About Mark Cossarin
Mark did his undergraduate degree with a major in physical education and a minor in sociology at York University. He grew up ten minutes away, so it was nice to save money and live at home. He was a starting power hitter on the men’s varsity volleyball team for four years, and he was also an assistant coach with the women’s program for one year. He moved on to Western University for grad school to complete a Master’s Degree in Kinesiology. He taught undergraduate practicum courses in volleyball, badminton and physiology. He was also the teaching assistant for his thesis advisor’s Canadian Sport History course, which all first year kinesiology students took. During my second year there, he became the head coach of the women’s varsity volleyball team. The Centre for Olympic Studies at Western was just opening as well, and he had an opportunity to work very closely with the founder who was a member of his thesis committee. After graduating, he moved back home and attended UofT to earn his B.Ed.
Mark Cossarin was very fortunate during his post-secondary education to be involved in many programs that allowed him to interact with a variety of leaders. Whether a professor, coach, teaching assistant or administrator, he always valued his experiences under their tutelage. It made him understand that working hard and sharing your passion for your subject area with others, has a tremendous impact on the development of meaningful programs. In the area of volleyball, we held numerous skills camps for younger athletes as well as the National Coaching Certification Program (NCCP), where coaches, many of whom were teachers, attained their volleyball certification. During this time he became a certified NCCP instructor for indoor and beach volleyball, the Spikes Program, which introduced volleyball to younger kids and the provincial officials’ certification program.
Mark’s teaching career began with an LTO at LCVI two weeks before he completed my B.Ed. in April of 1994 They needed a phys. ed. qualified individual to replace a teacher on medical leave. After 2 LTOs and supply work, he was the second permanent hire at the Adult Ed. Centre in Lindsay when it opened in March of 1995. As the low person on the seniority list, he was bumped to FFSS and then back to LCVI. From 1998 until 2000, during Mike Harris’ common sense revolution, his wife Mary (teacher at LCVI) and himself taught at the George Washington School in Cartagena, Colombia. Students earned an American and Colombian diploma and many continued their post-secondary education in the United States. Since Italian was his first language, learning Spanish was quite enjoyable. Mary and Mark took Spanish lessons two nights a week during our first year there. He was the head of physical education and the athletic director. He taught every single student from grade 1-12 (approximately 500 students).
Similar to his post-secondary experiences, Mark had worked with a variety of people in different educational institutions. He saw firsthand how administrators work and he was able to determine which characteristics are most effective.
He visited LCVI when they returned to Lindsay after their first year of teaching in Cartagena. Mark chatted with Mike Trusz who was one of the VPs. He was describing our experiences and future plans. At that point, he said Mark should consider getting his PQP qualifications. He had already worked with him and he seemed to think that Mark would be a good fit as an administrator. It is amazing how a short conversation like that can have such a big impact. Mark was flattered because he was a very effective administrator and he had a lot of respect for how he did his job.
Mark signed up for his junior qualification, which was the first time the Queen’s Faculty of Education offered an on-line course. He was fortunate because he had to do it from Colombia since their second year had just begun in mid-August. When Mark and his wife completed their two-year contract, they came back to Ontario and he did his PQP Part 1 that summer through Brock University and his PQP Part 2 during the evenings through the Durham Board once the school year began.
Mark became a VP at IEW in the fall of 2002. After 4 years there, he moved to FFSS as principal. At the end of 2 years, he went back to IEW, and was principal for 11 years. He am now in my third year as principal at LCVI. Mark would never want to leave the secondary school environment. He loves welcoming kids in grade 9 and seeing them develop over their four years in our school. Mark has worked with wonderful people – fellow administrators, teaching staff, EAs, secretaries, custodians and the great folks who work out of the board offices. Not to mention, he has enjoyed connecting with students and families in all three school communities.
Mark’s immigrant parents always told him, “Mark, we are lucky to be in Canada. Please make sure you listen to your teacher/advisor/boss and respect them. You can learn from everyone no matter how old you are.” He has never forgotten that.
Connect with Mark Cossarin: Email
**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):
Mark, welcome to the high performing educator podcast. Huge pleasure to have you on the show this afternoon. Start by introducing yourself.
Mark Cossarin (03:05):
My name is mark Cossarin. I’m a principal with the Trillium Lakelands District School Board. And I’ve been here with the board since gosh, 1995. And I’ve been a principal since two and gosh, when was it? 2000 and two, I became a vice principal and I’ve been a principal since 2006. I’ve had a chance to be a principal at FFSS. I spent a tremendous amount of time over at LE Weldon in Lindsey. And now I’m the principal at Lindsay collegiate vocational Institute, Lindsay Ontario.
Sam Demma (03:41):
At what point in your own journey as a, as a young student, did you realize I want to get into education?
Mark Cossarin (03:51):
Gosh, I would say probably during my undergraduate time at York I, I was fortunate enough to be a member of the men’s varsity volleyball team and I was a starting power hitter for four years. And it was during that time, I had a chance to work with a lot of good leaders in their areas. So whether it was a professor or a coach or a teaching assistant, an administrator, I always valued those experiences on their, their tutelage, I think. And I think it made me understand that working hard and sharing your passion for your subject area with others has a pretty big impact on individuals and by extension programs. So the volleyball program at York, we did a lot of things in the community as well. So we ran a lot of kids programs.
Mark Cossarin (04:36):
We did a lot of national coaching certification program work where even during the summer, we’d run a lot of camps where the ever coaches or people who wanted to become coaches and get certified would come in. And the vast majority of those folks were actually teachers. So it was pretty neat at such a young age to be able to start doing those things. And I realized, you know what, this is something I’m pretty passionate about. I, I like it. I’m pretty good at it. And that really sort of planted the seed for me. I think,
Sam Demma (05:05):
How did volleyball and being in athletics at a high level shape, the way you approach education or your desire to teach and be a part of a team in a school?
Mark Cossarin (05:17):
Right. Well, I would say, I mean, obviously I had a, I was pretty passionate about athletics and sports and things like that. And I thought, you know what? That is an area where I think there is room for everybody regardless of what your area of interest might be. Mm. And, and that’s what I keep telling kids. I said, you know, even though I haven’t played volleyball in a long time, you know, what, you can get involved in so many ways if you’ve become educated in the sport. So you can become a coach, a referee, a, an administrator, and you can still stay involved and get to a pretty high level. If you do sort of, you know, have a passion for it and, and share that with others.
Sam Demma (05:56):
So you went to school to get the educational degree and the, the learning what did the journey look like from that moment to where you are today?
Mark Cossarin (06:08):
Sure. So I, I did my undergraduate degree at York went to grad school at Western. And then I had an opportunity to teach there as well as a TA. So I had a chance to, to get a sense of what that would be like. And then I went to teacher’s college at the university of Toronto, and my wife actually got a job here in Lindsay the year before I finished and I followed her up here. And we’ve never left ever since.
Sam Demma (06:35):
Oh, that’s awesome. A along the journey, did you have other educators, people who had an impact or made a difference in your life mentor you? And if so, like who were those people and what did they do that had a significant impact?
Mark Cossarin (06:52):
Right. again, I, I, I was fortunate enough that when I first got up here, I, I, I did an LTO for contract for someone. And actually even before I finished teachers college, I came up here. And again, I’ve had a chance to work with a lot of different administrators, whether they’re principals of vice principals, department heads fellow teachers within certain departments. And I think everybody, I think everybody has an impact on you. I think my parents always said, you know what regardless of where you are, you you’ll always be able to learn from everybody. You may not necessarily love what you see, but that’s part of the learning where you go, oh, that’s good. That doesn’t work so well. And I just think having had an opportunity to be, you know, here at L C B I, and then at, at, at the adult ed center, and then at, at the other high schools in the area, I always had a chance to interact with a lot of individuals. So there were so many, I think I, I can’t even mention all of them because I think it it’s been a good experience. And, and it’s been very lovely working up in this part of Ontario.
Sam Demma (07:52):
You worked as well in adult education. What was that experience like for you and paint us a picture of the difference between the school you were in now and that experience?
Mark Cossarin (08:01):
Sure. So it was, I was actually fortunate because I think I was the second one hired there. It was opened in 1995 and it was actually underneath LC B’s umbrella. So the board had never had an adult ed center. And these were truly adults, every single person who started with us there was over 20 years and some of them were in their sixties and seventies. Wow. And it was amazing cuz there, I was looking for transcripts from people who went to high school in a, really in 19, in the 1950s sixties. It, it was great because these folks had been away for so long and they were given an opportunity to earn a secondary school diploma. It was just such a meaningful experience to have that opportunity to work with, with folks who had had a tremendous amount of experience in a variety of areas come back and actually finish that chapter, which is something a lot of them never had an opportunity to do.
Sam Demma (08:58):
I have to imagine that’s a pretty inspiring environment. You know, it, it sounds like every single one of those learners is coming back to reach for something. Instead of just not complete that aspect of their life. What would, what was your experience did, did you find it that the learners were, or the people that were in that situation really wanted to improve, grow and continue on? Or was it an inspiring situation?
Mark Cossarin (09:25):
I think it varied depending on who the individual was, but I would say the vast majority, they already had jobs. Right. And they had worked for a long period of time, but they really just symbolically if not thing else, the opportunity to truly finish something, they never had had chance to finish when they were in their teens. Now some of them were younger and needed an Ontario secondary school diploma yeah. To apply for some jobs. So there was quite a range, but literally there was a woman who was 77 years old who was in that, you know, and she ended up going, I’ll never forget. She ended up applying for position. I think it was at a library in COBA Concor just north of us here. And she ended up working there before she passed away. Wow. So it, yeah, it was pretty cool.
Sam Demma (10:05):
That’s awesome. And what is, tell us a little bit about your school, the school you’re working in right now. What is the culture like here?
Mark Cossarin (10:13):
Right. So I’m, I’m at Lindsay collegiate vocational Institute. It’s actually a fairly old school. It, it was found in 1889 here. So it’s been here for a very long time. The school, it it’s, it’s a composite high school in rural Ontario. We’ve got about 500 students now. The numbers aren’t nearly as large as they used to be. And I mean, there’s a variety of things that we offer. So I, this is something we always tell parents at our grade eight info night that regardless of who your child is, regardless of their background, regardless of what their future goals might be, we have something for everyone here. There is a pathway for every single individual in our school, but we try and impress upon in the importance of please show up, please show up every single day, show up, please listen to your instructor, the EA in your class, whoever’s around and try. If you can do those things, we promise you will get your diploma. You will develop skills and you’ll be able to move on and do something else in an area of interest.
Sam Demma (11:18):
Hmm. It’s a really awesome personal philosophy. Is there any mindset shifts, beliefs that you’ve carried throughout your professional career and even also as an athlete that informed the way that you showed up every day? And if so, what are some of those beliefs?
Mark Cossarin (11:35):
Yeah, I, I, I know it sounds simple, but, and I’ll go back to it. Sure. Show up you really, you have to show up and you have to try, you know, you can’t be perfect at everything you do and you can’t necessarily be great at everything you do, but if you want to improve, you have to do repetition. there has to be repetition. You have to do things over and over to get better at it. So even if it’s something as simple as a skill in a sport, I can’t get better at something if I don’t do it over and over. And I would say the same thing in any subject area that you, you just gotta show up and you gotta try and just be, be positive. I mean, I think at the end of the day, you know, know what, when kids come into this building, I mean, this is a bricks and mortar school and it’s a traditional school, but we say, look, you know what?
Mark Cossarin (12:17):
We have a roof over your head. We will feed you and we will make sure you will be safe and we will listen to you, but we need you to be here. Please just come every single day if you can. Cuz I think that’s how kids connect. Right. And I just think, unfortunately, during the last two years, it’s had an impact on a lot of, well, all students, irrespective of age, right where we’re learning at home now we’re here now. We’re not, so it’s been challenging and I’d say moving forward, that’s probably one of the biggest challenges we will have now moving back to some kind of normalcy with students where guess what? We have a four period day again, you know, and we hope that you’re gonna show now it’s a little bit different. It’s not an OK master. It’s not a quad, you know, it’s not a hybrid.
Mark Cossarin (12:59):
Yeah. You’re, you’re back here now. So I think from a curricular perspective, that’s probably the most challenging thing moving forward, but it’s also great because now guess what, hopefully with normalcy, we have extracurriculars again and kids get to be part of clubs and they get to connect with others in areas of interest, you know, and we get to have dances and a prom and field trips and all of those things that, you know, over the last two years for the kids in grade, you know, in grade 10 or even the kids in grade 11, you know, they’ve never really had a chance to experience that very long or at all.
Sam Demma (13:32):
Yeah. So true. I’m sure you’re also itching to get back on the volleyball court with some of the kids.
Mark Cossarin (13:37):
Yeah, for sure. I mean, it’s just a great way to connect right. With kids who have an opportunity to do something they like. And, but again, they put in the time and it’s after school and yeah. So I, I mean, whether it’s a sport, whether it’s a club, just anything where people get a chance to connect with other stakeholders and, and, and just connect with their schools and, you know, and buy swag and wear school colors and, and, and all of those kinds of things that I think have, has been challenging over the last couple of years. But I think with everything that’s happened, I think our, our board has done a really, really good job supporting our staff and our students to get to where we could get. I mean, we never knew what it was gonna look like and on a weekly basis it would change. And even though we’re not necessarily at the end yet I think our board really has done a very good job chatting with all stakeholders to get a sense of what they wanted. And by and large, you know, what all things consider knock on wood. It’s been pretty good, all things considered.
Sam Demma (14:36):
I love it. And I mean, it sounds like you focus on the positives as well. I think it’s very easy to also focus on the things that are extremely negative and your whole life becomes those things. right. So it’s cool. Even amongst the storm, you can find some sliver of sunshine yeah. And, you know, focus on that until it passes. What resources have you found helpful in the, over your career in education? It could even be people resources, but if you found any courses or books or podcasts you listen to, or anything of that nature helpful feel, feel free to share.
Mark Cossarin (15:13):
Sure. I, I would say I’ve worked with wonderful people. So whether it’s fellow administrators or teaching staff, EA secretaries, custodians, people who work outta the board office, if you ever have a question, there is somebody who can help you and can answer that question for you for sure. No question in my mind. And anytime we have a question, somebody will help you. It’s just important that you ask and you know who to ask. I’d say you gotta keep learning your respective of how long you’ve been at something. I mean, I think it’s important that, you know, if you are an administrator, you should be a member of a S C, D or PD PDK international, where, you know, there are excellent resources for administrators that keep you on top of things moving forward, because things change. I mean, even from a technological perspective, things have changed so quickly. And now that we’re teaching generation Z, for those of us who have been at it for a very long period of time, it gets even more challengingSam Demma (16:08):
I, I had a, a past guest on and I, his name is slipping, slipping my mind right now, but he was basically telling me he would tell his students, I will never get mad at you for asking a question. No matter how silly you think the question is, I promise you I’ll never get mad at you for asking a question. So please ask as many questions as you’d like. And he said that that outcome, once kids got comfortable with it would lead him to walk around his classroom for like an hour and a half after saying it because kids had so many questions and he said, you know, I’ll get mad at you if you do something foolish, but not for asking questions. And I think you know, you’re right, asking questions is so important and you don’t always have to have the answer, but someone else who you work with might definitely have the answer. And that’s why I think it goes back to what you said earlier about, well, you have to show up, you have to try. And the third is you have to listen. That’s what you said. And yeah, I think listening is so important. Yeah. Why do you think listening is so important?
Mark Cossarin (17:09):
Why, oh gosh. But I think we’re all so different. And I think sometimes we, we make assumptions until we find out who the person is. Mm. And it’s funny, just you mentioning that teacher answering questions and you, you basically just shared probably the most important thing a teacher can do is use proximity. Mm. You know, don’t just stand at the front, don’t sit at your desk, walk around, communicate with the kids, get, get an idea of what’s going on. Cuz the moment you can get closer to a kid, you get an idea of what they’re writing down, what’s on their tablet. You know what they’re looking at, what they’re wearing, you know, all of those things give you greater insight and allows you to connect with the individual. Right. And I think that’s the important thing because at the end of it, every single class is gonna be different.
Mark Cossarin (17:49):
Right. We’re back to you know, a four, a four period day. So every one of our full-time teachers now has three, three classes. Okay. So you’re gonna have different numbers. You’re gonna have a different course. And even though, you know, the curriculum in theory should be the same, it’s gonna be different because you’re gonna have different kids sitting in front of you. And I think it’s our collective responsive bit, those first three or four days to get an idea of who’s who’s sitting in front of me, who are these folks? Where are they from? How do they feel? You know, what, what are they interested in? You know, what, what are the things that they hope to do? What don’t they like? You know? So I think good teachers do a great job those first couple of days to get a sense of, you know, know what who are they?
Mark Cossarin (18:30):
You know, what, what do they want? And even reaching out to parents, you know, literally just something as simple as hi I’m so, and so just wanna introduce myself if there’s any questions or concerns. And it’s funny, cuz I just did an evaluation for one of our teachers and she shared with me some of the emails that she got from back from parents and they were just so beautiful. Thank you so much for reaching out to me. I really appreciate it. And then even ones that came after the fact, because I knew that, you know what I’m allowed to communicate with this teacher directly.
Sam Demma (18:57):
So cool. Yeah. That’s so it’s just a simple way of opening the line of communication. Like, Hey, I’m for sure. I’m here for you if you need me, you know, and exactly. Yeah, once you open it, it stays open. It sounds like. So yeah.
Sam Demma (19:09):
That’s awesome. And I, I totally agree. I think listening enables us to wipe free of the assumptions we make, because as much as we say, you know, you don’t judge your book by its cover. We still make assumptions about people and about situations before you know anything about it and it’s just normal. It’s a human tendency. I’m curious to know though on the topic of like a ideas to improve as an educator improve your practice. If you could take the experience you’ve had in education, almost travel back in time and speak to your younger self when you were just starting in the classroom, knowing what you know now, like what advice would you have given your younger self? Not that you’re old now, but you know what I mean? right.
Mark Cossarin (19:51):
Yeah. Yeah. I probably, would’ve tried a little bit harder academically in all of my classes. Mm. You know, if I really had an opportunity, I probably would’ve tried in all the courses I was taking all the way, even throughout my undergraduate degree, cuz really, I really didn’t start working incredibly as hard as I should have until probably my third or fourth year. And I think looking back when I think about some of the teachers I would’ve had in some of the subject areas, or even some of the pros I had, I thought, man, I should have showed up and focused a little bit better. But again, as a young person, that’s part of learning. Right. When you realize, I mean, there are a lot of kids that crash and burn a post secondary because they don’t show up cuz they don’t have an interest. Right. And that’s just part of growing up and, and I think statistically, that happens to a lot of kids that we don’t realize that that’s just part of it. But I think, yeah, looking back now, I think I probably should have tried a little bit harder you know, grade, grade 11, 12 and grade 13 back in the day and then yeah. You know, first or second year university.
Sam Demma (20:53):
And I, I would say the same about my student experience. I also took the OAC the, the fifth year grade 13. Right. What about from the perspective of educator, mark? Like when you, when you first got into the, into the classroom, like if you could speak to your younger self and say, Hey mark you don’t know this yet, but this is what you need to hear. when you were just starting and teaching.
Mark Cossarin (21:15):
Right. let’s see, what would I say?
Sam Demma (21:21):
And keep in mind that there might be an educator listening. Who’s just about to get into this profession. right. Who is excited, but at the same time, very nervous
Mark Cossarin (21:31):
Right, right. I would say prepare as best you can and it’s not gonna work out exactly the way you think it’s going to Hmm so you know what, you you’re gonna have a toolbox and that toolbox will get bigger and bigger as you go along and if it doesn’t work per it’s okay. As long as you try and you get the feedback from the individuals you are around, whether it’s the students, whether it’s your department head, whether it’s you know fellow instructors who are teaching the same classes. I think that’s the key where it doesn’t make you a lesser person. If you end up having to change things or improve things or, you know, get greater insights from others who have done that before.
Sam Demma (22:12):
That’s a great piece of advice. Not only for educators, flies to all fields. Mark, thank you so much for taking this time to come on the podcast, share some of your journey, experiences, insights. If someone is listening, wants to reach out, ask a question or bounce of my ideas around what would be the best way for them to get in touch with you.
Mark Cossarin (22:32):
Sure. email again, I get it all the time and I would answer pretty quickly. So it’s firstname.lastname@example.org
Sam Demma (22:48):
Awesome. Mark. Keep up the great work. Thanks again for coming on the show and we’ll talk soon.
Mark Cossarin (22:53):
Thanks for having me Sam. Appreciate it.
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