well, you had an impact on me a as a teacher.


Andrew Boon (13:22):
And so that, that kind of behavior classroom was like the, you know, a great platform for really trying different things that, that, that would be applicable to, to an individual, not just a whole class. And I’m, I’m super proud of that, I guess, as an administrator, when you jump into that you can do the same thing. It’s finding those students that need that help. And, you know, there’s a few that they will say the loveliest things that, you know, somehow I had an impact on their ability to grow graduate or, or move forward. And I hold that dear to my heart, but I, I know that you know, it, it does, it takes, it takes a, a group effort as at a school when you’re surrounded by other incredible people that are helping with these kids. So yeah, I mean, I, I don’t know if I like individual stories.


Andrew Boon (14:13):
I I’ve been lucky cuz there’s, there’s a few of them. Right. And and some that are doing incredible work right now. I think the, the most satisfying thing is I see their their kindness and their, they become incredible citizens in their community. And that to me is what this is. What’s really interesting about what we do is you know, I tell this to people all the time and I betcha, even if I were to ask you this question, if I said, tell me about your high school, like a, a positive memory of high school and chances are, you’re gonna tell me about friends that you met the activities that you did that maybe trips that you went on and no offense to any of the math folks out there, but like I’ve yet to hear anyone say, oh, I remember that one math class on equations or something like that. Right? Yeah. It’s more about how did someone make you feel? Yeah. And so me, when I see some of my former students now and see what they’re doing in the community and, and as citizens, that’s the most satisfying element of, of, of what we do


Sam Demma (15:22):
For everyone tuning in today. Andrew and I am recording this on pink shirt day. So the topic of kindness is very, very relevant. , that’s awesome. I, I call those moments being someone’s taco. You can see this little


Andrew Boon (15:36):
Nice


Sam Demma (15:36):
Big taco on my shirt here. And the start of the pandemic, one of my good friends was just calling him to check in and see how he was doing. And very quickly I realized he wasn’t feeling too great. And just asked myself, you know, what can I do to make him feel a little better figure? He didn’t wanna make dinner that night. So I went on his Facebook to figure out what foods he liked, eating and found out that he was a big taco fan and Uber Ubered, him and his wife, Emily, this taco dinner for two and left a note saying, this is from Sam. He helps you feel a little better. And I just thought, you know, this took me five minutes less than $20, he’s going to, you know, ex he’s gonna be happy about it, whatever they FaceTime me at dinnertime crying box of tacos, open behind them telling me I’m never, ever gonna forget this moment.


Sam Demma (16:25):
That’s and then they went ahead and like created this little logo to be someone’s taco. And they were like, you need to encourage other people to be someone’s taco every day. And education is one of those fields where you have the opportunity to do that every day, because you have a classroom sitting in front of you and not only do the teachers have the opportunity to do it to their students, they could also do it for their other staff. And it’s not about buying them food or giving them tacos, but it’s looking for those intentional moments where you can create an experience for somebody else that they may remember for the rest of their life. I, you know, I’m sure if I asked you the same question, you know, what was your favorite memories in school, or do you remember the last time someone made you feel special? You can probably recall some of those memories of kind things people have done for you and require is no special skills, talents or abilities, just a decision, right?


Andrew Boon (17:18):
Yeah. And, and for here, like, so we, we have a, you know, I know social media is is a big part of how we communicate with kids now. And so we have this hashtag that we use here for everything kindness lives here. Mm. And when I get here, that was one thing I brought up to our staff, our students, and same, like, it’s kindness. I hope we live here and kindness does live here. And I say it to kids. And I mean, this, that, you know, it’s only a cliche if you don’t mean it. Yeah. And if you, so for here, it, it’s something I take very seriously. Yeah. And you know, for those little gestures that you talk about, those little moments of how you make people feel that’s, what’s gonna shape them to be better citizens and, and leave here you know, moving in the right direction.


Andrew Boon (18:12):
You know, one of the things we do here, which I I’ve done it at a couple schools I’ve been at now and I think it’s it’s kind of fun. So we have here, what’s called super locker. And so we had our construction class participate and we built a locker there’s about four or five times the size of an actual lock. And then we we put the, we wrapped it up to make it look really good. And then we put a fridge in it. We put a charging station. And so once a month we give that to a student for no other reason than just that they’re kind, and that they’ve exhibited kindness. It’s not about academics, it’s not about athletics. It’s strictly just, they’ve done something kind that another person has noticed. And it’s wonderful to get these submissions from staff and students saying, you know, oh, this kid did this for me.


Andrew Boon (19:08):
This kid did this for me. Right. And so and then what what’s lovely about it for me is we get to surprise that kid and they get to move in. We give him the key. We, we hook him up with a bunch of, you know, of, of, of swag, I guess. And we’ve got, I’ve got some people that have donated some things for this student. And then the, you know, again, we have some fun with it at the end of the month, I get it to a victim and basically saying, you’re out. Right. And we, we, and we have another student move in. Right. And so this is taken off in our even in our board, I’d like to think cool. There’s myself and another principal Glen Gifford. And we started this back at when we were working together at at lake shore, like in port Coburn, and then we’ve each kind of now gone our separate schools, but super locker has, has continued.


Andrew Boon (19:57):
And it’s just a fun thing to kind of talk about the most recent one that we did here in September when we or October when we first kind of did it here. When I got here. It’s just funny how a little story like that. Again, I, I look at it as more as like its just a little community thing and next thing you know, for us, it’s picked up by the Toronto star and it’s, we’re hearing about it kind of running across the country. And I had a, you know, you talk about former students and I’m gonna mention her because I’m so proud of her, her name’s Laura cope. And she was a student of mine here at Notre Dame and she’s now a teacher now doing great things in Toronto. And so she had actually messaged me to say that she saw that and approached her principal and you know, can we do a super locker at our school? Oh wow. And so it seems like that would be an idea that maybe every school could have something fun like that secondary anyway. Right. I guess. Right. Yeah. But it, all it, I mean it all relates to those little acts of kindness, those moments that are are memorable that, you know, that, that actually impact a, a person and that you don’t ever forget. Right.


Sam Demma (21:05):
Yeah. So a true what a fantastic idea with the super locker. That’s so cool. Do, do they actually, is it big enough for a person to sit in this thing?


Andrew Boon (21:15):
Yeah. Like they they’re, it’s when you open it there’s a place for like a hanger. There’s a place for their shoes. There’s like a, a little stool that can come out where they can sit. And what I love about it, obviously our construction class, when they’re when they’re doing it, they’re they’re, they’re involved. Right. I, I think the funny thing about it is that my son is aware of it and you know, he’s in grade 11 here. And the first thing he said to me is like, dad, I, I understand I will never win super locker. And I was like, that’s correct. You will never, ever win this super locker. So I said, but that’s not gonna stop you from being kind which, which he is. Right. Yeah.


Sam Demma (21:54):
That’s so awesome. That’s amazing. If you could take all your experiences in education, bundle them up, go back in time, tap end you on the shoulder when he just started teaching, what advice would you give a younger self? I,


Andrew Boon (22:09):
That’s a great question. I mean, I think I’ve definitely learned it’s, it’s okay to, to be wrong, to completely, to make mistakes and and not to be afraid to try things. I know as a principal I love trying stuff and if it doesn’t work, then it doesn’t work. And no big deal. And I think that, of those things where you try things as an educator, whether it’s different programs or, or or different guest speakers or whatever it may be. And sometimes they work and sometimes they don’t. And I think then the other thing is don’t ever be afraid to admit when you’re wrong. And I think sometimes as maybe as teachers that, you know and, and as administrators, that, that we can kind of worry about that. And I think it’s actually refreshing when like I’ve had parents, that’ll call me and they’ve have a concern about something or they’ve had something that they wanna maybe complain about and I have no problem going you’re right.


Andrew Boon (23:06):
Yeah. We, we, we gotta do better. And on behalf of the school, I’m sorry. And you could just see everyone just come down and realize, oh yeah. Okay. Well, I can work with this. And, and then you try, then you actually have to try to do better. Like you can’t just say that. Right. but I think sometimes that being willing to act like really listen, and I, and you must, you know, do this all the time because I’m sure you’ve had conversations with people. And when you know, someone’s not actually listening, they’re just waiting for the other person to finish so that they can talk. Right. And that’s something I try hard to do when I have people come in my office saying that they get my full attention. I’m, I’m listening to actually what they’re doing. I think when people come to you as an educator, it takes a lot of courage to come and say, Hey, I need to do this, this or this. And if you’re not giving them your time or actually listening, they’ll people will submit all that a mile away.


Sam Demma (24:08):
How do you remind yourself to be present during conversation and listen to what someone’s saying rather than wait for your turn to respond? I feel like it sometimes is a challenge when you have so many things going on, but it’s, so, yeah,


Andrew Boon (24:22):
That’s a great, it’s a great question. You’re right. I, I, so you have, I have a couple rules, at least for me, you know, like I don’t answer my phone. Cuz you know, that’ll happen. I’m surprised you haven’t heard it yet to go off sometimes because it’ll happen. Right. But you just, I said, well, I don’t answer it. And staff and teachers are so caring, they’ll say, oh, it’s okay if you need to get that. And I’m like, no, you’re here that’s I don’t need to get that. Right. you know, obviously sometimes it’s like the phone goes five times in a row and like, something’s up, I better take that. Right. But but little rules like that, you know, put your phone down. Right. there’s nothing, you know, again, I, I always think about, who’s taking the time to walk down here and, and I remember being a teacher and walking into my principal’s office and, you know, to ask for some advice or ask for something and that’s the kind of, for a younger teacher that was a big deal. And so I always try to remember, like, someone’s taken the effort to come walk down here to ask a question that, you know, be present for that.


Sam Demma (25:30):
I love it. That’s awesome. Great piece of advice for not only education, but any conversation or relationship. Yeah. If someone is listening to this wants to pick your brain about super lockers, your experiences teaching in CG schools or almost going to Japan what would be the best email for them or contact information for them to use, to reach out?


Andrew Boon (25:52):
Yeah, I, I, and I use my, my board email there’s two, a couple ways. It’s just Andrew.Boon@ncdsb.com. What I is very important to me when I send out messages to our school community and they know that you know, they can respond directly to that and they’re gonna get an answer from me very quickly cuz that again, you’re letting people know that their time’s valuable. You want to hear from them. And, and is it a lot of extra emails sometimes. Yep. But it’s worth it. If people know that you’re gonna pay attention to that you probably are way better at the, as than me, but like you, the presence of social media now in schools is, is critical to sharing information to parents. And so and, and students, by the way I know for, you know, I joke with the kids that like follow our Instagram account because you’ll, you’ll hear all that you need to know for the old folks like us follow your Facebook account and our website, that’s another, you know, Notre Dame college.ca is a great way of, of kind of seeing and getting in touch with us and seeing what we offer try to do a lot of fun stuff cuz school, like it should be fun.


Andrew Boon (27:07):
It really should be right. And so yes, we’re an education institution. Yes. You know, you’ll hear all the, you’ll see all the great things that are happening in class, but schools should be fun. And and I think we try to do that when we’re sharing me in for, with our students and you know, I think, I think it’s working again. I hope it’s working, I guess we’ll see. Right.


Sam Demma (27:32):
good stuff. Good stuff. Well, Angie, thank you so much for taking the time to come on here. Talk about some of your ideas, journey, philosophies, and education, the projects going on in the school community. It means the world to me, and also a lot of other people tuning in wanting to learn more about education or pick up some creative ideas. So again, thank you so much for taking the time to come on the show and keep up the great work.


Andrew Boon (27:55):
I appreciate it. No, thanks so much for for, for reaching out and yeah, very much appreciate it.

Join the Educator Network & Connect with Andrew Boon

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

April 27, 2022 by Experiential Learning Principals Student Leadership Student Success Teachers 0

Natasha Bathgate – Director of Learning and Innovation at West Island College

Natasha Bathgate - Director of Learning and Innovation at West Island College
About Natasha Bathgate

Natasha Bathgate (@NLBathgate) is the Director of Learning and Innovation at West Island College, Calgary. An educator for 17 years, she is passionate about people, nature, and good design.

Natasha was born in Wales, emigrated to Canada in 2008, and lived in Vancouver for 10 years. Currently in Calgary with her husband and twins aged 10, Natasha is driven by a need for continuous growth, new experiences, and feeling strong.

Connect with Natasha: Email | Linkedin | Twitter

Listen Now

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

Resources Mentioned

West Island College

Royal Road University – Masters of Arts in Educational Leadership and Management

IB Leadership Certificates

Choose your Own Adventure Books

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 Natasha Bathgate. She is the director of learning and innovation at West Island College in Calgary. An educator for 17 years, she is passionate about people, nature and good design. Natasha was born in Wales, emigrated to Canada in 2008, and lived in Vancouver for 10 years. She’s currently in Calgary with her husband and twins who are age 10, and Natasha is driven by a need for continuous growth, new experiences, and feeling strong. And I know you will take all of that and so much more away from our conversation today, so enjoy. Natasha, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show this morning. Why don’t you start by introducing yourself and sharing a little bit of the reason behind why you’re so passionate about the work you do in education today?


Natasha Bathgate (01:34):
Sure. So I’m originally from Wales in the UK which is the kind of land of daffodils and male voice choirs and rugby. And I came to Canada over 20 years ago now and just first of all, moved to Vancouver and fell in love with Vancouver and decided that at some point in my life I wanted to, to be living there permanently. So I’ve now been living in Canada as a Canadian citizen since 2008 I think; 2007/2008. And funnily enough, I didn’t actually get into work in education for many of the reasons that other people may have. My pathway was not exactly traditional. I, the reason I got into education is because I wanted to get permanent residency in Canada and when I was looking to, when I was looking to fill out all of my papers to come, to, to move to Canada they had a list of careers that were on that were, were acceptable to get a get permanent residency.


Natasha Bathgate (02:38):
And at the time I was working as a travel consultant and travel consultant originally was on the list. And then at that time, September 11th happened and the Canadian government took all travel related careers off the list. So I was ready to put my code in the code of the job I was doing. And and then it was no longer there. So I just was chatting with a few friends in Wales and around in a pub one day. And and I said, look, I really wanna move to Canada. What am I gonna do? I looked at all the list of things and I considered vending machine repair technician. Yeah. I thought, okay, I can train in that pretty quickly. So maybe I could do that. And then one of my friends said, Hey, why don’t you go into teaching? I think you’d be pretty good at teaching.


Natasha Bathgate (03:21):
And I just thought, no, like why would no never considered that? Why would I do that? Yeah. And she said, well, and I thought, what would I even teach? And anyway, I was, I was quite good at art at school and I I yeah, I enjoyed drawing and painting, so I thought, okay, I’ll just go and see if I can do that. So I started, I arranged to I arranged to shadow my old art teacher in Wales and I just thought, okay, well, I’ll see if I see if I would be interested in doing this. So I shadowed her for a little while. Then I submitted my application to do a a postgraduate for kit in education so that I could become qualified to teach. And anyway, kind of fast forward a few, a number of years, cuz it still took a long time to get the actual qualification, the work experience, the visas, et cetera. But finally I, I managed to move to Canada and that’s what got me into teaching.


Sam Demma (04:19):
That’s so that’s, that’s such an,


Natasha Bathgate (04:21):
But I did actually. Yeah. And it turns out I I do, I mean, I’m not teaching right now. I’m director of learning and innovation, but I for the last like fif 16 years, I’ve been teaching and I love it because it’s even though I’m not directly teaching, I’m still obviously very closely connected to it. I just it’s, it’s so interesting. It’s never boring. Like there’s never, you know, you, you never go into the school or the classroom thinking, oh God, it’s gonna be another boring day. There’s never a dull moment. And because every student is different and every student has different backgrounds and different experiences and different little quirks and it’s just such a great fun place to work.


Sam Demma (05:03):
Well, I was gonna ask you like, what was your first role? And maybe you could explain what director of learning and innovation looks like as well, because I’m sure many people are wondering that sounds like a cool role and I’ve never heard of it before. So yeah,


Natasha Bathgate (05:16):
I know. It’s funny. Yeah. So well, yeah, so originally I was an art team, so I was teaching art for a number of years. And then I became the kind of department head of, of a, of a department that had a bunch of different subjects to do with arts and technology graphic design, computer science, all that. And then I started to become really interested in educational leadership and about I think five years ago now I did my masters in educational leadership and management at a really awesome university called Royal Rhode university in Victoria, Vancouver island. Nice. And the reason I kind of chose that university is because they really have a very kind of future focused, collaborative, innovative approach to teaching leaders to become leaders. Hmm. And so, so yeah, so I got into educational leadership because I really just wanted to be able to have a bit more impact and influence on the future of education.


Natasha Bathgate (06:18):
And I think that I was able to influence the students in my classroom on a daily basis, but I got to a point where I thought, you know, I want to be able to be part of decision making at a, a broader level. So that’s why I got into educational leadership. So my role is really, I feel I found myself, I felt I’m quite lucky Rudy, cuz my role is about, you know, I get involved in educational research. I continually sort of observe teaching and learning in the classroom. I work with teachers and ask them like, you know, what do you need to be at your best? Like how, how can I support you to be the best teacher and the best person? And then I, and then I just I guess building relationships with teachers to help them be the best teachers they can be.


Natasha Bathgate (07:04):
And some people, some schools will call this role director of academics. So it has different job titles, but it really is about making sure that the, the teaching and learning that’s going on in your school is aligned with, you know, your vision, mission and values it’s aligned with where you believe the future of education should be. And and it’s just kind of, you know, if we say we want students to be curious, then what does teaching and learning look like for students to be curious? And what does the teacher look like if they, if you, if you want that teacher to infuse curiosity in students, then what should that teacher be doing? So I don’t get involved with the day to day. I don’t get too involved with the day to day kind of operational stuff. Like that’s why I think I’m quite lucky. I really do love this job. Yeah. but yeah, I think that’s, I think that’s it up.


Sam Demma (08:00):
That’s awesome. And you know, from talking to Jim and from also just reading a ton on the website, I found that you take like the school takes a very personalized approach, tries to create a very personalized approach for every single student and learner. I would assume like that’s a big part of your work as well is like, would I be correct in saying that? And what does that look like? Like for you or for the school?


Natasha Bathgate (08:21):
Yeah. With teachers, cuz I guess I, because I work closely with teachers. Yeah. So I’m trying to per I’m trying to personalize the professional growth for teachers. Hmm. So it starts off with, it starts off with a one-on-one conversation towards the beginning of the year and setting goals. And the goal is of course aligned with, you know, the teaching and learning quality standards for the province. But once we’ve had that conversation, then I, I make notes about what that person has said. And I, and I work hard to try to find things that I think would interest them. So if I’m suggesting professional development activities, I might suggest books. I might suggest connecting them with certain people. Like I, I try and I try and build capacity in individuals by really connecting them with other people as well, who could, who could support them. Nice. And that’s kind of also the, my approach that was my approach to teaching as well. When I was, when I was teaching, that was my same approach. I just want to find out, you know, what is it that person needs, wants enjoys and how can I build their capacity by drawing upon those, those things.


Sam Demma (09:37):
I love that. And you know, you mentioned goal setting as well. Has that been a foundational pillar in your own personal life? Like think back to when you were still in whales, like is one of the first things you did is sit down with a pen and paper and like write out your own personal goals. Like tell, tell me more about that.


Natasha Bathgate (09:52):
So I don’t necessarily write them down and I know that’s key thing that if you write them down, then it’s, you’re more likely to achieve them. But I do, I’m very, very goal orientated oriented. I’m very driven by goals. And even if I don’t write them down, I’m kind of quite determined to achieve them. So, so for example, I was determined to move to Canada no matter what. And I knew it was gonna take a long time and I, and it, it did take an extraordinary long time because even once I got my teaching qualification, I, I still had to get a couple of years experience teaching in Wales before I could even submit my application to, to move here. And I think the same with, with getting the right to become an educational leader. I originally had applied to a university in, in Vancouver that I thought was gonna be good to UBC and and no disrespect to UBC anyones listening this, but , I, I had an application to, to, to go onto their educational leadership program, their masters I was accepted.


Natasha Bathgate (10:58):
And then as I was choosing the different courses, I was, I couldn’t choose the courses until after I’d been accepted. And then once I chose the different modules, I was reading the descriptions and thinking, I don’t know, this doesn’t sound like a particularly future focused, you know, innovative learning environment for me. And, and I was so set on being an innovative future oriented leader. I realized then that, that university wasn’t gonna be right for me. So I withdrew and that meant I was back a year. I, I, I kind of wasted a year, I suppose, cuz I then had to submit an application to another place that did fit what I was looking for. So I, so that’s an example, I suppose I am very goal, goal oriented and, and I’m, I’m prepared to, you know, to take a side step if it means taking longer to get the right thing.


Sam Demma (11:51):
And it sounds like with your work supporting educators, one of the goals is to really make a huge impact on the, on the students because that’s kind of like the end results you’re hoping for by helping the teachers become better and more equipped to, to teach their students. Like if that’s the end goal, how do you think right now we, we make students feel seen, heard and appreciated in this, the, you know, very different and difficult situation.


Natasha Bathgate (12:15):
Well, you know what I think actually I’ve been reading a little bit about like generation Z and what, what gen what, what your generation the characteristics, I guess, and one thing that I’ve noticed is that I don’t even know if they need much help, like your generation is so, so driven. And so so intent on making an impact and not afraid to speak up about things that they believe need to be talked about. And I’ve noticed in my I’ve noticed in recent years that that students are this generation all they need is the space to be, to, to be heard. Yeah, they don’t need, they don’t even need much encouragement. They don’t even need to be, you know, it’s like, here’s a space, here’s the time we’re gonna have this meeting come and say what you need to say. And, and, and I, I think that the students right now, the generation right now are incredibly capable and brave.


Natasha Bathgate (13:20):
And I think that, I know it sounds kinda corny, but I do think the future’s safe. Like I think the future is safe in, in your hands and, and this generation. So, so back to your question, I guess it’s I think it’s really important to know what it is that to, to be constantly aware of the issues of today that we need to make sure that we’re getting voices around the table. So, you know, for example, obviously a, a big piece of a, a big, I, it’s not issue, but a, a big topic, I guess at the moment in education and around the world is, is diversity, equity and inclusion. And how can we make sure that, that everybody feels safe and included and valued and respected and honored and appreciated. And they’re all fairly, you know, you wouldn’t think that would be too difficult, but, but I’ve realized that some students don’t feel safe and valued and honored. And when you ask students, if you just have the courage to ask them, what’s your experience like what’s going on for you? Mm-Hmm and what, what should we be doing differently then, then it’s, I guess it’s that sense of my moral, I, I feel a sense of moral responsibility. I feel as an educational leader, I feel a moral responsibility to, to give these students a voice and to actually act on it, you know?


Sam Demma (14:52):
Yeah. I, I, I think that’s so important and I’m assuming over this past year, those conversations have started to happen and have been happening. That’s, that’s amazing. And is it usually in the form of a one-on-one conversation or do you find it being more of a group conversation? Like how’s it working?


Natasha Bathgate (15:09):
Well, I mean, I’ll give you an example. I think earlier on in the year I had sent, I had sent a communication out to our alumni saying just really kind of an invitation, I suppose, to anybody who’s, who has expertise in advancing your organization or, or your community with diversity, equity and inclusion, or anyone who has an interest in this area, or anyone who has experiences at, at w that they want to share with me, please reach out. So it was just an open invitation. And I, and from that, I had just a small number, but six people contacted me. Some of them met, some of them kind of contacted me as a group. And I, so I met with them as a group and then one of them was just as an individual and that, that started in January. And it’s really kind of built in momentum to the point now where I’m now.


Natasha Bathgate (16:03):
So I, I meet with this kind of group of alumni only once a month, but but I’m also meeting with some students from us within the school who are sharing their experiences and, and sadly their experiences have not been, you know, have not been great. And and it’s, it’s, it’s been very difficult to hear, you know, when you’ve, I’ve only been at school for two years, but I know that other people who have been there longer feel, feel terrible, that, that some people have not out great being at the school for the last number of years. And also not also not necessarily realizing and not knowing that, but now that the stories are kind of out now that we have that awareness. Now we can start to develop an understanding around, well, what contributed to that? Like, what as leaders, what, what should, and could we be doing to, to to make everybody feel, you know, to help everyone feel safe and included in the school.


Natasha Bathgate (17:01):
And now we’re at the point where, I guess I, I’ve also introduced some of the alumni to our, some of our current students, so they’ve kind of met and shared their experiences. And now this week, hopefully we are about to start a student pluralism group, which is really around, let’s start having discussions about, about how we can, how we can make the school, I guess, a more inclusive place. Nice. But we have incredibly intelligent, passionate, brave individuals at the school who they just need, you just need to unlock. And they’re like jumping into there. , it’s just a case of turning the key. You don’t even need to open the door, like they’re ready. So it’s, it’s an exciting place to be in education right now, I think.


Sam Demma (17:48):
And it takes a ton of self awareness as a school community, as educational leaders to address those things, because it’s uncomfortable. Right’s not, it’s, it’s not a uncomfortable thing to do, but it’s definitely the right thing to do. And I think it’s cool that, you know, you’re very passionate about addressing those things and, and kickstarting those conversations and unlocking those doors. So the conversations can happen. You, you mentioned that, you know, you didn’t go to UBC because it didn’t feel like they had the right training materials that would lead to the innovative approach you were hoping to take. What, what do you think the future of education looks like being someone who sounds super passionate about innovation in the future? Like if, you know, if you could jump into time machine in travel there, what would you suspect to change or be different in the future?


Natasha Bathgate (18:34):
Well, I think that I think that we really need to explore a bit more about where learning happens and to be more open, to learning happening in different places other than a school building. And I know that already takes place. I know that people go on, you know, experiential learning trips to different parts of the country or different countries. And you know, and we have, there’ll be sort of work experience. And at our school, we have few experts come in. So it does happen to a certain extent, but I think we need to have much greater flexibility in mainstream education. So for example, my kids are homeschooled. I’ve got twins who age 10 and my husband was really passionate about homeschooling them, which was kind of funny, cuz I I’ve been a teacher for a long time. So I was like,


Sam Demma (19:23):
You sure,


Natasha Bathgate (19:24):
I wasn’t. I know I was thinking, well, this is strange. Is this like a sort of slap in the face of my profession here? But anyway, he, he really wants to do it, so I’m going along with it right now. But so they he’s been homeschooling them for, for just over a year and it, and it turns out that because of COVID, it’s fine. It, it makes sense. But what I’m noticing though, is that what he does is he pieces together. They’re learning experience through all different things. So they go, they go to a place in Calgary called Phoenix foundation, which is kind of like a school for homeschool. And you can choose what day of the week you go, depending on what what’s happening on that day. So they, they go once a week to that, then they meet up with a huge homeschool network group and they have different activities outside.


Natasha Bathgate (20:09):
And then they share like the parents will share expertise and do little workshops. So, so anyway, there’s that flexibility and, and choice over learning that is also about homeschooling. But what I think would be even better is if they could also have a consistency of going to choosing to go to a particular place for a couple of days where they’re gonna meet the same people all the time and build up those relationships and have that consistency and have, have that expertise from teachers. But then to be able to say, actually for like Wednesday, Thursday, Friday, I’m gonna go to this place here and learn from these different experiences. So this is a bit of a long-winded answer, but I think the key really with, with learning is, is flexibility of where the learning happens. And, and to, to make it normal because it, in so many places right now, like there’s, you know, there’s schools that are outdoor schools, there’s schools that specialize in project based learning there’s schools that specialize in the arts there’s schools that specialize in everything. But, but if you want, you kind of have to be all in, like, you know, if you choose to go to an outdoor school or a, or a school that it specialize in project that only does project based learning, then you’re kind of, you’re invested in that one thing. But I think the future of education and mainstream education, I think needs to be that that those options become, become commonplace.


Sam Demma (21:40):
Yeah. Yeah. It makes a lot,


Natasha Bathgate (21:41):
It’s only a subtle, it’s only a subtle change. It’s kinda like, you know, they should be able to create their own adventure, you know, create your learning adventure and, and you know, what, what works for you.


Sam Demma (21:51):
And I think that comes back to what you mentioned earlier about, you know, sparking curiosity. Like I think back to books I used to read and the choose your own adventure books were the funnest, you know, I would say flip to page 70, if you want to try this. And, and I’d much rather read those than reading a blank book just right through. And I younger. So yeah, I think we could definitely pull that model into education. Yeah. Which is a really interesting idea. And if you could go back in time and speak to younger Natasha, the first year you got into teaching, like knowing what you know now, what pieces of advice would you give your younger self?


Natasha Bathgate (22:26):
Oh my gosh. It’s tough one. I think just yeah, I think, I think probably just to have


Natasha Bathgate (22:43):
Just to, to learn from other people, like I was terrible at classroom management at the start and, and, and I think learn from other people, observe other people watch what’s going on, watch the experts and learn from the experts. It’s not to say that I didn’t, but I didn’t get looking back. I think if I had made more of an effort to ask another teacher, can I come and can I come and watch your class? I know you’ve been teaching for 10 years. I’ve heard that you’re really good at this, that and the other. Can I come and watch? So I think seeing each seeing really learning from learning from people who are better than you at something and not being, not being embarrassed to, to say, I’m, I really suck at this. I need to get better at it. Can you show me, can I learn from you? Mm. I think that’s something that I would probably do because I, there was a time when I think I did struggle with, I was working in a school in, you know, terrible schools in Wales and England, where, where they throw paper balls at you, like as a teacher, you you’re, you know, yeah. I had things thrown at me. I had a garbage can thrown at me. Wow. so it’s really about survival in that, in that, in that situation. And I think I needed some more survival tactics.


Sam Demma (24:00):
Being, being a soccer fan. I was gonna ask you, are, were they hooligans? yeah,


Natasha Bathgate (24:07):
That’s funny. They were, they would wanna be hooligans. They were, they were hooligans in training for sure. Yeah.


Sam Demma (24:11):
That’s funny, that’s funny. Awesome. Well, this has been a phenomenal conversation. If someone’s listening right now and has been inspired in any way, shape or form and wants to just have a conversation, what would be the best way for someone to, you know, get in touch with you and reach out?


Natasha Bathgate (24:26):
Well, I do use Twitter and I use LinkedIn. I think my Twitter is just @NLBathgate I think, and then I don’t use LinkedIn as much, but yeah. Twitter or LinkedIn or even yeah, I think those would be the best. I would just put those, you can incorporate those into the podcast.


Sam Demma (24:43):
Sounds good, Natasha. Thank you so much.


Natasha Bathgate (24:45):
And then I, and I’d be happy to have a conversation with anybody for sure.


Sam Demma (24:48):
Perfect. Thank you so much for doing this and coming on the show, I appreciate you sharing some insights and some of your experiences. Keep doing great work and I’ll, I’ll see you soon.


Natasha Bathgate (24:56):
Thank you, Sam. Thanks a lot. Okay, bye.


Sam Demma (24:59):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; if you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Natasha Bathgate

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

April 23, 2022 by Department Head Director of Education Teachers Teaching Tips 0

Katie Lewis-Prieur & Sarah Abrams – Consultants at the Ottawa Catholic School Board

Katie Lewis-Prieur & Sarah Abrams - Consultants at the Ottawa Catholic School Board
About Katie Lewis-Prieur & Sarah Abrams

Katie Lewis-Prieur (@klewis_prieur) has been in education for more than 25 years, many of it in the classroom teaching English and Drama before working in system-level positions at the Ottawa Catholic School Board.  She is blessed to be part of the Specialized Pathways team as the Experiential Learning consultant for K-12.

Sarah Abrams(@SarahMAbrams) has been with the Ottawa Catholic School Board for the past 22 years.  She spent the first 20 years of her career as a high school teacher and Guidance Counsellor and is currently the Guidance and Pathways Consultant for the board.  Sarah is passionate about helping students discover their pathway and supporting guidance teams in breaking down barriers for students to access whatever post-secondary path they wish to take.   

Connect with Katie: Email | Instagram | Linkedin | Twitter

Connect with Sarah: Email | Twitter

Listen Now

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

Resources Mentioned

Ottawa Catholic School Board (OCSB)

Specialized Programs – OCSB

New Teacher Induction Program (NTIP)

Carleton University – BA in Journalism

Brock University – BA in English Language and Literature

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today we have on a pair of guests, not just one person, but two people, two very incredible influential people that I’ve done a ton of work with, but are also just phenomenal human beings that I call two of my friends now. We have on Katie and Sarah.


Sam Demma (00:59):
Katie has been in education for more than 25 years. Many of it in the classroom, teaching English and drama before working in system level positions with the Ottawa Catholic School Board. She is blessed to be part of the specialized pathways program team as an experiential learning consultant through K-12. But the reality is she’s actually moving on to a new position. So stay tuned because maybe we’ll do a follow up episode with her next year and her partner in crime Sarah is also on the show today who has been with the Ottawa Catholic School Board for the past 22 years. She spent the first 20 years of her career as a high school teacher and guidance counselor, and is currently the guidance and pathways consultant for the school board. She is passionate about helping students discover their pathway and supporting guidance teams in breaking down barriers for students to access whatever post-secondary path they wish to take.


Sam Demma (01:49):
The two of them bring together a wealth of knowledge. I was a part of one of their career fairs about six months ago now, or maybe four, three months ago and they do such amazing work. So I hope you enjoy this episode as much as I enjoy chatting with them, and I will see you on the other side. Katie, Sarah, welcome to the High Performing Educator podcast. Huge pleasure to have you both together on the show. This is the second time only that we’ve had a group of three on the show. So I’m, I’m super excited about it. Why don’t you start by introducing yourself and sharing a little bit about why you’re so passionate about the work you do in education today. And Sarah, feel free to kick this one off.


Sarah Abrams (02:29):
Well, hi Sam. I’m Sarah Abrams. I work at the Ottawa Catholic School Board and I am the guidance and pathways consultant. So I work with the guidance departments across our school board. And I’ve always loved teaching. I love working in a dynamic environment like a school where every day is different. You never know what, what is gonna come at you that day. There’s not too many jobs where you can participate in dressup days and spirit weeks and, you know, take kids on field trips and watch watch them learn new things and get excited about things they didn’t know. And so, and also building the relationships with those young people and with my colleagues has inspired me. So, you know, for me, education has always been my passion and I love everything about it.


Sam Demma (03:15):
Love that. Awesome, Katie what about yourself?


Katie Lewis-Prieu (03:19):
Well, thanks for having us on today. I’m Katie Lewis-Prieu and I’m the experiential learning consultant for K-12 for the Ottawa Catholic School Board, and I get to work every day with people like Sarah. The reason I’m doing this job is because I think kids getting their hands in and doing practical work and exploring careers is something that’s gonna change their life, and I’m just privileged to be a part of it.


Sam Demma (03:44):
Mm love that. And when you guys both come together, you create a power house of a team and I I’ve seen the impact firsthand. What are some of the projects that you’ve run this year? Things you’ve put on and worked together and, and created that been really passionate about, or, or that went well, I know this year has been challenging. We’ve, we’ve been limited in many ways, but I feel like there was also some opportunities and you’ve taken advantage of those. And Katie, maybe you can answer this question first.


Katie Lewis-Prieu (04:12):
I think this has been an incredible year for us in spite of the pandemic. It’s my first year working as a team mate with and so it’s been incredible just to build that relationship and to see what we can do. And we usually start with what we’re trying to accomplish before we set out what our goals are. And so this year we had a nice kickoff at the beginning of the year with OCSP career week. And it was one of those weeks that had been doing well and things were happening in schools, but when the pandemic hit a huge challenge, right, because you can’t have all these presenters coming into your school to talk about their post-secondary programs or entry into the world of work. And so that was our, our first major challenge that we hit this year because we knew it was still really important for students to be able to explore these careers. So we decided to, to tackle it head on and to create a really dynamic week where teachers and students could access all sorts of activities career panels really great resources for them to leverage. And so that was, I think, our first success.


Sam Demma (05:25):
Awesome. Yeah. That’s great. And Sarah, maybe you can touch on some of the other things that have happened this year. I’m sure there’s a bunch of other things happening behind the scenes every day, each and every day


Sarah Abrams (05:35):
There absolutely was. And, and a big part of what we wanted to do was figure out how we could bring this rich experience, financial learning, and, and also one of our goals is to, to bust pathway myths. So we also, we want students to know that college and university, aren’t the only options for them that some students will go directly to the world of work. And some students will go into apprenticeship program. Some will take a gap year and, and that’s one of our big missions is to bust those pathway myths. So one of the things we did was we have created with a community partner on fee career panels. And we’ve had several of those throughout the year, this year. And the pandemic has actually opened our eyes to the possibilities with this. So in prior years you would have this career panel at one school, you’d only be able to reach a few students, but because we were in the pandemic, we had to reach rethink things. And we were able to do them virtually and bring in hundreds of students. So hundreds of students have been able to learn about careers in manufacturing and the arts in English in all kinds of areas that maybe they wouldn’t have done before. So that’s been an excellent opportunity for us.


Katie Lewis-Prieu (06:49):
And if I can just add on if, if you are not aware of the careers that are out there, how can you possibly know that this is something that you want to explore? And I know your messaging, Sam has always been go out there and taste things like it’s a, a banquet or a buffet. And that’s definitely our message as well.


Sam Demma (07:07):
I love that. And I was gonna say, you know, Sarah, you mentioned fifth years and, you know, MIS myth busting, well, if your name’s Sam DEMA, you would take a fifth year of high school, a gap year after the a fifth year go to college for two years, drop outta college and then get into the world of work after, you know, three years of trying to find things and, and figure things out. So it’s, the work you’re doing is so important and I think it needs to happen in, in every board and hopefully it is happening in every board and keep doing it because we need it. I’m curious though, we start this conversation and asking both of you, you know, why are you passionate about this work? What led you down the path of education? Like, did you have teachers in your life who deeply inspired you to, you know, take on this path or did you just stumble into it by a mistake and have been here since, like, I’m curious to know why you’re working in education today and, and Katie, maybe you can kick this one off.


Katie Lewis-Prieu (07:59):
Well, when I was little, I used to parade around in my backyard pretending I was ginger from Gillin island. So I knew that I wanted something that was engaging. I thought I was gonna be an actress when I was really little and there just weren’t the, the career classes to support that there was no ran a class in my high school when I went to school. So I had to look for something else. And being an actress just didn’t seem reasonable at the time. So I thought I want to work with people. It was just a part of who I was that I, I definitely not a solitary person. I, I like to collaborate. And so teaching in journalism were the, the two things that really grabbed me with the limited, you know, exposure to career exploration that we had at the time.


Katie Lewis-Prieu (08:48):
So I ended up actually doing a journalism degree at Carleton university. And then just as I was about to graduate from that, we were in the middle of a recession and I thought, well, I’m just not the type of person to sit back and do nothing. And I thought, well, I’m gonna go in and I’m gonna finish my English degree. And while I was doing that, I thought, you know what? I actually really like how much more collaborative being a teacher was. Cause there were a lot of people trying to scoop each other in the journalism program. And I thought I’d rather work with people as opposed to trying to top them. So that’s definitely how I started heading into teaching and was a high school teacher and taught English and civics and drama for many years before I started working at the school board. And did two terms as the arts and indigenous studies consultant. And last year had the great opportunity to sit in a leadership role for a year while my colleague was on leave. And then this opportunity opened up for experiential learning and I jumped right at it, cuz I thought this is exciting.


Sam Demma (09:54):
Cool, awesome. That, that, you know, I was gonna ask you, but I didn’t want to age you there. Let’s What’s Gilligan’s island ,


Katie Lewis-Prieu (10:03):
You’ve got to be kidding me. Gilligan’s island was the bomb. When I was a little kid, it was a little show and Gilligan was stranded on an island with six castaways. And one of them was bombshell actress who walked around everywhere in an evening gown on this deserted island. And so she was just it for me when I was a little


Sam Demma (10:25):
Kid, I love that. I’m gonna, I’m gonna go earn some brownie points with my parents with that one later


Sarah Abrams (10:30):
And


Sarah Abrams (10:32):
Sometimes we still have to tell Katie not to wear her ball gowns to work, but


Katie Lewis-Prieu (10:38):
You can’t see what I’m wearing down below. It could be, you know, heels in a full skirt.


Sam Demma (10:43):
I don’t know if you can hear it, but the whole crowd’s laughing. it’s awesome. Sarah, you know, what did your journey into education look like?


Sarah Abrams (10:55):
Mine was similar in some ways to Katie, but, but also a little bit different. I always have wanted to be a teacher, so I did follow a very linear pathway, which is something I’ve, I’m trying to bust for a lot of students. But I think part of that was because I was number one, a bossy older sister, and I had a much younger brother and he was my first student. So when I, I was about 10 and he was four, I was making him sit down and listen to me and I was teaching him to read and teaching him everything I wanted to teach him. And then the other thing was that I had a lot of family members who were in education, so that influenced me greatly. And, and I probably can remember every teacher I’ve ever had. So I really, for some, and it just, it just called to me from a young age.


Sarah Abrams (11:42):
But throughout my career, I’ve really realized that within teaching you can do so many different things. So I have, have not been static. I started out teaching history and English in high school and, and I was very much a yes person. So I was tapped on the shoulder and they’d say, we need someone to teach parenting. And I would say, okay, we need someone to teach hair styling. Okay. and so I’ve done a lot of different things within my school which culminated in a position as a guidance counselor, which I absolutely loved. I would, I could do that forever. I loved working with kids in student services, but that also then led me to this position at the board, working with the guidance teams from all of the schools. So I think education is a nice career because there are so many different things you can do. You don’t have to just stay in one path. There are a lot, there’s lots of opportunity for growth and for learning. And that’s been great for me.


Sam Demma (12:38):
I love that. And one of the most pivotal people in my high school career was my guidance counselor. She had countless conversations with me and my parents miss Diana. Yeah, Diane, her last name’s escaping me right now, but she, she would help me because my pathway was, I was trying to go to the us for soccer. And like, I can’t remember. I had probably, probably at least two dozen meetings with her in my last year of high school to try and figure things out for NCAA. So it just goes to show that every role in a school, whether it’s in the physical school or as a consultant, plays a huge role on impacting young people. And I’m curious to know, because I know you’ve, you’re not directly in touch with students, but you probably hear a lot from the schools and the principals. What do you think some of the challenges that schools and students are facing right now? And we won’t stick on this question too long because I don’t wanna get negative, but what are some of the challenges you think we’re facing and maybe Sarah, you can kick it off and then I’ll pass it back on to Katie.


Sarah Abrams (13:40):
Well, for me, and I think this would be similar for guidance folks. I can speak sort of for them a little bit. It’s the building relationships piece. I’m all about building relationships. I like building relationships with the counselors that I work with and the teachers that I work with. And as a counselor, I L loved being able to call a student into my office and have a chat and, and you build relationships with those students and that’s what, where you build the trust as well. And so with COVID and having to shut down and then start and shut down, and then we have some students going completely virtual. It is very, very hard to kind of keep those relat ships going and build new ones. So for me, that’s probably the biggest challenge, I think right now, due to COVID. I mean, lots of people are, are facing lots of personal challenges in lots of different ways, but in terms of my career, I think that has been something that I’ve really had to be conscious of and figure out how to build relationships in different ways. And I think teachers and counselors, schools are doing the same thing.


Sam Demma (14:38):
Yeah, no, I agree. Yeah. Katie, what, what do you think?


Katie Lewis-Prieu (14:42):
Well, my job is experiential learning consultant and challenge. It’s pretty hard when you’re on lockdown to, you know, when you, you start thinking about, well, what can I do? So for sure, there’s been a lot of pivoting and it’s hard. I think of just our, our theater students alone, because it’s something I’m very passionate about. And those students aren’t in most cases, not getting the opportunity to have that full theat or experience where you’re under the spotlights you’re you know, in scenes with other people, even just the, the, the acting piece where you can’t even make physical contact with someone to, you know, if you’re seen as telling, you’re trying to get somebody to snap out of it and the scene, you would normally be shaking them. You can’t do anything like that. So that was a huge challenge coming in. And I do worry about the mental health of our students as well, cause we’re social beings. But I think what Sarah was describing with those relationships is just the, the key to everything and, and still trying to give students opportunities to connect with the outside work world through things like learning partnerships has become crucial this year.


Sam Demma (15:58):
Hmm. And along with each challenge comes some form of an opportunity. I would, I would suppose that one of them is technology. You’ve probably learned a dozen new skills and tools. I mean, you’re wearing, very, no one can see it, but yeah, it looks like a pair of gaming headphones and I wouldn’t say you’re a huge gamer or who knows, you know,


Katie Lewis-Prieu (16:22):
You’d be right Sam when I play Mario Cartt my children laugh at me.


Sam Demma (16:28):
Yeah. So what are some of the opportunities you think have arise from the situation this year are some of the things you’ve learned that have been really helpful and we’ll start with Katie.


Katie Lewis-Prieu (16:41):
Well, I think Sarah alluded it to it earlier. Just the opportunity for the reach, like, you know, whereas you might have had an individual teacher setting up a session in their class where they had a guest speaker coming in, we’ve had these opportunities to do things like career panels where, you know, if we had I think one of the ones we ran for one of our other initiatives OCS B steam week, I think one of our career panels, we had over a hundred classes that’s classes wow. On the call. So in that one, I think we had three different panelists. So students were hearing from three people quick, 45 minute meet where the teacher is, you know, getting a chance to engage in that career exploration with their students. And then all sorts of crazy fun stuff have, has come out of those calls as well.


Katie Lewis-Prieu (17:37):
And I think it’s opened up our students and teachers to further inquiry. Us doing OCSP steam week actually came from the challenges that we faced with OCSP career week. And it grew into something huge. And there were a lot of teachers, I think, who, because they had opened themselves up to technology, also opened themselves up to new things like learning about stem or steam subjects. And so I think there’s just been enormous growth for everyone throughout the process and technology is allowed it, I mean, it can be so frustrating at times when things aren’t working out, but what an opportunity to reach so many more people. And also to have fun, we set up all these challenges as well. For OCS B steam weeks is stem challenges where students were doing these rub Goldberg machines. And I don’t know if you know what they are, but they’re like a chain reaction thing where they’re, you know, setting up slides, like, you know, maybe a ruler in a marbles going down there and it’s gonna hit something else and pop into something else. And we just loved seeing these students with that whole perseverance piece where they were setting up their systems and it didn’t work the first time, but they kept going. And then when you see those videos and you see their face and they are so proud of themselves, that they got it to work. That’s a huge thing.


Sam Demma (19:09):
Yeah. Oh, I, I agree. I totally agree. It’s funny, those, those contraptions, I think they happen in physics class. I might be wrong, but


Katie Lewis-Prieu (19:19):
, we had kindergartners doing it as well. Wow.


Sam Demma (19:22):
yeah. That’s, that’s awesome. So cool. Yeah, I remember it feels like yesterday I was in grade 12 and my buddy was making one for his grade physics assignment. Sarah, what do you think? Like what, what are some of the opportunities that you’ve seen arise outta this crazy situation?


Sarah Abrams (19:38):
I think I, I think Katie’s answer was bang on, but, and just to add, you know, or to, to echo what she’s saying. I think the challenge of as a history teacher, too, I think of challenges in the past, the great, the world wars with any big challenge that a society faces comes the opportunity for growth and creativity and some of our, our most amazing achievements and accomplishments come out of those tough times that we face as a, as a, as humanity. And like the, the growth in technology, especially among educate, I think is something that I have never seen before in my whole career. It’s and it’s because it was necessary, right. It was something that teachers had to do and, and we had to do as well. I’ve never learned so much about technology as I have in the last year.


Sarah Abrams (20:26):
And so I think that’s just opened up the doors to so many different things. One of the things Katie and I are involved in right now is providing, working with our partner, Algonquin college, providing our students with different virtual workshops on coding and using laser cutters and a 3d printing. And it’s all virtual, but the kids are able to learn how to do this stuff on their computers. And then at Algonquin, something will actually be 3d printed or laser cut or, or whatever. And the teachers are learning this too, and it’s making teachers more comfortable with all of the new technology that is up and coming. So I think if you look at it with a positive spin, there are a lot of challenges, but a lot of growth has come out of it.


Sam Demma (21:13):
Yeah, no, I couldn’t agree more. I think it’s, it’s great growth. Like it forced, it’s forced growth almost like you grow up as a kid and you hit your growth spurt and then you stop growing. It’s almost like we’ve been to grow more at past that point. And it’s painful. You have aching pains from the new growth spur. And not to say that the challenges aren’t there, cuz they are like, it’s a crazy time and people are struggling, but it’s cool to focus on the positives for a second. You know,


Katie Lewis-Prieu (21:42):
And neuroscience tells us that we need to be lifelong learners. We need to keep bill holding those neuro connectors. So as, as tough as it has been, and it has been tough for some people like just the new skills that we are picking up this year are definitely something to be applauded.


Sam Demma (22:02):
Yeah. No, I agree. Totally agree. And you know, I’m curious to know when you were both students, so think back what are some things that educators in your life did for you that had a huge impact? And I’m, I’m curious to know, maybe you can pinpoint one teacher in something they shared or did. Because I think educators sometimes underplay the impact they have because they don’t see it sometimes. And with this story you can share about how they’ve impacted you it’ll remind educators that they’re having an impact on their own students and also give them some ideas on what’s important in the classroom. And Katie, you seem like you had an aha moment. So oh,


Katie Lewis-Prieu (22:43):
A hundred, a hundred percent. I had an incredible English teacher when I was at St. Joseph’s high school called Mary Lynn Oche. And I had her for a bunch of years at a time cuz it was when Catholic education was just starting to get the funding. And I remember we were studying Hamlet and she would not give us her opinion on whether Hamlet was mad or whether he was putting it on. And I remember being so upset at the time that she wouldn’t tell us her opinion, cause I really did value her opinion, but it was so smart of her because it forced us to use our own critical thinking skills and to make our own mind. And that has stuck with me. And she’s also one of the people who let me teach a class about journal is one of my independent study projects. And that certainly was one of those key things that made me think, okay, do I wanna go into journalism or teaching and gave me a sense of confidence that you know, I could be engaging in front of a class and, and it was just a little thing that she did by letting me try something out that had a major impact on me.


Sam Demma (23:55):
Wow. Love that. I love that it’s like giving you a responsibility almost absolutely. To succeed or fail and either, or it would’ve been a success,


Katie Lewis-Prieu (24:03):
But with support, with support, you know, we talked about what it would look like and it wasn’t something so hugely overwhelming that I couldn’t be successful at it, but I also got good feedback. And to me, that’s, that’s an enriching, deep learning opportunity.


Sam Demma (24:19):
Love that. Love that. Sarah, how about yourself?


Sarah Abrams (24:23):
When I think back, I, like I said earlier, I can remember every teacher I had and I think each of those people had an impact on me at some point, but I do remember in particular, a grade eight math teacher and I, I wasn’t the best math student. But she always took the time with students at lunch or after school. And she was very friendly and really encouraging. And her name was Phyllis Perry. And I still think about her sometimes. And I think I wrote her a letter actually, when I became a teacher thanking her for what she did. But one of the things I think back at is I don’t remember the lessons I learned. I don’t remember the curriculum from each of those teachers that I had. I remember other things remember, you know, what they talked about or how they made me feel mm-hmm or you know, those kinds of things. And I think sometimes as teachers, we forget that it’s not all about the curriculum. It’s about that relationship building and it’s about the impact of caring adult can have on a student. And for me, those are the, when I think about the teachers I had, it was it’s really the ones who were the most caring adults in my life that, that really stick out.


Sam Demma (25:31):
Yeah. So true. So, so true. And it’s funny cuz I’m reflecting now asking this question on my own experience and teachers who change my life, did the same thing that you’re sharing now. Like they, they took the content and personalized it for every student in the class. They knew what we liked. They knew our hobbies. They, they took the time to get to know us. So I think it’s great. Yeah. It’s such a, those are all great examples. And if you could go back in time and speak to your younger self, you know, the first year you got into education, what advice would you give your younger self, knowing what you know now and yeah, Katie, you can,


Katie Lewis-Prieu (26:08):
You can


Sam Demma (26:08):
Go first.


Katie Lewis-Prieu (26:10):
Well, I remember being terrified, absolutely terrified when I, I started teaching, I didn’t have the educators in my family like Sarah did. So I really leaned on the colleagues who were at school with me. One practical piece would be not to pick up every single thing I assigned because I remember hitting Christmas and just being in tears because I had a stack of paper this high that I had to get through. And mark and I, I had gotten so busy that I wasn’t keeping up with it and it was overwhelming at the time. And I remember just being in the laundry room and crying. Aw. But it was, you know I look back and I got through it and you, you really do lean on people to give advice to you. And we’re a learning community mean if you know, a school is working well and functioning well, you’re not teaching in isolation, you’re teaching as part of a team and that collaborative piece.


Sam Demma (27:11):
Yeah. Love that. Love that great advice. Sarah, how about yourself?


Sarah Abrams (27:18):
I think for me too, it’s, it’s probably a little bit about, you know, do don’t, don’t worry as much about the curriculum. The curriculum is super important, but be yourself. I, I remember when I first started teaching, I thought, okay, I’m, I’m young. I need to go in and I need to be, you know, a mean teacher. I need to lay down the law and I need these kids to know that, I mean business and, you know, that’s the only way that they’re gonna pay attention and learn. And, and I learned very quickly that if you try to be something you’re not, students will pick up on that very quickly. And when I actually was comfortable enough just to be myself and to, you know, I’m, I’m naturally sort of a caring, motherly kind of a teacher and, and every teacher has their own style and, and every style is good. But that was my style. My style was not to be the hard nose, you know, strict disciplinarian and it worked better for me. I found my students responded better to me when I was authentic. And and when I just, just went in there as, as myself and that has worked really well for me.


Sam Demma (28:23):
Hmm. Love that, love that. Those are, I get a different answer every time I ask an educator so thank you for sharing. It is cool to see the different, you know, the different answers and examples and I appreciate you sharing. This has been a great conversation. It’s already been almost 40 minutes, so thank you both for being here and sharing in this conversation. If a teacher or an educator wants to connect with you, like what would be the best way to reach out and Sarah, maybe you can share first, you can share maybe a Twitter or an email address, whatever you prefer.


Sarah Abrams (28:52):
Well on Twitter, I’m @SarahMAbrams. So that’s definitely a way that people can connect with me, Sarah with an H and Abrams with no H and we can, we can share that with you later. And my email, absolutely. I’m happy to answer emails and it’s sarah.abrams@ocsb.ca.


Sam Demma (29:13):
Awesome. Katie, how about you?


Katie Lewis-Prieu (29:15):
And it would be the same two ways for me also on Twitter. I’m @klewis_prieur. And my school board email is katie.lewis-prieur@ocsb.ca.


Sam Demma (29:41):
Awesome, love it. Well, Katie, Sarah, thank you both for coming on the show. It’s been a great conversation. Keep up the amazing work and I will talk to you soon.


Katie Lewis-Prieu (29:50):
Thanks so much for having us; this is an honor.


Sam Demma (29:53):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; if you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Katie Lewis-Prieur & Sarah Abrams

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

April 23, 2022 by Cooperative Education Experiential Learning School Counsellor Student Success Teachers Teaching Tips 0

Dr. Kirk Linton – K-9 Principal, EdD in Learning Sciences & Music teacher/trumpet player

Dr. Kirk Linton - K-9 Principal, EdD in Learning Sciences & Music teacher/trumpet player
About Dr. Kirk Linton

Dr. Kirk Linton (@krlinton) is a school principal in Calgary. He graduated with his Ed.D. from the University of Calgary in the Learning Sciences in 2019 and received recognition at the national level for his research on teacher professional learning and research-practice partnerships.

He is the recipient of the 2015 Distinguished Vice Principal of the Year award from the Canadian Association of Principals as well as the 2015 Alberta Distinguished Leadership Award from the Council for School Leadership. He has presented at conferences nationally and internationally.

Dr. Linton is passionate about creating engaging and authentic learning for students and teachers and he has worked tirelessly to create cultures of innovation in the schools he has served. He is a husband, father of 3 sons, and a trumpet player in his spare time.

Connect with Kirl: Email | Twitter

Listen Now

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

Resources Mentioned

EdD in Learning Sciences – University of Calgary

Canadian Association of Principals (CAP)

Council for School Leadership – Alberta Teachers’ Association (ATA)

Dr. Linton’s Personal Website – The Principal’s Viewpoint

Canadian Association of Professional Speakers (CAPS)

The Transcript

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

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. Today’s guest was actually connected by one of my colleagues at CAPS; CAPS stands for the Canadian Association of Professional Speakers. At 21 years old, I’m actually the youngest member and youngest ever board member . I bring in all the programming for our membership and all the different speakers to our chapter.


Sam Demma (01:00):
And one of my fellow members name Joyce connected me with Dr. Kirk Linton, and I’m so excited she did because he is a phenomenal human being. Dr. Kirk Linton is a school Principal in Calgary. He graduated with his educational degree from the University of Calgary in the learning sciences in 2019 and received recognition at the national level for his research on teacher professional learning and research practice partnerships. He is the recipient of the 2015 distinguished vice principal of the year award from the Canadian Association of Principals, as well as the 2015 Alberta distinguished leadership award from the Council for School Leadership. He has presented at conferences nationally and internationally. Dr. Linton is passionate about creating, engaging, and authentic learning for students and teachers, and he has worked tirelessly to create cultures of innovation in the schools. He has served. He is a husband, father of three sons, and a trumpet player in his spare time. He used to play in a band. You’ll hear about it in today’s interview. Anyways, I hope you enjoy this interview as much as I enjoyed it, and I will see you on the other side. Kirk, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show here today. Why don’t you start by introducing yourself, and sharing a little bit behind the reason why you’re so passionate about the work you do in education today?


Dr. Kirk Linton (02:26):
All right, we’re going right into the deep end. Here we go. So my name’s Kirk Linton, and I am a principal of a K-9 school in Calgary, Alberta, Canada. I think I’ve been a Principal for, this is my fifth year, in education; about 18 years I do believe now if I’m counting and definitely been one of the more, were interesting dynamic, wild, challenging years of my career. Right, so before we get into all that kind of business though, I have three kids of my own. Right, so I have a 14 year old, a 10 year old, and a 7 year old, and they’re just a wonderful bunch of kids. And like, I like to say, I have get to live the k-9 life at school and the k-9 life at home.


Dr. Kirk Linton (03:09):
So I get the full experience of what that it looks like for, for better or worse both as a parent and as a teacher and as a principal to right. So, okay. So, so yeah, basically education. So yeah, I’m passionate about education, right? The reason I’m part of the passionate, because I do have kids, right. So I see what it looks like. And I see what what happens when the, the best occurs in schools. I see the connection that forms with teachers, the influence, the impact that people have on the lives of young people. That’s probably the reason that I’m here today, Sam, right. Is I, you know, I, I got to experience some really powerful teaching, got to have some really amazing connections with some of my teachers. And I think every single one of us, you know, strives at the end of the day with all the other stuff that’s going on in the background, we’re trying just to really form those connections with those kids, have those opportunities to speak with just have those deep connections with kids, support families and do our best for them.


Dr. Kirk Linton (04:06):
Right. it doesn’t always happen all the time, but we certainly do the best we can.


Sam Demma (04:10):
Yeah. Ah, I hear that. And I totally agree. Thank you for sharing. What led you down the path of education though, because if I’m correct from reading your blog and having convers with you prior, you know, you were quite the musician and I’m curious to know, you know, how it all led you down to teaching and education.


Dr. Kirk Linton (04:29):
Absolutely. So, yeah, my I originally wasn’t going to be a teacher that was, my wife now was the one who was always gonna be the teacher. She, she knew that she was early on. She had a sense that the direction she was going I was really passionate about music. I’m a trumpet player. And so that was something that I started piano when I was in grade six, started picking up the trumpet when I was in grade seven and really got into it. And I picked the, the best instrument out there, which is the trumpet of course. Right. So so my dad really tried to push me into going, going into flute, cuz he said, the flute is thing that’s really small. It fits inside your backpack. You need to go something small. And I said, well, I don’t want to go with something small.


Dr. Kirk Linton (05:08):
I want to go with something big, nice, big sound. And I said, I want to be a part of something that, you know, you can be rock and roll jazz, you can be classical, that kind of stuff. So, so I kind had a sense that was what I wanted to do. And then, you know, what, what happened is that this is it. Like I ran into some teachers who were, are incredible, right. And it was through the musical world that I became. And I started to realize that music and education and music and teaching kind of go hand in hand, right? There’s this kind of apprenticeship model that happens where you learn a skill, you develop as you go. And I think it’s similar for athletes, right? Who are kind of learning and, and being coached. And they either going down that road too, as you, you move forward, you connect with people and these people are so passionate about what they do, but they’re also passionate about you and helping you succeed.


Dr. Kirk Linton (05:50):
And so that definitely played into my career as an educator. So I went down that road, got into high school you know, started getting lots of opportunities to play in some really great places in, in university. And then went into university and you know, just continued on down that path until I hit a point where I had my, my wisdom teeth removed in my mouth. Right. And so I was, I was dead set. I was gonna be a professional Trump player. And then of course I had some nerve issues that came out of that and some other kind of injury stuff. And at that point, you know, I kind of realized that I may need to start looking in a different direction that maybe that, you know, physically, I wasn’t gonna be able to keep pursuing that my heart certainly was still there. And I think at the end of the day, I still feel very much like a musician deep down. Right. and still you get to live that life vicarious through my family and through my own kids. Right. Yeah. But yes, I mean music passionate about music. And like I said, I think the experience of being in music was something that really informed me as an educator and continues to feed me.


Sam Demma (06:50):
Hmm. And it’s interesting looking at music, you know, when you play music, the audience listening, enjoys hearing it. And I think you can, you can create a, a similar response in the lives of students by sharing wisdom and information in other ways that will be like music to their ears. that could I, that like that yeah. Help them help them in other ways. That’s such an awesome story. And you know, you mentioned that you had some mentors and teachers who really inspired you along the way. Yeah. And one of the things you, you highlighted was their passion. Passion is a huge thing. And I believe it’s contagious because it’s the same reason that my teacher, Mike loud foot grade 12 social studies teacher totally changed my life. He came to class and when he spoke it, it was so clearly evident that he cared about what he was sharing. And that’s what made me buy into his lessons. And I’m curious to know passion aside. What else do you think your teachers did for you and whether it’s the music teacher or the classroom teachers that you’ve had that made a significant impact on you as a student and that, that encouraged you to buy in to the lessons they were sharing in teaching?


Dr. Kirk Linton (07:51):
Well, I mean, I like to go back to that the saying or the truism, right? That the three most important things in education are the relationships, relationships, and relationships. Those are the most three important things. Right. I, I think it’s that deep sense that people believe in you and that they, they care for you and that they have dreams for you. I, you know, I, I think back I had it was just a short session. I did a summer program with a conductor from a university from the states. And he used that language with his kids or with the students. I mean, we were adults at that time, right. We were 1822 in that kind of range. And for each of us, he’d only known us probably for hours. And he connected so deeply with us that right out of the gate, he would say, Kirk, my dream for you is the, this right.


Dr. Kirk Linton (08:41):
My dream for you is this. And all of a sudden what happens to you is you go, this guy barely knows me. He already cares enough about me, that he has a dream for me. He expects big things from me. Mm. Maybe I should have a dream for myself. And maybe that is something that I can, you know, is possible. It’s funny cuz now the school that I’m in too one of our school models is dream believe and achieve. So I have a dream. Right. but now, you know, I started using that even with my own students and I started using that same language and you know, it’s a way of sort of giving it to them and saying, have a dream, but also saying, I care enough about your dream to support you, to get to that dream. So that was, that was pretty inspiring stuff.


Sam Demma (09:20):
Ah, I love, that’s such an amazing story. And even when I think about my own teacher, Mike loud foot, he would take his, he would take his classroom content like you’re saying, and then apply it to every student’s life. So he’d finish a lesson and say, Hey Sam, for you, this means at Y and Z and Julia for you, based on what I know about you, what this means is X, Y, and Z. And he would take his classroom content. And I, I guess I could, I would call it the shotgun technique and he would try and make it applicable to as many people in the classroom as possible which is a unique way of, of going about it. And I think that that’s what most teachers, you know, strive to do in the classroom.


Dr. Kirk Linton (09:56):
It’s such a special quality, you know, to be able to see that in each of your kids and communicate that to each of your students and then to develop them individually. But that’s, that’s the key having that dream for each kid.


Sam Demma (10:08):
Mm. And how do you think we, you know, back to relationships, relationships, relationships, how do you think we build those with students? You know, even when we might be going through a challenging time, like COVID 19, is it about checking in? Is it about, you know, how do you build those relationships?


Dr. Kirk Linton (10:28):
It’s been a tough year. It’s been a really difficult year to build those relationships this year. At the same time that I have felt like we have collectively gone through something together. So at the same time you have challenges, you have opportunities, right? Mm-Hmm so the challenge of this year has been that disconnect or the, the feeling of lack, lack of control over what’s been happening around us. You know, even this week, weekend I was contact tracing, right? Telling people they have to go into isolation, telling my families that they have to isolate even within their households, those sorts of things, those are difficult, difficult conversations, but they also provide opportunities for that connection to grow as well. So, you know, I’ve been saying that, you know, leadership is a, a rainy day job. Well, 20, 20, 21, we’re living through a Monsu right.


Dr. Kirk Linton (11:23):
This has been a, a crazy long downpour all year long. It has challenged each of us it’s it’s, it’s made us all sort of reevaluate how we do what we do. So we’ve had to reach out out lots of different ways. So, and I think about the evolution of this for me and as a school community, since this began. So back in last March, right? So we you know, heading into March, no one had a clue what was gonna happen. Yeah. Where things were gonna head. I can still remember because in Alberta we found out, I think it was four o’clock in the afternoon, on a Sunday afternoon that we were no longer gonna go into classes into school. We’d still have classes, but we had to basically pivot turn around, shift our practice within a day to, to the next day and walk in the next morning and figure out what the heck we were doing.


Dr. Kirk Linton (12:16):
Right. and nobody really knew. And so, you know, we had all different people with different comfort levels with technology different confidence levels around how they could manage that whole situation. And so as leaders in that situation, they’re trying to sort of as se, where is everybody? Mm. So, you know, I, I came in like with my little bit of a little bit cocky and kind of said to everybody, you know what, you’re gonna need to get comfortable with being uncomfortable. Right. And I was like, this is, we’re gonna be uncomfortable for a while. We’re gonna have to get used to that and get comfortable. But, but Sam, it was the wrong thing to say. It was the wrong thing, because I didn’t need to say that people were already so far out of their regular element. That that was just one more reminder to them that, whoa, I am so uncomfortable at this point in time that I don’t even know what to do.


Dr. Kirk Linton (13:05):
Right. we also had people, of course, who were bringing their own health issues and concerns into the building at that point in time, right? The are uncertain about their own health, about their friends, about their family. And so of course it became really real, really fast when I had staff members come to me and say, listen, like I have an underlying health condition that if I get sick, this is gonna be a big issue. Or I have a son or a daughter or a mother or a father who, if this hits that this is gonna be, become a big issue. So what we’ve asked our teachers to do this year is a tremendous act of courage and bravery. And I cannot be more proud of what we’ve done as teachers and as a profession that we’ve been able to walk into this monsoon of a year and continue need to do the best we can for our kids, for our students and for our communities.


Dr. Kirk Linton (14:00):
You know, when I first looked at what do we do here? Because my, my fear in all of this is we were going to lose that sense of community and we were going to lose our kids. Do you know what I mean? Yeah. I think every educators may fear was that these kids were going to walk out of our building and that, where would they go? What was gonna happen to them when they were home? Did they have the support systems they needed? Were mental health concerns gonna be dealt with? Would we even know the mental health concerns were going on so that we could help and support? So there’s this huge sense of sort of health, right? So for me, the way that we just, we just kept reaching out and the number one thing was just making sure we were making contacts.


Dr. Kirk Linton (14:45):
So I just kept pushing people, you know, make those phone calls, talk to people then you know, how do we connect on social media? How do we use the social media? We’ve got to sort of keep those kids engaged with us. So we were posting things like our daily announcements and prayers and jokes and things like that online. So the kids still felt like they were part of the school. Nice. you know, I used my trumpet in that context, Sam, like I, you know, I, we, me and my, my kids got out on our front weight. And so my, my, my oldest plays violin and my middle plays violin, and my youngest son plays cello. And so we were putting on driveway concerts. nice in the neighborhood. Nice. and so we’d get out there every Sunday afternoon, and then we would play a couple tunes. We’d always end with some kind of star wars lick at the end of the day. And nice. And after a while we developed some some following, you know, we were pretty big stuff, Sam, we probably had like 10, maybe 12 people who would come and bring their lawn chairs.


Sam Demma (15:38):
That’s amazing.


Dr. Kirk Linton (15:39):
but we’d also, we’d also film it too. Right. So I would you know, we’d play old Canada, we’d film that and I’d post it up online, that sort of thing. So that for the community, so it was just ways of reaching out. And I think we all were, I mean, that was sort of the, the honeymoon phase of the pandemic, if you will, at that point. Right. there was still lots of energy and hope and we’re all like, oh yeah, we’re gonna change. You know, there was maybe a little bit of sense of, you know, yeah, this is exciting in a, in a way it’s, it’s, it’s new, it’s different. We’re gonna figure this out huge challenges. We knew what was we thought we knew it was coming. But we, you know, we move forward in that kinda way. As I’ve watched the year progress, and I’ve seen some of the, the constant sort of stress that’s gone with that the adjustments that are, are constantly having to be made between moving online, moving back into person you know, we have kept our kids as well as we could and dealt with the situation the best we could. But holy Dina, this has been quite the year, Sam.


Sam Demma (16:39):
Yeah. It’s, it’s something that I’ve heard echoed between all the interviews I’ve done. I’ve interviewed over 90 educators now for the past six months. So I’m averaging dozens of conversations per month. And the, the common thread is, is, is what you’re sharing. So you’re definitely not alone and neither is your school. And before I continue, I wanna make sure I give you the applause you deserve for your, your driveway shows.


Sam Demma (17:09):
Just in case those 12 people in lawn chairs, didn’t, didn’t show appreciation enough.


Dr. Kirk Linton (17:14):
They weren’t that loud, Sam, for sure.


Sam Demma (17:17):
That’s okay. But you mentioned earlier that with every obstacle, BEC there, there comes along an opportunity with it, you know? Yeah. With every, you know, plot of dirt, you can plant the seed. What do you think the opportunities are like, you, you have obviously a growth mindset when you’re even talking about focusing on of the opportunities in a difficult situation, what are some of those opportunities?


Dr. Kirk Linton (17:44):
Yeah. And I think that’s something that you know, we have to focus on the opportunities, right. I, I think that’s something that we have to take this and acknowledge that this is a new perspective. Mm-Hmm, we’re never going back to that world. That was February 20, 20, right. This is where we’ve moved on and we’re somewhere different now. And I think that there will be a, a kind of reckoning that occurs over the years to come right, where we sort look back and say, where were we before this? And where are we now? And sort of what happened in that, in between period that got us to here. Mm-Hmm I, you know, early on, I said, I think that the end result of this is going to be a renewal of the education system. I think that, you know, we, weren’t very at agile as a system, we were very, you know, sort of like, you know, just lots of people, lots of stuff.


Dr. Kirk Linton (18:34):
And I think what we’ve learned how to do is really to adjust quickly and to change our practice. So, you know, in that period of time, this, in those first, early months of the pandemic, and even into this year, I’ve probably seen more professional learning and occur amongst teachers and staff of all types as we’ve had to sort of navigate this time and, you know, the use of educational technology, which may have been a, a tougher sell you know, about five years ago. And it’s funny because when I look there was a lot of excitement in the turn of the millennium, right? So early two thousands were people really excited about what technology could do. Mm. And there was a period of time where we all got a little bit afraid of our own technology, because we went, whoa, this is all of a sudden taking over my life.


Dr. Kirk Linton (19:21):
And I don’t know where to go with it. And then whoa, what’s going on with our kids, what’s happening with the students, right? What are they doing with the technology and how’s that impacting their lab? And so then all of a sudden there was a pushback. And so probably the, the last five years there was kind of a swing in the other direction of, we’re just gonna totally shut this down or pretend it’s not happening. Mm. What we’re seeing now is teachers are, are kind of reassessing and going back and say, so how do I use technology to deliver learning, but not only that, but to kids create, right. You know, we talk about kids have the ability to take in content. There’s a lot of, you know, they’re really good at using YouTube. They’re good at scrolling through Instagram, but when it comes to creation and making things with technology and doing things with technology, we sometimes make assumptions.


Dr. Kirk Linton (20:08):
They have skills that maybe they don’t and need to be the developed. And I’d say the same was, is with the teachers, is, is just knowing what the tools are, how they can be applied pedagogically and how they can be used to actually create that student learning out there. And so what I’ve seen is, you know, in this flipping back and forth between online and in person we’ve had to become really flexible in what we do and use the tools and new and be really innovative, just do everything differently. We’ve had to rethink everything, right. You know, we’ve rethought everything from how we, you know, teach to how we structure our school day,


Dr. Kirk Linton (20:45):
How we come into school, how we have lunch times, how we do recess, all those sorts of things. Right. So things have really significantly changed in a lot of ways. And as with a lot of things, there’s things that, you know, we would toss out and say this, if we can never get back to not doing this, that’d be awesome. But like wearing masks, for example, I don’t think anyone wants to keep wearing masks for too long. On the other side, though, there are things that we would absolutely keep where we’re going, why wouldn’t we do lunch this way? Why wouldn’t we organize ourselves a little bit differently? And so there have definitely been some positives that will come out of this, but, you know, I think there is a period that’s coming where we’re gonna all have to sort of sit back and have a chance to reflect. Hopefully the end is in sight here, Sam. Yeah. Right. Where we all can kind of sit back and go, okay, what was that all about? And then we make the meaning of that. I think, as we move forward,


Sam Demma (21:35):
I love it. And it’s funny, you mentioned the, hopefully the end is in sight. My dad was driving home the other day and Rogers globally went down or at least nationally, and , my dad gets home and I’m like, dad, you hear about the phone? He’s like, yeah, my radio, wasn’t working either. And I’m like, oh my goodness is the end in sight. Like . But no, I follow, I follow. I’m hoping the end of, of COVID is in sight as well. And you know, we’re able to do some of the things that we’d like to get back to doing. I’m curious though, you’ve peaked my interest now. How, how have you changed the structure of your school day and maybe even the lunch are some of the things that you think are really cool that have been changed and you wanna keep the same?


Dr. Kirk Linton (22:17):
Well, I mean, you know, some of them were really basic, right? The way we came in the school, you would always have the traditional, everyone would stand up in big clumps on the tarmac and you’d hold the kids outside, right. Until that bell went because you can’t let them in early. So what’s changed on that front is that we are now having kids come and staggered entry and they come right into the school first thing the morning. And so it’s funny, we had a really rigid structure before that had some benefits to it from the standpoint of the quiet, the school’s nice and quiet before the school day, that sort of thing. But what I have found is that allowing kids to have sort of a soft beginning to their day, where they have 10 or 15 minutes where they’re in ahead of time and they have the chance to just sort of come in and settle and the teacher’s not jumping straight into instruction.


Dr. Kirk Linton (23:01):
And everyone just has a chance to sort of chill out for 10 minutes has actually been a really friendly, good thing for our, our students. Right. start of the year, we did a, a staggered entry as well, where we brought in only a third of the class into each, for each day. So for three days, we just brought in 10 kids instead of bringing in 30 for the first day. And that gave our teachers that chance to have that relationship building time mm-hmm and spend more quality time and really get to know each student. So you’re not doing that for first day with 30 phases, you don’t know doing the roll call and never really getting to know them. And I gotta say that was a huge positive something that we, we heard as well. Right. we used to have our lunches in the gym altogether.


Dr. Kirk Linton (23:43):
It was loud, it was noisy. The kids were all over the place. And so now they’re having lunch within classrooms. And so it’s just a little bit calmer and, and more settled and, and I’m finding the kids are enjoying that piece as well. So yeah, I think, you know, from those standpoints, oh, staggered stagger lunch times two recesses. We, we’re not doing them all at one time, so you’d have one big us we’d have, or in our case it was two, we’d have 350 kids out at the same time. And, you know, it was just a lot going on all at the same time. And now we’ve gotta set up so that each of the groups goes out separately. And so there’s more room, there’s more space and the kids just there’s less conflict on the playground. Right. So, so small things that you wouldn’t have changed because it was the way it had it always been done. And now you have the reason to go back and try it a different way, and you realize, Hey, it’s actually possible to do this in a different way. So it’s not a bad thing.


Sam Demma (24:35):
Yeah. It’s small things. I wear this wrist brand that says small, consistent actions. And it’s the, yes, the phrase that my teacher taught to me when I was 17, that like totally changed the way I look at my life. And in fact, so much so that I keep this little turtle on my desk as well, to remind me that it’s okay, if you’re moving slow, as long as you’re thinking about, you know, what, what it is that you’re doing or making progress, you know, putting one foot in front of the other small actions, small, consistent actions. Yeah.


Dr. Kirk Linton (25:02):
I was listening to another podcast I think. And they were talking one degree turns. Yep. That that’s how you, how you turn in a big ship or you turn it all. That’s how you make change. It’s one degree turns everyone. You don’t need to do a 180. Yeah. And I think when I think about my own leadership journey too, I always used to be like, oh, it’s gotta be transformative. Like this is, you gotta know that something significant has changed. The whole system’s turned upside down and now it’s turned to see that. Yeah. Can. So working in that sort of way, slowly one degree turns is gonna get you where you want to be.


Sam Demma (25:33):
I was so fascinated by the philosophy when I was 17, that we started picking up garbage as the small action. And you know, we, we ended up filling close to 3000 bags of trash over the past four years from just one hour weekly cleanups with it’s. And so like, that’s our practical case study of that example as well. Yeah. And it’s so apparent that it’s happening in schools right now, all across Canada, all across north America, you know, small, you’re making small shifts, but it sounds like it’s making a huge difference, you know, in the schools. And also probably with the student safety, I would, I would assume


Dr. Kirk Linton (26:07):
A hundred percent, right. Small but powerful things. And I think the little things add up and I think we’ve really seen that, especially in a pandemic environment, right. Where we we’re seeing that those little choices that people are making along the way really have a real impact on others. And so I think as educators, that is always what we’re trying to show kids, because we are trying to give the next generation that sense of stewardship that they carry forward and make better the things that we’ve got. Right. And so that’s, that’s always the goal. So yeah, I like that. I think the 1% turns the small movements with intention, the small decisions, that’s, that’s something that’s a real life lesson. It’s tough to be patient for that though Sam. Right.


Sam Demma (26:45):
It is. But, but Hey, the, the turtle beats, the, the turtle beats, the hair and the race, right.


Dr. Kirk Linton (26:52):
Yeah. Well, yeah, you’re more patient than me, I think.


Sam Demma (26:54):
So if you could go back Kirk and, and speak to your younger self, you know, 18 years ago before your first year in education, knowing what you know, now, what advice would you give your younger self?


Dr. Kirk Linton (27:08):
I would probably say, you know what cuz I think that I, I had these high goals of being the professional musician. I had a taste of that and we had really, you know, I, I think what I would say to myself is it’s okay, this is not an either or right. Mm, this is a, this, and you can be that and that you can continue to be these different things. It’s the ever expanding sense of yourself, right? That we, we grow, we don’t necessarily lose the things that we’ve done before that we continue to build on them and that I can be a musician and be a principal and I can be a musician and be a teacher and be a dad and have all these different roles sort of coinciding and that they don’t I don’t lose them as I move forward that they continue to, to grow and shape and change into who I am. And that’s not a static thing at all.


Sam Demma (27:58):
I needed that advice when I was 17 and having injuries as a soccer player. So don’t only pass that forward to younger educators, but pass it forward to your students as well. I think it’s so important. I, I think of it like a book. Like imagine your life was a book and it only had one chapter; that would be the most boring book ever and I think when we, when we mold ourselves into different positions and to solve different problems and to experience different things, what we’re essentially doing is starting new chapters, you know? And I think it makes it more interesting, more relatable so that’s great advice. Kirk, thank you so much for coming on the show. I really appreciate it and this has been a great conversation. If an educator has enjoyed this and wants to reach out to you, what would be the best way for them to do so?


Dr. Kirk Linton (28:45):
They can find me on Twitter if they like @krlinton. That’s definitely one spot they can reach out to be there. I think that’s probably the easiest thing to do.


Sam Demma (28:53):
Okay, perfect. Kirk, thank you so much again and keep up the great work and I’ll talk to you soon.


Dr. Kirk Linton (28:58):
Awesome. Thanks Sam. It’s been a pleasure


Sam Demma (29:00):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show; if you want meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network, you’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Kirk Linton

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

April 23, 2022 by Music Educator Principals Student Leadership Student Success Teachers Teaching Tips 0

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

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

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

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

Connect with Staci: Email | Linkedin

Listen Now

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

Resources Mentioned

Niagara Children’s Centre School Authority

Ontario Teacher Federation Award

University of Windsor’s Odyssey Award

Books by Stuart Shanker

The Transcript

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

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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

Join the Educator Network & Connect with Staci Whittle

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

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

Join Over 2100 People Subscribed to Sam's Newsletter

Download Sam's Debut Bestselling Book (For Free)

https://www.highperformingeducator.com/contact